In the newly released third African EdTech Insights Report, Injini’s Think Tank explores the crucial need for robust evidence supporting educational technology in African classrooms. The report highlights that many EdTech solutions lack thorough evaluations to confirm their effectiveness in enhancing learning outcomes.
Despite the growth of EdTech, its impact remains inconsistent—especially in under-resourced schools. This report unpacks core barriers holding back progress such as the lack of reliable evidence, language transitions, and limited infrastructure.
“These challenges are not new, but they continue to hinder EdTech’s potential,” said Krista Davidson, Executive Director at Injini. “For EdTech to drive meaningful change, it must be designed with the realities of African classrooms and communities in mind. This report is a crucial step in identifying what works, what doesn’t, and how we can bridge these gaps to ensure EdTech benefits all learners.”
This year’s report is structured around three critical areas:
- Generating evidence in EdTech
Many EdTech solutions lack rigorous evaluations to demonstrate their effectiveness. The report explores how some innovators in the early learning space are overcoming this challenge.
- Bridging language barriers
In South Africa, the transition from home-language instruction to English in Grade 4 remains a significant hurdle for learners. The report highlights how EdTech can support teachers and parents in navigating this shift and improving literacy and engagement.
- Closing infrastructure gaps in schools
Many schools lack the digital infrastructure to implement EdTech fully. The report examines how some solutions are working around these limitations through community-driven models, teacher training, and innovative deployment strategies.
Download the full report here to explore the innovations redefining EdTech across South Africa and beyond.
Beyond these themes, the report also sheds light on the broader systemic issues that impact EdTech adoption, including funding constraints, the role of policymakers, and the need for stronger collaboration between educators and technology providers.
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