Internet Free Education Resource Bank (IFERB)
IFERB is a curated collection of over 550 open-source, project- and play-based learning resources designed to bring learning to children wherever they are—at home, in classrooms, or in crisis settings.
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IFERB’s Impact
Real numbers, real change across communities worldwide.
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Access 550+ quality educational resources and connect with educators worldwide.
Awards & Recognition
Global awards acknowledging IFERB’s innovation and reach
M-Education Alliance Award (Crisis and Conflict Response) USA, 2021
World Innovations Summit For Education (WISE) Award Qatar, 2022
HundrED Innovations Global Collection Finland, 2022
QS-Wharton Reimagine Education (Access, Diversity, and Inclusion) USA, 2023
HGSE Alumni Council Award for Impact in Education USA, 2024
Open Education Awards for Excellence Qatar, 2024
Anthem Awards USA, 2024
Voices from the Field
Hear from teachers using IFERB to transform learning in their communities.
"During the project 'Be your own Author', students were able to create their own story. They learnt new words and their meaning, and spelled them correctly. Student learned a lot. They learned how to create a story in sequence, they drew pictures, and improved their craft skills. This project has made a big change in some students. Students were motivated as they enhanced their vocabulary, sequenced their stories, drew and even learned some grammar. They felt more confident."
Teacher
"Most teachers who were involved were volunteer teachers who were not qualified enough in skills and pedagogical practices. They expressed that they gained basic skills in very effective and learner-centered teaching methods. Parents also had the opportunity to learn how to help their children learn."
Teacher
"Students are able to absorb the information from the projects much better than in traditional lessons."
Teacher
"Teachers and parents commented that they started to see a change in attitude in students. Teachers noticed that students are always on time, and sitting, waiting for the IFERB lesson to start-which was out of the ordinary. Moreover, the PTA representatives also added that their kids are very excited about the IFERB lessons and noticed a more responsible, confident attitude from the children in the area."
Teacher
"The IFERB PBL projects improved parental engagement unprecedentedly in supporting their children’s learning, and it encouraged them to help and reinforce their children’s learning and skills by using simple tools that are available at home, and with no need for an internet connection."
Teacher
"The IFERB PBL project goes one step further than the academic curriculum as it helped students develop Social-Emotional Learning skills, and 21s skills such as critical thinking, collaboration, problem-solving, and communication."
Teacher
"The projects contributed to widening students’ horizons. The new style of teaching and learning, project-based learning, promoted students’ creativity and interaction with the surrounding environment. For example, in the “Make your own Paper Figure” project, students gained multidisciplinary skills, exploring the human body, its function and autonomy, and making their own sensory flip book exploring the 5 senses."
Teacher
"Students' performance in the subject areas has improved. Learners' communication skills, creativity, critical thinking, drawing, coloring, and participation in class all improved."
Teacher
"These projects are not static, they are dynamic. They are fitting the current trends in education and our new education system. IFERB makes learning interactive and learner-centered."
Teacher
"IFERB has developed learner's curiosity and broken classroom monotony. It is learner-centered and the content covered from one subject applies to other learning areas and improves learner's mastery of content. The content relates to day- to- day life situations and also learners make good use of the available resources in the environment"
Teacher
"During the Focus Group Discussions, teachers expressed excitement to gain new skills, notably the evaluation methods. 'I improved my critique of learners,' said one teacher. Another teacher said, 'I could assess all types of learners, including those who were not great writers.'”
Teacher
"Students became enthusiastic about and interested in learning and attending school thanks to the IFERB program. Learners were looking forward to learning."
Teacher
"I remember more with projects. I learned a lot!”
Student
"The exploratory method used in IFERB projects has been highly successful with students as they feel like active participants of their learning instead of just quiet students in a classroom listening to the teacher without much opportunity of participation. The projects within IFERB ensure two-way communication, making the child an equal participant in the process."
Teacher
"IFERB presented parents with a unique opportunity to learn with their children, this continued interaction has the potential of transforming the relationship the two have and influencing it in a positive manner. Most parents became aware of their children's abilities and hidden talents through the projects; the children experienced an increase in their confidence level with positive encouragement from their parents."
Teacher
"My daughter and I learned a lot of new concepts together in the days of lockdown. In the IFERB toolkit, the first project is about COVID-19 and it equipped us with authentic information that we were not aware of before. We trusted rumors/myths we had heard from people around us. Now, I along with my family members read the IFERB toolkit and learn something new every day."
Teacher