Abstract

Educational technology (EdTech) is widely promoted as a transformative tool for improving learning outcomes, 
particularly in low-resource settings where traditional education systems face structural constraints. This paper 
examines the efficacy of EdTech interventions in such contexts, focusing on what enables successful scaling and 
what contributes to failure. Drawing on empirical evidence and case studies, it finds that while EdTech can 
generate modest short-term learning gains, sustained impact depends on contextual adaptation, pedagogical 
alignment, and strong teacher support. Interventions that integrate localized content, align with curricula, and 
provide continuous professional development for educators are more likely to succeed at scale. Conversely, failures 
often arise from implementation dilution, weak infrastructure, lack of cultural relevance, and insufficient 
stakeholder engagement. The study also highlights the persistent digital divide, where disparities in access, 
engagement, and institutional support shape outcomes. While some large-scale initiatives demonstrate cost
effective and sustainable models, others reveal that technology alone cannot improve education without systemic 
alignment. The paper concludes that EdTech is not a universal solution but a conditional tool whose effectiveness 
depends on context-sensitive design, robust implementation, and supportive policy environments.