Education is no longer viewed merely as a social development tool; it is increasingly recognized as one of the key determinants of economic resilience and political stability. As the world moves toward the middle of the twenty-first century, the global economy is entering a new phase shaped by technological transformation, the climate crisis, demographic change, and geopolitical uncertainty. In this context, the central question is no longer “How many diplomas do we have?” but rather “How do we develop human capital capable of adapting to complex and evolving challenges?” This very question lies at the heart of discussions taking place on the Davos platform in recent years.

The primary global arena for these discussions, the World Economic Forum, has long framed education not as a standalone sector but as a functional mechanism operating within the broader economic system. In the context of Davos 2026, this approach is further deepened by linking education to the concept of “producing future skills.” The key emphasis is that a rapidly changing labor market can no longer rely solely on knowledge acquired through formal education. Instead, it prioritizes competencies such as adaptive thinking, flexibility, leadership, ethical decision-making, and social responsibility. Official agendas and analytical reports related to Davos 2026 indicate that a significant portion of the skills required for the future economy are developed outside traditional education systems. The Future of Jobs Report 2025 explicitly states that by 2030, a substantial share of existing occupations will either be transformed or require entirely new skill sets. This makes it clear that the sustainable development of human capital cannot be entrusted exclusively to formal educational institutions.

At this point, the concept of non-formal learning becomes particularly significant. UNESCO defines non-formal education as a learning process aimed at individuals’ personal, social, and professional development that is not limited by formal diploma systems. Although the term “non-formal education” is not used explicitly on the Davos platform, concepts such as “lifelong learning,” “reskilling,” “youth leadership,” and “community-based solutions” effectively represent non-formal education in Davos terminology. One of the most striking aspects of the Davos 2026 discussions is the framing of education as a tool for managing current economic risks. Challenges such as climate change, green transition, and social inequality cannot be addressed through technical knowledge alone; they require ethical leadership and social empathy. These competencies are most effectively developed in non-formal learning environments.

I was able to observe this global discourse firsthand during the Global Shapers Community Annual Summits held in Geneva in 2024 and 2025. Organized within the framework of the Global Shapers Community, these gatherings brought together more than 500 young leaders from over 150 countries, demonstrating how non-formal education functions in real practice. The meetings in Geneva differed fundamentally from conventional conference formats. The primary objective was not the transmission of predefined knowledge but the creation of a collective learning environment through the sharing of lived experiences.

The decision to hold the first day of the summit at CERN carried both symbolic and practical significance. Discussing leadership, ethical responsibility, and global citizenship in a space built on international scientific cooperation was far from coincidental. These sessions highlighted that the future knowledge economy is shaped not only by technology but also by trust and shared values among people. (My reflections on participation in the 2024 forum can be read on the Medium platform.) The “Purpose Circles” model implemented during the summit stood out as one of the most powerful tools of non-formal learning. Within these circles, participants engaged in discussions around daily reflections, personal leadership dilemmas, and the changes they sought to create within their communities. This process fostered deep reflection and empathy skills rarely cultivated within formal education systems.

The “Next Generation Now” approach that came to the forefront during the 2025 summit closely aligned with the core thesis of Davos 2026: young people are no longer the leaders of tomorrow but the decision-makers of today. This perspective positions youth not as passive beneficiaries but as active designers of solutions, turning non-formal education into a central platform for social innovation. The Geneva experience clearly demonstrated that non-formal education does more than provide knowledge and skills; it also generates social capital. The dozens of connections established during the summit evolved into opportunities for regional and global collaboration, vividly illustrating how the “public–private–civil society partnership” model frequently emphasized at Davos 2026 takes shape in practice.

The relationship between Davos 2026 and non-formal education is therefore not coincidental. While Davos identifies global challenges, non-formal learning cultivates the human capital capable of responding to them. Although formal education systems play an important role in this process, they are insufficient on their own to adapt rapidly to changing realities. (See also: “After the Question: Youth, Thought, and the Intersection of Science,” 20 pages, Ulvi Mammadov, 2025.)

Impressions from the Global Shapers Annual Summit 2025 in Geneva, Switzerland, 11 July 2025. World Economic Forum Headquarters.
Copyright: World Economic Forum / Thibaut Bouvier.

Within the Davos 2026 agenda, one of the areas where education intersects most strongly is the green transition and climate transformation. The shift away from carbon-intensive economic models cannot be achieved through technological innovation alone; it also requires changes in human behavior, values, and decision-making processes. For this reason, concepts such as “green skills,” “climate leadership,” and “just transition” occupy a central place in Davos 2026 discussions. None of these competencies can be developed quickly through conventional curricula. Climate literacy, environmental responsibility, community-based solutions, and ethical decision-making are primarily acquired through experience, fieldwork, and reflection. In this sense, non-formal education becomes the invisible yet decisive pillar of Davos’ climate agenda. The persistent prominence of climate risks in the World Economic Forum’s Global Risks Report further underscores this necessity.

At the Global Shapers gatherings in Geneva, climate and green skills were not confined to theoretical discussions. Sessions organized in the “Action Lab” format enabled young participants to develop prototypes addressing real community challenges. These laboratories explored the impacts of climate change on rural areas, the role of youth in local initiatives, and ways to align ecological innovation with social inclusion. This process clearly demonstrated that non-formal learning functions as a practical mechanism for the green transition.

Another critical aspect of the Davos 2026 educational approach is the measurement of learning and the assessment of impact. While success in traditional education systems is typically measured through exams and diplomas, non-formal education centers on a different question: “What tangible change has this learning produced?” The increasing use of the concept of “impact-driven learning” on the Davos platform is therefore not accidental. This approach was also strongly evident during the Geneva summits, where participants were expected not only to propose ideas but to explain the concrete outcomes these ideas would generate within their communities. This reflects a core characteristic of non-formal education: learning is treated not as abstract knowledge but as a commitment to social responsibility. In this respect, non-formal learning aligns directly with the notions of accountability and responsible leadership emphasized at Davos 2026.

At this stage of the discussion, it is also important to highlight the impact of non-formal education on youth political and economic participation. Within the Davos 2026 framework, young people are no longer positioned as observers or symbolic participants but as active contributors to decision-making processes. This approach was experienced firsthand at the Geneva gatherings, where young leaders presented regional challenges in a global context while also examining how global decisions affect local communities. This dynamic created a two-way learning environment rarely found in formal education systems, where teaching and learning occurred simultaneously. Such an environment strengthens the democratic and inclusive nature of non-formal education.

At the Davos 2026 summit of the World Economic Forum, education stands as an integral component of global economic strategy. Non-formal learning serves as the implementation mechanism of this strategy. If Davos identifies the problems of the future, non-formal education develops the human capital capable of solving them.