EdTech Hub country scans examine the key factors that enable or hinder the effective use of technology in education. These include national policies, government leadership, private-sector partnerships, and the strength of digital infrastructure.
While the scans aim to provide a comprehensive overview, they are not exhaustive. Instead, they are designed as a starting point for deeper discussion about the opportunities and challenges shaping EdTech in specific contexts.
This collection focuses on Cambodia, Laos, Timor-Leste, and Vietnam. It also explores how EdTech is being used to support out-of-school children and youth, girls, students with socio-cognitive disabilities, and students with hearing and visual impairments.
EdTech in Cambodia: A Rapid Scan
This report was originally written in January 2024. It is based primarily on desk research, with quality assurance provided by a country expert — an Education Specialist with the UNICEF Cambodia office.
EdTech in Lao People’s Democratic Republic: A Rapid Scan
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.
EdTech in Timor-Leste: A Rapid Scan
This report was originally written in February 2024. It is based primarily on desk research, with quality assurance provided by a country expert at the Australian Council for Educational Research.
EdTech in Vietnam: A Rapid Scan
This report was originally written in March 2024. It is based primarily on desk research, with quality assurance provided by country experts at Southeast Asian Ministers of Education Organization (SEAMEO) centres.
EdTech for Out-of-School Children and Youth: A Rapid Evidence Review for the Southeast Asian Region
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) by and for out-of-school children and youth (OOSCY) in Southeast Asia. The review summarises how EdTech is currently being used with OOSCY learners in these contexts, explores how effective these implementations are, and highlights the benefits and challenges of using EdTech with different out-of-school learners. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam.
EdTech for Girls’ Education: A Rapid Evidence Review for the Southeast Asian Region
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.
EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for the education of learners with special educational needs and disabilities (SEND) in the Southeast Asian region, specifically those with cognitive and learning disabilities. It summarises how EdTech is currently being used with these learners, explores how effective these implementations are, and highlights the benefits and challenges of EdTech in this context. The following countries are included in the review’s scope: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam.
EdTech for Learners With Hearing and Visual Impairments: A Rapid Evidence Review for the Southeast Asian Region
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for the education of learners with special educational needs and disabilities (SEND) in the Southeast Asian region, specifically those with hearing and visual impairments. It summarises how EdTech is currently being used with these learners, explores how effective these implementations are, and highlights the benefits and challenges of EdTech in this context. The following countries are included in the review’s scope: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam.
