The State of Digital Transformation in Education: Where Are We and Where Are We Heading? Report
The development of this Overview of the State of Digital Transformation of Education, based on responses from government and non-governmental stakeholders in 25 countries in Latin America and the Caribbean, is an essential step in guiding public action in the region. No transformation process, parti...
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| Other Authors: | , , |
| Format: | book |
| Language: | English |
| Published: |
2026
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| Subjects: | |
| Online Access: | https://hdl.handle.net/20.500.12381/5537 |
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| Summary: | The development of this Overview of the State of Digital Transformation of Education, based on responses from government and non-governmental stakeholders in 25 countries in Latin America and the Caribbean, is an essential step in guiding public action in the region. No transformation process, particularly one of the size required to integrate technology into education systems, can be sustained without robust data that enables a clear understanding of current conditions, pressing challenges and the strategies that demonstrate the strongest results. Evidence strengthens political decisionmaking, providing a common ground from which to build consensus and prioritize interventions. This overview clearly identifies the areas where the greatest progress has been made, whether in structural, political, or institutional conditions; planning for digital transformation; access to devices and connectivity; consolidation of the digital environment for educational resources and content;program development; and/or teacher training proposals. At the same time, it candidly exposes those areas in which there are significant gaps and where there is still a long way to go. Recognizing these contrasts is essential: only then can countries plan realistic, sustainable policies that are aligned with their needs and possibilities. The richness of the process is also shaped by the diversity of voices involved. The responses reflect complementary perspectives from officials, technical teams, academics, teachers, administrators, civil society organizations, and private sector actors. Each perspective approaches education systems from a different yet complementary standpoint, allowing for a completer and more honest picture of the current situation to emerge.” Integrating these perspectives is key to designing policies that not only respond to the vision of governments, but are also relevant and applicable in the field. This collective effort demonstrates the value of generating shared knowledge in the region and reaffirms the conviction that evidence-based State planning is a prerequisite for achieving digital transformations that are truly inclusive, relevant, and sustainable over time. |
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