A new open access article adopts a systems thinking perspective to critically examine the divergent national EdTech policy trajectories of six diverse economies, offering a non-monolithic synthesis of post-pandemic digital transformation strategies that provides a vital roadmap for ethical, equitable, and evidence-based educational development.
Kucirkova, N., Mao, J., Ifenthaler, D., Cheng, C. M., Fujimoto, T., Garavaglia, A., & Rossi, P. G. (2026). National policies and educational technology in six countries: Changes in Post-Covid Times. TechTrends. https://doi.org/10.1007/s11528-026-01164-7
National policies significantly shape resource allocation and priorities in EdTech development. This paper presents insights from six countries through a systems thinking perspective. Drawing on lessons from the COVID-19 pandemic, the authors explore how national policies evolved in response to global EdTech trends. Each country offers unique approaches as case studies. China emphasizes digital transformation and the use of artificial intelligence in teacher education. Germany focuses on enhancing student media literacy through school initiatives. Japan accelerates digitalization through cross-ministerial efforts to address educational disparities. Italy emphasizes the updating of school curricula, tertiary offerings, and digital innovation projects. Norway underscores teacher autonomy and innovative methods for digital literacy, while the United States focuses on academic recovery and addressing the challenges posed by new forms of digital divide. The case studies offer insights into global EdTech trends while cautioning against viewing the field as monolithic. The authors synthesize key strategies in national priorities and practices and provide recommendations for an ethical and effective approach to EdTech development.
https://link.springer.com/article/10.1007/s11528-026-01164-7
