Three Red Flags for “evidence-based” EdTech

Educational technology faces intense scrutiny in classrooms worldwide and few now dispute that it must be justified by evidence of educational impact. Yet, “evidence-based” can sometimes become an elastic label, open to interpretation and, in certain contexts, adapted to align with marketing needs rather than being consistently grounded in scientific standards. When the meaning of evidence remains vague or is largely shaped by market incentives, it may not always serve its intended protective function for learners, and in some cases could be associated with practices that warrant careful scrutiny.

Read more in LSE Blogs