How to Integrate EdTech into Foundational Learning in Low- and Middle-Income Countries : Evidence Synthesis and Policy Guidance Note

Overview & Synopsis

Learning levels remain critically low across LMICs, with most children unable to read simple text by the end of primary school. This evidence synthesis and policy guidance note examines how EdTech can improve foundational learning outcomes in early primary grades by moving beyond technology features to focus on instructional impact. Drawing on 23 experimental and 155 implementation studies since 2016, it applies an instructional core lens, assessing how EdTech strengthens interactions among teachers, learners, and content. Findings show that effective interventions address key instructional constraints, such as limited support, practice, and feedback, rather than technology alone. AI-enabled tools further enhance these functions through adaptive support and automation. The report provides a structured, actionable framework for policymakers to design targeted, scalable EdTech solutions that improve teaching effectiveness and learning outcomes.