This study aims to provide an overview of the diverse programmes, policies and interventions (PPIs) in Ed-tech that exist in South Asia, South East Asia, and the Middle East and North Africa. It outlines key initiatives in nine countries to provide a description of the primary aims, uses and types of Ed-tech, and the ways that local governments have prioritised and implemented Ed-tech at the national level. Whilst country-level initiatives aim to reach different target populations, what becomes clear is that many of the ed-tech PPIs studied here focus on improving the quality of and access to education.

A cross-country and cross-regional comparison highlights the shared facilitating factors that promote and encourage the uptake of Ed-tech at a national level, such as adequate teacher training, adequate investment and political buy-in. This study also shows factors hindering the uptake of Ed-tech to provide a descriptive analysis on issues with infrastructure, cultural factors, and physical access to technological devices. Since the COVID-19 pandemic, there has been a global increase in interest, investment and relevance in Ed-tech from all stakeholders. It is this continued evolution of Ed-tech that ensures its relevance and sustainability into the future across the region.

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