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The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated...

EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda (Helpdesk Response No. 28)

Chuang, R., & Koomar, S. - 2020 - EdTech Hub

This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.

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...

Sierra Leone Digital Learning Landscape Analysis: Developing the National Digital Learning Strategy (Helpdesk Response No. 175)

Waziri, N., Mufti, A., Ramesh Vasudevan, S., … Oyedele, O. - 2025 - EdTech Hub

In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions,...

EdTech for Education in Emergencies: A Rapid Evidence Review

Barnes, K., Ramesh Vasudevan, S., & Flam, R. - 2025 - EdTech Hub

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,...

MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their...

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan [Evidence Review]

Wilson, S., Khalayleh, A., Baloch, I., & Kaye, T. - 2022 - EdTech Hub

During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling...

Enquête nationale sur la possession et les usages des technologies parmi les enseignants du primaire [Rapport Technique]

Rasolohery, H., & Mitchell, J. - 2025 - EdTech Hub

This document presents a report of a national survey on technology ownership and usage among primary school teachers in Madagascar, conducted in 2023. The survey, a collaboration between EdTech Hub, the National Institute of Pedagogical Training (INFP), and the Ministry of National Education, aimed to gather reliable data on ICT deployment across Madagascar's 23 regions. Data was collected through quantitative surveys and qualitative focus groups involving 1403 educators. Key findings reveal...

EdTech for Learners With Hearing and Visual Impairments: A Rapid Evidence Review for the Southeast Asian Region [Rapid Evidence Review]

Zhao, A., Hinks, J., Thang, S., … D’Rozario, J. - 2024 - EdTech Hub

This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good...

Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries (EdTech Hub Helpdesk Response No. 4)

Coflan, C. M., & Kaye, T. - 2020 - EdTech Hub

This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.

This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early...

Learning Continuity in Response to Climate Emergencies: Pakistan’s 2022 floods [Technical Report]

Mazari, H., Baloch, I., Thinley, S., … Perry, F. - 2023 - EdTech Hub

Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers,...

AI in the Classroom: A rapid evaluation of AI-generated lesson plans in Islamabad’s public schools [Technical Report]

Aslam, N., Qureshi, G., & Hassan, S. M. - 2025 - EdTech Hub

This report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA)...

What Should Ministries of Education Prioritise When Crafting Their Edtech Strategies? [Learning Brief]

Thinley, 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 priorities for governments and ministries of education when crafting EdTech Strategies. Interest in developing EdTech strategies related to operational targets and outcomes has increased over the past few years, especially in response to the learning disruptions caused by the Covid-19 pandemic. Evidence...

18 large-scale EdTech initiatives on our radar in 2020

Moss, C. - 2020, January 22 - EdTech Hub

During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]

EdTech for Out-of-School Children and Youth: A Rapid Evidence Review for the Southeast Asian Region [Rapid Evidence Review]

Barnes, K., Mazari, H., Mitchell, J., … Thinley, S. - 2024 - EdTech Hub

This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good...

The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in...

Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for...