By mapping and comparing the progress of key ed-tech policies and programmes in six1 LAC countries, it aims to understand key trends in the adoption of digital learning technologies in the region, and the critical challenges facing the advancement of the ed-tech agenda. [...] The framework comprises five elements: (i) an issue or specific problem to address by programmes and policies; (ii) the structural factors for policy decision-making; (iii) the rules of the game that influence the behaviour of the actors; (iv) the stakeholder interests and power dynamics that influence the policymaking; and (v) the opportunities open to the actors. [...] Data analysis and information integration The priorities of ed-tech policies and how ed- tech has been used (RQ2) and the change in the ed-tech landscape since the COVID-19 The pandemic pandemic (RQ5) were analysed with the revealed the assistance of the design-actuality gap model (DAGM) developed by Heeks (2002) in importance of digital order to understand the distance between skills and the resp. [...] Through this approach, the importance of ed-tech policies and interventions in the region (RQ1) and the factors that have facilitated, or serve as barriers, in the development and implementation of ed-tech (RQ3 and RQ4) were analysed by focusing on the conditions in which ed-tech is implemented. [...] Recognising the potential of technology to transform learning experiences, OoO collaborated with the respective ministries to address the digital divide and promote inclusive education through the full digitisation of the education and administrative systems, and the expansion of the existing virtual learning networks.
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