in LMICs, in the context of an increased global The regional reviews and global report underscored drive to accelerate the incorporation of technology that public-private partnerships, low-tech and in education. [...] The regional and global reports highlight digital learning following the Covid-19 pandemic, that these are critical challenges to overcome in also surfaced as a critical opportunity to drive the path to a fairer educational landscape in Global fairer ed-tech initiatives in the future across the South countries. [...] For instance, the Africa and LAC reviews found Some LAC and MENA countries similarly suffer from significant urban-rural gaps in the level of network, an absence of policies, regulatory frameworks and internet and electricity coverage between and legislation to promote the accessibility of online- within countries (Adeniran et al., 2023; Castillo- based educational applications and content, which. [...] Moreover, there is a lack of comprehensive research on the influence When it comes to leveraging ed-tech to promote of individual, family, and community variables on learning equity and inclusion in the Global South, technology use for education, the effectiveness of nudging interventions, and the development there is a need to strengthen and diversify the of contextualised pedagogical models, esp. [...] In order to achieve this, there is a need to strengthen and diversify Southern-led research Inequalities and vulnerability on the governance of ed-tech ecosystems, the pedagogical applications of technology, and the There is a significant dearth of research relating impact of ed-tech on inequalities within education to the impact of ed-tech on education systems in systems in LMICs.
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