EdTech presents opportunities for more children to receive a quality education. But there are various obstacles preventing EdTech adoption in some low- and middle-income countries (LMICs).
There are practical issues, such as a lack of financing and national content alignment, that create barriers to the adoption of EdTech in some LMICs. Some teachers and parents are also sceptical about the use of technology in education, due to common misconceptions and a lack of personal exposure to technology. By countering these challenges, EdTech uptake can increase across developing countries.
Poor digital infrastructure
Some LMICs have poor digital infrastructure in place, including unpredictable financing and content that does not align with curricula or meet children's needs. In some countries, the curriculum differs across regions, making it difficult for EdTech providers to align content, and appeal to the needs of all students and schools.
Accessing EdTech is a problem for citizens in some countries too. Even where a clear majority of the poorest households have access to a mobile phone, a smaller proportion often has access to the internet. The internet accessibility divide is often particularly vast between urban and rural areas. It is common to see a majority of children with access in cities, compared to a small minority in rural areas.
EdTech scepticism
Due to a lack of technology exposure for people across some LMICs, it is common for teachers and parents to oppose the use of EdTech. They may not have used the internet much themselves, leading to scepticism over the content their children will be exposed to. Parents and teachers may lack confidence over using technology too, leading to a preference for avoiding it. Unable to see the benefits of technology, some parents and teachers also expect EdTech usage to be free.
There are often further barriers for girls, with some parents being stricter when it comes to letting their daughters use devices. In some countries, this is to the extent that around half of females have access to a mobile phone, compared to over 80% of males. This situation is even more pronounced for girls from poor households in rural areas.
There are numerous barriers that must be overcome in order to increase EdTech adoption across some LMICs. Changing attitudes towards technology and developing school infrastructure are just two of the solutions that can be pursued to improve the overall quality of education for children in developing countries.
