Towards Systemic EdTech Testbeds: A Global Perspective

The seminal report on more system-wide trialling and testing approaches around the globe.

The rapid expansion of educational technology (EdTech) over recent decades, which was accelerated by the COVID‑19 pandemic, has generated a proliferation of tools, platforms, and services aimed at transforming teaching and learning. Yet, despite this growth, robust evidence of effectiveness remains limited, with only a small proportion of EdTech products undergoing rigorous evaluation. This gap between innovation and evidence is the central challenge addressed in this report, which advances the concept of systemic EdTech testbeds as a key mechanism for improving educational outcomes and building a cumulative evidence base.

EdTech testbeds are defined as authentic, real-world learning environments where technologies are co-developed, trialled, and evaluated.

They bring together three core elements: the technology itself (“EdTech”), the research design used to evaluate it (“the Test”), and the educational setting where implementation occurs (“the Bed”). By integrating these components, testbeds aim to address not only whether an intervention works, but also for whom, in what contexts, and under what conditions. This emphasis on contextualised evidence represents a shift from isolated pilot studies towards more systemic, collaborative approaches.

The report identifies several preconditions for effective, scalable testbeds. These include sustainable funding models, alignment between education and economic policy, supportive school environments, and the active engagement of multiple stakeholders – particularly teachers, researchers, developers, and policymakers. Access to both technological expertise and existing research evidence is also critical. Without these enabling conditions, testbed initiatives risk remaining fragmented or short-lived.

A central contribution of the report is its conceptual framework, which foregrounds the interplay between design, evaluation, and context. The “test” component draws on a range of methodological traditions, combining approaches from education research (e.g. design-based research, randomised trials) with innovation-oriented methods (e.g. human-centred design, rapid iteration). This methodological pluralism is essential for balancing rigour with responsiveness in fast-evolving technological landscapes. 

Importantly, testbeds are not neutral evaluation spaces, many examples are sites of co-design, where teachers and learners contribute actively to shaping technologies and pedagogies.

The report also outlines a set of common, and often interrelated impact goals. These include improving learning outcomes and experiences, generating more effective teaching practices, producing scalable and financially viable EdTech, and fostering greater collaboration across the ecosystem. Testbeds are also positioned as vehicles for professional learning, enabling teachers to engage critically with emerging technologies while contributing to their development.

Drawing on international examples, the report highlights key lessons learned:

The report concludes with a call for greater global coordination, including the development of shared frameworks, collaborative research practices, and a networked approach to evidence generation. By moving towards more systemic testbeds, the field can begin to bridge the persistent gap between EdTech innovation and educational impact, contributing to more equitable and effective learning systems worldwide.