Tech, Education, Impact & Ethics

As someone deeply invested in the responsible and inclusive use of technology, I’m particularly drawn to its potential in education—when it’s done right. Too often, however, digital tools are adopted in schools without robust evidence, driven by market hype or short-term efficiency goals rather than long-term learning outcomes. That’s why I found the recent study published in Expert Systems with Applications so important. It highlights both the promise and pitfalls of AI and digital technologies in education, and calls for a critical, evidence-based approach to their integration.

The study explores how education systems around the world are increasingly turning to AI, analytics, and automated decision-making tools—from personalized learning platforms to administrative technologies that promise to ease teacher workload. But beneath the surface, it raises an essential question: who benefits, and how do we know it works?

One of the report’s most compelling arguments is that much of the current edtech landscape is driven not by what learners need, but by what is easy to build, scale, or sell. Many tools are designed and marketed without rigorous testing or alignment to pedagogical research. Some reinforce outdated models of education—standardised, individualised, screen-based—rather than supporting active, social, and meaningful learning experiences.

This disconnect creates risks. Schools may invest in technologies that fail to improve learning outcomes, that widen existing inequalities, or that unintentionally amplify bias through opaque algorithms. Particularly concerning is the tendency to over-rely on data-driven decision-making without addressing who controls the data, how it’s interpreted, and what values are embedded in the systems.

The report calls for a shift from “what works” to “what matters”—a recognition that impact is not just about metrics, but about the values and goals of education itself. It advocates for more transparency, participation, and research-informed design in educational technologies, and for stronger collaboration between developers, educators, researchers, and policymakers.

This aligns closely with my own view: if we’re serious about equity and excellence in education, then we need to hold technology to the same standard we would expect of any teaching tool—one rooted in evidence, ethics, and inclusion.

For funders, school leaders, and system designers, the message is clear: don’t adopt tech because it’s new—adopt it because it’s necessary, tested, and aligned with your educational vision.

As technology continues to evolve, we have a choice: to let it shape education in its image, or to use it—intentionally—to support the kind of learning that every child deserves.