Technology for Personalized and Adaptive Learning in Low- and Middle-Income Countries: A UNICEF Global Landscape Review

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Comparative International Education

Abstract

COVID-19 has disrupted learning progress putting the world’s most vulnerable children at greater risk of learning inequality. Mitigating further learning loss requires an approach that meets the needs of students at their individual learning abilities, and resource contexts. Personalized and Adaptive Learning (PAL) solutions leverage data for dynamic content delivery and real-time feedback on skills development. However, little is known about PAL implementation within low- and middle-income countries (LMICs). With support from UNICEF, this study presents original data on emerging trends and characteristics in digital PAL solutions that contribute to learning success in LMIC contexts. Implications seek to inform policy dialogue on effective and sustainable PAL approaches to advance progress toward SDG4 in a post-pandemic learning ecosystem.

Authors

• Nathan M. Castillo, University of Illinois at Urbana-Champaign

• Ghaida S Alrawashdeh, University of Illinois at Urbana-Champaign