Author(s) :

Taimur Karim Lodhi, Tara-Marie Desruisseaux.

Volume/Issue :

Abstract :

Educational technology in recent decades has emerged as a promising tool for addressing learning gaps in low-income countries, with global evidence suggesting that well-integrated technological programs can result in improved gains in student literacy and engagement. Beyond just the academic benefits it has for students, EdTech can also be a cost-effective approach. However, a central debate in the literature concerns whether these benefits are contingent on surrounding institutional resources and conditions, and whether they translate in highly constrained education systems, where factors like teacher capacity and digital literacy remain underdeveloped. This paper explores the question: to what extent can EdTech improve foundational literacy outcomes for school-aged children in Pakistan, and what structural conditions enable or hinder its effectiveness? To answer this, the paper conducts a narrative review of global and Pakistan-specific literature on EdTech, educational inequality, and the institutional capacity needed for this implementation. The findings suggest that while EdTech holds genuine potential in Pakistan, its effectiveness is consistently undermined by inadequate teacher training, unreliable infrastructure, low digital literacy, and regional and gender inequities that shape who can access and benefit from digital learning tools. This paper contributes to scholarship on EdTech in the Global South by providing an integrated analysis of how institutional conditions shape technological effectiveness and offers policymakers a perspective for understanding why device access alone is insufficient to drive educational reform in systems like Pakistan’s.