Global Trends in EdTech Policies (2015-2024): A Comparative Analysis of China, the USA, and the UK

• In Event: Case studies in educational policies: adult learning, data science, EdTech and competencies-based reform

Proposal

I. Introduction
Educational technology (EdTech) has significantly transformed global education policies, enabling unprecedented personalization and reshaping the role of teachers and students in the learning process (Regan & Khwaja, 2019; McDiarmid & Zhao, 2023). While extensive research exists on EdTech implementation (Rodriguez-Segura, 2022; Weller, 2020), there is a gap in comparative analyses of policy evolution across major nations which are at the forefront of applying digital technologies in the field of K-12 education. This study employs a comparative lens to analysis EdTech policies in China, the USA, and the UK from 2015 to 2024. By analyzing policy documents, strategic reports, and academic literature, we aim to identify trends, similarities, and differences in the EdTech policy development of these three countries over the past decade. Our theoretical framework integrates concepts from policy analysis and educational innovation diffusion. The research questions focus on global trends, policy evolution, and country-specific innovations in EdTech policies. This study contributes to understanding the dynamic interplay between technology, education, and policy-making in diverse national contexts.

II. Research Background
EdTech policy research has evolved from focusing on infrastructure and access to addressing issues of equity (Gulati, 2008), digital literacy (Sefton-Green, Nixon, & Erstad, 2009), and pedagogical integration (Harris, Mishra, & Koehler, 2009). Meanwhile, previous research highlights the socio-cultural aspects of EdTech adoption (Selwyn et al., 2020). Recent studies by Regan & Khwaja (2019) and Halverson et al. (2023) examine the impact of national policies on EdTech implementation in K-12 and higher education settings. However, there is a noticeable lack of cross-national comparative studies that track EdTech policy evolution over an extended period (Melese, Liu, & Lei, 2024).
Current research trends include exploring the role of artificial intelligence in education (Rizvi, Waite, & Sentance, 2023), addressing digital divides exacerbated by the COVID-19 pandemic (Reynolds et al., 2022; Sayed, Chandran, & Pappu, 2024), and examining the ethical implications of data use in educational settings (Dieterie, Dede, & Walker, 2024). Meanwhile, debates persist around the effectiveness of large-scale EdTech initiatives and the balance between centralized policy-making and local autonomy in implementation (Butt et al., 2024; Vicentini et al., 2022).
This study addresses these gaps by adopting Bereday's comparative method(1967) to analyze EdTech policy trajectories in three technology-influential nations, focusing on the interplay between global trends and local contexts. We will examine key policy documents and reports from each country, including a total of 17 significant EdTech policies and reports issued between 2015 and 2024: 9 from China, 4 from the USA, and 4 from the UK. This comprehensive selection of documents allows for a thorough comparative analysis of the EdTech policies in these countries over the past decade.

III. Theoretical Framework and Research Questions
This study employs a hybrid theoretical framework, integrating elements from the Multiple Streams Approach (MSA) developed by Kingdon (2011) and the Diffusion of Innovations Theory(DIT) by Rogers (2003). The MSA provides a lens to understand how problems, policies, and politics converge to create windows of opportunity for policy change in EdTech. Rogers' theory helps explain how innovative EdTech policies are communicated and adopted across different educational systems. Key concepts in our framework include:
1) Policy Windows: Opportunities for EdTech policy changes
2) Policy Entrepreneurs: Actors driving EdTech innovations
3) Innovation Attributes: Characteristics affecting EdTech policy adoption
4) Adaptation: How global EdTech trends are localized
These concepts interrelate to explain the dynamics of EdTech policy formation and evolution across different national contexts.
Three Research Questions guide this study:
1.What are the main global trends in EdTech policies that emerge from a comparative analysis of China, the USA, and the UK from 2015 to 2024?
2.How have EdTech policies evolved in these countries during this period, and what are the key similarities and differences in their approaches?
3.What unique characteristics or innovations does each country's EdTech policy framework exhibit, and how do these relate to their specific educational contexts and challenges?

IV. Research Design
This study employs a qualitative comparative analysis following Bereday's Comparative Method (Zajda et al., 2021) to examine EdTech policies in China, the USA, and the UK from 2015 to 2024. We ensure thorough coverage of each country's EdTech policy landscape by conducting a comprehensive review of all publicly available policy documents, strategic reports, and academic literature.
The analysis follows Bereday's four stages: description, interpretation, juxtaposition, and comparison. We will use qualitative content analysis techniques, including thematic coding facilitated by NVivo software, to identify key themes, priorities, and policy instruments across the documents.
Challenges include potential gaps between policy rhetoric and implementation realities, and the influence of our cultural backgrounds on interpretations. To address these, we will triangulate policy documents with academic critiques and implementation reports, and engage in internal reflexive practices and team-based discussions(Hamilton et al., 2020). While focusing on only three countries limits global representation, it still allows for in-depth analysis of significant policy developments in these influential nations.

V. Research Significance
While the proposed study's timeframe from 2015 to 2024 allows for an examination of the dynamic process of policy evolution, it is important to acknowledge the potential uncertainty in analyzing policies beyond 2023. Nevertheless, the proposed study offers several significant contributions across different dimensions. Theoretically, it extends the application of the MSA and DIT to the analysis of EdTech policies, providing a novel framework for understanding policy evolution in this domain. Empirically, by conducting a systematic comparison of EdTech policies across three information modernized nations over a decade, this study provides valuable insights for international organizations (e.g., OECD, UNESCO, and World Bank) in their efforts to develop globalized, equitable education policies. Methodologically, the application of Bereday's comparative method to EdTech policy analysis offers a structured approach for future cross-national policy studies in this field. Future research could conduct longitudinal studies to track the long-term impacts of these policies on educational outcomes and technology integration in classrooms and schools, building upon this research.

Authors

• Yashi Ye, Michigan State University

• Tianyang Xu, Michigan State University