Education as a service (EaaS): Unlocking new possibilities

Anshuman Khare and William W. Baber
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Anshuman Khare: Athabasca University, Canada
William W. Baber: Graduate School of Management, Japan

Advances in Online Education: A Peer-Reviewed Journal, 2025, vol. 3, issue 3, 288-306

Abstract: The integration of technology in education has revolutionised the sector, fundamentally transforming how knowledge is accessed, delivered and consumed. A key change is the democratisation of education, as technology dismantles barriers to learning by providing unprecedented access to information. Personalised learning experiences have been facilitated through adaptive algorithms that tailor content to individual student needs, enhancing engagement and promoting deeper understanding. This technological integration has also spurred the emergence of new players, such as EdTech start-ups and companies, which develop innovative solutions to enhance teaching and learning. These developments have shifted the provision of education from traditional institutions to include non-traditional players, giving rise to the concept of Education as a Service (EaaS). This paper explores the potential of EaaS to further contribute to higher education through a comprehensive literature review. A systematic review of literature analyses and synthesises over a hundred research studies, scholarly articles, books and other relevant sources from the years 2019–2023. The primary objectives are to understand how EaaS aligns with current trends in student and institutional needs and to anticipate its future evolution. The paper concludes that the outlook for EaaS is multifaceted, encompassing aspects of service quality, sustainability, societal impact and resilience, particularly in response to challenges such as the COVID-19 pandemic.

Keywords: Education as a Service (EaaS); educational service delivery; education technology; student-centred learning (search for similar items in EconPapers)
JEL-codes: A2 I2 (search for similar items in EconPapers)
Date: 2025
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