EdTech and the Triple Nexus: Governments and local actors’ role in education in conflict and crisis

• In Event: Realising the triple nexus approach: engaging teachers and other stakeholders in education and emergencies research

Proposal

In a world fractured by conflict, displacement, and climate disruption, the role of education in sustaining peace requires renewed attention. This paper draws on research in Pakistan and Ukraine, alongside global research on governments and local actors’ capacity, from teachers to ministries, to lead education in conflict and crisis (EiCC). The research responds to evidence gaps about governments and local actors’ role in Humanitarian–Development–Peace (Triple) Nexus programming (see Brown et al. 2024 and Volkdal 2024). The research addresses these by focusing on how equity-focused, evidence-led EdTech can be best combined with localisation and digital transformation agendas.

Country Research:
Mixed-methods research on Pakistan’s flood responses (anonymised organisation, 2023) found that low-techtools can best sustain learning continuity if implemented equitably, with a focus on actor and system capacity building. Yet, many responses are reactive, short-term, and infrastructure-focused. Embedding EdTech in preparedness and anticipatory planning, with strong government, teacher and community engagement, aligns with Volkdal’s (2024) emphasis on resilience and provides mechanisms for digital learning to serve system-strengthening and conflict-sensitive programming agendas.
Ukraine’s wartime experience provides another perspective. Mixed-methods research (anonymised organisation, 2025) analysed how pre-war digital investments enabled the Ministry of Education to coordinate a nationally-trusted digital response after the 2022 invasion - sustaining teaching and learning for millions. Despite this, persistent access gaps for rural learners and children with disabilities highlight equity challenges. Brown et al.’s (2024) Triple Nexus dilemmas are also visible: geopolitical capital, strong national capacity, and donor trust shaped outcomes—providing insight into how global humanitarian system practices align with nexus ambitions.

Global Research:
The global research agenda uses participatory methodologies to investigate:
- Cross-border accreditation: addressing displaced learners’ struggles to have prior learning recognised.
- Blended learning for continuity: examining how governments can lead equitable, multi-modal blended learning in crises.
These global studies will provide concrete insight into how governments and their collaborators can design sustainable EdTech interventions that combat exclusion and help teachers provide meaningful learning pathways for crises-affected learners.

Framework:
Synthesising across studies, the research portfolio is strongly aligned with the triple nexus, focusing on:
- Governance & localisation: supporting governments to build coherent, context-responsive responses which support systems resilence;
- Equity & inclusion: centring vulnerable groups and their learning needs;
- Anticipatory action: integrating preparedness into humanitarian and development planning;
- Recognition & portability: enabling continuity through accreditation and credentialing.

This paper will invite participants to explore how we can realise the ambition of Triple Nexus programming, namely to move beyond siloed interventions and work collectively towards shared, long-term outcomes by addressing the root causes of crises and vulnerabilities. We will discuss two questions:
1. What do the country level findings from Ukraine and Pakistan and the global research reveal about the conditions under which EdTech best supports Triple Nexus ambitions?
2. Is it even possible to generalise findings to develop useful frameworks for Triple Nexus programming given diverse contexts?

Linked to the CIES 2026 theme, we discuss how EdTech, when grounded in inclusion and local ownership, can strengthen Triple Nexus programming, thus driving forward the agenda of education and peace.

Authors

• Kate Radford, EdTech Hub

• Haani Mazari

• Amal Hayat