The impact of the COVID-19 pandemic in the inclusion of refugee students in Greek schools: Pre-service teachers’ views about distance learning - Samsari, Eleni; Palaiologou, Nektaria; Nikolaou, Georgios (Societies, 2024)
Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.
KerkoCite.ItemAlsoKnownAs: 10.3390/soc14050060 2339240:FYZC4CR9 2405685:25BNVPTC

Towards cool cities and communities: Preparing for an increasingly hot future by the development of heat-resilient infrastructure and urban heat management plan - Cui, Yi; Yin, Mingqiang; Cheng, Xiang; Tang, Junqing; He, Bao-Jie (Environmental Technology & Innovation, 2024)
Planning for extreme heat challenges is an urgent task for urban planners, designers, and managers because urban heat is a new normal climate-related challenge for many cities. However, how to integrate existing scientific outcomes and achieve the transformation from research to practice is a critical question. This study aims to frame a heat-resilient infrastructure system and an urban heat management plan (UHMP) to better promote heat solution implementation. This study analyses heat-related challenges, with China as a typical nation with highly urbanized and urbanizing cities, to demonstrate the urgency of preparing for an extreme heat era. This study then elucidates the fundamentals and methods for heat-resilient infrastructure and UHMP development, with a structure of prevention, preparation, mitigation, adaptation, and co-benefits approaches. Heat–resilient infrastructure was framed to ensure that society withstands, responds to, and recovers from heat–related impacts through actions of planning, design, construction, and operation, considering structural measures, non–structural measures, and a co-benefits approach. Furthermore, a UHMP framework was developed by determining the key mission, critical components, and associated agencies. Overall, this study provides planners, designers, and managers with theoretical and methodological frameworks to comprehensively understand heat solutions and increase their implementation capacity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eti.2024.103568 2339240:RXVRKFX2 2405685:VB3C5JJS
Keywords: Challenges and opportunities; Heat-resilient infrastructure; Information technology and telecommunication; Preparation; mitigation and adaptation; Structural and non-structural measures; Urban heat management

Kaduna State Government, Google, DSN Launch First Hausa-Language AI Learning Series – Independent Newspaper Nigeria - Adejumoh, Justus (2024)
Independent.ng - Nigeria News - Top Nigerian newspapers - Breaking news - Top news headlines from Nigeria and World.
KerkoCite.ItemAlsoKnownAs: 2339240:6ZI64LEJ 2405685:7QTFBJ7M

Unlocking Literacy: Navigating Parental Engagement with Worldreader’s BookSmart in Kenya - Smith, Wendy; Nicolai, Susan; Kartha, Ashwati; Kimani, Olivia (EdTech Hub, 2024)
Globally, just one-third of 10-year-olds can read and understand basic written stories. Can EdTech and parental engagement change this? Read on to learn more.
KerkoCite.ItemAlsoKnownAs: 2339240:IVVWJ3JN 2405685:9GPPW9T2

Disclosable Version of the ISR - Ghana Accountability for Learning Outcomes Project - P165557 - Sequence No : 08 - Ackwerh, Eunice (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IGWA749T 2405685:V4CT8B9E

OpenAI x International Rescue Committee: Leveraging AI to Scale Ed-Tech in Crisis Affected Settings | International Rescue Committee (IRC) - International Rescue Committee (2024)
Ahead of the AI for Good Summit, the International Rescue Committee (IRC) is announcing a new humanitarian partnership with OpenAI leveraging cutting-edge AI technology to improve learning outcomes and reduce disruptions in learning for children in crisis-affected communities.
KerkoCite.ItemAlsoKnownAs: 2339240:BBVYRKVP 2405685:QE4SGVDS

EdTech in Lao People's Democratic Republic: A Rapid Scan - Afzal, Nimra; Thang, Sarah; Tulivuori, Jukka; Thinley, Sangay; Mazari, Haani (EdTech Hub, 2024)
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 Republic (PDR). This report was originally written in February 2024. It is based primarily on desk research, with quality assurance provided by a country expert based at the Australian Council for Educational Research. Keywords: Ministry of Education and Sports; digital skills; training programmes; government expenditure; learning outcomes; disparities An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 11118414 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1026 ZenodoArchiveConcept: 11118413
Keywords: _r:AddedByMyEducationEvidence

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:VNVGXZW4 2405685:NZ3N4VF3

Kenya: Heavy Rains and Flooding Update #7 (19 June 2024) - OCHA (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LFKG7X8C 2405685:Z6TCBWCR

Record levels of displacement amid global conflict and environmental disasters - UN News (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5AXE2WU9 2405685:9YYPRAHC

Record levels of displacement amid global conflict and environmental disasters | UN News - UNESCO (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQN4NE4 2405685:I9QSFWZ8

Low-cost educational messaging in West Africa: evidence on cost-effectiveness - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 12519241 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1033 ZenodoArchiveConcept: 12519240
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Universal Design for Learning and Artificial Intelligence in the digital era: Fostering inclusion and autonomous learning - Saborío-Taylor, Silvia; Rojas-Ramírez, Fabián (International Journal of Professional Development, Learners and Learning, 2024)
In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.
Publisher: Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/ijpdll/14694 2339240:4458SAWT 2405685:ZEH5MPYZ

Unlocking Educational Opportunities : The Role of EdTech in Enhancing Access to Education for Rohingya Refugee Children - Ehlers, Henning (University of Twente, 2024)
The impact of ICT and especially EdTech within the Rohingya refugee camps remains poorly understood. The study investigates whether EdTech can serve as a scalable solution for mass education in the camps, considering current limitations. The ongoing conflict and the resulting humanitarian crisis have forced hundreds of thousands of Rohingya to flee, resulting in extremely limited educational opportunities for the children affected. Limited infrastructure hinders effective deployment of technological devices, exacerbated by unreliable power and internet access. Due to their stateless status, the Rohingya lack legal rights and protections, exposing them to exploitation, including human trafficking, child labor, child marriage and gender-based violence. The research is based on a combination of content analysis, a comparative case study analysis and an expert interview. Particular attention is paid to the factors that influence the successful use of EdTech, including infrastructure, culture and sustainability of initiatives. The work identifies both the opportunities and challenges associated with the implementation of EdTech in refugee camps. This study contributes to the current debate on innovative education strategies in humanitarian crises and offers recommendations to improving access to education for some of the world's most disadvantaged children.
Publisher: University of Twente KerkoCite.ItemAlsoKnownAs: 2339240:LD4WIWAV 2405685:3TAITHI6

Sierra Leone: Historic bill to end child marriage passed - sustained efforts to raise community awareness must now follow - Amnesty International (Amnesty International, 2024)
Reacting to the signing into law of the Prohibition of Child Marriage Act 2024 on 2 July by President Julius Maada Bio, Samira Daoud, Amnesty International Regional Director for West and Central Africa, said: “We welcome this historic law banning child marriage in Sierra Leone. This legislation, in criminalizing marriage for anyone under the age […]
KerkoCite.ItemAlsoKnownAs: 2339240:SPWEDJ65 2405685:Z8IWGGN8

Internet usage in Vietnam - Statista (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:8EK8QNF7 2405685:DRCMBYLD

Teacher agency in the age of generative AI: Towards a framework of hybrid intelligence for learning design - Frøsig, Thomas B.; Romero, Margarida (arXiv, 2024)
Generative AI (genAI) is being used in education for different purposes. From the teachers' perspective, genAI can support activities such as learning design. However, there is a need to study the impact of genAI on the teachers' agency. While GenAI can support certain processes of idea generation and co-creation, GenAI has the potential to negatively affect professional agency due to teachers' limited power to (i) act, (ii) affect matters, and (iii) make decisions or choices, as well as the possibility to (iv) take a stance. Agency is identified in the learning sciences studies as being one of the factors in teachers' ability to trust AI. This paper aims to introduce a dual perspective. First, educational technology, as opposed to other computer-mediated communication (CMC) tools, has two distinctly different user groups and different user needs, in the form of learners and teachers, to cater for. Second, the design of educational technology often prioritises learner agency and engagement, thereby limiting the opportunities for teachers to influence the technology and take action. This study aims to analyse the way GenAI is influencing teachers' agency. After identifying the current limits of GenAI, a solution based on the combination of human intelligence and artificial intelligence through a hybrid intelligence approach is proposed. This combination opens up the discussion of a collaboration between teacher and genAI being able to open up new practices in learning design in which they HI support the extension of the teachers' activity.
arXiv:2407.06655 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2407.06655 2339240:YT72CHXD 2405685:H9XQHRH3
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Proceedings of the Eleventh ACM Conference on Learning @ Scale - Joyner, David; Kim, Min Kyu; Wang, Xu; Xia, Meng (Proceedings of the Eleventh ACM Conference on Learning @ Scale, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:37W5943X

Generative AI Can Harm Learning - Bastani, Hamsa; Bastani, Osbert; Sungu, Alp; Ge, Haosen; Kabakcı, Özge; Mariman, Rei (Social Science Research Network, 2024)
Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. * HB, OB, and AS contributed equally
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4895486 2339240:KFKIM6JA 2405685:DK3GMRT9
Keywords: Education; Generative AI; Human Capital Development; Human-AI Collaboration; Large Language Models

Vietnam - Unemployment rate 2023 - Statista (2024)
In 2023, the unemployment rate in Vietnam increased by 0.1 percentage points (+6.54 percent) since 2022.
KerkoCite.ItemAlsoKnownAs: 2339240:Z8Z9EVDR 2405685:HSGQVAJH

Educating in the context of ‘Dispersal’: Rural schools and refugee-background students - Brown, Jennifer L. (International Journal of Inclusive Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2022.2041112 2339240:MPLMQ3UJ 2405685:R8CKMV6W

Vietnam - Britannica (Britannica, 2024)
Vietnam, country occupying the eastern portion of mainland Southeast Asia. It has a long coastline, much of which fronts on the South China Sea to the east and south. The country is bordered by the Gulf of Thailand to the southwest, Cambodia and Laos to the west, and China to the north. Its capital is Hanoi.
KerkoCite.ItemAlsoKnownAs: 2339240:R6DNXE6V 2405685:A8B9FEGZ

Teachers’ use of data from digital learning platforms for instructional design: A systematic review - Hase, Alina; Kuhl, Poldi (Educational technology research and development, 2024)
Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the use of learning data. Students can use digital learning platforms to work on exercises and receive direct feedback, while teachers gain data on the students’ learning processes. Although both data-based decision-making and the use of digital media in schools are already widely studied, there is little evidence on the combination of the two issues. This systematic review aims to answer to what extent the connection between data-based decision-making and the use of digital learning platforms has already been researched in terms of using digital learning data for further instructional design. The analysis of n = 11 studies revealed that the use of data from digital learning platforms for instructional design has so far been researched exploratively. Nevertheless, we gained initial insights into which digital learning platforms teachers use, which data they can obtain from them, and how they further use these data.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-024-10356-y 2339240:CFUKSAWU 2405685:PH6W4J46
Keywords: Data-based decision-making; Digital Education and Educational Technology; Digital learning platforms; Instructional design; K-12-Teachers; Systematic review

The Potential Impact of Artificial Intelligence on Equity and Inclusion in Education - OECD (2024)
Series: OECD Artificial Intelligence Papers Volume: 23 KerkoCite.ItemAlsoKnownAs: 10.1787/15df715b-en 2339240:UJMT6222 2405685:QLNZMBT5

Summary: Out-of-School Children and Youth - A Rapid Evidence Review for the Southeast Asian Region - Afzal, Nimra; Barnes, Katrina; Mazari, Haani; Mitchell, Joel; Hayat, Amal; Zhao, Annette; Ullah, Noor; Emerusenge, Aime Parfait; D’Rozario, Jonny; Hinks, Jessica; Thinley, Sangay (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 12819080 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1044 ZenodoArchiveConcept: 12819079
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Researching with teachers with disabilities in Tanzania: adaptations and observations - Hennessy, Sara (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 12752114 ZenodoArchiveConcept: 12752113 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1036 10.53832/edtechhub.1037 2405685:Q75XZHT7
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

A justice-oriented conceptual and analytical framework for decolonising and desecularising the field of educational technology - Adam, Taskeen (Education Sciences, 2024)
Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.

Choosing our future: Education for climate action - Sabarwal, Shwetlena; Venegas Marin, Sergio; Spivack, Marla; Ambasz, Diego (The World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1596/42098 2339240:LSKSTZZW 2405685:PHS8IJFG

Demand-Driven Evidence Delivery and Uptake: Reflections on the Edtech Hub Helpdesk - Jordan, Katy; Thakrar, Jayshree; Patel, Prachi; Ramesh Vasudevan, Sharanya; Coflan, Caitlin; Thang, Sarah; Myers, Christina (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13736013 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1056 ZenodoArchiveConcept: 13736012
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Perpetual emergency education: Urban refugee education in Thailand is disrupted during the COVID-19 - Akhtar, Sheraz; Keeney, Patrick (Policy Futures in Education, 2024)
This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs’ emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs’ emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of “perpetual emergency education,” which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.
KerkoCite.ItemAlsoKnownAs: 10.1177/14782103241283143 2339240:7WEUEHNJ 2405685:JCURVHFZ

TCPD in Tanzania: Phase 2 Round 1 Recommendations - Swai, Calvin; Chachage, Kristeen; Koomar, Saalim; Hennessy, Sara; Massam, Winston; Komba, Aneth; Mwakabungu, Fika; Paskali, Jonathan Hegwa; Anthony, Gervace; Mrope, Winifrida Jacob; Malibichi, Mustapha; Mutura, Emmanuel; et al. (EdTech Hub, 2024)
The study reported here is for Phase 2 of the research project known as ‘The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania’ and part of the global Empowering Teachers Initiative (ETI), which comprises 10 country projects. It is closely aligned with the implementation of ‘MEWAKA’ (Mafunzo Endelevu kwa Walimu Kazini) or Teacher continuous professional development (TCPD), and the Tanzania National TCPD implementation plan. MEWAKA is an innovative, school-based, technology-supported programme currently being implemented by the Government of Tanzania in schools nationwide. The research was co-developed and designed collaboratively between EdTech Hub, the Tanzania Institute of Education (TIE), and Aga Khan University, with consultation from key stakeholders at the ministry level. The work’s current (second) phase focuses on issues of equity, agency, and adaptation in scaling MEWAKA. This policy brief summarises the key findings and recommendations from the first round of data collection for Phase 2 of the research project, conducted in March 2024. Keywords: teachers; teacher professional development; Tanzania; MEWAKA; participatory research An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13767575 ZenodoArchiveConcept: 13767574 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1050 10.53832/edtechhub.1060 2405685:K28H9QDG 2405685:ZAKFGN9M
Keywords: _r:AddedByMyEducationEvidence

What Should Ministries of Education Prioritise When Crafting Their Edtech Strategies? - Thinley, Sangay (EdTech Hub, 2024)
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 suggests that countries with established EdTech strategies were better equipped to respond to the pandemic and its effects due to their advanced preparation and readiness for large-scale remote learning. We examine the key principles for EdTech strategies, including the importance of focusing on learning outcomes, inclusivity, teacher training, costs, and contextual needs, among other factors. We draw on EdTech Hub's work in supporting several governments in designing and implementing EdTech strategies, as well as broader evidence from the field, to offer practical insights. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt, such as prioritising consultative processes of strategy development while focusing on multi-modal, problem-driven EdTech solutions and interventions guided by a unifying educational goal. We highlight areas that require further research, in particular questions related to cost-effective approaches to improving global learning, how governments can develop dynamic and iterative strategies, and the role of private sector partnerships in the successful implementation of EdTech strategies. Keywords: EdTech; education technology; education strategy; best practices for EdTech; EdTech planning An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13360175 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1054 ZenodoArchiveConcept: 13360174
Keywords: _r:AddedByMyEducationEvidence

Imagine Worldwide Launches Commitment to Action at CGI 2024 - Imagine Worldwide (Imagine Worldwide, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CNJTD9HE 2405685:R7FEXP64

The role of e-learning during martial law: The Ukrainian experience - Kaminskyy, Valery (E-Learning Innovations Journal, 2024)
The research aim is to reveal the role of e-learning during Martial law by the example of Ukrainian experience. It focuses on the following objectives: to outline the advantages and challenges of e-learning; to describe the peculiarities of implementation of e-learning at the different levels of education; to analyse teaching methods used to integrate e-learning; and to develop the recommendations to implement e-learning. The systemic literature review was carried out to provide an objective summary of the current topic. All sources were published between March, 2022 and May, 2024. The literature focused on e-learning in Ukraine or similar conflict-affected areas. All articles were available in English or Ukrainian. To analyse the data, the synthesis method was applied. The findings proved that e-learning became an important tool during emergencies, providing continuity in education. It was explained that e-learning is introduced at primary, secondary, and higher levels of education. It includes synchronous and asynchronous models. Certain teaching methods are used to implement e-learning effectively. They relate to interactive simulations, multimedia content, gamification, discussion forums, and personalized learning. These methods, combined, create a dynamic e-learning environment that enhances students’ educational outcomes, particularly during emergencies. The implementation of e-learning in Ukraine during Martial law requires careful consideration of the recommendations: enhancement of digital infrastructure, adoption of flexible learning, formation of digital literacy, support of mental health, using interactive methods, increase of content quality, regular assessment, encouragement of positive teacher-student interaction, implementation of adaptive learning tools, and protection of students and educators' data. The research outcomes on the role of e-learning during Martial law can be used for the development of strategic plan of implementation of e-learning tools within the learning process in the regions affected by war or other emergencies. Also, the study can contribute to future educational practices, encouraging the development of more innovative learning solutions.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.57125/ELIJ.2024.09.25.04 2339240:W6UQW8S3 2405685:ZN2HPSG7
Keywords: e-learning tools; learning process; level of education; teaching method; virtual environment

Building a better Learning Management System for teachers: How Agile methods are being used to support education reform in Tanzania - Simmons, Hannah (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13847110 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1064 ZenodoArchiveConcept: 13847109
Keywords: _r:AddedByMyEducationEvidence

Decolonising Educational Technology - Koole, Marguerite; Smith, Matt; Traxler, John; Adam, Taskeen; Footring, Shri (Education Sciences, 2024)
Educational technology (EdTech) has become commonplace in modern educational practice [...]
Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14101070 2405685:43J4KYUB
Keywords: n/a

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3QBS5M3Y 2405685:W898XFVR

AI‐driven adaptive learning for sustainable educational transformation - Strielkowski, Wadim; Grebennikova, Veronika; Lisovskiy, Alexander; Rakhimova, Guzalbegim; Vasileva, Tatiana (Sustainable Development, 2024)
Abstract This paper scrutinizes how adaptive learning technologies and artificial intelligence (AI) are transforming today's education by making it personalized, accessible, and efficient as well as leading people to accepting, addressing, and mitigating sustainable development. Recently, education witnessed a remarkable technological surge driven by various advances in technology, which can be demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1990 to 636 in 2023. Ongoing digitalization and technological revolution in education together with the novel approach to respect each student's unique learning style and abilities paved the way for adaptive learning technologies represented by the innovative tools that personalize educational experiences to cater to individual learners. All of that contributes to preparing more educated and informed citizens, drives innovation, and supports economic growth necessary for achieving a sustainable future. Our bibliographic study employs VOSviewer to conduct a bibliometric analysis of a total number of 3518 selected publications using the keywords “adaptive learning” and “AI” (represented by articles, proceeding papers, and book chapters) indexed in the Web of Science (WoS) database from 1990 to 2024. Our results demonstrate that recent technological changes played a key role in transforming adaptive learning, which was rather reinforced by the “digital surge” in education brought about by the COVID‐19 pandemic. Our findings can be useful for further development in the field of adaptive education where they can be employed by the relevant stakeholders and policymakers as well as by the scholars and researchers.
KerkoCite.ItemAlsoKnownAs: 10.1002/sd.3221 2339240:ZTJR5YUP 2405685:YPYVX9BP

EdTech for Special Educational Needs and Disabilities in Malawi: Setting the Research Agenda - Plaut, Daniel; Pitchford, Nicola; Humphrey, Catherine (2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13907321 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1067 ZenodoArchiveConcept: 13907320
Keywords: _r:AddedByMyEducationEvidence

Fathers’ engagement in a parenting program primarily intended for female caregivers: An early qualitative process evaluation in Western Kenya - Jeong, Joshua; McCann, Juliet K.; Bhojani, Alina; Maguet, Zane; Uyehara, Malia; Ochieng, Michael (PLOS Global Public Health, 2024)
Parenting programs predominantly target one caregiver of the child or most commonly the child’s mother. However, fathers are also important caregivers whose engagement in interventions can benefit child health, nutrition, and development. In August 2023, a qualitative process evaluation was conducted during the first quarter of implementation to assess initial fidelity, quality, and outcomes of a parenting program in rural Western Kenya. In-depth interviews were conducted with female and male caregivers along with in-depth interviews and focus group discussions with program delivery agents. This secondary analysis specifically focused on stakeholders’ perceptions of father involvement in the program and aimed to identify barriers and facilitators to fathers’ participation, initial program impacts when fathers were involved, and recommendations for increasing father inclusion. Thematic content analysis was conducted, and data were triangulated across stakeholder groups. Overall, relatively few fathers participated in the program. Nevertheless, for the rare cases of participating fathers, stakeholders highlighted positive changes in fathers’ caregiving attitudes and practices. Key barriers to fathers’ program engagement included restrictive gender norms and perceived opportunity costs. Stakeholders suggested several strategies for better reaching fathers, including providing financial incentives and flexible scheduling of sessions. Overall, we found that fathers’ participation and program experiences were starkly different from those of mothers. Gender-responsive program adaptations and father-targeted implementation strategies are likely to increase the fathers’ engagement in parenting programs, which in turn may facilitate greater program impacts on family caregiving and child outcomes. Future evaluations of parenting programs should combine qualitative and quantitative approaches to more comprehensively assess program impacts on fathers and over time.
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pgph.0003520 2339240:8R2DVCB5 2405685:2Y29773R

LessonPlanner: Assisting novice teachers to prepare pedagogy-driven lesson plans with Large Language Models - Fan, Haoxiang; Chen, Guanzheng; Wang, Xingbo; Peng, Zhenhui (Proceedings of the 37th Annual ACM Symposium on User Interface Software and Technology, 2024)
Preparing a lesson plan, e.g., a detailed road map with strategies and materials for instructing a 90-minute class, is beneficial yet challenging for novice teachers. Large language models (LLMs) can ease this process by generating adaptive content for lesson plans, which would otherwise require teachers to create from scratch or search existing resources. In this work, we first conduct a formative study with six novice teachers to understand their needs for support of preparing lesson plans with LLMs. Then, we develop LessonPlanner that assists users to interactively construct lesson plans with adaptive LLM-generated content based on Gagne's nine events. Our within-subjects study (N=12) shows that compared to the baseline ChatGPT interface, LessonPlanner can significantly improve the quality of outcome lesson plans and ease users' workload in the preparation process. Our expert interviews (N=6) further demonstrate LessonPlanner's usefulness in suggesting effective teaching strategies and meaningful educational resources. We discuss concerns on and design considerations for supporting teaching activities with LLMs.
arXiv:2408.01102 [cs] KerkoCite.ItemAlsoKnownAs: 10.1145/3654777.3676390 2339240:HBQBW8FG 2405685:VB65TT97
Keywords: Computer Science - Human-Computer Interaction

Using ChatGPT as a lesson planning assistant with preservice secondary mathematics teachers - Gurl, Theresa J.; Markinson, Mara P.; Artzt, Alice F. (Digital Experiences in Mathematics Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s40751-024-00162-9 2339240:CE2H6K4T 2405685:XF4QTDPC

The quality of translated children's literature in the Let’s Read application: Evaluating source text meaning accuracy using Angelelli's scoring rubric - Setiajid, Harris; Krisnarani, Natalia; Nirwinastu, Diksita (ResearchGate, 2024)
PDF | This study evaluates the translation quality of a children's story, "Dive", in the Let’s Read app using Angelelli's scoring rubric. The focus is... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.32996/ijllt.2023.6.7.11 2339240:5ND24LNE 2405685:3N28MXZ4

A Review on the Feasibility of AI-Supported Education Platforms in Afghanistan: Addressing Barriers to Women and Girls' Education - Karimy, Aziz Ullah; Rasuli, Juma; Reddy, P Chandrasekhar; Joya, Musa; Hamdard, Ali Juma; Ghulami, Hassan Rahnaward (2024 IEEE Global Humanitarian Technology Conference (GHTC), 2024)
KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC62424.2024.10771581 2339240:74LBYNX7 2405685:IZ57YAR9

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.54676/FILL2531 2339240:DXBAKU7K 2405685:ZBSTNVNC

Out-of-School Children and Youth in Southeast Asia: A Rapid Scoping Study - Afzal, Nimra; Barnes, Katrina; Hayat, Amal; Mazari, Haani; Jayasinghe, Neema; Sentillas, Emil (2024)
This rapid scoping study has been conducted by EdTech Hub and the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat through the ASEAN-UK Supporting the Advancement of Girls Education (ASEAN-UK SAGE) programme. Through the ASEAN-UK SAGE programme, secondary research has been conducted on the current situation of out-of-school children and youth (OOSCY) in Southeast Asia by Dabrowski et al. (2024) and Barnes et al. (2024). Building on these efforts, this study provides an updated and nuanced overview of the reasons for children and youth in the region being out of school and the policies and programmes that support them. The study used new primary data generated by surveys with education actors and interviews with OOSCY, their caregivers, and teachers, combined with a review of existing documentation. It is important to note that this study is deliberately high level, as it seeks to provide a snapshot of the OOSCY situation in the region as a whole. The findings should therefore be considered indicative rather than comprehensive, and deeper, country-specific profiling, analyses and targeted recommendations will be provided through forthcoming country case studies and thematic papers.
KerkoCite.ItemAlsoKnownAs: 2339240:P48KHC6J 2405685:5F5HC2M4

Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes - Jordan, Katy; Myers, Christina; Damani, Kalifa; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (British Journal of Educational Technology, 2024)
Abstract The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notes What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13533 2405685:JQREWVZC

Why East Africa’s education systems must build climate resilience now: Three takeaways from a conference - Mbugua, Ciku; Simmons, Hannah; Barretto, Johnpaul; Barretto, Hannah Simmons and Johnpaul, Ciku Mbugua (EdTech Hub, 2024)
How can education systems build resilience to climate change? EdTech Hub explored this critical question at the inaugural East African Community Education Conference, held in Arusha this August. Discover our key insights in this blog.
KerkoCite.ItemAlsoKnownAs: 2339240:8JH5JWWD 2405685:3697CB4V

Three Take-Aways on Climate Resilience for Education Systems in East Africa - Simmons, Hannah; Mbugua, Ciku; Barretto, Johnpaul (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14197579 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1070 ZenodoArchiveConcept: 14197578
Keywords: _r:AddedByMyEducationEvidence

Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’ - Jordan, Katy; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (Journal of Learning for Development, 2024)
The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v11i3.1066 2405685:BWBWSFY4

Learning for an uncertain future: Artificial intelligence a challenge for Pakistani education system in the era of digital transformation - Khurshid, Saba; Khurshid, Shumaila; Toor, Hafsa Khalil (Qualitative Research Journal, 2024)
The rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.,A focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.,The study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.,It highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QRJ-02-2024-0045 2339240:I72XLUAG 2405685:XTHZTMER

aprendIA - International Rescue Committee (Airbel Impact Lab, 2024)
The Airbel Center is the innovation team at the International Rescue Committee. We develop products, services, and systems to improve humanitarian response—creating lasting impact for people affected by conflict and crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:569ZDLTL 2405685:QHV2VYFT

The future of learning: The impact of EdTech on learning outcomes in the Philippines - Deshpande, Tanvi; White, Lauren (GSMA, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LXNLXZK4 2405685:ARHGXQTI

Exploring the reach and influence of the Southeast Asia Primary Learning Metrics (SEA-PLM) Programme: A Scoping Study - Brugha, Meaghan; Afzal, Nimra; Flam, Rebekka (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13829279 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1063 ZenodoArchiveConcept: 13829278
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers - Kong, Byeongjo; Li, Zhigang; Ratner, Sara; University of Oxford; Hemberg, Erik; AnyScale Learning For All; Haque, A. K. M. Shamsul (Asian Development Bank, 2024)
Bangladesh, with one of the largest education systems in the world, has started to lay the foundation for reskilling its youth in preparation for an automated world of work. The country has thus looked to using artificial intelligence (AI) in the education sector, recognizing its promise to transform the teaching–learning landscape while acknowledging the challenges inherent in its adoption. This paper presents results of an AI needs assessment survey and training workshop conducted among primary education teachers from 2023 to 2024, to gather opinions on pedagogies that could benefit from AI-enabled automation, as well as understand respondents’ perceptions of integrating AI and automation into their teaching tasks.
KerkoCite.ItemAlsoKnownAs: 10.22617/WPS240575-2 2339240:AI447E4V 2405685:GFCNWNN6

From algorithm outputs to classroom impact: A conversation with Marian Abu, director of teacher management at the Teaching Service Commission - Frazer, Madleen Madina (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14266292 ZenodoArchiveConcept: 14266291 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1080 2405685:WIB4DE6R 2486141:TQ3SZHVM
Keywords: _EdTechHub_Output; _r:AddedByMyEducationEvidence

How Do In-Service Communities of Practice Support Teacher Learning and What Role Can EdTech Play? - Adam, Taskeen; Friese, Laila; Plaut, Daniel (EdTech Hub, 2025)
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 and experiences, practice and reflect on pedagogical approaches, and support one another through classroom challenges. We focus on EdTech Hub’s work in design-based implementation research for TPD with particular reference to large-scale national TPD programmes in Tanzania, Malawi, and Sierra Leone. CoPs have been an essential part of these programmes. Cross-cutting insights and similarities identified across these programmes surface effective practices in designing and implementing CoPs, including the role of EdTech in enabling, supporting, or enhancing them. We present findings and recommendations that inform how various tech modalities used in CoPs have been instrumental in supporting TPD at the ‘teacher’, ‘school’, and ‘system’ levels. Lastly, we explore areas that require further research, namely, the need to measure the impact of CoPs, specifically regarding improved classroom instruction and learning outcomes. There is minimal information on the cost-effectiveness of CoPs and the use of technologies within them; this area merits further research. More testing could also be done to better understand facilitators’ training and support needs and their level of ease with implementing their roles in CoPs. Keywords: Teacher professional development; teacher continuous professional development; learning management systems; communities of practice; teacher learning circles An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590
Keywords: _r:AddedByMyEducationEvidence

Cost-effectiveness of digital personalised learning: Three interventions from Kenya - Anonymised for Peer Review (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14260074 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1078 ZenodoArchiveConcept: 14260073
Keywords: _r:AddedByMyEducationEvidence

Teacher Motivation: Exploring non-financial incentives in school-based teacher professional development in Tanzania - Anonymised for Peer Review (EdTech Hub, 2025)
High-income countries often use external incentives such as remuneration, professional pathways or accreditation to motivate teachers to engage in professional development. This paper reflects on the challenges of engaging teachers in school-based professional development in resource-scarce education environments where the use of such incentives is not feasible and explores practical strategies to motivate their engagement. In such contexts, where qualified teacher status and promotion are not tied to engagement in professional development, other means for encouraging teachers to take up professional learning opportunities are paramount. In this two-year, iterative, design-based implementation research study of a national teacher professional development initiative in Tanzania, non-financial incentives were tested in eight rural schools. Findings show that completion certificates motivated teachers; achievement certificates had mixed results due to doubt around the fairness of the peer-review process. Additionally, teachers were intrinsically motivated by other changes in the programme such as access to relevant digital modules which allowed for teacher agency, and by increased collegial relationships and collaboration. Keywords: teacher motivation; school-based teacher professional development; design-based implementation research; Tanzania, non-financial incentives; intrinsic and extrinsic motivation An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14648336 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1087 ZenodoArchiveConcept: 14648335
Keywords: Hide; _r:AddedByMyEducationEvidence

Bridging Educational Gaps Watching TV at Home: The Impact of an Educational TV Show on Kenyan Children - Baier, Jasmin; Barasa, Laura; Bottan, Nicolas; Ghosh, Anushka; Millrine, Mark (SSRN, 2025)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.5022687 2405685:646WWAJT

EdTech for Contexts of Forced Displacement: A Rapid Evidence Review - Barnes, Katrina; Katrin, L (EdTech Hub, 2025)
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 evidence generated between 2019 and 2024 on EdTech implementations in different contexts of forced displacement. We focused on implementations aimed at primary- and secondary-age learners, as well as their teachers and caregivers. Keywords: forced displacement, refugee education, education in emergencies An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14622107 ZenodoArchiveConcept: 14622106 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1085 2405685:KIEIX7NP
Keywords: _r:AddedByMyEducationEvidence

EdTech for Education in Emergencies: A Rapid Evidence Review - Barnes, Katrina; Ramesh Vasudevan, Sharanya; Flam, Rebekka (EdTech Hub, 2025)
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, the results of the review are grouped under three key themes: types of EdTech that are most effective in emergencies; barriers and challenges that limit EdTech effectiveness in emergencies; and conditions for effective implementation of EdTech in emergencies. Keywords: Education in Emergencies; EdTech; crisis contexts; remote learning An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14617103 ZenodoArchiveConcept: 14617102 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1084 2339240:C2Z83FSW 2405685:ALBBNZDZ 2405685:BIUPGP3C
Keywords: _r:AddedByMyEducationEvidence

Education Development Trust - Education Development Trust (2025)
Improving school systems at scale and provide empowering employability and careers services to young people and adults.
KerkoCite.ItemAlsoKnownAs: 2405685:2P88ECBH 2486141:SE98TW6X

EdTech Policy Rapid Scan for Sub-Saharan Africa - Flam, Rebekka; Oyedele, Oluwatomisin (EdTech Hub, 2025)
This rapid scan presents a curated list of EdTech policies in sub-Saharan Africa, compiled in response to a request from the World Bank. Based on desk research from mid-2024, it highlights that most policies predate COVID-19, with few new ones emerging post-2020. Many countries lack dedicated EdTech policies, instead relying on broader ICT or education strategies. Common themes include digital infrastructure, distance learning, and teacher training, while gaps remain in support for marginalised learners. The report provides an overview of existing policies, while the highlighted trends offer insights for future policy development. Keywords: EdTech policy; education policy; sub-Saharan Africa; EdTech governance; digital learning; digital infrastructure An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14749795 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1089 ZenodoArchiveConcept: 14749794
Keywords: _r:AddedByMyEducationEvidence

Leveraging Existing Technology in Low-Resource Settings: Conceiving and developing implementation plans for schools - Hayat, Amal; Flam, Rebekka; Handigol, Apoorva (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14727493 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1088 ZenodoArchiveConcept: 14727492
Keywords: _r:AddedByMyEducationEvidence

Rapport de l’échange de connaissances - Koomar, Saalim; Rasolohery, Hasiniavo; Oojorah, Avinash; Udhin, Waaiza (EdTech Hub, 2025)
This is a report on a knowledge exchange visit between the Ministry of National Education of Madagascar and the Mauritius Institute for Education. The visit focused on sharing lessons and discussing ongoing projects related to technology in education. Key objectives included presenting successes and challenges of distance learning, discussing pedagogical design and digital platforms, and exploring long-term collaboration. School visits provided insights into technology integration in classrooms and teacher experiences. The report details the workshop's activities, participants, and key points, emphasising the importance of data-driven projects, feedback mechanisms, and continuous evaluation. Recommendations for future collaboration include short-term actions like remote communication and training, medium-term initiatives like co-presenting at conferences and personnel exchange, and long-term goals like co-applying for regional research projects. Keywords: teacher professional development; Madagascar; Moodle; knowledge exchange; EdTech; pedagogy Ce rapport porte sur une visite d’échange de connaissances entre le Ministère de l’Éducation Nationale de Madagascar et le Mauritius Institute for Education. La visite avait pour objectif de partager les enseignements tirés et de discuter des projets en cours liés aux technologies éducatives. Les principaux objectifs comprenaient la présentation des succès et des défis de l’apprentissage à distance, la discussion sur la conception pédagogique et les plateformes numériques, ainsi que l’exploration d’une collaboration à long terme. Les visites d’écoles ont permis d’observer l’intégration des technologies en classe et l’expérience des enseignants. Le rapport détaille les activités de l’atelier, les participants et les points clés, en mettant l’accent sur l’importance des projets basés sur les données, des mécanismes de retour d’information et de l’évaluation continue. Les recommandations pour une future collaboration incluent : Actions à court terme : communication et formation à distance; Initiatives à moyen terme : co-présentation lors de conférences et échanges de personnel; Objectifs à long terme : candidature conjointe à des projets de recherche régionaux. Mots clés: formation pédagogique; Madagascar; Moodle; échange de connaissances; technologie dans l’éducation; pédagogie An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230830 ZenodoArchiveConcept: 14230829 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1061 10.53832/edtechhub.1075
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Embedding gender equality and social inclusion (GESI) in research with teachers: A self-assessment framework. - Lynch, Ingrid (Foundation for Information Technology Education and Development and Fundación SUMMA., 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:44YHK9R3 2405685:SEBR6ZNM

Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2025)
This document is a guidance note on digital platforms, specifically focusing on e-learning and the use of Opale and Moodle software. It aims to support the implementation of a digital learning platform in Madagascar. The report addresses questions and challenges faced by the Ministry of National Education in developing and deploying digital educational content. It covers various aspects of e-learning, including evaluation methods, content structuring, accessibility, interactivity, and technical requirements. Key topics include different evaluation models, types of e-learning evaluation (formative and summative), guidelines for using Opale, tablet specifications for online learning, ensuring course accessibility, and using Moodle both online and offline. The document also provides a checklist for ensuring quality in e-learning course development and implementation. Keywords: e-learning; Moodle; Opale; digital platform; accessibility; usability; Madagascar Ce document est une note d’orientation sur les plateformes numériques, avec un accent particulier sur l’e-learning et l’utilisation des logiciels Opale et Moodle. Il vise à soutenir la mise en place d’une plateforme d’apprentissage numérique à Madagascar. Le rapport aborde les questions et défis rencontrés par le Ministère de l’Éducation Nationale dans le développement et le déploiement de contenus éducatifs numériques. Il traite de divers aspects de l’e-learning, notamment les méthodes d’évaluation, la structuration des contenus, l’accessibilité, l’interactivité et les exigences techniques. Les principaux sujets incluent les différents modèles d’évaluation, les types d’évaluation en e-learning (formative et sommative), les recommandations pour l’utilisation d’Opale, les spécifications des tablettes pour l’apprentissage en ligne, l’accessibilité des cours et l’utilisation de Moodle en mode en ligne et hors ligne. Le document propose également une liste de contrôle pour garantir la qualité du développement et de la mise en œuvre des cours en e-learning. Mots clés: e-learning; Moodle; Opale; platforme numériques; accessibilité; usabilité; Madagascar An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14995952 ZenodoArchiveConcept: 14995951 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 10.53832/edtechhub.1101 2405685:RMJK6G6Q
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

National Digital Learning Strategy for the Sierra Leone Ministry of Basic and Senior Secondary Education & Teaching Service Commission 2025–2030 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2025)
Sierra Leone launches first-ever National Digital Learning Strategy The Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC) are pleased to announce the launch of Sierra Leone’s first-ever National Digital Learning Strategy (NDLS) — a groundbreaking framework aimed at leveraging educational technology to improve teaching and learning in Sierra Leone. Developed through a collaborative and consultative process with representatives from the MBSSE, TSC, Ministry of Tertiary and Higher Education (MTHE), Presidential Delivery Unit (PDU), and Ministry of Communications, Technology, and Innovation (MoCTI) and shaped by insights from students, teachers, district leaders and officials, the NDLS outlines key priorities related to addressing the digital divide in Sierra Leone; improving teachers’ digital capabilities; strengthening learners’ access to technology; improving access to localized content, and improving coordination mechanisms between all EdTech stakeholders. EdTech Hub is a proud partner of this work alongside the UK Foreign, Commonwealth and Development Office (FCDO), UNICEF, the World Bank, and other collaborators. This collaboration included technical guidance and support throughout the process. The NDLS represents a collective commitment to transforming education and building future-ready learners and educators.
KerkoCite.ItemAlsoKnownAs: 2405685:WVVB6PCG

EdTech for Girls' Education: A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; D'Rozario, Jonny; Thinley, Sangay; Mazari, Haani; Hinks, Jessica (EdTech Hub, 2025)
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 practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) by and for girls in Southeast Asia. The review summarises how EdTech is currently being used with girls in these contexts, explores how effective these implementations are, and highlights the benefits and challenges of using EdTech for girls' education. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The RER aims neither to advocate nor discourage the use of technology to support education for girls, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for girls. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10987856 ZenodoArchiveConcept: 10987855 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1022 10.53832/edtechhub.1086 2405685:S4V6PXXU

Equality of Usage of Personalised Learning Software: Key Findings from EdTech Hub and EIDU’s Sandbox in Kenya - Rahman, Asad; Tanveer, Rabia; Olwala, Tess; Musungu Ongadi, Allan; Freidberg, Aidan; Munialo, Indrah (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14525520 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1081 ZenodoArchiveConcept: 14525519
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Guide pour les utilisateurs de la tablette et de la plateforme Formation À Distance - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo (EdTech Hub, 2025)
This is a practical guide for users of a tablet for the distance learning platform (FAD), specifically for 2000 primary teachers in Madagascar. It covers: Tablet Basics: How to use the tablet, buttons, screen, touch controls, navigation, and settings. Accessories: Information on the solar charger / power bank and mini-speaker. Communication: Instructions on making calls, sending SMS and emails, and accessing the internet. Applications: Guides for using applications for training content and exercises. Online Platform: Instructions for accessing and using the Moodle online platform for assessments and resources. Tablet Care: Tips for protecting the tablet and optimizing battery life. The guide is intended for beginners and provides step-by-step instructions with illustrations. It also includes a list of abbreviations and acronyms. Keywords: teacher professional development; Madagascar; Moodle; tablet; user guide Ceci est un guide pratique destiné aux utilisateurs d’une tablette pour la plateforme d’apprentissage à distance (FAD), spécifiquement conçu pour 2000 enseignants du primaire à Madagascar. Il couvre : Bases de la tablette : Utilisation de la tablette, boutons, écran, commandes tactiles, navigation et paramètres. Accessoires : Informations sur le chargeur solaire/batterie externe et le mini-haut-parleur. Communication : Instructions pour passer des appels, envoyer des SMS et des e-mails, et accéder à Internet. Applications : Guides d’utilisation des applications pour les contenus de formation et les exercices. Plateforme en ligne : Instructions pour accéder et utiliser la plateforme Moodle pour les évaluations et les ressources. Entretien de la tablette : Conseils pour protéger la tablette et optimiser l’autonomie de la batterie. Ce guide est destiné aux débutants et propose des instructions pas à pas avec illustrations. Il comprend également une liste d’abréviations et d’acronymes. Mots clés: formation pédagogique; Madagascar; Moodle; tablette; guide pour les utilisateurs An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230784 ZenodoArchiveConcept: 14230783 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1066 10.53832/edtechhub.1073
Keywords: _r:AddedByMyEducationEvidence

Rapport d’Observation du Testing BETA - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo (EdTech Hub, 2025)
This is a report on the Beta testing of a digital learning platform and applications developed for the Ministry of Education in Madagascar. The project aims to train 16,000 teachers, with 2,000 utilising distance learning via tablets. The Beta user testing focused on the pedagogical relevance, usability, and ergonomics of the platform and two offline applications. Twenty-one teachers participated, evaluating tasks like launching applications, navigating content, accessing multimedia, and completing exercises / evaluations. Results showed significant improvement from the Alpha user testing, with high success rates for accessing and navigating modules. However, over 50% of users still found the platform difficult to use, particularly for login, navigation, and profile modification. The applications were generally functional but needed adjustments to content presentation and visual quality. Recommendations included simplifying the platform's interfaces, enhancing user guides, and addressing specific content issues. The document emphasises the importance of ongoing quality assurance and an iterative approach to refining the platform. Keywords: teacher professional development; Madagascar; Moodle; user testing Ce rapport porte sur le test Beta d’une plateforme d’apprentissage numérique et des applications développées pour le Ministère de l’Éducation à Madagascar. Le projet vise à former 16 000 enseignants, dont 2 000 via l’apprentissage à distance sur tablette. Les tests utilisateurs en phase Beta ont évalué la pertinence pédagogique, l’ergonomie et la convivialité de la plateforme ainsi que de deux applications hors ligne. Vingt et un enseignants ont participé, réalisant des tâches telles que le lancement des applications, la navigation dans les contenus, l’accès aux éléments multimédias et la réalisation d’exercices/évaluations. Les résultats montrent une amélioration significative par rapport aux tests Alpha, avec des taux de réussite élevés pour l’accès et la navigation dans les modules. Cependant, plus de 50 % des utilisateurs ont encore rencontré des difficultés, notamment pour la connexion, la navigation et la modification du profil. Les applications étaient globalement fonctionnelles, mais nécessitaient des ajustements dans la présentation des contenus et la qualité visuelle. Les recommandations incluent la simplification des interfaces de la plateforme, l’amélioration des guides utilisateurs et la correction de problèmes spécifiques liés aux contenus. Le document souligne l’importance de l’assurance qualité continue et d’une approche itérative pour affiner la plateforme. Mots clés: formation pédagogique; Madagascar; Moodle; test utilisateur An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230760 ZenodoArchiveConcept: 14230759 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1058 10.53832/edtechhub.1072
Keywords: _r:AddedByMyEducationEvidence

Rapport d’Observation du Testing Alpha - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2025)
This document, details the Alpha user testing of a digital learning platform and educational applications for the Ministry of National Education of Madagascar, aimed at training 2000 teachers. Conducted in July 2024, the testing focused on functionality and accessibility. Twenty-nine testers, primarily web developers and instructional designers, used a Google Forms questionnaire to evaluate the platform and applications. The results showed that while the platform was generally functional, with most features validated, several areas needed adjustments, particularly in accessibility and specific functions like the quiz timer. The applications had more issues, with several features requiring fixes and accessibility being a significant concern. Key recommendations included diagnosing and fixing defective parts, restructuring modules for better accessibility, optimising multimedia file sizes, and creating a detailed user guide. The testing highlighted the need for improvements before the Beta testing phase with teachers. Keywords: teacher professional development; Madagascar; Moodle; user testing Ce document détaille les tests utilisateurs en phase Alpha d’une plateforme d’apprentissage numérique et d’applications éducatives développées pour le Ministère de l’Éducation Nationale de Madagascar, dans le cadre de la formation de 2 000 enseignants. Réalisés en juillet 2024, ces tests ont porté sur la fonctionnalité et l’accessibilité. Vingt-neuf testeurs, principalement des développeurs web et des concepteurs pédagogiques, ont évalué la plateforme et les applications via un questionnaire Google Forms. Les résultats ont montré que, bien que la plateforme soit globalement fonctionnelle avec la plupart des fonctionnalités validées, plusieurs ajustements étaient nécessaires, notamment en matière d’accessibilité et pour certaines fonctions spécifiques comme le minuteur des quiz. Les applications présentaient davantage de problèmes, plusieurs fonctionnalités nécessitant des corrections et l’accessibilité étant un défi majeur. Les principales recommandations incluaient le diagnostic et la correction des éléments défectueux, la restructuration des modules pour une meilleure accessibilité, l’optimisation de la taille des fichiers multimédias et la création d’un guide utilisateur détaillé. Ces tests ont mis en évidence la nécessité d’améliorations avant la phase de test Beta avec les enseignants. Mots clés: formation pédagogique; Madagascar; Moodle; test utilisateur An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230731 ZenodoArchiveConcept: 14230730 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1035 10.53832/edtechhub.1071
Keywords: _r:AddedByMyEducationEvidence

Enquête nationale sur la possession et les usages des technologies parmi les enseignants du primaire - Rasolohery, Hasiniavo; Mitchell, Joel (EdTech Hub, 2025)
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 that while 97% of educators own technological tools, basic mobile phones are most prevalent. Smartphone ownership is significant, but usage is largely limited to calls and SMS, indicating underutilisation of advanced features. Internet access is limited, with only 25.2% of teachers accessing it via smartphone. Electricity access is relatively high at 89%, primarily through the national grid and solar energy. The report highlights the need for ICT training to enhance teachers' digital skills and recommends deploying offline systems to overcome connectivity issues. It also emphasises adapting content for teachers with disabilities and considering the predominantly regional language usage in professional settings. Keywords: national teacher survey; technology access; technology use; Madagascar; primary school Ce document présente un rapport sur une enquête nationale menée en 2023 sur la possession et l’usage des technologies par les enseignants du primaire à Madagascar. Cette enquête, réalisée en collaboration entre EdTech Hub, l’Institut National de Formation Pédagogique (INFP) et le Ministère de l’Éducation Nationale, visait à recueillir des données fiables sur le déploiement des TIC dans les 23 régions du pays. Les données ont été collectées à travers des enquêtes quantitatives et des groupes de discussion qualitatifs impliquant 1 403 enseignants. Les résultats clés révèlent que, bien que 97 % des enseignants possèdent des outils technologiques, les téléphones mobiles basiques sont les plus répandus. La possession de smartphones est significative, mais leur utilisation se limite principalement aux appels et aux SMS, ce qui indique une sous-utilisation des fonctionnalités avancées. L’accès à Internet reste limité, avec seulement 25,2 % des enseignants l’utilisant via un smartphone. L’accès à l’électricité est relativement élevé (89 %), principalement via le réseau national et l’énergie solaire. Le rapport souligne la nécessité d’une formation aux TIC pour améliorer les compétences numériques des enseignants et recommande le déploiement de systèmes hors ligne pour pallier les problèmes de connectivité. Il met également l’accent sur l’adaptation des contenus aux enseignants en situation de handicap et sur la prise en compte de l’usage majoritaire des langues régionales dans les environnements professionnels. Mots clés: enquête nationale des enseignants; accès à technologie; utilisation de technologie; Madagascar; Moodle; école primaire An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14995637 ZenodoArchiveConcept: 14995636 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7997034 10.5281/zenodo.7997057 10.5281/zenodo.8401936 10.53832/edtechhub.1100 2405685:4MWP8553 2405685:5DJ69UTD
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Guide pour les administrateurs de la plateforme Formation À Distance - Rasolohery, Hasiniavo; Ranaivosamoelina, Tokiniaina (EdTech Hub, 2025)
This is a practical guide for administrators of the Formation À Distance (FAD) platform in Madagascar. The guide provides instructions on managing the platform, with a focus on evaluations and forums. It covers topics such as setting up different types of evaluations (quizzes, assignments), configuring forum settings, managing discussions, and moderating forums. It also includes best practices for both evaluations and forums, as well as security considerations. The document provides step-by-step instructions with screenshots for specific tasks like activating edit mode, adding activities or resources, setting up tests, and configuring forum parameters. It also includes a glossary of terms, references, and useful links. The guide is intended to help administrators effectively manage the FAD platform and support teachers and students in their online learning activities. Keywords: teacher professional development; Madagascar; Moodle; tablet; administrator guide Ceci est un guide pratique destiné aux administrateurs de la plateforme de Formation À Distance (FAD) à Madagascar. Il fournit des instructions pour la gestion de la plateforme, en mettant l’accent sur les évaluations et les forums. Il couvre des sujets tels que la configuration des différents types d’évaluations (quiz, devoirs), le paramétrage des forums, la gestion des discussions et la modération des forums. Il inclut également les meilleures pratiques pour les évaluations et les forums, ainsi que des considérations de sécurité. Le document propose des instructions détaillées, illustrées par des captures d’écran, pour des tâches spécifiques comme l’activation du mode édition, l’ajout d’activités ou de ressources, la mise en place de tests et le paramétrage des forums. Il comprend également un glossaire des termes, des références et des liens utiles. Ce guide vise à aider les administrateurs à gérer efficacement la plateforme FAD et à soutenir les enseignants et les élèves dans leurs activités d’apprentissage en ligne. Mots clés: formation pédagogique; Madagascar; Moodle; tablette; guide pour les administrateurs An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230806 ZenodoArchiveConcept: 14230805 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1062 10.53832/edtechhub.1074
Keywords: _r:AddedByMyEducationEvidence

Designing Digital Notifications to Support Teacher Uptake of Data Dashboards - Sun, Chen; Daltry, Rebecca; Major, Louis; Friedberg, Aidan (EdTech Hub, 2025)
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 notifications did not influence pedagogical practice in a way which impacted on learning. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors. Keywords: low- and middle-income countries; digital personalised learning; pre-primary education; classroom-integrated implementation; notification system An output of EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13117643 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1049 ZenodoArchiveConcept: 13117642
Keywords: _r:AddedByMyEducationEvidence

Investigating the Impact of Content Repetition on Digital Personalised Learning Tools for Early Grade Learners - Sun, Chen; Daltry, Rebecca; Major, Louis; Friedberg, Aidan (EdTech Hub, 2025)
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 repetition. However, considering the small size of the mixed-methods sample, caution should be taken when interpreting these results. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors. Keywords: low- and middle-income countries; digital personalised learning; pre-primary education; classroom-integrated implementation; repetition An output of EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13117639 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1048 ZenodoArchiveConcept: 13117638
Keywords: _r:AddedByMyEducationEvidence

Testing Digital Timer Tools to Support Early Grade Lesson Delivery - Sun, Chen; Daltry, Rebecca; Major, Louis; Friedberg, Aidan (EdTech Hub, 2025)
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 plans for literacy and more for numeracy, this was not statistically significant. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors. Keywords: low- and middle-income countries; digital personalised learning; pre-primary education; classroom-integrated implementation; timer; lesson plan An output of EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13117635 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1047 ZenodoArchiveConcept: 13117634
Keywords: _r:AddedByMyEducationEvidence

Optimising Session Duration on Digital Personalised Learning Tools for Early Grade Learners - Sun, Chen; Moustafa, Nariman; Daltry, Rebecca; Major, Louis; Friedberg, Aidan (EdTech Hub, 2025)
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. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors. Keywords: low- and middle-income countries; digital personalised learning; pre-primary education; classroom-integrated implementation; session duration An output of EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13117631 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1046 ZenodoArchiveConcept: 13117630
Keywords: _r:AddedByMyEducationEvidence

One Teacher Thailand: A case study of a teacher learning network - Thang, Sarah; Thinley, Sangay; Wiboonuppatum, Rangsun; Saihjee, Aarti; Khlaisang, Jintavee; Thammetar, Thapanee; Kaosaiyaporn, Ophat; Saiyasit, Pichsinee; Theeraroungchaisri, Natchapat (EdTech Hub, 2025)
This case study explores One Teacher Thailand (OTT), a teacher-led learning network that supports holistic professional development rooted in the real needs of classrooms. Driven by a core team of volunteer teacher leaders, OTT integrates educational technology with broader concerns such as mental health, safety, and student engagement. The report examines the network’s evolution, identifies key factors behind its success, and offers recommendations to guide its continued growth and scaling across Thailand. Keywords: teacher networks; Thailand; peer learning; teacher leadership; teacher professional development A version of this report in Thai has been published by UNICEF and available by following the link to this provided with this record below. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14172051 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1069 ZenodoArchiveConcept: 14172050
Keywords: _r:AddedByMyEducationEvidence

Sierra Leone Digital Learning Landscape Analysis: Developing the National Digital Learning Strategy - Waziri, Nafisa; Mufti, Abdal; Ramesh Vasudevan, Sharanya; Beoku-Betts, Iman; Oyedele, Oluwatomisin (EdTech Hub, 2025)
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, and a comprehensive desk review. Other relevant sources to gain insight into existing EdTech initiatives, interventions, and challenges within the country were also reviewed. Keywords: EdTech; National Digital Learning Strategy; landscape analysis; Ministry of Basic and Senior Secondary Education; Teaching Service Commission. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 13256782 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1053 ZenodoArchiveConcept: 13256781
Keywords: _r:AddedByMyEducationEvidence

Equity and Agency in Technology-Supported Teacher Professional Development in Tanzania: Research Instruments Pack - Chachage, Kristeen; Hennessy, Sara; Koomar, Saalim; Swai, Calvin; Massam, Winston; Jacob, Winnie; Anthony, Gervace; Malibiche, Mustafa; Mutura, Emmanuel; Taskeen Adam; Adam, Taskeen; Mwakabungu, Fika; et al. (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14901418 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1096 ZenodoArchiveConcept: 14901417
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Uneven Adoption of Artificial Intelligence Tools Among U.S. Teachers and Principals in the 2023–2024 School Year - Kaufman, Julia H.; Woo, Ashley; Eagan, Joshua; Lee, Sabrina; Kassan, Emma B. (RAND Corporation, 2025)
Drawing on nationally representative survey data, the authors examine the use of artificial intelligence (AI) tools and products among teachers and principals and the presence of school policies on the use of AI during the 2023–2024 school year. Their findings provide useful information for those who support teachers at the school, district, and state levels, as well as providers and developers of AI tools for use by teachers and students.
KerkoCite.ItemAlsoKnownAs: 2339240:4LL7TYHD 2405685:59D3L4PT
Keywords: Alumni; Artificial Intelligence; Education Curriculum; Educational Technology; Principals; Research; Students; Teachers and Teaching

Exploring the Gender Differences in Technology Use for Educational Purposes at Home Among Students in Pakistan - Raza, Oneir; Hennessy, Sara (EdTech Hub, 2025)
Keywords: EdTech; gender; Pakistan; girls’ education; developing economies; educational technology An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14973585 ZenodoArchiveConcept: 14973584 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1057 10.53832/edtechhub.1099
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 1 - How DPL can support FLN and equitable learning in Kenya - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825837 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1091 ZenodoArchiveConcept: 14825836
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 2 - Overview of the implementation of the tool and the support teachers require to implement DPL - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825850 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1092 ZenodoArchiveConcept: 14825849
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 3 - Which design features enable successful DPL - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825860 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1093 ZenodoArchiveConcept: 14825859
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief 4 - How data from DPL tools can be utilised to support learning - Hinks, Jessica; Daltry, Rebecca (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14825872 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1094 ZenodoArchiveConcept: 14825871
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Districts of Teaching Excellence Sierra Leone - Beoku-Betts, Iman; Burgess, Flic (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14794031 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1090 ZenodoArchiveConcept: 14794030
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Kenya: Registered refugees and asylum-seekers as of 31 March 2025 - UNHCR (UNHCR Kenya, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:WI34EICY 2405685:7ZNKUUAL

Scaling Online Teacher Professional Development in Bangladesh: Bangladeshi teachers’ experiences of the online training for the National Curriculum Revision - Afzal, Nimra; Atuly, Afsana Sadiq; Mazari, Haani; Clark-Wilson, Alison (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15005589 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1102 ZenodoArchiveConcept: 15005588
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Strengthening the use of data for decisions on teacher deployment in Sierra Leone: A Geospatial Approach to Workforce Allocation - McBurnie, Chris; Frazer, Madleen Madina; Dube, Gugulethu; Godwin, Katie (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14608646 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1082 ZenodoArchiveConcept: 14608645
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

One Teacher Thailand: A case study of a teacher learning network - Thang, Sarah; Thinley, Sangay; Wiboonuppatum, Rangsun; Saihjee, Aarti; Khlaisang, Jintavee; Thammetar, Thapanee; Kaosaiyaporn, Ophat; Saiyasit, Pichsinee; Theeraroungchaisri, Natchapat (UNICEF and EdTechHub, 2025)
กรณีศึกษาเครือข่ายครู ประเทศไทย

AI Observatory Webinar Presentation: 7 headlines we have learned about unlocking learning outcomes in the age of AI - Luz, Gita (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15149320 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1110 ZenodoArchiveConcept: 15149319
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

AI Observatory Webinar Report: unlocking learning outcomes in the age of AI - Luz, Gita (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15149258 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1109 ZenodoArchiveConcept: 15149257
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Districts of Excellence Toolkit - Burgess, Flic; Beoku-Betts, Iman (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14832497 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1095 ZenodoArchiveConcept: 14832496
Keywords: Hide; _comingsoon; _r:AddedByMyEducationEvidence

Upanuzi na mabadiliko ya kuendana na mahitaji ya walimu na shule katika utekelezaji wa Mafunzo Endelevu ya Walimu Kazini (MEWAKA) unaojumuisha matumizi ya teknolojia: Zana za utafiti (Kiswahili) - Swai, Calvin; Chachage, Kristeen; Hennessy, Sara; Koomar, Saalim; Massam, Winston; Mwakabungu, Fika; Paskal, Jonathan; Mutura, Emmanuel; Anthony, Gervace; Mrosso, Vicky; Jacob, Winnie; Komba, Philbert (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14901456 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1097 ZenodoArchiveConcept: 14901455
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Cross Cutting Themes - Swindell, Andrew (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15270303 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1111 ZenodoArchiveConcept: 15270302
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

AI in the Classroom: A rapid evaluation of AI-generated lesson plans in Islamabad’s public schools - Aslam, Nawaz; Qureshi, Ghada; Hassan, Syed Mustafa (EdTech Hub, 2025)
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) model in maths. Using a mixed-methods approach—including teacher surveys, focus group discussions, key informant interviews, and an expert rubric-based review—the study assesses the lesson plans' quality, relevance, and adaptability. Teachers expressed strong support for the lesson plans, especially in terms of reduced workload and structured delivery, though concerns were raised around flexibility, contextual responsiveness, and teacher agency. While the study does not evaluate student learning outcomes, it provides actionable insights and recommendations for improving the design, support, and implementation of AI-generated instructional tools, particularly as the programme scales to other provinces in Pakistan, such as Balochistan. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15077892 ZenodoArchiveConcept: 15077891 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1104 10.53832/edtechhub.1105 10.53832/edtechhub.1107 10.53832/edtechhub.1108 2405685:FR4GREKJ 2405685:XG7G3FDM
Keywords: _r:AddedByMyEducationEvidence

Rapid Evidence Review on Remote Teaching and Learning - Pacitto, Julia; Hayat, Amal; Hinks, Jessica; Emerusenge, Aime Parfait; Ullah, Noor; Rabi, Asma (EdTech Hub, 2025)
This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The findings of the RER are organised by the following five themes: (i) instructional design for remote learning in emergency contexts; (ii) student engagement and interactivity in emergency remote teaching; (iii) assessment, feedback, and pedagogical adaptation in remote teaching during emergencies; (iv) well-being, ‘Maslow before Bloom’, and pedagogies of care in emergency remote teaching; (v) teacher training and support in remote teaching during crises. It also identifies critical gaps in the literature on emergency remote teaching and learning, and suggest avenues for future productive research to address these gaps. Keywords: Education in Emergencies, remote learning, pedagogy, teaching methods, EdTech, emergency remote teaching An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14967648 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1098 ZenodoArchiveConcept: 14967647
Keywords: _r:AddedByMyEducationEvidence

Shifting Power Dynamics in Education Decision-Making: Investigating the role of a matching algorithm to improve teacher deployment in Sierra Leone - Godwin, Katie; Cameron, Emma; Frazer, Madleen Madina; Dube, Gugulethu; Mackintosh, Alisdair; Koutecký, Tomáš; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15039164 ZenodoArchiveConcept: 15039163 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1103 2405685:IRFH43RX 2405685:SFNCI64Z 2486141:C9Q4ZDTR
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Transforming Teacher Deployment: Lessons from a matching algorithm tool - Frazer, Madleen Madina; Adam, Taskeen; Godwin, Katie; Mackintosh, Alisdair; Haßler, Björn (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15368169 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1114 ZenodoArchiveConcept: 15368168
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Parent and Caregiver Engagement in Kenya: Gaps, opportunities, and emerging questions for future research - Flam, Rebekka; Honda, Delanie; Ramesh Vasudevan, Sharanya; Mbugua, Wanjiku (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15352737 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1112 ZenodoArchiveConcept: 15352736
Keywords: _r:AddedByMyEducationEvidence

Data-Driven Teacher Deployment in Sierra Leone: Practicalities and quantitative analysis of using a matching algorithm in the 2024/25 deployment cycle - Koutecký, Tomáš; Mackintosh, Alasdair; Huti, M; Adam, Taskeen; Godwin, Katie; Frazer, Madleen Madina (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15368231 ZenodoArchiveConcept: 15368230 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1115 2405685:ICRSXHTV 2405685:MUWUTSZS 2486141:MRAYINR3
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Resilient by Design: Ukraine’s EdTech Response during Wartime - Bhatt, Margi (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15656819 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1122 ZenodoArchiveConcept: 15656818
Keywords: Hide; _comingsoon; _r:AddedByMyEducationEvidence

Assessing the scale-up of a technology-supported, government-led teacher professional development programme in Tanzania: Considering issues of equity, agency, and adaptation, Round 2 Policy Brief - Chachage, Kristeen; Swai, Calvin; Hennessy, Sara; Adam, Taskeen; Koomar, Saalim; Hegwa Paskali, Jonathan; Massam, Winston; Mtenzi, Fredrick; Komba, Anneth; Jacob Mrpoe, Winfrida; Anthony, Gervace; Malibiche, Mustapha; et al. (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15388175 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1118 ZenodoArchiveConcept: 15388174
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Harnessing EdTech for Neurodivergent Learners in LMICs - Aida, Layachi; Daniel, Plaut (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15737188 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1124 ZenodoArchiveConcept: 15737187
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech for Climate Resilience: A Rapid Evidence Review - Brugha, Meaghan; Azfal, Nimra; Emerusenge, Aime Parfait; Zazai, Rozina; Nagol, Elias (EdTech Hub, 2025)
This Rapid Evidence Review provides a synthesis of evidence related to the use of educational technology for building climate resilience within education systems in low- and middle-income countries. The primary objective of the review is to provide educational stakeholders with an overview of how technology could be effectively leveraged in these contexts, highlighting key design considerations for and potential barriers to effective implementation. The review looked at evidence generated between 2014 and 2025 on how EdTech has or could be used to build climate resilient education systems. An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15366685 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1113 ZenodoArchiveConcept: 15366684
Keywords: _r:AddedByMyEducationEvidence

EdTech for Marginalized Learners in Southeast Asia - Perspectives from Funders and Providers on Priorities, Design, Investment and Scaling Considerations - Chrisani, Aprillia; Honda, Delanie; Jayasinghe, Neema; Gunawan, Clarissa Jazzlyne (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15387632 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1117 ZenodoArchiveConcept: 15387631
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

A systems analysis of teacher deployment - Frazer, Madleen Madina; Adam, Taskeen; Godwin, Katie; Cameron, Emma; Mackintosh, Alasdair; Koutecký, Tomáš (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15368298 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1116 ZenodoArchiveConcept: 15368297
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Exploring teacher digital skills and literacy competencies: A curated list of frameworks and resources to inform UNICEF Thailand - Flam, Rebekka; Upadhyay, Arjun; Thang, Sarah (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15499486 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1120 ZenodoArchiveConcept: 15499485
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The use of Interactive White Boards to support refugee learners - Ramesh Vasudevan, Sharanya; Handigol, Apoorva (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15692961 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1123 ZenodoArchiveConcept: 15692960
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

HDR - Haßler, Björn; Taruza, Takudzwa Charisse; Handigol, Apoorva (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15485110 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1119 ZenodoArchiveConcept: 15485109
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Eritrea Education Sector Plan 2018-2022 - Ministry of Education of Eritrea (Global Partnership for Education, 2028)
The mission of the Ministry of Education of Eritrea during implementation of the new Education Sector Plan 2018-2022 is "to provide a quality and relevant education consistent with the national aspirations to all Eritrean."
KerkoCite.ItemAlsoKnownAs: 2339240:SIJKUS9W 2405685:ARMMKQ3F