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

AI User Manual: For teachers, students, schools, and parents in Thailand 2025 - Office of Academic Affairs and Educational Standards; Office of the Basic Education Commission (OBEC) (Government of Thailand, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:TRCCWJEY 2405685:VW67FTL4

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

Forecast mostly gloomy, but that’s a good thing - Harford, Tim (Financial Times, 2025)
KerkoCite.ItemAlsoKnownAs: 2405685:MLK3MUZM

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

Estimating the increase in emissions caused by AI-augmented search - Vanderbauwhede, Wim (arXiv, 2025)
AI-generated answers to conventional search queries dramatically increase the energy consumption. By our estimates, energy demand increase by 60-70 times. This is a based on an updated estimate of energy consumption for conventional search and recent work on the energy demand of queries to the BLOOM model, a 176B parameter model, and OpenAI's GPT-3, which is of similar complexity.
arXiv:2407.16894 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2407.16894 2405685:EK5IKETK
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Gallup Data Analytics series on Pakistan Social and Living Standards Measurement data - Gallup Pakistan (2025)
Gallup Pakistan, the Pakistani affiliate of Gallup International, is a leading survey research and consultancy firm in Pakistan. Gallup Pakistan is a specialist in independent third-party evaluation and ratings. The company is widely attributed to be the founder of science of polling in Pakistan and brings over 40 years of experience in conducting and analyzing opinion polling in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:Q7W6J9KP 2405685:V52YRQDT

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

Usawa na Maamuzi katika Mafunzo Endelevu ya Walimu Kazini yanayowezeshwa na Teknolojia nchini Tanzania: Zana za utafiti - 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: _comingsoon; _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

Call for Saudis to join national AI training - Arab News (Arab News, 2025)
RIYADH: The Saudi Data and AI Authority, in collaboration with the education and human resources and social development ministries, has invited citizens to register for the national initiative, “One Million Saudis in AI – SAMAI.” The initiative, which is taking place for the first time, aims to train 1 million Saudis in artificial intelligence to strengthen national capabilities in line with Vision 2030, the Saudi Press Agency reported on Wednesday.
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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

Artificial Intelligence and Education Systems in 2035: 14 trends and 5 scenarios for how the future might unfold - Rahman, Asad; Freeman, Abigail (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15792725 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1125 ZenodoArchiveConcept: 15792724
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Education in Conflict & Crisis in 2035: 12 trends and 5 scenarios for how the future might unfold - Rahman, Asad; Freeman, Abigail (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15792765 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1126 ZenodoArchiveConcept: 15792764
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)
This report was developed in response to a request from UNICEF Thailand for a curated list of digital skills and literacy frameworks designed for teachers. It reviews and compares 16 global, regional, and national frameworks to inform the development or adaptation of teacher-specific training and materials in Thailand. Key insights include the multidimensional nature of digital literacy, the central role of teacher development, and the alignment of learner-centred approaches with competency-based education (CBE). The report concludes with practical recommendations for policymakers, educators, and practitioners in Thailand involved in designing or implementing digital skills and literacy frameworks. Keywords: Digital literacy; digital skills frameworks; teacher competencies; Thailand; Southeast Asia; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15499486 ZenodoArchiveConcept: 15499485 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1120 2405685:I2DINV6N
Keywords: _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

Using EdTech in Response to Climate Emergencies in Pakistan: A Policy Note - Hayat, Amal (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15851578 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1129 ZenodoArchiveConcept: 15851577
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Technology-enabled interventions for psychosocial support and social and emotional learning in education in emergencies - Moustafa, Nariman; Mtungwa, Nothando (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15806037 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1128 ZenodoArchiveConcept: 15806036
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."
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