The School in the Cloud Project – Results, Status, and a Sustainable Model

Abstract

Building on the “hole in the wall” experiments and TED Prize project (2014-2016), this study examined long-term sustainability and impact of the School in the Cloud (SC) initiative using Self-Organised Learning Environments (SOLEs) and minimally invasive and technology-mediated pedagogy in India, the UK, and the USA. Grounded in emergent learning and Minimally Invasive Education (MIE), it fills a gap in digital education literature on post-funding viability of innovative environments. Using qualitative methods—site visits and interviews in communities and schools—the study assessed outcomes (digital literacy, reading comprehension, self-confidence) and sustainability barriers (financial, infrastructural, policy). Linking global digital learning trends to local realities, it validates autonomous, collaborative inquiry and proposes sustainable models for technology-enabled education. The findings show how SOLE pedagogy and emergent learning democratise education, build key skills, and deliver lasting benefits across socio-economic contexts. The article ends with a framework for sustaining SC Labs via community engagement, institutional ownership, and monetisation to ensure viability. It adds knowledge on scaling digital models in diverse settings and guides efforts to democratise education through minimally invasive, technology-enabled methods.