Illyrian education is a term in the field of the history of education and pedagogical thought that denotes the totality of forms, organizations and educational institutions in the Illyria and among Illyrians. In the early periods, the education in Illyria and among the Illyrians was under the influence of Greek education, while later it was under the influence of Roman culture. Based on the latest scientific research and discoveries in various aspects of Illyrology: historical, archeological, epigraphic, linguistic, paleographic, etc. It has become possible to better summarize the Illyrian educational system. Illyrian education stretches over a period of time between the 8th century BCE, when the Illyrian culture began to flourish, and the 7th century CE, when the Illyrians are last mentioned in historical sources. In general, it can be said that education among the Illyrians was developed starting from a level of family and informal education towards an organized, institutional, and formal educational system.

To the Illyrians as well as to other ancient peoples, the main centers of organized activity became organized cities in the form of provincial communities known as koinons. Archaeological research proves the existence of the gymnasium in the Greek colony of Apollonia since the end of the 6th century BC. Later, gymnasiums and other educational institutions were opened in cities such as Amantia, Byllis, Durrës, Epidaurum, Nikaia, Historical evidence speaks of the Hellenistic School of Apollonia, in which in 44 Julius Caesar's nephew, Octavian Augustus, was also a student, probably because in this educational institution taught prominent scholars of the time. The school of Apollonia was a philosophical-rhetorical school in which students learned knowledge from fields such as philosophy, oratory (rhetoric), literature and language. The ancient Greek geographer and historian Strabo in his work Geographica describes it as "a city with good laws" (polis eunomotate). Even the Roman orator Cicero, who had visited these areas in 58 in his work Philipicae, described Apollonia as a "great and majestic city" (Latin: magna urbs et gravis) with a school of philosophy and oratory. The existence of libraries and stadiums has been proven in some Illyrian cities. In different historical periods, Greek and Roman educational institutions functioned in Illyria in which the children of the rich Illyrian strata attended classes.

Meanwhile, the great philosopher and teacher of ancient Greece, Aristotle, author of several writings dedicated to the Illyrians, among which the Constitution of Dyrrahium and the Constitution of the Mollosians are also spoken about the ancient city of Durrës. In his works Aristotle sometimes takes Durrës as an example of internal governance. While the poet Catullus called Durrës "the Adriatic tavern" (Latin: Adriae taberna), Cicero describes it as an "admirable city" (Latin: admirabilis urbs).

The functioning of a regular educational system helped in the development of higher forms of culture. The main cities never lacked stoas (promenades), which were public buildings for the development of political, literary and philosophical conversations. Thus, e.g. Byllis stoa, 144m long, was two-storey and with two crossings, separated by a colonnade, for the movement of citizens. Stoas (promenades) have also been discovered in Nikaia, Dimale etc. In the main cities there were also theaters, which were calculated not only for the population of the cities, but also of the villages. This is evidenced by the capacity of the Bylis theater with 7500 seats, at a time when the population of the city itself was 10-15 thousand inhabitants. It is understood that most of the spectators were from rural areas. The massive character of the participation shows at the same time that the performances were not intended for a cultured elite, who could follow the plays in the language of Aeschylus, Sophocles, and Euripides, but, in the local language, understandable to all. This is a proof of the existence of a dramatic literature in the Illyrian language. In general, the political, cultural and religious life in the Illyrian civic communities took place in gymnasiums, promenades, theaters, stadiums, temples, etc. In general, prominent scholars and personalities, distinguished military commanders and statesmen (kings) emerged from the Illyrian schools and educational system.

The education of children in the family was the first phase that includes the period from birth to the age of 7 years. During this period, the children of the Illyrians were educated in the family, by their parents and / or grandparents, but the mother (Illyrian woman) had a special educational role. It is known that the Illyrian woman in the family and in society enjoyed special respect. Ancient Greek and Roman authors, archaeological discoveries, and contemporary scholars confirm that women in the Illyrian world had more rights than ancient Greek or Roman women. Among other things, they enjoyed the right of inheritance, starting from the family to the highest governing bodies of the state. Such examples are Teuta, Beroea, Birkena, etc. According to Cicero, Illyrian women were "as powerful and industrious as their husbands, they guarded cattle, brought wood to their hearths, and prepared food. They breastfed their own children, even their twins." After this period the children of free citizens, of the middle and upper classes of Illyrian society continued their education in grammar schools.

Primary or elementary schools were privately owned schools, in which Illyrian children aged 7-11 attended Greek schools. During this period, particular attention was paid to the teaching of literacy and counting. Small wooden boards painted with a layer of beeswax as well as pens, which were sharp metal or bone (pencil) tools in the shape of a pencil, were used as writing tools.

The Palaestra was the third phase of the educational system in which children from the age of 12-14 attended classes. Even these educational institutions were usually private and in Greek. During this period special attention was paid to the physical development of young people, mainly through gymnastic exercises and athletics. Their primary goal was to form a strong, stable, agile personality with a beautiful body.

The gymnasium was the fourth phase of the educational system in which young people aged 15-17 attended classes. The education in the gymnasium was done in Greek under the care of the gymnasiarch, while special attention was paid to the physical, military and mental (intellectual) preparation of the young people, through running, jumping, javelin and discus, philosophical, literary and juridical-political conversations with learned people of time, etc.