The Problem with Treating Technology as a Silver Bullet for Education

Learning Without Limits

During the COVID-19 pandemic, Educational Technology (EdTech) went from being an option to a necessity overnight. However, when surveys were carried out to ascertain whether Nigerian secondary school students benefited from online learning materials, the resounding response was no. This tells us one thing: the introduction of technology doesn't automatically guarantee improved learning. Several other factors come into play, particularly in low-income African communities where poverty and a blatant lack of educational infrastructure all hinder the progress of technology-based solutions.

Recent years have shown increasing interest in EdTech's capacity to revolutionize African education systems. While EdTech companies promise unprecedented opportunities for the continent, implementing these solutions presents distinctive hurdles. One cannot help but wonder: is Africa's "tech leap" creating an overreliance on digital solutions without addressing fundamental educational infrastructure needs?

“Tech leap” represents a significant innovation or technological shift. Digital learning systems, through video tutorials, virtual classrooms, gamification, and Artificial Intelligence (AI), offer students personalized experiences that accommodate individual learning paces. Industries such as fintech, agriculture, and health tech continue digitizing, generating demand for new skill sets, with EdTech supporting workforce development.

However, while EdTech has its benefits, perhaps it's time for a more nuanced and realistic conversation about the root causes of the education crisis and the future of sustainable development in African education. 

Despite its youthful population and creative prospects, Africa confronts limited access to electricity (International Energy Agency estimates over 600 million people lack access), unreliable internet services, minimal resources, poor teaching materials, unqualified teachers, insufficient school buildings, outdated curricula, and overpopulated classrooms - all contributing to high dropout rates and low learning outcomes.

Global technological advancement widens the digital divide (the gap between those with and without access to digital technologies). Such imbalance raises questions about gender, wealth, race, and discrimination, as access often depends on socioeconomic status, geographic location, and income. Statistics reveal only 36% of Africa's population has broadband internet access. Central Africa reports 39% of its population outside mobile broadband coverage areas; West Africa shows 16%, East Africa 13%, and Southern Africa 12%. Access to technology stands as a fundamental human requirement in modern society.

Modern African education moves beyond pedagogy, memorization, and standardized testing toward interactive tools and real-time feedback systems, providing mobile-based platforms and affordable tech solutions. African EdTech startups focus on data analysis, coding, and software development, creating advancement pathways.

EdTech funding peaked in 2021 with $81 million in investments, though recently showing a decline. Notable initiatives include Kidato, uLesson, M-Shule, AltSchool Africa, and Edukoya. Mobile technology expansion drives progress as smartphone penetration increases, establishing mLearning as essential. Mobile platforms support multimedia content, eBooks, and microlearning trends.

Projections indicate Africa will host 40% of global youth by 2030. The next decade anticipates matured local financing for EdTech, propelled by early venture success and market understanding. Several African governments have already recognized EdTech’s potential to improve education accessibility. Initiatives like South Africa’s “Zero-Rated” educational websites are aimed at supporting EdTech adoption and reducing data costs for educational content. Over the next few years, it is believed that more government support is imminent. 

It's worth noting that there has been ongoing pushback when it comes to technological changes within classrooms and schools in developing countries. Recent reports reveal that educators estimate that 84% of EdTech tools are poorly implemented – and one survey found that only 8% of educators trust the claims made directly by EdTech companies about the efficacy of their tools. 

Some critics have validly argued that solely leaning on digital solutions puts strain on the teacher-student relationship, and affects the student's interpersonal skills. Some students themselves have complained that they struggle to understand or learn anything without a teacher's guidance. From this personal perspective, it becomes clear that finding and implementing a far-ranging and balanced solution that suits varying needs is no easy feat. 

Online models often miss out on providing students with the networking opportunities that offline institutions naturally offer. Also, the importance of the human element cannot be eliminated. On the other hand, online learning allows for a more flexible system of learning, as students can follow their path and go over anything they don’t understand numerous times. Joining these two methods of learning has the potential to increase the success rate of students as they leverage both in-person collaboration and feedback while supplementing with vast online materials and learning tools. 

Tech vs. Tradition

Placing too much emphasis on digital solutions like EduTech can have dire consequences such as neglecting investments in physical infrastructure or worsening inequalities between digitally connected and disconnected communities. In the wake of the COVID-19 pandemic, several African countries implemented a nationwide school closure, resulting in millions of students being out of school. At the time, governments of various countries and international agencies recommended the adoption of e-learning worldwide, and although the measure was a decent strategy, it recorded poor outcomes. Massive school closures in Africa exposed the unequal access to digital technologies and the flaws in the administrative processes necessary for governments to effectively deliver online learning for their students. 

In Nigeria, the education system took a terrible hit because teaching and learning could not be carried out via an e-learning platform, especially for students attending public schools. This is consistent with findings that demonstrate that the lack of sustainable investments in physical infrastructure perpetuates digital exclusion despite technological advancements.

If any lasting and meaningful transformations in education are to occur in Africa, foundational infrastructure  (electricity, internet connectivity, reliable school facilities) is a necessity. To ensure equitable technology-supported educational provision in the continent, there needs to be an in-depth understanding of the digital inequalities at all levels. As research has shown, merely introducing technology into the classroom has never been enough to improve learning. What matters more is how that technology is integrated into a learning experience. Integrating technology within an educational setting requires time, patience, and know-how. 

Essentially, sustainable education development requires balanced investments in both tech solutions and traditional infrastructure, which is essential for equal access to quality education. As the [UNESCO]  ICT in Education Toolkit states, 

"Technology is only a tool: No technology can fix a bad educational philosophy or compensate for bad practice. In fact, if we are going in the wrong direction, technology will get us there faster. Providing schools with hardware and software does not automatically reform teaching and improve learning. Much depends on educational practices and how ICTs are used to enhance them.”

But perhaps it is Michael Trucano, an expert and researcher at the World Bank, whose words ring the truest: 

“Put sustainability first. Oftentimes, the first goal of an educational technology project is to show that it 'works'. Only once this is demonstrated does attention turn to issues of sustainability. Sustainability should be a first-order concern - especially in remote, low-resource communities… The incentives, tools, and mechanisms for sustainability should be considered upfront and introduced and tested from day one.  If a dependence is created on outside expertise — inevitably this outside expertise will disappear at some point. Plan for equipment to break, plan for outside expertise to withdraw, plan for novelty to wear off — what will happen then?” 

Finding Middle Ground

Unlocking the potential of EdTech in Africa requires a range of investments in infrastructure, digital literacy, and building sustainable business models that account for local contexts and are culturally relevant. Sustainable hybrid models make use of technology that is already available. For instance, e-learning centers in Sudan (managed by communities in remote areas) use sustainable solar panels to power devices and provide learning to out-of-school children. Even during the current crisis, many of these centers are still in operation demonstrating how effective digital learning can provide learning resilience in times of need.

Another good example is one of Kenya’s leading startups, Eneza Education, which has been a pioneer in mobile-first education, reaching students with limited internet access through simple SMS technology since its inception in 2012. This scalable model is set to take the world by storm! Having recently merged with Pakistan's Knowledge Platform, they have formed a dynamic African-Asian educational technology venture that combines Eneza’s low-cost SMS-based learning for underserved African communities and Knowledge Platform’s gamified digital learning for Asia. 

In terms of sustainable hybrid investments, The Mastercard Foundation Center for Innovative Teaching and Learning has been helping to drive this kind of approach. One of its flagship initiatives, the Mastercard Foundation EdTech Fellowship is working with technology and innovation hubs across the continent to identify and scale locally-relevant, context-specific EdTech solutions. Partnerships include Injini Africa (South Africa), CoCreation Hub (Nigeria), and iHub (Kenya). Five tech hubs implement 2024 accelerator programs: EtriLabs (Benin, Senegal), EdVentures (Egypt), Sahara Consult (Tanzania), Reach for Change (Ethiopia), and MEST Africa (Ghana).

Target audience comprehension reveals essential insights. Curriculum adaptation ensures online-offline integration while maintaining human connections, peer interactions, and physical classroom safety. Revenue diversification through offline elements reduces single-model dependency.

Hybrid learning (or sometimes called blended learning) balances traditional infrastructure with online content, requiring substantial funding for digital resources. Current priorities include curriculum revision, teacher preparation, student readiness, and contextual implementation methods. EdTech needs to go beyond thinking that internet connectivity and budget-friendly laptops are the silver bullets that will advance Africa. Rather than only trying to reach global standards, perhaps setting standards that work in the African reality would be worthwhile. 

Oftentimes, educational technology initiatives focus largely on the technology itself. In a world full of shiny gadgets and devices, a sustainable, impactful approach to EdTech places greater value on the content, and how said content is used to improve learning in Africa. Viewed from this perspective, the future of education is in the quality of the curriculum, its societal impact, and its resilience. In introducing any new technology, it is necessary to have an in-depth understanding of how this technology will influence learning in the long term. 

One cannot speak about the sustainable EdTech ecosystem and not emphasize relevance and accessibility. Enabling a truly inclusive education system must be at the heart of it all. For EdTech to be adaptable and fit into diverse educational environments, the preexisting conditions, technologies, and nuances of the environment should be viewed as opportunities, rather than hindrances.

One recurrent issue facing EdTech in Africa is the lack of engagement and buy-in from educators, students, and parents.  Thus, a more sustainable approach would likely be to involve educators, students, and parents in the process of adopting EdTech, and to provide training and support to help them effectively use and integrate technology into their teaching and learning.  

Research has shown that facilitating change is a team effort, and so the government, private sector, and local communities all have a part to play in creating lasting hybrid educational systems. For one, National governments can develop comprehensive policies that not only promote the adoption of digital technologies but also address the infrastructural and training gaps that stand in the way. 

In integrating digital and physical infrastructure investments, and prioritizing rural and low-income areas, policymakers can provide amenities such as internet-enabled, solar-powered community e-learning centers that can ease physical access to technological tools and aid the acquisition of digital literacy skills. As a priority, strides should continue to be taken to improve internet access and connectivity in African communities. 

By the year 2050, it is projected that one in four people born in the world will be African. Therefore, Human Capital development through education and skills development is critical to enable the youth to fulfill their potential. The use of Education Technology (EdTech) offers new possibilities to deliver better quality education and training, to reach more youth with flexible learning opportunities, and to impart newer in-demand skills. However, despite its incredible potential, EdTech cannot replace essential infrastructure needs. The success of EdTech has little to do with the technology itself, but rather the implementation of the correct technology to meet specific infrastructural and developmental needs. As such, sustainable progress requires a balanced approach.

Indeed, EdTech is the most practical way to leapfrog Africa’s education learning outcomes, but this can only be done with intentional evidence-based, and affordable investments for Africa’s fast-growing population. With the right policies, partnerships, and investments, we can create a future where all Africans have access to quality education, regardless of their socioeconomic status, background, or location.  If grounded in sustainable practices, Africa’s EdTech journey can set a powerful example of inclusive growth and resilience. Let us work together to make this a reality.