EdTech in Low-Resource Settings: What Scales and What Fails

Educational technology (EdTech) has gained increasing attention as a means of improving teaching and learning outcomes in low-resource settings, particularly in low- and middle-income countries (LMICs). Despite substantial investments by governments, donors, and development organizations, many EdTech initiatives fail to achieve longterm sustainability or scale beyond pilot implementation. This paper examines the factors that contribute to the success and failure of EdTech interventions in resource-constrained environments. It reviews key scalability factors, including cost-efficiency, financial sustainability, localization, cultural relevance, infrastructure, pedagogical alignment, learner-centered design, and effective data-driven monitoring systems. The paper also explores common barriers such as inadequate teacher training, weak implementation strategies, poor maintenance and technical support, limited infrastructure, and persistent equity and inclusion gaps. Drawing on international case studies, including mobile learning platforms, open educational resources, and low-bandwidth assessment systems, the study identifies practical lessons for policymakers, practitioners, and development partners. It further highlights the importance of coherent policies, stakeholder collaboration, sustainable financing, and rigorous evaluation methods in promoting effective and scalable EdTech solutions. The paper concludes that successful EdTech initiatives in low-resource settings require context-sensitive, evidence-based, and learner-centered approaches that integrate technological innovation with strong educational systems and institutional capacity to improve learning outcomes sustainably. Keywords: Educational Technology (EdTech), Low-Resource Settings, Scalability, Digital Inclusion and Sustainable Education.