Developing evidence indicators for evaluating K12 EdTech: towards a consensus on educational impact

Natalia Kucirkova (), Olav Schewe, Janine Campbell, Anna Lindroos Cermakova and Nicola Pitchford
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Natalia Kucirkova: University of Stavanger
Olav Schewe: University of Oxford
Janine Campbell: University of Stavanger
Anna Lindroos Cermakova: International Centre for EdTech Impact
Nicola Pitchford: International Centre for EdTech Impact

Palgrave Communications, 2025, vol. 12, issue 1, 1-11

Abstract: Abstract Drawing upon a synthesis of literature and cross-sectoral consultations, we present the impact dimensions and three-level tiered indicators for developing a multidimensional approach to evaluating the evidence of impact of educational technology (EdTech). We build on the “5Es” impact framework — efficacy, effectiveness, ethics, equity, and environment — by operationalising it through fifteen impact indicators identified through an extensive literature review and a participatory Delphi study involving consultations with representatives of the EdTech industry and investment across two rounds. The proposed indicators serve as impact metrics to assist policymakers, educators, and EdTech developers in comprehensively assessing the impact of EdTech solutions. Together with their relevant measurement criteria and specific technological attributes, the impact indicators fill the gap of a comprehensive multidimensional guide for international standardisation and certification efforts in EdTech quality.

Date: 2025
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DOI: 10.1057/s41599-025-05330-9

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