Education technology (edtech) is rising on the political agenda with Education Secretary Bridget Phillipson setting out plans to modernise the education system and transform teaching. This includes the launch of the ‘Edtech Evidence Board’ to evaluate the effectiveness and impact of edtech products. The board will take an evidence-based approach to evaluate research produced by companies supplying these products, to increase the pace of evaluation and connect teachers with high-quality research.
A new ‘Plan technology for your school’ tool has also been launched to support leaders in prioritising where to invest in tech, based on an assessment of their needs. The service will focus on essential technology and support schools in complying with digital standards, providing guidance to navigate this often complex and expensive market. Alongside these plans, policies and guidance that relate to artificial intelligence (AI) are being developed to improve initial teacher training and safety standards.
Particular interest is being paid to the role of edtech and AI in supporting early identification and adapting resources for pupils with Special Educational Needs and Disabilities (SEND). Emerging research shows that assistive technologies and accessibility tools can increase both attendance and outcomes for pupils, as well as staff satisfaction. Therefore, edtech and AI are being considered for their potential to address wider challenges, such as staffing, inclusion and persistent absence.
Despite these promising developments, there is currently no single framework or standard in England that facilitates the evidence-based judgment of what constitutes a high-quality, effective edtech product. Teachers and leaders are having to make immediate decisions for their schools, and it can be challenging to decide which edtech to invest in that is safe and high-quality, particularly without a policy that sets out minimum standards for devices and products.
In the summer of 2025, the Education Policy Institute (EPI) partnered with Sync to bring together expert stakeholders in two roundtables to examine these issues. This paper draws together reflections from those discussions, which included sector representatives, policymakers, parliamentarians, academics and a range of Multi-Academy Trusts (MATs) from different regions. Participants considered how MATs are making choices around edtech and where information is drawn from to make these decisions. They further considered the strategies that are being used to increase inclusion and support pupils with SEND, how these strategies are integrated consistently across the trust and the extent to which announced government policy is tackling the well-known barriers to uptake.
This report, including recommendations, reflects a range of discussions and views. It does not necessarily represent the views of any particular participant, the author of this report, Sync or the Education Policy Institute.
