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EdTech in Lao People’s Democratic Republic: A Rapid Scan

Afzal, N., Thang, S., Tulivuori, J., … Mazari, H. - 2024 - EdTech Hub

EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive. Nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, and in this case, Lao People’s Democratic...

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process

Beoku-Betts, I., Ampofo, R., & Haßler, B. - 2024 - EdTech Hub

The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School...

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis

Major, L., Francis, G. A., & Tsapali, M. - 2021 - British Journal of Educational Technology, 52(5), 1935–1964

Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and...

Open Educational Resources in Africa: A Curated Resource List (Helpdesk Response No. 20)

Koomar, S., & Jull, S. - 2020 - EdTech Hub

This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.

Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review [Technical Report]

Hennessy, S., D’Angelo, S., McIntyre, N., … Zubairi, A. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List (EdTech Hub Helpdesk Request No. 11)

Koomar, S., Moss Coflan, C., & Kaye, T. - 2020 - EdTech Hub

This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.

Leveraging Existing Technology in Low-Resource Settings to Support Learning: Conceiving and developing implementation plans for schools [Guidance Note]

Hayat, A., Flam, R., & Handigol, A. - 2025 - EdTech Hub

This document serves as a practical guide for implementers and decision-makers on how available technologies can effectively support teaching and learning in schools worldwide. Drawing on existing evidence of successful EdTech interventions in low-resource settings, particularly within Southeast Asia, it offers guidance on the essential steps in the early phases of EdTech implementation. The report also provides recommendations for transitioning from the initial conception phase to...

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context (Helpdesk Response No. 37)

Rui, Y. (Tingting), & Upadhyay, A. - 2022 - EdTech Hub

This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio,...

Exploring Teacher Digital Skills and Literacy Competencies: A curated list of frameworks and resources to inform UNICEF Thailand (Helpdesk Response No. 194)

Flam, R., Upadhyay, A., & Thang, S. - 2025 - EdTech Hub

This report was developed in response to a request from UNICEF Thailand for a curated list of digital skills and literacy frameworks designed for teachers. It reviews and compares 16 global, regional, and national frameworks to inform the development or adaptation of teacher-specific training and materials in Thailand. Key insights include the multidimensional nature of digital literacy, the central role of teacher development, and the alignment of learner-centred approaches with...

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia (Helpdesk Response No. 27)

Upadhyay, A., Shoobridge, J., & Moss Coflan, C. - 2020 - EdTech Hub

This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.

EdTech for Marginalised Learners in Southeast Asia: Perspectives from funders and providers on priorities, design, investment, and scaling considerations [Landscape Analysis]

Jayasinghe, N., Chrisani, A., Honda, D., & Gunawan, C. J. - 2025 - EdTech Hub

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...

Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries

David, R., Pellini, A., Jordan, K., & Philips, T. - 2020 - Zenodo

Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV...

Pakistan Digital Learning Landscape Analysis [Technical Report]

Zubairi, A., Khalayleh, A., Baloch, I., … Groeneveld, C. - 2022 - EdTech Hub

The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital...

Parent and Caregiver Engagement in Kenya: Gaps, opportunities, and emerging questions for future research (Helpdesk Response No. 213)

Flam, R., Honda, D., Ramesh Vasudevan, S., & Mbugua, W. - 2025 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org/

A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh (Working Paper No. 45)

Clark-Wilson, A., Bashir, A., Ahmed, S., … Otieno, J. - 2022 - EdTech Hub

The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of...

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations [Working Paper]

Rahman, A., Plaut, D., Salami, T., & Carter, A. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

How Can Participatory Methods Centre Teachers Within Education Policy? [Learning Brief]

Koomar, S. - 2024 - EdTech Hub

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 the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected...

To inform the development of Malawi's National Numeracy Programme (NNP), EdTech Hub worked with the Directorate of Quality Assurance Services (Malawi), Cambridge Education, and the UK Foreign, Commonwealth and Development Office (FCDO) to examine the NNP’s components during its extended pilot phase during the 2022–2023 school year, and explore how these might be refined to improve teaching and learning of mathematics in Malawi. In-depth qualitative research in four schools was undertaken to...