A recent study by the Institute of Policy Studies (IPS) unveiled significant hurdles hindering the successful integration of educational technology (ed-tech) in Sri Lanka. Key barriers include the low capacity of teachers and the persistent issue of hardware affordability. The global surge in ed-tech adoption triggered by the COVID-19 pandemic has highlighted varying impacts on policy, programs, and interventions worldwide, with sustained interest post-pandemic. Despite this, Sri Lanka has seen success stories with initiatives like Akura and Nenasa.
Akura facilitates direct communication between schools and parents, enhancing transparency and feedback on student performance. However, challenges persist, including limited hardware access and high operational costs, such as hiring software engineers.
Nenasa, which provides educational content through TV channels to rural students, faces obstacles due to low teacher capacity. Interviewees noted difficulties in finding expert teachers and time constraints, delaying program implementation.
The study underscores the critical need to address infrastructure deficiencies and teacher training imbalances to ensure effective ed-tech adoption, especially in disadvantaged areas. Without adequate solutions, the potential of ed-tech to mitigate educational disparities remains uncertain.
