Can't Wait to Learn actively addresses gender-based barriers to learning, such as limited mobility, unequal access to devices, caregiving responsibilities, and gender stereotypes. Its flexible, self-paced model and inclusive content design aim to ensure equitable participation. Evidence from Chad highlights this impact: while girls started with lower baseline scores than boys, they caught up within 4.5 months. The effect size for girls’ learning (SD = 0.8, p < 0.01) was four times greater than that for boys (SD = 0.2), underscoring the programme’s potential to close gender gaps in foundational learning.

Can’t Wait to Learn is designed specifically for children in crisis-affected and low-resource settings, including out-of-school and marginalized groups. The product is co-created with children from these communities to ensure cultural and contextual relevance. It functions offline, making it suitable for areas with limited infrastructure. Content is localized in language and context, and can be adapted for children with learning delays or those new to formal education. Implementation models are flexible to include children in schools, temporary learning spaces, or community settings, ensuring broad access and inclusion regardless of background or displacement status.

1. Child-Centered Co-Creation

Children are involved in the design of the game world. The game world is designed to help address entrenched issues of stigma and discrimination by including characters with disabilities. Special care is taken to ensure representation of girls and children with disabilities throughout the design process.

2. Localisation & Contextual Relevance

Content is aligned with national curricula, translated into local languages, and adapted to cultural norms.
Materials reflect local realities, including names, settings, and everyday experiences familiar to the children using the product.

3. Inclusive Interface and Accessibility

The game is designed to be accessible for children with low literacy levels, and includes:

• Audio instructions
• Intuitive visuals
• Minimal text where possible

Adaptations for children with learning difficulties and trauma-related challenges are integrated, based on War Child’s psychosocial support expertise.

4. Gender Equity

Games are reviewed and tested to ensure balanced gender representation in characters and narratives. Materials are designed to challenge stereotypes and promote equal participation by girls and boys.

5. Offline-First Functionality

The programme is accessible offline via tablets or other devices, making it suitable for low-connectivity environments—essential for marginalised communities.

6. Ethical Business and Delivery Model

Delivered in partnership with ministries of education, NGOs, and local actors, to support system strengthening and equitable access.
The programme is implemented through public sector or non-profit delivery channels, not commercial distribution, ensuring it remains accessible to those most in need.
War Child and partners are committed to open sharing of learnings and tools, contributing to global public goods in EdTech.

7. Diverse and Inclusive Teams

Development and implementation teams are composed of diverse professionals across global and local contexts.
The approach emphasises capacity building with local partners and the recruitment of national staff, contributing to more equitable power dynamics.

8. Evidence-Driven Adaptation

Regular monitoring, research, and evaluation are conducted using disaggregated data (e.g., by gender, age, disability) to identify and address disparities in usage and outcomes.

Future integration of AI into Can’t Wait to Learn will follow established ethical frameworks such as UNICEF’s Policy Guidance on AI for Children and the Principles for Digital Development, as well as sector standards like the Core Humanitarian Standard and IASC Guidelines on Data Responsibility. This ensures that children’s rights, privacy, and wellbeing remain at the centre of our digital innovations.