Call for Papers: The British Journal of Education Technology

EdTech implementation research in low- and middle-income countries (LMICs)

Guest Editors

• Dr Annette Zhao, EdTech Hub & Jigsaw, United Kingdom
• Professor Loise Gichuhi, University of Nairobi, Kenya
• Professor Laura Czerniewicz, University of Cape Town, South Africa
• Dr Louis Major, University of Manchester & EdTech Hub, United Kingdom

Call

The British Journal of Educational Technology (BJET) invites submissions for a special section entitled ‘EdTech implementation research in low- and middle-income countries’. This special section seeks to address a critical gap in the literature by exploring and highlighting implementation research in EdTech which bridges the gap between educational research and practice, with a focus on lower- and middle-income countries (LMICs).

Rationale for Publication

Implementation research has been described as ‘the scientific inquiry into questions concerning implementation—the act of carrying an intention into effect, which can be policies, programs, or individual practices (collectively called interventions)’ (Allison 2023). As an established type of research in areas including development studies, health, poverty alleviation as well as in education, it aims to address key implementation questions such as: What is working? For whom? How and why? What changes are needed?

Implementation research has a history in various educational fields, including higher education (Kohoutek, 2013, Soicher et al., 2020), education policy (Honig, 2009), and mathematics education (Aguilar et al., 2023, Jankvist et al 2019). It is, however, a relatively new approach to educational technology (EdTech) research and is particularly novel in LMICs, where it has mainly been used in healthcare (Penkunas et al., 2021). Implementation research also focuses on generating robust evidence, helps strengthen implementation activities while they happen rather than in retrospect, and can indicate where activities are replicable or scalable.

This special section explores the nascent field of implementation research in EdTech, which offers potential pathways to reduce the divides and strengthen the relationship between educational research and practice. Complementing related approaches including evaluation research, design-based research, and community-based participatory research, the value of implementation research lies in its focus on effectively integrating educational interventions into real-world settings, addressing context, scalability, sustainability, and cost-effectiveness. Unlike evaluation research, which typically assesses outcomes, implementation research primarily examines the processes and factors influencing the adoption and maintenance of interventions. Further, while community-based participatory research collaborates with community members and design-based research emphasises iterative design and testing, implementation research uniquely combines these elements. Implementation research aims to extend these methods by providing a deeper understanding of how and why interventions work in practice, bridging the gap between theory and practice, and prioritising successful implementation, sustainability, scalability and replicability of effective practices.

To-date, there has never been a dedicated set of academic articles published that focuses on how implementation research contributes to improved implementation of EdTech in low- and middle-income countries (LMICs) (Dowd, 2024). This Special Section will help establish a critical mass of evidence, sharing findings from EdTech implementation research, and making a clear and original contribution to knowledge and practice. The intention is to inform more ‘evidence-informed practice’ and ‘practice-informed evidence’, addressing previous criticisms that educational technology has sometimes lacked cumulative development (Bozkurt, 2020).

This Special Section seeks submissions where EdTech research falls within the following inclusion criteria. Firstly, the focus should be on one or more LMICs (using World Bank’s definition) and learning at primary, secondary, higher or further education level. Secondly, research should be both empirical and implementational, meaning the underlying methodology should centre around generating evidence through implementational practice (not purely theoretical). It is also essential that the research has engaged in some way with relevant decision-makers regarding either the implementation or associated policy considerations.

Submissions that satisfy the above criteria are welcome, and can focus on either formal or non-formal contexts and at any level within the system (learner, teacher/classroom, school, or the wider system).

Topics of interest include, but are not limited to, the following aspects:

• Focused on one or more low- or middle-income country/countries
• Focused on either formal and informal/non-formal contexts
• Focused on the level of the learner, the teacher, or the system (including administration, management, allocation, etc).
• Conducted in dialogue with decision-makers of some form (this could include implementers, governments, etc)
• Centred on robust empirical research
• Focused on the contextual ‘how and why’ factors rather than just ‘what happened’
• Clear about the logic for using implementation research and documents the challenges and opportunities of doing so, demonstrating a critical and self-critical approach
• Contains findings which will be useful for individuals seeking to inform the way decision-making happens in EdTech and reduce the divides between policy and practice.
• Identifies and discusses potential implications and transferability of findings beyond LMICs.

Submission and Inquiries

We welcome submissions from academics globally, especially those located in the Global South, that address one or more of the themes outlined above. Abstracts should demonstrate that the ensuing paper fits the special section focus, has a rigorous methodology, is innovative, makes a significant contribution to the field, is relevant to an international audience, and takes a critical approach. Full manuscripts will undergo the standard reviewing process. Therefore, please note that the invitation to submit a full manuscript does not guarantee acceptance for publication.

Abstracts should be around 250 words, clearly and concisely written, and generally include the following:

• An introduction of one or two sentences stating the research aims and educational context within the LMICs in focus
• For empirical reports, a brief summary of the data collection methodology
• A summary of the outcomes
• Concise conclusions and implications in two or three sentences. What new insights does this research provide? What is its unique and significant contribution to the field? How is it relevant for a diverse international audience?

The following details should accompany each abstract:

• Proposed article title
• Proposed authors names, affiliations and contact details

Manuscripts should not normally exceed 6000 words, excluding references. However, authors might request an extension to this limit in a covering letter addressed to the Guest and BJET Editors. All contributions should be prepared following the BJET Author Guidelines and submitted via the BJET manuscript submission system.

All submissions will go through the usual process of double-anonymous peer review. The editors will select articles for the special issue on the basis of their academic merit, quality and overall coverage of the theme of the special section. To expedite the review process, authors submitting to the special section are encouraged to suggest themselves or colleagues from their network as potential reviewers.

Inquiries may be sent to the corresponding Guest Editor: Dr Annette Zhao at annette@edtechhub.org

Important Dates

• Abstract Submission emailed to corresponding Guest Editor: 28 February 2025
• Full manuscript submission: 31 May 2025
• Final manuscript acceptances: 30 January 2026
• Articles will be published online once production is complete and authors complete proof checks.
• Expected Publication: May 2026

Guest Editors

• Corresponding Guest Editor: Dr Annette Zhao, annette@edtechhub.org
• Guest Editor: Professor Loise Gichuhi, loise.wambui@uonbi.ac.ke
• Guest Editor: Professor Laura Czerniewicz, laura.czerniewicz@uct.ac.za
• Guest Editor: Dr Louis Major, louis.major@manchester.ac.uk