EdTech for Sustainable Development in Africa
Trends, Challenges, and Prospects
Main Article Content
Abstract
Education systems across Africa continue to face significant challenges related to access, quality, and equity, compounded by rapid population growth and uneven digital expansion. Although education technology (EdTech) is widely viewed as a catalyst for sustainable development, consolidated evidence on its evolving trends, implementation barriers, and long-term potential across the continent remains limited. This review aims to synthesize existing literature on EdTech for sustainable development in Africa by identifying major adoption trends, examining implementation challenges, and assessing future prospects for scalable and equitable impact. A systematic thematic review methodology was employed, drawing on peer-reviewed journal articles, policy reports, and grey literature published between 2006 and 2025. Sources were retrieved from ResearchGate, PubMed, Scopus, Google Scholar, Web of Science, African Journals Online and selected institutional databases using predefined inclusion and exclusion criteria. The review identifies five key themes: the rapid growth of mobile and low-bandwidth learning solutions; increasing use of artificial intelligence and adaptive platforms; the enabling role of government policies and cross-sector partnerships; persistent infrastructural, financial, and digital literacy constraints; and concerns regarding cultural and linguistic relevance. While EdTech shows strong potential to enhance learning outcomes, teacher effectiveness, and workforce readiness, its benefits remain unevenly distributed, particularly across rural and low-income contexts. The study concludes that sustainable EdTech integration requires deliberate alignment between technological innovation and equity-focused education reforms. It recommends sustained public investment in digital infrastructure, context-responsive content development, and coordinated multi-stakeholder frameworks to ensure inclusive and long-term impact.
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Copyright (c) 2026 Innocent C. Nnorom, Solomon C. Onuchukwu, Roseline I. Ndimele, Joan I. Oji (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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