This article addresses a research gap surrounding the potential use of EdTech to support girls’ education, focusing on the barriers to girls’ EdTech use and how technology might be used to enhance girls’ education in disadvantaged rural areas – specifically their academic learning and their social and emotional learning.
The findings suggest that policymakers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls’ education; make EdTech interventions interactive; and consider language in EdTech interventions.
Suggested citation:
Damani, K., Daltry, R., Jordan, K., Hills, L. and Evans, L. (2022) ‘EdTech for Ugandan girls: Affordances of different technologies for girls’ secondary education during the Covid-19 pandemic’ Development Policy Review (https://doi.org/10.1111/dpr.12619)
