The Challenge How children learn, and how teachers teach, might look very different in 10 years time. We believe that two megadrivers of change have the potential for transformative impact on education systems in low- and middle-income countries (LMICs). One is artificial intelligence (AI). According to one study by the World Bank, the top 40 generative AI tools attract 3…
Kenya’s Ministry of Education and partners are shifting education to be more inclusive, through evidence-driven approaches while putting teachers, communities, and data at the heart of EdTech decision-making.
On this World Refugee Day, we champion initiatives that support learning in emergencies. Through conversations with experts in the field, we bring you insights on what refugee education teaches us about the future of EdTech.
Key Highlights As the funding landscape for global advocacy and the public sector continues to shift, many are left grappling with its implications. The education sector continues to weather major shocks and threatens the delivery of Sustainable Development Goal 4 — a paradigm shift that puts a future where every child has access to inclusive and equitable quality education is…
Exploring the role of EdTech in low- and middle-income countries From 22 to 26 March 2025, EdTech Hub is excited to take part in the 69th annual conference of the Comparative and International Education Society (CIES). This year’s event brings together researchers, policymakers, and practitioners to explore key challenges in education, spanning early childhood, primary, secondary, higher, and lifelong learning.…
Setting the scene This blog explores insights from a knowledge exchange workshop between governments in Madagascar and Mauritius. Ministries of Education have deep knowledge and experience from implementing education programmes in their contexts. However, sharing detailed learning across ministries of education is uncommon. EdTech Hub recently facilitated a 4-day in-person learning exchange workshop in Mauritius in partnership with the Government…
UNESCO, in partnership with UNICEF and the Ministry of Education, Culture, Research, and Technology in Indonesia, invited 20 countries to participate in a three-day Gateways Study Visit in Bali, Indonesia. The visit was conducted under the framework of the Gateways for Public Digital Learning Initiative, aimed at showcasing how Indonesia is leveraging digital platforms to enhance the equity and quality…
We’re officially into the new year — and if this month is any indication, the year ahead will be moving at full speed. Here at EdTech Hub, we’ve reflected on last year’s successes, challenges, accomplishments, and learnings, and we’re ready to build on that momentum. We’ve also spent a lot of time thinking about the future of education technology and…
We, at Edtech Hub, are pleased to announce the launch of the AI Observatory. This is the first post and the start of what we’re hoping will be a lively and ongoing conversation between the Hub, educators, policymakers, developers, technologists and funders. If that’s you then great, let’s start with three stories about this remarkable moment in time: 🔢 Rori,…
Call for Submissions
The British Journal of Educational Technology (BJET) invites contributions for a special section titled “EdTech Implementation Research in Low- and Middle-Income Countries.” This section aims to address a critical gap by exploring implementation research that bridges educational research and practice in LMICs.
Why Implementation Research Matters
Implementation research examines how interventions—policies, programs, or practices—are carried into effect. While established in fields like healthcare and poverty alleviation, it remains underexplored in EdTech, particularly in LMICs. This approach generates evidence in real-time, enhances scalability, and prioritizes sustainability, distinguishing itself from evaluation or design-based research.
Scope of the Special Section
This special section seeks empirical studies focused on EdTech implementation in LMICs, engaging with decision-makers and addressing real-world challenges at various educational levels. Contributions will strengthen the evidence base, bridging the divide between research and practice, and fostering “evidence-informed practice” and “practice-informed evidence.”
For detailed criteria and submission guidelines, visit https://bera-journals.onlinelibrary.wiley.com/hub/journal/14678535/homepage/call-for-papers/edtech-in-lmics.
