A/HRC/32/37 XV. Conclusions 108. Digital technologies are revolutionizing the provision of education. Multiple learning pathways, such as e-learning, massive open online courses and open educational resources, are contributing to the diversification of learning approaches. Disparities in access to digital technologies persist, however, and countries need to bridge the digital divide. Marginalization and exclusion compromise the principles of social justice and equity, which are key pillars of the United Nations system’s work on peace and development. 109. In the 1998 World Declaration on Higher Education for the Twenty-First Century: Vision and Action, signatories called upon higher education institutions to give the opportunity to students to fully develop their own abilities with a sense of social responsibility, educating them to become full participants in democratic society and promoters of changes that will foster equity and justice. 110. The use of digital technologies carries the risk of undermining human values in education and the quality of education, especially as regards degrees and diplomas that are fraudulently delivered. 111. Moreover, the implications of digital technologies and copyright must be examined critically in order to better understand the rights to access to knowledge and information. 112. Digital technologies are negatively affecting the cause of education by impairing the ability of students to contemplate and think critically, by scuttling human values in education and by paving the way for the commodification of education. 113. In the light of their obligations under the norms and principles of the right to education, States must ensure that digital technologies do not impair universal access to education or equality of opportunity in education. Nor should they be allowed to erode the concept of education as a public good. 114. Governments must learn from the lessons of the past, when technologies were purchased without due consideration being given to the many factors that contribute to success. Computers and tablets alone make no difference in learning outcomes if teachers and administrators of educational establishments have not been involved in planning and have not received adequate training to effectively use the technology in the classroom. 115. The Special Rapporteur recalls that the Education 2030 framework for action specifically calls upon Governments to harness information and communications technologies to promote quality and effective learning. It also recognizes the importance of education as a public good. 116. In the face of the transformation of education systems, especially higher education, through digital technologies, the State remains primarily responsible for respecting and protecting the right to education on account of its international legal obligations. The State is the custodian of norms and principles and must ensure that the right to education is respected in all systems and modes of education. Governments should not abdicate their responsibility for ensuring that educational institutions retain their essential public service function. In all circumstances, the State must discharge its responsibility as guarantor and regulator of education as a fundamental human right. 20