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This is the first in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the optimal number of minutes for pre-primary learners on a classroom-integrated digital personalised learning tool to optimise learning outcomes. The A/B/C test found different levels of session duration impacted on literacy and numeracy outcomes, with the findings for numeracy dependent on grade level....
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This report examines gender disparities in the use of educational technology (EdTech) among students in Pakistan, with the aim of informing policies that foster more inclusive and equitable digital learning environments. Drawing on data from a survey of over 2,000 teachers and interviews with EdTech stakeholders in Islamabad, the report explores how sociocultural norms and parental attitudes shape differential access to and use of EdTech at home—particularly disadvantaging female students....
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This is the second in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates whether introducing a timer alongside digitised lesson plans impacts upon teachers’ lesson plan usage. The A/B test found that providing a timer did not influence how much time teachers spent on digitised lesson plans. While, on average, teachers in the timer group tended to spend less time on lesson...
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This is the third in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the impact of repeating learning content for pre-primary learners on learner device usage and learning outcomes. The A/B test found that content repetition had an impact on literacy and numeracy outcomes for PP2 learners. PP2 learners’ usage of the DPL tool was significantly reduced with content...
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This is the fourth in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the extent to which the provision of notifications to pre-primary teachers to view data dashboards impacts learner device usage and learning outcomes. The A/B/C test found no impact on device usage and negligible impact on learning outcomes. This suggests that accompanying data dashboards with...
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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how in-service Communities of Practice (CoPs) support teacher learning and how EdTech can enhance this aspect of teacher professional development (TPD) in low- and middle-income countries. In-service CoPs have become an important component of TPD, creating spaces where teachers can share their knowledge...
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This report presents the findings of a landscape analysis of EdTech interventions designed for the Southeast Asian context. The analysis aims to understand the extent to which EdTech providers and funders in Southeast Asia address the needs of marginalised learners through their priorities in design, investment, and scaling decisions. It focuses on initiatives targeting marginalised groups and those with potential to scale. The research for the study included interviews with funders engaged...
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This Rapid Evidence Review provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices for learners in contexts of forced displacement. The main aim of the review is to provide education decision-makers, funders, and implementers (among others), with a clear picture of which interventions may be the most effective in these contexts and, crucially, which implementation decisions facilitate or hinder this effectiveness. We reviewed...
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This policy brief explores how EdTech can support a climate-resilient education system, drawing on insights from stakeholder consultations and EdTech Hub's research on learning continuity in response to climate emergencies following the 2022 Pakistan floods. While recovery efforts often focus on restoring physical infrastructure, we argue that a shift to long-term resilience against climate emergencies can be supported by strategic and contextually relevant use of EdTech. The brief...
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This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices in emergency contexts. The main aim of the review is to provide education decision-makers, funders, and implementers (among others) with a clear picture of ‘what works’ regarding EdTech in emergencies. Crucially, it also aims to create an understanding of the conditions necessary to ensure the effectiveness of these interventions. Accordingly,...
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