Equity in Edtech by Design


EdTech, equity, educational technologies, pedagogikk


This report aims to provide guidance for improving equitable EdTech design, policy and practice. We identified relevant academic literature and captured best practices in identifying equitable EdTech features, as well as biassed design and organisational practices in EdTech. Our approach draws from existing literature indicating that accepted standards and indicators have generally proven to positively influence developer and consumer awareness, as well as policy-makers’ decision-making.

Author Biographies

Anna Lindroos Cermakova

Senior Research Associate in Corpus Linguistics and Sociomaterial Methodologies
Lancaster University
Faculty of Arts and Social Sciences

Yenda Prado

Learning Sciences Research Analyst
Digital Promise

Natalia Ingebretsen Kucirkova

University in Stavanger
Faculty of Arts and Education
Norwegian Centre for Learning Environment and Behavioral Research in Education


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May 14, 2024


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