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dc.titleEducational Platforms: Key Aspects for Assessment, Selection, and Effective use in Latin America and the Caribbean
dc.contributor.authorFarah Schwartzman, Isabel
dc.contributor.authorFernández-Coto, Raquel
dc.contributor.authorDella Nina Gambi, Gabriela
dc.contributor.authorPérez Alfaro, Marcelo
dc.contributor.orgunitEducation Division
dc.coverageLatin America
dc.date.available2026-09-08T00:09:00
dc.date.issue2026-09-08T00:09:00
dc.description.abstractDigital transformation in Latin America and the Caribbean is advancing rapidly, though unevenly. The education sector reflects this uneven progress: while some countries are close to achieving universal internet access in schools, others still have very low levels of connectivity and device availability. In this context, educational platforms can help expand access, improve equity, and strengthen learning outcomes if they are carefully selected and implemented. This technical note aims to support education systems in the region in two complementary ways. First, it proposes a multidimensional framework for evaluating, comparing, and selecting educational platforms. The framework is organized around four dimensions: alignment with users needs; support for teaching and learning; suitability for the implementation context; and effectiveness demonstrated by prior research. Each dimension is broken down into criteria and guiding questions, scored on a scale from 1 to 4. Second, the note offers recommendations on the structural conditions and strategies needed for implementation at scale. These include governance of digital transformation policy; digital infrastructure; guidelines for the use of technology in schools; a multidisciplinary selection committee; clear objectives and priorities; the involvement of regional and local stakeholders; procurement models and partnerships; cost and financial feasibility analyses; teacher training and engagement; ongoing pedagogical support; monitoring of platform use; and the sustainability of the strategy across political cycles. The note also synthesizes international evidence on the contribution of educational platforms to learning, with particularly consistent findings in language, especially literacy, and mathematics. It examines the opportunities and risks of incorporating generative artificial intelligence into platforms used in the classroom. Finally, it presents three implementation cases from different contexts and stages: CARNET (Croatia), Ceibal (Uruguay), and Brazils educational technology policy. These cases illustrate different paths toward effective and sustainable implementation.
dc.format.extent44
dc.identifier.doihttp://dx.doi.org/10.18235/0014491
dc.identifier.urlhttps://publications.iadb.org/publications/spanish/document/Plataformas-educativas-Aspectos-clave-para-el-analisis-seleccion-y-uso-efectivo-en-America-Latina-y-el-Caribe.pdf
dc.identifier.urlhttps://publications.iadb.org/publications/portuguese/document/Plataformas-educacionais-aspectos-chave-para-a-analise-selecao-e-uso-efetivo-na-America-Latina-e-no-Caribe.pdf
dc.language.isoen
dc.publisherInter-American Development Bank
dc.subjectDigital Platform
dc.subjectEducational Resource
dc.subjectEducational Institution
dc.subjectArtificial Intelligence
dc.subjectDigital Technology
dc.subjectScience and Technology
dc.subjectEducation
dc.subjectStrategy
dc.subjectInfrastructure Development
dc.subjectTechnology Access
dc.subjectEvaluation
dc.subjectLearning Strategy
dc.subjectCollaboration
dc.subject.jelcodeI22 - Educational Finance • Financial Aid
dc.subject.jelcodeI20 - Education and Research Institutions: General
dc.subject.jelcodeI29 - Education and Research Institutions: Other
dc.typeTechnical Notes
idb.identifier.pubnumberIDB-TN-03398
idb.operationRG-T4470
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