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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,...

EdTech for Girls’ Education: A Rapid Evidence Review for the Southeast Asian Region [Report]

Mitchell, J., D’Rozario, J., Thinley, S., … Hinks, J. - 2025 - 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...

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...

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...

EdTech in Vietnam: A Rapid Scan [Country summaries and case studies]

Honda, D., Halla, K., Thang, S., & 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, Vietnam. This report was...

EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region [Rapid Evidence Review]

Mitchell, J., Thang, S., Zhao, A., … Afzal, N. - 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...

Cohort Learning Handbook [Methodology publication]

Nicholson, B. - 2024 - EdTech Hub

The Cohort Learning Handbook captures EdTech Hub’s approach to building cohorts on its Evidence-Led Entrepreneurship Course. The course aims to help entrepreneurs adopt and utilise evidence to learn and to scale their products and services. The Handbook is for individuals and organisations who support EdTech entrepreneurs (e.g., accelerators, entrepreneurship programmes, and funders). Building a cohort supports entrepreneurs to learn quickly and more confidently as a result of learning with,...

EdTech in Cambodia: A Rapid Scan

Thinley, S., Hayat, A., Thang, S., & Mazari, H. - 2024 - EdTech Hub

EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include 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, in this case, Cambodia. This report was...

Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge [Preprint]

Anonymised for Peer Review Purposes - 2023 - EdTech Hub

This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects:...

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone (Working Paper No. 49)

Nicolai, S., Jefferies, K., & Stepanek Lockhart, A. - 2023 - EdTech Hub

To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to...

EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? [Working Paper]

Jordan, K., & Myers, C. - 2022 - EdTech Hub

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

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 [Working Paper]

Tembey, L., Baier, J., Ogolla, C., & Mohan, P. - 2021 - EdTech Hub and Busara Center for Behavioural Economics

The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued...

Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 (Working Paper No. 31)

Crompton, H., Chigona, A., Jordan, Katy, J., & Myers, C. - 2021 - EdTech Hub

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

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes

Saidu, A., Casado, E. R., Shergill, M., & McBurnie, C. - 2021, March 26 - EdTech Hub

Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence (Helpdesk Response No. 25)

Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub

This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning (Helpdesk Response No. 14)

Allier-Gagneur, Z., & Moss Coflan, C. - 2020 - EdTech Hub

EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.

Summarised Findings from the EdTech Hub Helpdesk [Working Paper]

Chuang, R., & Moss Coflan, C. - 2020 - EdTech Hub

As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.

Girls’ Education and EdTech: A Rapid Evidence Review (Rapid Evidence Review No. 2)

Webb, D., Barringer, K., Torrance, R., & Mitchell, J. - 2020 - EdTech Hub

This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by...