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Journal articles on the topic 'EdTech Adoption'
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1
Phongsatha, Thanawan. "Unveiling the Influence of Technological, Learning, and Innovation Capabilities, Student Mindset, Perceived Benefits, and Government Policies on EdTech Adoption in Thailand." International Journal of Religion 5, no. 11 (2024): 4249–60. http://dx.doi.org/10.61707/3m4t8w49.
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This study investigates the influence of technological capability, learning capability, innovation capability, student mindset, perceived benefits, and government policies on the adoption of educational technology (EdTech) in Thailand. The research focuses on students from the ten private universities in Bangkok with the highest student populations, targeting a sample size of 515. A quantitative methodology was employed, involving the distribution of surveys to gather data. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for data analysis. The results indicate that technological capability, innovation capability, student mindset, perceived benefits, and government policies significantly influence EdTech adoption. However, learning capability does not show a significant impact on EdTech adoption. These findings provide valuable insights into the factors driving EdTech adoption in Thai higher education, emphasizing the importance of technological and innovative capabilities, as well as supportive government policies and positive student mindsets.
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Liang, Yanyan. "Family Involvement on the Effective Use of Education Technology in China: Status, Influence and Suggestions." Lecture Notes in Education Psychology and Public Media 74, no. 1 (2024): 151–57. https://doi.org/10.54254/2753-7048/2024.bo17886.
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The integration of Educational Technology (EdTech) into learning environments is transforming both formal education and family-based learning across the globe. In China, where the educational landscape is rapidly evolving, families play a crucial role in mediating the use of EdTech. This paper first explores the current state of EdTech use in households in China, including the types of EdTech tools used, the role of the family, and the existing regional differences. The influence of family factors on the adoption and effectiveness of EdTech for learning at home is further examined. Parents attitudes toward technology, particularly their willingness to engage with EdTech tools, play a pivotal role in determining how effectively these tools are used at home. Families socioeconomic status and parents education level also influence their ability to guide their children. Family relationships and how parents and children interact with technology also shape the effectiveness of EdTech. The paper concludes with recommendations for stakeholders, including parents, schools, and policymakers, on better leveraging EdTech for childrens academic and cognitive development. The findings suggest that family-centered EdTech design, enhanced collaboration between schools and families, and continuous parental learning can help maximize the potential of these technologies to improve learning experiences.
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Bhattacharya, Leena, Minu Nandakumar, Chandan Dasgupta, and Sahana Murthy. "Shaping the Discourse around Quality EdTech in India: Including Contextualized and Evidence-Based Solutions in the Ecosystem." Education Sciences 14, no. 5 (2024): 481. http://dx.doi.org/10.3390/educsci14050481.
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This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead.
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Ip, Ken. "The rise of EdTech: Transforming education through entrepreneurial ventures." Advances in Online Education: A Peer-Reviewed Journal 3, no. 2 (2024): 177. https://doi.org/10.69554/nsvd4541.
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This paper examines the rise of educational technology (EdTech) through the lens of entrepreneurial ventures and assesses its impact on the educational sector. It describes how entrepreneurial startups have driven EdTech innovation by identifying gaps in traditional education models and developing technology-based solutions. Three theoretical frameworks — the theory of disruptive innovation, the technology acceptance model and the transformative learning theory — are applied to understand how EdTech innovations disrupt markets and influence user adoption. The evolution of EdTech is explored, from early developments such as online learning platforms and adaptive learning technologies to the accelerated integration of digital tools post-COVID-19. Illustrative examples of successful startups like Coursera, Khan Academy and Duolingo demonstrate how entrepreneurial ventures have democratised access to education. The paper also analyses how EdTech transforms teaching methodologies, enhances student engagement and enables personalised learning through data analytics. The application of EdTech across K-12, higher education and vocational settings is discussed. While beneficial, equitable implementation remains a challenge. The social and ethical implications of data privacy, algorithmic bias and the digital divide are also examined.
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Fariz and Tutik Winarsih. "Analysis of the Extended Technology Acceptance Model as A Basis for the Adoption of Educational Technology Startup Platforms." Eastasouth Management and Business 3, no. 02 (2025): 329–37. https://doi.org/10.58812/esmb.v3i02.409.
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The growth of startups in the Educational Technology (EdTech) sector in Indonesia has demonstrated rapid progress, aligning with global advancements in this field. The COVID-19 pandemic, coupled with the increasing demand for future-oriented skills, has driven EdTech startups to innovate in learning methods, approaches, and strategies. These innovations aim to create individuals equipped with skills relevant to the demands of the future. This research seeks to explore how technology-based learning processes developed by EdTech startups can be adapted and utilized by users to enhance their skills in facing the challenges of the modern era. The study adopts the Technology Acceptance Model (TAM) framework with the addition of a facilitating condition variable as an external factor to understand the impact of environmental conditions on technology adoption and usage. A quantitative approach was employed, collecting data from active learners using EdTech startup services in Indonesia during the 2018–2024 period. Data analysis was conducted using Structural Equation Modelling (SEM) techniques. The findings reveal that TAM effectively explains the factors influencing the acceptance and use of e-learning on EdTech startup platforms, particularly in supporting learning processes. Additionally, significant relationships were identified between facilitating conditions, perceived ease of use, and perceived usefulness. The study also confirms the interrelations among the main components of TAM, further reinforcing the model's validity in the context of digital learning.
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Pradeep Kumar Bhattacharjee. "Competing Strategies of EdTech for Market Development." Journal of Information Systems Engineering and Management 10, no. 50s (2025): 434–46. https://doi.org/10.52783/jisem.v10i50s.10213.
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The education sector has undergone a massive transformation with the rise of EdTech, creating an intensely competitive market. Digital education has gained prominence, especially in the wake of global disruptions, leading to a surge in EdTech adoption. India’s EdTech industry is projected to reach a valuation of $29 billion by 2030, growing at a CAGR of 25.8%, with over 11,000 companies contending for market share. In 2021 alone, EdTech startups secured $4.73 billion in funding, making it one of the most heavily invested sectors.This study explores the competitive landscape of EdTech and identifies key strategies that organizations use to gain a market edge. EdTech firms employ a mix of analytical tools such as SWOT analysis, Porter’s Five Forces, PESTLE analysis, scenario planning, and benchmarking to assess competition. However, sustaining a competitive advantage requires more than traditional strategic tools. Leading EdTech firms differentiate themselves by deeply understanding their target audience, offering personalized learning experiences, integrating cutting-edge technology, and forging strong partnerships with educational institutions.To stay ahead, EdTech players must continuously innovate and refine their market positioning. Successful companies focus on product uniqueness, leveraging artificial intelligence, gamification, and adaptive learning models to enhance user engagement. Additionally, customer-centric approaches, such as affordability, localized content, and seamless user experiences, play a crucial role in outpacing competitors. By closely monitoring market trends and adapting swiftly, EdTech firms can sustain their leadership position in this rapidly evolving industry.This study provides actionable insights into how EdTech companies can navigate competitive pressures and establish themselves as market leaders through differentiation, innovation, and strategic decision-making.
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Pujiono, Imam Prayogo. "EdTech Startups and Their Impact on Traditional Learning Models." Assoeltan: Indonesian Journal of Community Research and Engagement 3, no. 1 (2025): 35–45. https://doi.org/10.70610/edujavare.v3i1.802.
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The rapid growth of EdTech startups has introduced innovative tools that challenge traditional learning models, offering personalized, flexible, and technology-enhanced educational experiences. However, integrating these technologies into established educational institutions remains a complex and gradual process. This study aims to explore the impact of EdTech startups on traditional learning models, examining how these technologies disrupt, complement, or reinforce traditional pedagogical practices. Using a qualitative research design, the study employed semi-structured interviews, focus group discussions, and document analysis to gather data from educators, students, EdTech entrepreneurs, and administrators across urban centers in Indonesia. The findings reveal that while EdTech startups have the potential to enhance student engagement and learning personalization, their integration into traditional institutions is often hindered by infrastructural challenges, resistance to change, and a lack of digital literacy. The study highlights the role of the COVID-19 pandemic as a catalyst for accelerating EdTech adoption. In conclusion, the research underscores the need for a balanced approach that supports the professional development of educators, addresses equity in access to technology, and fosters collaboration between EdTech startups and traditional institutions. This study contributes to the growing literature on educational innovation, providing valuable insights for policymakers, educators, and EdTech developers seeking to integrate technology into learning environments effectively.
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Pandey, Digvijay, and Khurshed Iqbal. "EdTech Startups and Their Impact on Traditional Learning ModelsHybrid Classrooms: Redefining the Role of Teachers and Learners." Assoeltan: Indonesian Journal of Community Research and Engagement 3, no. 1 (2025): 47–57. https://doi.org/10.70610/edujavare.v3i1.803.
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The rapid growth of EdTech startups and integration into educational practices has led to hybrid classrooms combining traditional face-to-face teaching with digital tools. This transformation redefines the roles of teachers and learners, prompting a shift toward more flexible, personalized learning environments. This study explores the impact of EdTech startups on traditional learning models and how hybrid classrooms are reshaping these roles. Using a qualitative research methodology, data was collected through semi-structured interviews, participant observations, and document analysis in schools and EdTech hubs in Jakarta, Indonesia. The findings reveal that hybrid classrooms provide increased learner autonomy, personalized learning, and collaboration opportunities. However, they also highlight challenges such as digital inequities, teacher adaptation to new roles, and the need for ongoing professional development. Teachers are evolving into facilitators rather than traditional knowledge transmitters, yet they struggle with integrating new technologies effectively. The study concludes that EdTech tools while promising, require careful integration with human-centered teaching practices to ensure inclusivity and engagement. The research contributes to understanding how hybrid learning environments can be optimized to benefit both teachers and students. It offers educators and policymakers insights into the complexities of EdTech adoption in education.
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Gupta, Sandeep Kumar, and Saranya T.S. "NAVIGATING THE DIGITAL FRONTIER: THE UNIQUE CHALLENGES AND OPPORTUNITIES OF EDUCATION IN INDIA." Pedagogy and Education Management Review, no. 4(18) (December 30, 2024): 4–24. https://doi.org/10.36690/2733-2039-2024-4-24.
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The rapid digitalization of education has positioned India at a critical juncture, offering transformative opportunities and exposing persistent challenges. As the second most populous nation with a highly diverse education system, India's digital journey in education encompasses over 260 million school students and millions in higher education. While urban regions leverage cutting-edge EdTech tools, rural areas face systemic barriers such as poor connectivity, lack of devices, and limited infrastructure. The interplay of socioeconomic diversity, linguistic challenges, and infrastructure gaps reflects the need for innovative and inclusive digital strategies. This study explores India's unique educational landscape, focusing on the hurdles of digital transformation and the potential pathways to revolutionize learning through technology. The aim of this article is to analyze the challenges and opportunities of digital education in India, with an emphasis on bridging gaps in access, fostering inclusivity, leveraging technology to enhance learning outcomes, and addressing the unique socioeconomic and cultural factors that shape India's educational ecosystem.The article uses a qualitative analysis of India's digital education landscape, incorporating literature reviews, case studies of government policies, and data on EdTech adoption. The findings highlight a multi-faceted transformation in Indian education: digital divide; EdTech integration; government initiatives; blended learning models; focus on skill development; linguistic diversity; emerging technologies. Future studies should explore scalable and sustainable strategies to bridge the digital divide, with a focus on affordability, infrastructure development, and digital literacy. Research on the efficacy of emerging technologies in enhancing learning outcomes and integrating them into India’s complex education system is critical.
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Sabiteka, Micheline, Xinguo Yu, and Chao Sun. "Toward Sustainable Education: A Contextualized Model for Educational Technology Adoption for Developing Countries." Sustainability 17, no. 8 (2025): 3592. https://doi.org/10.3390/su17083592.
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Adopting educational technology remains a critical challenge in developing countries, particularly given limited resources and the urgency of achieving the United Nations’ Sustainable Development Goal 4 by 2030. This paper aims to create and validate a model for educational technology adoption for developing countries (ETADC) that addresses the gaps in existing models by incorporating education-specific factors and local contexts. The ETADC model integrates foundational theories with local and educational elements within the technological pedagogical content knowledge (TPACK) framework, empowering educators to enhance teaching–learning experiences for a tech-driven world. The ETADC framework includes six components—four sourced from established theories and two based on research into the experiences of in-service and pre-service teachers in developing countries regarding educational technology adoption. These components formulate an appropriate model for evaluating, identifying, and implementing educational technologies within developing countries’ educational contexts. Validation through meta-analysis and two-stage structural equation modeling in R Studio version 4.4.0 with data from 30 high-impact studies (sample size N = 8934) confirmed the model’s effectiveness, showcasing a strong fit and significant path coefficient. This model has been used to evaluate certain educational technologies for further adoption. ETADC offers a practical and scalable roadmap for sustainable EdTech adoption, potentially supporting educational transformation and development worldwide, particularly in under-resourced contexts.
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Deshmukh, Sujata Pravin Shinde, Vinay Kulkarni, and P. Malathi. "Leveraging Interactive Learning by Integrated Assessment Software in EdTech: Enhancing Sustained Learning Outcomes with Mentimeter." Journal of Engineering Education Transformations 38, IS2 (2025): 14–22. https://doi.org/10.16920/jeet/2025/v38is2/25003.
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The advent of Educational Technology (EdTech) has transformed traditional pedagogical approaches, introducing innovative tools that enhance engagement and learning outcomes. This paper explores the application of Mentimeter, an interactive presentation software, in educational settings. By integrating features such as live polls, quizzes and word clouds, Mentimeter fosters a more interactive and participatory learning environment. The study investigates how real time feedback and immediate assessment capabilities enable educators to adjust their teaching strategies dynamically, thus catering to individual student needs and promoting active engagement in learning. Additionally, the paper examines Mentimeter’s role in increasing inclusivity and accessibility, allowing anonymous participation and accommodating both in person and remote learners. The analysis includes data-drive insights derived from student responses, highlighting the tool’s effectiveness in improving student engagement, collaboration and overall learning outcomes. This research contributes to the broader understanding of how interactive presentation software can be utilized within the EdTech framework to enhance educational experiences and support data driven instructional practices. The findings underscore the potential of interactive presentation tools in digitizing modern education, making a compelling case for their widespread adoption in classrooms and beyond.
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Cowley, Thomas, and David Atkinson. "Solving the ‘Learning Crisis’ In Developing Countries through Jugaad Innovation Education Technology: A Qualitative Study." West East Journal of Social Sciences 8, no. 1 (2019): 61–92. http://dx.doi.org/10.36739/wejss.2019.v8.i1.11.
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This study set out to investigate how combining jugaad innovation with Education Technology (EdTech) can help solve the ‘learning crisis’ in developing countries. The problem centres on education quality; large volumes of underprivileged students in developing countries are attending school, but many fail to learn basic skills (The World Bank, 2018:3). Globally, over 617m students are failing to achieve minimum proficiency standards in maths and reading (UNESCO, 2017). Consequently, the global problem in education is not simply about the provision of learning but also ensuring high quality (Pearson PLC, 2018). This research explores how jugaad innovation, including key themes such as the jugaad innovation process and jugaad operating models, could inspire the development and use of EdTech in order to improve education quality for the masses in developing nations. In order to investigate how jugaad innovation theory and EdTech can help solve the ‘learning crisis’, this study used a case study approach and four semistructured interviews. The investigation relied on understanding the interviewees’ experiences, how they describe them, and the meaning behind those experiences. As jugaad theory is not well understood in practice (Agnihotri, 2015; Ajith & Goyal, 2016; Jain & Prabhu, 2015), a case study with semi-structured interviews achieved a better insight, through uncovering rich, empirical evidence to answer ‘how’ and ‘why’ questions (Ridder, 2017). Jain & Prabhu’s (2015) work highlighted three core principles of jugaad innovation: frugality, flexibility and inclusivity. Jugaad is a verb to describe the innovation process itself, and a noun to characterise the process outcomes. Conceptual views suggest jugaad innovators put diffused education technologies through a jugaad innovation process, whilst utilising a human rights-based approach to education quality. Therefore helping to deliver quality learning for consumers at the bottom of the pyramid. However, the findings of this study advocate that although a human-rights based approach is essential; high quality learning content, educational scaffolding, an understanding of factors impacting technology adoption and the use of traditional teaching methods are also important in solving the ‘learning crisis’. A partnership operating model is required to combine jugaad innovation with EdTech; and to scale and commercialise such innovations. Findings also identified a fourth, holistic principle of the jugaad innovation process, namely, iterative design. The study’s findings put forward ways to implement a frugal, flexible, inclusive and iterative EdTech innovation process. Results confirm that education quality is multidisciplinary (EdQual, 2010). Jugaad innovators must partner with state departments of education and/or NGO’s to access their network of learners, resources and capabilities. This will serve learners at the bottom of the pyramid in volume and mitigate against the problem of ultrathin per consumer margins (Kansal, 2016).
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Dexter, Sara, Aubrey Francisco, and Christina Luke Luna. "Five leading-edge K-12 districts’ decision-making processes for EdTech innovations." Journal of Educational Administration 59, no. 3 (2021): 352–66. http://dx.doi.org/10.1108/jea-10-2020-0222.
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PurposeThe purpose of this study was to better understand K-12 district leaders' reasoning and processes for selecting and deploying EdTech instructional products, including which, if any, types of data are used to support decision-making.Design/methodology/approachThis multisite case study of educational technology (EdTech) decision-making comprises five purposely selected districts at the leading edge of EdTech innovation. The unit of analysis was a recent purchase they had made of an instructional, classroom-oriented digital product (defined as a product used by teachers and/or students in the classroom for the purposes of student learning). The key leader heading up the purchase was interviewed, as were other leaders and a teacher who were involved in the decision-making process.FindingsThe processes districts used to make their purchasing decisions involved teachers, district leaders and technical specialists who considered usability, usage data and alignment with student learning and interoperability, respectively. While in some cases there were plans to collect data on student learning outcomes, districts did not uniformly emphasize that in their decision-making processes. Instead, the type of educational technology tool that was purchased influenced whether or not districts planned to seek out student-level outcome data as evidence of the product's efficacy. For the purchases associated with access to content, school leaders considered usage or log data generated by the program itself as sufficient indication that the program is “working.” Where the software's functionality encompassed skill development, leaders stated future plans to look at student-level outcomes as a means for judging if the program “worked.”Originality/valueFew accounts of district decision-making about the adoption of educational technology innovations are present in the literature. These five cases provide insight into the role evidence plays in decisions to adopt educational technology.
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Muoneke, Munachiso Angela. "From Crisis to Insights: Leveraging Data Analytics to Shape Pandemic-Era Educational Technology Innovations." International Journal on Cybernetics & Informatics 14, no. 1 (2025): 41–50. https://doi.org/10.5121/ijci.2025.140104.
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The COVID-19 pandemic led to the disruption of conventional education systems, which led to the adoption of digital and remote learning platforms. This revolutionary change uncovered the need for new approaches in the development of educational technology. This paper emphasizes the importance of data analytics during this time and provides a framework for how data can inform effective EdTech developments for teaching and learning. This study aims to understand how real-time data from learning management systems, virtual classrooms, and engagement metrics can offer valuable insights into students’ behaviors, learning styles, and academic difficulties. Such insights help educators, technologists, and policymakers develop adaptive learning solutions tailored to the different needs of students. Through the presentation of case studies and realworld examples, this paper explains how the use of data-driven innovations has led to enhanced student success, effective teaching practices, and the reduction of learning disparities during the COVID-19 pandemic. Furthermore, the paper critically discusses the ethical challenges that are linked to educational data analytics including privacy concerns, bias-free learning analytics, and ensuring there is equity in the provision of technology to learners. It also highlights the importance of transparency, inclusivity, and collaborative input of all stakeholders to ensure the development of ethical and more sustainable EdTech solutions.
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Zulkarnayeva, Petimat L., Aina A. Bazaeva, and Amina S. Ulubaeva. "DIGITAL INEQUALITY IN EDUCATION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/3, no. 153 (2024): 148–54. https://doi.org/10.36871/ek.up.p.r.2024.12.03.016.
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The article discusses the relevance of digital technologies in education and their impact on the formation of digital inequality. The COVID-19 pandemic has accelerated the transition to distance learning and the adoption of Edtech technologies, but uneven access to information resources exacerbates existing socio-economic differences. The problem of digital exclusion is analyzed, the factors contributing to digital divides are identified, as well as the consequences for the educational environment and wider society. The article highlights the need to develop strategies aimed at increasing digital literacy, creating equal opportunities for access to technology and supporting vulnerable groups in the context of digitalization of education.
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Chomunorwa, Silence, and Virimai Victor Mugobo. "Challenges of e-learning adoption in South African public schools: Learners’ perspectives." Journal of Education and e-Learning Research 10, no. 1 (2023): 80–85. http://dx.doi.org/10.20448/jeelr.v10i1.4423.
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Educational technology (EdTech) plays a vital role in teaching and learning with e-learning ensuring equal access to education and continuity even when contact classes are impossible. The South African departments of education are making efforts to realize the use of technology in schools. The COVID-19 pandemic has an adverse impact on the education sector and accelerated the adoption of technology by many institutions with some shifting to distant learning to ensure academic continuity. There are various educational technologies. The aim of the study is to explore public high school learners’ perspectives on e-learning and the challenges in its adoption. Secondary data is used to draw conclusion. An interpretivism paradigm with an exploratory sequential mixed-method approach is used. The findings show that e-learning implementation needs careful consideration and planning. The results of this study indicate that lack of access to devices, the high cost of internet access, a perceived lack of interest among teachers and perceived ineffectiveness are the key challenges to e-learning adoption in South African public schools within poor communities. Addressing key challenges will ensure a successful implementation of e-learning.
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Shalupkin, Vadim V. "Technology in Education: EdTech in GCC States and COVID-19 Challenges." Oriental Courier, no. 3-4 (2021): 122. http://dx.doi.org/10.18254/s268684310018027-7.
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In recent years, “EdTech” and “E-Learning” concepts have become part of people’s routine. The outbreak of the COVID-19 pandemic has changed the conception of social development, the nature of progress, and the application of information technologies. How reasonable is the development of distance learning? This question was raised by many actors. Meanwhile, during the most acute outbreaks of the pandemic, there was a sharp adoption of entire measures for the EdTech introduction around the world, including the Arab states. This article looks into characteristics of the situation in the field of educational innovative technologies in the states of the Cooperation Council for the Arab States of the Gulf (GCC) in the period preceding the pandemic and in the last year and a half. The emphasis is placed on the peculiarities of the development of the situation in each of the countries: despite the obvious similarity of the economic, political, and cultural fields, all six Member States of the Council had different attitudes to the goals of education, to the reform of this area, and to the use of technology and EdTech in education process. The article is divided into two main parts according to the chronological principle: The first briefly describes the processes of implementing educational technologies until 2020 characterizing the overall dynamics of the development of the sector in each of the six countries. The second part similarly covers the period of the spread of the COVID-19 epidemic as well as introduces the measures and steps taken in the GCC countries, provides analysis of their effectiveness and the reasons for their success or failure. The problem of the research seems to be extremely relevant despite the little amount of academic works devoted to this topic. Further study of the experience of Arab countries will not only allow to make several assumptions about the effectiveness of certain measures in other countries (e.g., in Russia) but also can become the basis for a broad comparative study covering the entire region of the Middle East and North Africa.
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Nagani, Akbar. "Smart School Application: Enhancing Educational Outcomes and Processes." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 05 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem33736.
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As digital tools become more integral to education, smart school applications are gaining prominence due to their diverse functionalities, including e-libraries, attendance systems, leader boards, quizzes, event scheduling, real-time notifications, and more. This review delves into how these applications enhance administrative efficiency, foster better communication, increase student engagement, and improve learning outcomes, while also considering the implementation challenges and proposing strategies for successful integration. The paper highlights the necessity for educational institutions to carefully evaluate these technologies before adoption, focusing on how they can effectively enhance academic performance and streamline educational processes. Through a comprehensive exploration of these tools, it provides valuable insights and recommendations for schools contemplating the integration of advanced technological solutions into their educational framework. Key Words: edtech, degitalization, smartschools, performance, management
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Baña, Edward E., and Runato A. Basañes, PhD. "Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (2021): 120. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(120).
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In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan
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Baña, Edward E., and Runato A. Basañes, PhD. "Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (2021): 120. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(120).
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In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan
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Amin, Md Khaled, Mohammad Arifur Rahman, Tahsina Khan, and Mubasshir Tahmidul Karim. "Investigating Students’ Adoption and Usage Behavior of Educational Technology(EduTech) at Tertiary Level (PLS-SEM Approach)." AIUB Journal of Science and Engineering (AJSE) 17, no. 1 (2019): 25–30. http://dx.doi.org/10.53799/ajse.v17i1.5.
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This study sought to examine students’ behavioral intention to use EduTech (Educational Technology) at the tertiary level education in Bangladesh. Using the unified theory of acceptance and use of technology (UTAUT) model as a base theory, the study attempted to explore the determinants that are swaying students’ intention to adopt EduTech in Bangladesh. A total of one-hundred and forty-nine respondents were chosen randomly from three faculties of AIUB such as Business administration, Engineering and Science, were finally provided with the structured and self-administrated questionnaires followed by brief instructions to fill out the questionnaire. Moreover, collected data were encoded into SPSS for descriptive analysis such as demographic analysis, while SEM simulation, namely SMART PLS 2.0 was employed to analyze reliability and to test the hypotheses stated. Result of the study confirmed that the adoption and the usage behavior of EdTech at the tertiary level is highly influenced by Effort Expectancy, Facilitating Condition, and Perceived Behavioral Control. Findings of the study could be an important outline for educators, EduTech vendors, and service providers for formulating effective adoption strategies with regard to EduTech resources.
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Agpalo, Hazel Joyce, Shaira Castro, Avegail Kimberlie Ciriaco, Almira Jane Coloma, Jonathan Galope, and Vladimir Figueroa. "Eventify: A Web-based Event Management and Attendance Monitoring System with Data Analytics." Psychology and Education: A Multidisciplinary Journal 37, no. 5 (2025): 458–65. https://doi.org/10.70838/pemj.370505.
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This empirical study examines the implementation of Eventify, a web-based platform addressing chronic inefficiencies in rural Philippine secondary school event coordination through QR-enabled attendance tracking and dynamic scheduling algorithms. Confronting analog workflow fragmentation and digital adoption barriers, the research presents a framework integrating iterative Scrum development with academic temporal cycles and dual evaluation metrics: ISO 25010 technical standards and psychosocial adoption factors from Davis' Technology Acceptance Model (TAM). Technical assessments by 20 IT specialists demonstrated exceptional system reliability (α=0.93) across critical operational parameters, including 98.4% uptime during peak concurrent access and perfect attendance record integrity across 2,143 transactions. Pedagogical evaluations with 30 stakeholders revealed significant alignment between perceived utility (M=4.65) and behavioral adoption intent (M=4.58), with path analysis identifying system responsiveness (β=0.79) rather than interface simplicity as the primary adoption driver. The platform induced measurable behavioral shifts: 73% reduction in post-event administrative reconciliation time and 41% increase in student-initiated extracurricular activities through self-service modules. These emergent outcomes suggest the system's capacity to transcend operational objectives by fostering participatory governance in institutional planning processes. This work contributes three substantive advancements: 1) A replicable model for educational technology integration in Global South institutions 2) Empirical validation of agility-bureaucracy compatibility through Scrum methodology adapted to academic calendars 3) Quantitative demonstration of technical robustness as a prerequisite for psychosocial adoption in resource-constrained environments. The findings challenge conventional edtech scalability paradigms while advancing SDG 4 and 9 through context-adaptive digital transformation. Future research directions include federated architecture development for inter-school event interoperability and machine learning-driven participation forecasting models.
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Yadav, Ramashray Singh. "Bridging aspirations and systemic barriers: A sociological analysis of EdTech Adoption in India's marginalized Urban communities." International Journal of Social Science and Education Research 7, no. 1 (2025): 747–54. https://doi.org/10.33545/26649845.2025.v7.i1i.279.
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Frøsig, Thomas B. "Expanding the Technology Acceptance Model (TAM) to Consider Teachers Needs and Concerns in the Design of Educational Technology (EdTAM)." International Journal of Emerging Technologies in Learning (iJET) 18, no. 16 (2023): 130–40. http://dx.doi.org/10.3991/ijet.v18i16.42319.
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While technological innovations are designed with the users in mind, this same design approach—designing technology to enhance the students’ learning experience—often falls short of acceptance with teachers and educators. This paper suggests a theoretical model with which EdTech can be designed to enhance the adoption of technology among teachers. At its core, the Educational Technology Acceptance Model (EdTAM) utilizes a double-user scenario, focusing on both the needs and concerns of teachers as well as the needs of students. As a result, a proof of concept in the form of an educational game designed in strict accordance with the EdTAM Model is presented. Thus showing that the theoretical model can be transferred into the design of a real-world product. A further study testing the effect of the model and the produced games acceptance rate with teachers is planned to support the theoretical model with empirical data.
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Awandkar, Prajwal Narayanrao. "Web Application Development for ED-Tech Platform." International Journal for Research in Applied Science and Engineering Technology 11, no. 12 (2023): 85–87. http://dx.doi.org/10.22214/ijraset.2023.56912.
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Abstract: Educational Technology (Ed-Tech) platforms are revolutionizing education. They provide personalized learning, accessibility, and adaptability, making learning more engaging and inclusive. The COVID-19 pandemic accelerated their adoption, emphasizing their importance in ensuring uninterrupted learning. EdTech platforms extend beyond formal education, supporting corporate training and professional development. Challenges include ensuring equal access and addressing data privacy concerns. The future of education relies on continued innovation and integration of Ed-Tech platforms. In an era marked by rapid technological advancements, the education sector has witnessed a significant transformation with the integration of web applications. This abstract provides an overview of developing a web application for an Ed-Tech platform, highlighting its significance and the key components involved. The Ed-Tech industry has become a critical player in enhancing the accessibility, efficiency, and effectiveness of education. Web applications play a pivotal role in delivering educational content and services to a global audience. This abstract delves into the design and development process of such a platform.
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Ben Azza, Chaymae, Sara El Hamdani, Mohamed Taj Bennani, Khalid El Fahssi, Mohamed Lamrini, and Mohamed Elfar. "Exploring parents’ perceptions of sex education pedagogy in Moroccan schools using an association rules mining-based algorithm." Indonesian Journal of Electrical Engineering and Computer Science 38, no. 2 (2025): 1124. https://doi.org/10.11591/ijeecs.v38.i2.pp1124-1136.
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Sex education is vital for promoting healthy relationships and preventing sexual exploitation by teaching boundaries, consent and abuse recognition. Customized strategies are needed for children, balancing age-appropriate content with parental and community perspectives. Our study assessed Moroccan parents’ views on sex education’s adoption in schools. Conducted in Taza city, the survey targeted 1946 parents of students over 7 years old. Using association rule mining (ARM), we analyzed their responses. Therefore, Apriori algorithm was implemented to discover strong association rules within parents’ selected responses. Results showed that 74.53% of parents aged 19-30 support sexual education, citing its absence as a factor in child abuse. Meanwhile, 60.48% of those aged 31-59 with university education believe psychological disorders contribute to assaults. While some fathers (32.48%) and some mothers (67.52%) support sexual education, others don’t, but all agree on restricting children’s internet use until age 16 to avoid harmful content. These findings can inform comparative studies, aid decision-makers and enhance AI-based EdTech systems by offering insights into sex education perceptions.
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Desai, Darshan, and Ashish Desai. "Integrating Generative AI in Business Intelligence: A Practical Framework for Enhancing Augmented Analytics." International Journal of Mathematical, Engineering and Management Sciences 10, no. 3 (2025): 704–28. https://doi.org/10.33889/ijmems.2025.10.3.036.
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Business Intelligence (BI) workflows benefit from the improved access to insights that Generative Artificial Intelligence (GenAI) can bring, allowing for swifter democratization of data access and improved decision-making across various domains such as finance, retail, life sciences, education technology (EdTech), etc. Although existing literature discusses theoretical models or particular case studies, it does not provide a practical framework to integrate GenAI into BI. This study fills the gap by devising a pragmatic framework employing the qualitative research method featuring semi-structured interviews with professionals in varied disciplines. The results show that GenAI can improve the effectiveness of the interaction between technical experts and business users. Successful adoption, however, hinges on clarity of the organizational goals, effectiveness of the data management, user training, and system integration. Organizations can apply the proposed framework to integrate GenAI into BI systems to focus on operational excellence and support for real-time, data-driven decisions. These insights serve to advance BI practices, and act as a precursor to the future research in the domain of AI-integrated BI workflows.
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Chaymae, Ben Azza Sara El Hamdani Mohamed Taj Bennani Khalid El Fahssi Mohamed Lamrini Mohamed Elfar. "Exploring parents' perceptions of sex education pedagogy in Moroccan schools using an association rules mining-based algorithm." Indonesian Journal of Electrical Engineering and Computer Science 38, no. 2 (2025): 1124–36. https://doi.org/10.11591/ijeecs.v38.i2.pp1124-1136.
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Sex education is vital for promoting healthy relationships and preventing sexual exploitation by teaching boundaries, consent and abuse recognition. Customized strategies are needed for children, balancing age-appropriate content with parental and community perspectives. Our study assessed Moroccan parents’ views on sex education’s adoption in schools. Conducted in Taza city, the survey targeted 1946 parents of students over 7 years old. Using association rule mining (ARM), we analyzed their responses. Therefore, Apriori algorithm was implemented to discover strong association rules within parents’ selected responses. Results showed that 74.53% of parents aged 19-30 support sexual education, citing its absence as a factor in child abuse. Meanwhile, 60.48% of those aged 31-59 with university education believe psychological disorders contribute to assaults. While some fathers (32.48%) and some mothers (67.52%) support sexual education, others don’t, but all agree on restricting children’s internet use until age 16 to avoid harmful content. These findings can inform comparative studies, aid decision-makers and enhance AI-based EdTech systems by offering insights into sex education perceptions.
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Kumari, Dr Anita. "E-commerce now Big Commerce: E-commerce Industry and Consumer Internet Sector & its Effect on the World Today." International Journal for Research in Applied Science and Engineering Technology 9, no. 9 (2021): 1144–51. http://dx.doi.org/10.22214/ijraset.2021.38154.
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Abstract: The Covid19 pandemic has made a huge impact on the ecommerce industry. The industry has experienced some benefits and problems during the pandemic. People tend to buy more items online as it can be more secure when it comes to the spread of disease. The repocommerce industry is having an increased sales growth. Many methods and techniques are being used by the e rts are saying that overall ecommerce industry to make Covid19 pandemic. This sup the negative impacts that happened to online business during the study is done to deeply analyse the problems and factors that are affecting the Online businesses and to know about the situations of ecommerce business in different parts of the world.The COVID-19 pandemic has had a significant impact on the Indian economy, which saw one of the largest lockdowns globally. The Indian internet economy, which was one of the most attractive markets worldwide, saw a 90% decline in April 2020, crippled by the shutdowns.1The decline was a result of steep falls in business for e-commerce and travel, the largest sectors in the internet ecosystem. However, the pandemic helped accelerate growth for segments such as hyperlocal delivery, edtech, healthtechand online payments as Indian consumers moved online to fulfil their daily needs. Despite a steep GMV fall in the initial months of the lockdown, India’s internet economy is likely to be a net beneficiary in longer run, driven by multi-fold increase in digital interactions and adoption of digital platforms. The number of first time online users has witnessed an increase across segments, along with an increase in online activity from tier 2 and tier 3 cities, which indicates a strong opportunity for enterprises and start-ups to cater to these cohorts digitally as the new normal. What is also expected to drive growth for digitally native start-ups is rising adoption by small and medium businesses in the country. Small merchants across cities are now adopting mobile channels, implementing online payments and exploring collaborations with technologydriven start-ups. Keywords: Ecommerce, Eshops, Covid19, Lockdowns, etc.
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Amo, Daniel, Sandra Cea, Nicole Marie Jimenez, Pablo Gómez, and David Fonseca. "A Privacy-Oriented Local Web Learning Analytics JavaScript Library with a Configurable Schema to Analyze Any Edtech Log: Moodle’s Case Study." Sustainability 13, no. 9 (2021): 5085. http://dx.doi.org/10.3390/su13095085.
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Educational institutions are transferring analytics computing to the cloud to reduce costs. Any data transfer and storage outside institutions involve serious privacy concerns, such as student identity exposure, rising untrusted and unnecessary third-party actors, data misuse, and data leakage. Institutions that adopt a “local first” approach instead of a “cloud computing first” approach can minimize these problems. The work aims to foster the use of local analytics computing by offering adequate nonexistent tools. Results are useful for any educational role, even investigators, to conduct data analysis locally. The novelty results are twofold: an open-source JavaScript library to analyze locally any educational log schema from any LMS; a front-end to analyze Moodle logs as proof of work of the library with different educational metrics and indicator visualizations. Nielsen heuristics user experience is executed to reduce possible users’ data literacy barrier. Visualizations are validated by surveying teachers with Likert and open-ended questions, which consider them to be of interest, but more different data sources can be added to improve indicators. The work reinforces that local educational data analysis is feasible, opens up new ways of analyzing data without data transfer to third parties while generating debate around the “local technologies first” approach adoption.
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Sapohov, Mykyta. "Trends in forming digital competence of future teachers in university education." Педевтологія 2, no. 2 (2025): 59–69. https://doi.org/10.31652/3041-1203-2024(2)-59-69.
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The article examines current trends in the formation of digital competence among future teachers in the context of the digital transformation of education. The concept of digital competence is analyzed based on international and national standards, particularly DigCompEdu and the Standard of Pedagogical Education of Ukraine. Special attention is given to key components of digital competence, including the use of digital resources, interactive learning, assessment of student achievements in a digital environment, and the development of students' digital literacy. The study highlights the role of digital technologies in teacher training, focusing on the use of online courses (Coursera, EdX, Prometheus, Moodle), distance learning platforms, and adaptive learning systems. The integration of augmented and virtual reality into the learning process, the impact of artificial intelligence on personalized education, as well as the effectiveness of gamification and interactive methods in teacher preparation, are analyzed in detail. Key challenges in implementing digital technologies in higher pedagogical education are identified, including insufficient teacher training in digital tools, the absence of a unified methodology for assessing students' digital competence, technical and organizational barriers to the adoption of innovative technologies, and the psychological aspects of student adaptation to digital learning. The article outlines the prospects for the development of digital competence among future educators, emphasizing the importance of collaboration between universities, technology companies, and EdTech platforms. The study also explores the adaptation of international best practices, the development of innovative educational methodologies, and the projected growth of digital pedagogy. It is anticipated that the role of digital tools in the learning process will continue to expand, leading to the widespread adoption of innovative technologies to enhance education quality.
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Hussein, Abdifatah Osman. "An Empirical Review of Role of Education Technology Drivers (EDUTECH) on Education in Emergencies (EiE) Classroom/Non-Classroom Outcomes for Marginalized Countries: The Somalia Perspective." Journal of Education and Practice 6, no. 6 (2023): 71–82. http://dx.doi.org/10.47941/jep.1365.
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Purpose: The aim of this essay is to provide a desktop review of existing empirical evidence themes on the necessity and use of education technology for continuity of education in emergencies (EiE) in marginalized countries. The essay aims to provide a summary into how EDUTECH can be leveraged to maintain continuity of education for most marginalized regions in Somalia.
 Methodology: The empirical review methodology of this essay was borrowed from the Cochrane collaboration rapid assessments framework (Garrittyet al., 2020). The researcher adopted this methodology because it allows for a rigor filled and systemic technique while allowing the scoping narrow enough in a short time, necessary for this assignment
 Results: A focus on Emergencies (EiE) settings dependent on EDUTECH adoption variable encompassed a cycle of anticipation, response, and recovery on the tenets of how education technology drivers can be harnessed to emancipate Education in Emergencies (EiE) delivery in marginalized areas within Somalia.
 Unique Contribution to Theory, Policy and Practice: Technology can be leveraged to coordinate and efficacy of response efforts. In this setting, the employment of technology to assist with data collection is critical. Digital data gathering can be vital for informing institutional-level monitoring of students' and schools' performance, impacting broader educational policy planning, and recognizing essential education requirements during times of emergency. When considering the expansion of EdTech in times of crisis, data safety and safeguarding must be prioritized.
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Bhardwaj, Shruti. "Innovative HR: Harnessing CRM Software to Revolutionize Talent Acquisition and Management – A Game Changer for Recruitment Excellence." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 06 (2025): 1–9. https://doi.org/10.55041/ijsrem50524.
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ABSTRACT In the rapidly evolving landscape of human resource management, the integration of Customer Relationship Management (CRM) software has emerged as a transformative force in talent acquisition and employee lifecycle management. This research paper explores the innovative application of CRM systems—traditionally used in sales and marketing—in the recruitment domain, highlighting how their adoption is redefining HR practices to enhance efficiency, personalization, and strategic decision-making. By leveraging CRM capabilities such as candidate tracking, communication automation, data analytics, and engagement management, organizations are streamlining hiring processes, improving candidate experiences, and fostering stronger employer-employee relationships. The study investigates various CRM platforms used in HR, evaluates their impact on recruitment performance metrics, and examines the shift from transactional hiring approaches to proactive talent nurturing strategies. Primary data was collected through structured questionnaires distributed to HR professionals across diverse sectors, complemented by secondary research from academic journals, industry reports, and case studies. The findings reveal that CRM software not only accelerates hiring cycles and improves the quality of hires but also supports long-term workforce planning and talent retention. This paper positions CRM integration as a game-changing innovation for recruitment excellence, emphasizing its role in driving agility, transparency, and strategic alignment within modern HR functions. Ultimately, the research advocates for a broader adoption of CRM tools in HR departments to future-proof talent management and gain a competitive edge in the dynamic labor market. The study is grounded in both qualitative and quantitative methodologies, drawing insights from structured questionnaires administered to HR professionals, talent acquisition managers, and IT consultants across various industries including edtech, healthcare, IT, and manufacturing. It also includes secondary data gathered from industry reports, academic journals, whitepapers, and case studies highlighting real-world implementations. The analysis reveals that organizations adopting CRM in HR functions experience improved hiring speed, enhanced candidate satisfaction, increased recruiter productivity, and stronger alignment between workforce capabilities and business goals. Furthermore, the paper explores the role of CRM in employee lifecycle management, emphasizing its contribution beyond hiring—such as onboarding, internal mobility, performance tracking, and retention strategies. The integration of Artificial Intelligence (AI) and Machine Learning (ML) within CRM tools is also examined, showcasing how these technologies enhance decision-making, reduce unconscious bias, and provide data-driven insights for future talent planning.
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Arciniegas-Ortiz, Jaime Alfonso, and Leonardo Juan Ramírez-López. "Analysis of the Intentionality and usability of business intelligence in the context of Industry 5.0 and its impact on Colombian international trade." DYNA 92, no. 235 (2025): 126–33. https://doi.org/10.15446/dyna.v92n235.117383.
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In Colombia, integrating educational technology (EdTech) is crucial for enhancing educational quality and efficiency, especially in the post-pandemic context. Researchers [1] highlight the significant role of online platforms, yet challenges persist, such as the need for robust technological infrastructure and comprehensive teacher training. With 55.3% of universities adopting these platforms, reliance on external technologies and insufficient investment in local EdTech hinder innovation, as noted by [2]. [3] advocate for investing in local EdTech to improve education and stimulate economic development. In the industrial sector, under Industry 5.0, Business Intelligence (BI) is vital for boosting international trade through data analysis and informed decision-making. [4] emphasizes tools like Power BI for competitiveness, while DANE data indicates that 40.1% of companies outsource technology management, highlighting the need to develop local expertise to ensure sustainable growth and align BI with national economic goals.
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Issa, Helmi, Arjun Kadian, Suchit Ahuja, and Rohit Nishant. "When a Dream Turns into a Nightmare: A Case Study of an Education Technology Startup to Uncover the Dark Side of Generative AI." Communications of the Association for Information Systems 54 (2024): 1048–78. http://dx.doi.org/10.17705/1cais.05444.
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The rise of generative AI has sparked a wave of innovation and created opportunities for organizations to deliver novel services to their customers. While much attention has been given to harnessing the potential of AI, there is limited research exploring its unintended consequences. This study aims to investigate the unintended outcomes of implementing Generative AI technologies such as ChatGPT in educational technology (EdTech) startups. By employing a qualitative case study methodology, we examine the experiences of a specific French EdTech startup that incorporated ChatGPT into its processes and activities. Our empirical analysis reveals three unintended consequences: impairment of digital agility, technostress, and process reengineering (redesign). Building on these findings and adopting the unique lens of AI ambidexterity, we present a comprehensive framework explaining how the interplay of these three themes impacted the startup's social, technical, and cognitive tiers.
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Eppard, Jenny, Amir Kaviani, Michael Bowles, and Jason Johnson. "EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology." Electronic Journal of e-Learning 19, no. 6 (2021): pp516–530. http://dx.doi.org/10.34190/ejel.19.6.2065.
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In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three case studies based on structured interviews with three university professors who are experts in developing digital tools and applications for educational purposes. The participants recorded their responses to interview questions on Google Docs over a period of one month, and the data was analysed for significant themes. The data revealed that all participants believe that cultural, methodological and pedagogical barriers can significantly affect the use of educational technology in face-to-face and online classes and can consequently impact student learning. The emergent themes in the data indicate that a solid understanding of the local context in which the process of teaching and learning takes place, flexibility in terms of one’s methodological approaches to teaching and embracing differences in students’ knowledge and abilities can help ensure students succeed in their academic endeavours, they are uncritically accepted and treated in an equitable manner regardless of their competency level. All three participants in the study believe that while there are some cultural and linguistic barriers in e-learning contexts and in developing and using technological applications for students, through adopting the core principles of a culturally relevant pedagogy (CRP), they have been successful in achieving the course learning outcomes for their students. They argue that by adapting the language used in applications to the linguistic level of students, using familiar and culturally relevant themes, and adopting a blended approach in which technology complements face-to-face instruction, a better dialogue is established between the teacher and the students, and learning is thus facilitated. The findings of this study reveal that becoming familiar with the local culture, the relevant prescriptions and proscriptions can furnish the education technology developers with the requisite knowledge for creating applications that are relevant to students’ lives and are thus more effectual. Similarly, the results show that educational applications should provide a suitable platform to create and maintain an ongoing intrapersonal and interpersonal dialogue for the students to help them engage in the process of learning in a regular and consistent manner. Implications for pedagogy and research will be discussed.
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Vinay, Seth, and Shankar Jaiswal Dr.Kripa. "Education Technology (EDTECH): A Step towards Digitalization of the Indian Education System." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 1674–81. https://doi.org/10.5281/zenodo.7793113.
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Education is one of the primary sectors focused on by the Government of India. It is a basic right as per Article 21-A in the Constitution of India and the government’s responsibility to make sure everyone has a quality education. The COVID- 19 pandemic had disrupted the Indian Education system. Education Institutions in India follow the traditional system of learning i.e.,face-to-face lectures in the classroom. The unforeseen epidemic called Coronavirus(COVID- 19) shook the entire world. This situation posed a challenge to the globaleducation system and forced educators to shift to an online style of teaching. Numerous universities around the world have completely digitalized their operations understanding the dire need of this current situation. The educational institutions are adopting online mode of learning globally which has been initiated from the pandemic. Thus, the quality improvement of online teaching is pivotal at this stage. The concern isn't about whether online teaching styles can give quality education, it's rather how academic institutions will be suitable to borrow online learning in such a massive manner. The extremity of COVID- 19 brought an unprecedented opportunity for the educational technology (Edtech) sector in India. The effort has been made in this paper to put some light on Education Technology (Edtech) as well as some major Edtech companies in India, Impact of COVID-19 on Indian Education System, SWOC analysis to bring out major strengths, weaknesses, opportunities and challenges prevailing in the education sector and also suggest how educational technologies turn this COVID- 19 extremity, which has a major impact on the education sector in India, into openings to make a digital education system.
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Kaoud, M., and N. A. El Dine. "Digital Transformation in Marketing through a Customer Knowledge Management Approach for Startups and SMEs: An EdTech Startup Case Study." International Journal of Innovation, Management and Technology 13, no. 1 (2022): 25–31. http://dx.doi.org/10.18178/ijimt.2022.13.1.916.
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Technologies are transforming marketing organizations; and exploiting the full potential of this transformation is one of the key challenges for startups and Small and Medium Enterprises (SMEs) requiring a holistic management approach towards Knowledge Management (KM) in the digital context. This paper addresses a central question from a resource-based perspective: how startups and SMEs with inadequate capabilities and limited resources drive digital transformation in marketing? Customer Knowledge Management (CKM) which integrates approaches from Knowledge Management and Customer Relationship Management (CRM) can play an important role towards this goal. This paper examines the evolving role of data sciences in relation to marketing for effective Customer Knowledge Management in startups and SMEs. Adopting a case study methodology in EdTech startup based in Egypt, this paper suggests technological tools that help startups and SMEs with limited resources and capabilities take advantage of data sciences in relation to marketing and extract valuable customer knowledge to improve CRM effectiveness. The case study also sheds some light on the relevant organizational factors that could help such organizations align the CRM business processes with IT infrastructure. This research provides some guidance, from an organizational perspective, to startups and SMEs in their digital transformation in marketing.
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Ravichandran, Bargavi, and Kavitha Shanmugam. "Adoption of EdTech products among college students: a conceptual study." Management Matters, December 5, 2023. http://dx.doi.org/10.1108/manm-07-2023-0026.
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PurposeThis conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.Design/methodology/approachThe research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.FindingsOverall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.Research limitations/implicationsA comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.Originality/valueThe findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.
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Dewanda, Fadia, Arif Imam Suroso, and Nur Hasanah. "Students’ adoption of educational technology platforms for nonformal education in Indonesia." Information Development, January 29, 2025. https://doi.org/10.1177/02666669241312161.
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This study examines the adoption of educational technology (EdTech) platforms for nonformal education in Indonesia, focusing on students from kindergarten to high school, using an extended UTAUT2 model. Data were collected via a questionnaire from 279 students and analyzed using PLS-SEM. A key addition to this research is the investigation of the new national curriculum in Indonesia, i.e., Kurikulum Merdeka (Independent Curriculum) and its influence on students’ behavioral intention to use EdTech platforms. The findings reveal that performance expectancy, Independent Curriculum, and habit shape behavioral intention, while facilitating conditions, habit, and behavioral intention significantly impact use behavior. This study fills a crucial research gap by analyzing EdTech adoption in younger students, offering valuable insights for EdTech companies to expand market reach and improve retention, particularly for elementary and middle school students. Additionally, it extends the UTAUT2 model with a new construct and provides sociocultural insights for policymakers to support digital learning. These contributions are vital for shaping the future of EdTech as a nonformal education platform in Indonesia.
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Viberg, Olga, Mutlu Cukurova, Yael Feldman-Maggor, et al. "What Explains Teachers’ Trust in AI in Education Across Six Countries?" International Journal of Artificial Intelligence in Education, October 15, 2024. http://dx.doi.org/10.1007/s40593-024-00433-x.
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AbstractWith growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
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Ochieng, Vollan Okoth, and Moses Waithanji Ngware. "Adoption of Education Technologies for Learning During COVID-19 Pandemic: The Experiences of Marginalized and Vulnerable Learner Populations in Kenya." International Journal of Educational Reform, February 3, 2022, 105678792210760. http://dx.doi.org/10.1177/10567879221076081.
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The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs’ discourse.
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Kucirkova, Natalia I. "Academia–industry partnerships in edtech: bridging the gaps in engaged research." Research for All 9, no. 1 (2025). https://doi.org/10.14324/rfa.09.1.07.
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Despite extensive adoption and substantial investment in educational technology (edtech) tools, their full potential to enhance learning remains largely untapped. Addressing this gap requires improving research infrastructure, fostering collaborative environments, and promoting domain-specific educational research through innovative methods. This article reflects on lessons learned from academia–industry partnerships in edtech, focusing on engagements aimed at driving impactful outcomes and strengthening evidential support for children’s edtech. In the absence of government-funded infrastructure for sustaining these partnerships, we established an international, virtual Centre for edtech Impact to connect researchers, industry and practitioners. Drawing on examples from the Centre’s work, I highlight the challenges and opportunities in edtech academia–industry collaborations and outline pathways for future partnerships to develop more effective technologies for children’s learning.
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Aaradhi, Vaibhav, and Debarun Chakraborty. "EdTech applications and their adoption in Indian education sector–a bibliometric analysis and systematic literature review." Higher Education, Skills and Work-Based Learning, October 23, 2023. http://dx.doi.org/10.1108/heswbl-09-2022-0192.
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PurposeThis research intends to analyse the trend in educational technology (EdTech) over the last 20 years using systematic scientific mapping and bibliometric analysis and how it relates to the Indian context. Considering the anticipated growth in this field over the previous three years post-pandemic, an existing literature analysis is required. This study aims to map the existing intellectual structure in EdTech applications to extend the knowledge base further in this field. This study also intends to research how the Indian education sector compares in terms of the research output for the EdTech sector, considering the increased government focus on online learning as per the education policy in 2020. The study's findings will pave the way for sustainable research that will be extended in the future.Design/methodology/approachBibliometric analysis is conducted on the manuscripts extracted from Web of Science databases for the last 20 years (from 2003 to 2023). This study uses a descriptive research approach for bibliometric analysis as, by nature, this is an exploratory investigation, and no physical or existing experiment can be performed on the quantification, characteristic or productivity of EdTech applications. VoS Viewer and R software are extensively considered for a detailed bibliometric analysis.FindingsE-learning, blended learning and distance education emerged as the most frequently used keywords. The results reveal that technology adoption, higher education, technology and modelling are the most researched topics in this field.Research limitations/implicationsThis research is limited to the last 20 years' database obtained from the Web of Science database and limited to educational, management and operation databases only.Practical implicationsThe paper intends to analyse the global scenario of EdTech research and ensures that the paper will effectively connect with researchers, educators, policymakers and practitioners from different parts of the world. The results derived from the bibliometric analysis, cluster analysis and identification of key authors, journals and countries can contribute towards the improved contribution in this area.Originality/valueThe paper discusses the research in EdTech over the last two decades and effectively tries to bridge the gap in global research. Integrating systematic scientific mapping and bibliometric analysis is an innovative way to assess the growth and impact of EdTech. Considering the post-pandemic scenario and the government's emphasis on online learning, these are consistent with current developments.
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Kim, Deoksoon, Katrina Borowiec, Drina Kei Yatsu, and Stanton Wortham. "Voices From the Industry: How EdTech Leaders Responded to the COVID-19 Pandemic." ECNU Review of Education, March 24, 2024. http://dx.doi.org/10.1177/20965311241237239.
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Purpose Educational technology (“EdTech”) served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders’ roles in shaping this response. This study explores EdTech leaders’ perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings The findings show that a four-category typology can be used to describe EdTech leaders’ diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users’ needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value This study addresses a gap in the research concerning EdTech leaders’ perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders’ experiences and roles in education.
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Khan, Zara, and Neil Lawrence. "Focusing the Juggernaut." ASCILITE Publications, November 11, 2024, 33–34. http://dx.doi.org/10.14742/apubs.2024.1198.
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Education technology (EdTech) is at the forefront of many universities' desires to improve, evolve and better the student experience. From learning management systems to hybrid capabilities, many processes are updated to ensure relevance in the face of challenges and modern trends (Josué et al., 2023). These updates can be small and incremental but can also come in the form of large-scale, institution-wide EdTech rollouts. Due to the scale and the diversity of our institutions, this is fraught with issues including aligning technology with pedagogy, ensuring digital literacy and training for educators (Bower, 2017), and infrastructure adequacy (Al-Busaidi and Al-Shihi, 2012). Universities invest heavily in resources to address challenges and promote sustained EdTech adoption (Deacon et al., 2022). Strategic and flexible educators, sometimes with differing perspectives from their institutions, can leverage these resources to achieve their individual educational objectives. This case study, situated at the University of New South Wales (UNSW), involved one such large scale EdTech adoption in the form of an institutionally wide digital assessment platform, InsperaTM, with a view to streamline and enhance the online assessment experience. This had a significant impact, reaching approximately 67 courses and 8.8k students in its first 3 terms of piloting, and to aid this implementation UNSW deployed multiple resources in the form of dedicated staff, in-depth training and central support for high stakes exams. With many educators already using other forms of digital assessment, the adoption was not uniformly accepted, creating friction and causing some to reject the platform. It also created opportunities for others. Wanting to uplift a newly inherited course, Dr Megan Kalucy saw InsperaTM, and the resources associated, as an ideal opportunity to improve student experience and reduce educator workload. With the support of the implementation team, Dr Kalucy adopted InsperaTM for specific in-course assessments, reaching approximately 300 students. Paper-based, short-answer, invigilated assessments, which were administratively inefficient and suffered from delays were replaced by weekly multiple-choice-question (MCQ) quizzes in InsperaTM. Automated marking, immediate feedback, and broader content coverage resulted in an overall improved experience for both staff and students, which was reflected in improved student feedback and reduced workload. This work investigates sector wide issues focusing on the research question of how educators can leverage collective EdTech resources to achieve individual goals. It addresses two key challenges; achieving widespread institutional adoption of EdTech and helping educators with increasing workloads find the time and resources to update their courses. A mixed-methods approach was used, employing a case study methodology comparing student satisfaction data, before and after, to validate the improvements made to the course through the adoption of Inspera. Qualitative data from staff and students was used to inform, implement and revise these improvements. The study found that technology adoption in the educational landscape is not exclusively dependent on knowledge of advancements, but more significantly about leveraging the resources available (Oyetade et al., 2020). Here, the universities adoption of Inspera employed strategies such as training, hands-on support, as well as platform and student support, lowering the energy barrier for improvement to Education Focused staff. These resources were deployed practically and with a focus on educators, increasing the number of early adopters and the uptake of Inspera across the university. This case study also shows that the diverse needs of various disciplines need to be considered for uniform EdTech adoption, as a ‘one size fits all’ approach is often ineffective.
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Chatterjee, Ritam. "Private EdTech Companies in India: The Techno-Financial Aspects." Economic Affairs 68, no. 4 (2023). http://dx.doi.org/10.46852/0424-2513.4.2023.23.
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"Education sectors are one of the growing sectors in India. The implementation of various basic and emerging technologies in the education sector has led to rapid changes in the education system. With the use of technology, the education system has now changed from traditional classroom based education to digital education. Various private companies have established their businesses in the education sector. With the adoption of various technologies like Artificial Intelligence, Cloud Computing, Bigdata Analytics and so on, the EdTech companies are growing rapidly. The EdTech companies have setup Digital Education infrastructure for the scientific delivery of education to the learners. The EdTech companies have tried to synthesize different areas like- Education, Technology, Pedagogy, Business, Economics, Finance, Politics and many more. The intelligent system of learning with scientific based personalize study material and special doubt clearance have considered to make the relationship between curriculum, syllabus and pedagogy. This paper discusses about the private EdTech companies in India. This paper discusses the financial aspects of these private EdTech companies. Different basic and emerging Technologies used by the private EdTech companies have also discussed in this paper."
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DHOKURA, EUNICE, MARIA TSVERE, and SIMBARASHE MUNIKWA. "Determinants for the Adoption of Educational Technology in Zimbabwean Vocational Training Centres." Lighthouse: The Zimbabwe Ezekiel Guti University Journal of Law, Economics and Public Policy, October 10, 2024, 111–35. https://doi.org/10.71458/9bw7tj13.
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This study centres on factors influencing educational technology (EdTech) adoption in vocational training programmes with a primary and particular focus on Zimbabwean vocational training centres (VTCs). The main objective of the study was to determine and critically examine the factors influencing EdTech adoption in vocational training programmes. The study identified the following factors influencing EdTech adoption in these programmes: participant level factors examined include demographics, computer skills and motivation and institutions level factors at very different academic levels. Quantitative data were gathered from students at VTCs, whilst qualitative data were obtained from lecturers and staff, also at VTCs, to complement the quantitative data. The research instruments used were questionnaires, interview guides and observation guides. Both probability and non-probability samples were used. Thus, the target population for this study consisted of 3 500 participants drawn from five VTCs. Research has concluded that two beliefs, perceived usefulness and perceived ease of use have been identified as important user acceptance criteria. The study also found out that participant‘s desire for vocational learning may also influence motivation and academic achievement. The study recommends that investing in education is a potent means that could be explored to fast-track technological progress, economic growth and boosting citizens' capacities and bridging the gap of educational learning and opportunities between learners from different economic backgrounds.
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Feldman-Maggor, Yael, Mutlu Cukurova, Carmel Kent, and Giora Alexandron. "The Impact of Explainable AI on Teachers’ Trust and Acceptance of AI EdTech Recommendations: The Power of Domain-specific Explanations." International Journal of Artificial Intelligence in Education, June 16, 2025. https://doi.org/10.1007/s40593-025-00486-6.
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Abstract Trust is crucial for teachers’ adoption of AI-enhanced educational technologies (AI-EdTech), yet how this trust is formed and maintained remains poorly understood. An aspect of the system design that seems profoundly related to trust is transparency, which can be achieved through explainable AI (XAI) approaches. The present study seeks to explore the dynamic nature of teachers’ trust in AI EdTech systems, how it relates to understandability, and XAI’s role in enhancing it. Building upon Hoff and Bashir’s ‘trust in automation’ model (2015), we propose a theoretical model that connects these factors. We validated the applicability of the proposed model to AI in Education context using a mixed-method, within-subject design that measured understandability, trust, and acceptance of AI recommendations among 41 in-service chemistry teachers. The results showed a significant positive correlation between the three factors, as anticipated by the model, and demonstrated the heterogeneous understandability of different XAI schemes, with domain-driven schemes superior to data-driven ones. In addition, the study reveals two additional factors influencing teachers’ adoption of AI-EdTech: pedagogical perspectives and workload reduction potential. The study provides a theoretical explanation of how different XAI schemes impact trust through understandability. Furthermore, it emphasizes the need for greater attention to XAI, which fosters trust and facilitates the acceptance of AI-EdTech.
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"Bridging the edtech evidence gap." Journal of Systems and Information Technology 18, no. 1 (2016): 18–40. http://dx.doi.org/10.1108/jsit-06-2015-0059.
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Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.