Bridging the Digital Divide: A Cross, National Analysis of EdTech Policies and PISA Performance

Dr. Sayyida Tasneem Zahra
Department of Education, Shifa Tameer E Millat University Islamabad.
Email: tasneem_zahra.doe@stmu.edu.pk
M. S Shumaila Jeelani
Department of Education, Shifa Tameer E Millat University Islamabad

Abstract
The Programme for International Student Assessment (PISA) is widely recognized as a global standard for evaluating the effectiveness of education systems, measuring 15, year, old students’ proficiency in mathematics, science, and reading. In light of accelerating digital transformation, this study investigates the association between national Educational Technology (EdTech) policies and student performance in PISA assessments. Employing a cross, national comparative methodology, it analyzed policy frameworks and implementation strategies in both high, performing countries (e.g., Singapore, Finland, Estonia) and lower, performing counterparts (e.g., Brazil, Indonesia, Mexico). Key areas of focus include digital infrastructure development, teacher capacity, building, artificial intelligence (AI) integration, and equity, driven initiatives. The analysis reveals that coherent, strategically aligned EdTech policies—characterized by systemic integration and sustained governmental commitment—are significantly associated with superior educational outcomes. In contrast, ad hoc or fragmented interventions yield limited impact. The study concludes with policy, oriented recommendations to guide effective EdTech investment and implementation, with the aim of advancing equitable and high, quality education globally.Keywords: PISA, Educational Technology, education policy, comparative education, digital transformation, AI in education, equity in learning
 PDF Bridging the Digital Divide: A Cross, National Analysis of EdTech Policies and PISA Performance