British Journal of Educational Technology最新文献

{"title":"Transforming pedagogy with GenAI-supported formative assessment: Challenges for teacher education","authors":"Mary Webb, Arthur Galamba","doi":"10.1111/bjet.70051","DOIUrl":"https://doi.org/10.1111/bjet.70051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This article examines the challenges primary and secondary teachers face in implementing formative assessment, with a particular focus on the use of digital technologies and the emerging potential of artificial intelligence (AI), including generative AI (GenAI) and agentic AI. Drawing on empirical research and theoretical perspectives, we explore how formative assessment—an established pedagogical practice with significant impact on student learning—has evolved alongside technological developments. We revisit a well-established framework of five key formative assessment strategies, analysing how it has been extended to integrate digital technologies and how this influences the roles of teachers, learners and tools in classroom decision-making. Our central research question asks: <i>How can GenAI be integrated into formative assessment practices to enhance student learning while supporting teacher agency and professional judgement?</i> We argue that GenAI, when critically and thoughtfully deployed, can create new opportunities for personalised feedback, dynamic learning pathways and the co-construction of knowledge between teachers and students. Moreover, GenAI's ability to support ‘moments of contingency’ enables teachers to respond more effectively to emerging learning needs, thus fostering self-regulation and deeper engagement. However, we stress that AI agency is agency without intelligence. The value of these technologies depends on how they are interpreted and implemented by educators, which requires ongoing reflection, collaboration and theoretical understanding. With deep implications for teacher education programmes, our analysis suggests that teacher quality in this evolving pedagogical landscape should be understood as adaptive, multifaceted and grounded in both technological fluency and sound formative assessment principles, moving beyond the narrow and prescriptive definitions that dominate recent educational policy in England.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Formative assessment is well established in education, with strong empirical support showing high impact on learning.</li>\u0000 \u0000 <li>Digital technologies have shown more variable and generally moderate impact on learning, despite long-standing interest.</li>\u0000 \u0000 <li>Teachers often face challenges implementing formative assessment effectively due to limited training and systemic constraints.</li>\u0000 \u0000 <li>Very little is known about how gene","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"690-706"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"869-885"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148082206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"869-885"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148023908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EdTech implementation research in low- and middle-income countries","authors":"Louis Major,&nbsp;Loise Gichuhi,&nbsp;Laura Czerniewicz","doi":"10.1111/bjet.70061","DOIUrl":"https://doi.org/10.1111/bjet.70061","url":null,"abstract":"<p>This Special Section examines the role of implementation research in bridging the gap between educational technology research and practice within low- and middle-income countries (LMICs). Implementation research, focused on the real-world application of policies and programmes, emphasises context and stakeholder engagement. Despite its relative novelty in EdTech, this methodological framework facilitates insights into the scalability of interventions in equitable ways. Included manuscripts provide rigorous evidence addressing the opportunities and challenges of implementation research in LMICs. By establishing current understanding and initiating a dialogue about knowledge gaps and future directions, this collection establishes a robust foundation for EdTech implementation research in LMICs and beyond to inform global educational policy and practice.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"707-714"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A topological exploration of convergence/divergence of human-mediated and algorithmically mediated pedagogy","authors":"Keith Turvey,&nbsp;Norbert Pachler","doi":"10.1111/bjet.70007","DOIUrl":"https://doi.org/10.1111/bjet.70007","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;We explore a topological model that situates teachers' agency as a constituent element within the convergent and divergent dynamics at the intersection of human-mediated and algorithmically mediated pedagogies. Ubiquitous AI in education is designed to simulate, emulate and automate human processes and behaviours through datafication. Platformised AI and other applications like intelligent tutors use algorithmic mediation to connect patterns of un/desirable learning responses with optimised teaching pathways. But algorithmic emulations of pedagogic decision-making lack the rich perceptive and contextual data of human-mediated pedagogical interactions. Similarly, generative AI technologies imitate the outputs of social and cognitive processes of communication and meaning-making but are generated algorithmically via the statistical probabilities that drive large language models. While there are opportunities to exploit AI technologies to support pedagogical decision- or meaning-making, emulative processes, we argue, are not merely one way. There is a risk, conversely, of producing pedagogical atrophy as human pedagogic processes emulate and become increasingly dependent on AI. The original model we propose in this paper, examines how the convergence and divergence of algorithmic and human-mediated processes in education could provide a critical lens for developing teachers' agency.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;There is rapid growth in applications of Artificial Intelligence in Education (AIED) to imitate and rival human-mediated pedagogy.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;There is growing concern about the potential algorithmic replacement of humanly mediated pedagogies.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Teacher (human) agency is vital for effective and ethical mediation of AIED.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;A critical mapping of the mediating influences of AIED.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A lens for critically evaluating the balance between algorithmically and human-mediated pedagogy.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Consideration of how important qualities of human-mediated pedagogy could be at risk of deterioration and loss.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;An indepth analysis of current literature to advance thinking about the dilemma presented by the need to meld algorithmically and ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"619-638"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design-based implementation research for digitally enabled education reform: Teacher professional development in Tanzania","authors":"Taskeen Adam,&nbsp;Sara Hennessy,&nbsp;Kristeen Chachage,&nbsp;Winston Massam,&nbsp;Calvin Swai,&nbsp;Fredrick Mtenzi,&nbsp;Jonathan Hegwa Paskali,&nbsp;Aneth Komba,&nbsp;Saalim Koomar,&nbsp;Fika Mwakabungu","doi":"10.1111/bjet.70057","DOIUrl":"https://doi.org/10.1111/bjet.70057","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Design-based implementation research (DBIR) offers a promising approach for refining and theorising the implementation and scale-up of education interventions. However, integrating technology into national education reforms in resource-constrained contexts adds complexity, involving multiple government bodies, implementers and researchers with differing institutional cultures. We examine how DBIR approaches can be enhanced to adapt to the complexity that technology and scaling bring into nationally led education interventions. To achieve this, we evaluate the DBIR principles and processes used with the Tanzanian government to design, implement and scale the national technology-supported teacher professional development programme. The intervention uses a Learning Management System, which teachers are intended to access through smart devices. Realist evaluation of two DBIR cycles was undertaken through documentary analysis and reflective workshops with the DBIR team (comprising international, Tanzanian and government researchers). The findings, presented as 10 context–intervention–mechanism–outcome statements, informed the development of the DBIR for digitally enabled education reform (DBIR4DEER) methodological guidelines. The discussion unpacks how DBIR4DEER contributes to the broader implementation research and EdTech literature by demonstrating how its enhancements from DBIR are well suited to navigate shifting government priorities, rapid scaling, technological turbulence and system-wide stakeholder dynamics. Recommendations include embedding different government bodies into DBIR for stronger evidence uptake, anticipating intervention changes from the volatile technology landscape, rigorously testing technology components before rollout and mapping spheres of control and influence as the intervention becomes unwieldy. DBIR4DEER offers practical guidance for researchers, implementers and policymakers seeking to strengthen EdTech implementation research in large-scale complex systems in low- and middle-income countries.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Design-based implementation research (DBIR) is closely related to implementation research and design-based research but differentiates itself by its commitment to embedding practitioners as equal-status co-researchers and developing capacity for sustaining system change.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;DBIR has been used to align design, research and practice but mostly at the classroom or district level in high-income contexts.&lt;/li&gt;\u0000 &lt;/ul","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"715-745"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A dialogic theoretical foundation for integrating generative AI into pedagogical design","authors":"Rupert Wegerif,&nbsp;Imogen Casebourne","doi":"10.1111/bjet.70026","DOIUrl":"https://doi.org/10.1111/bjet.70026","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Generative AI presents a profound challenge to the existing structures and purposes of education. It forces us to reconsider not only how we teach and learn but also, more fundamentally, what education is for. This conceptual paper argues that, in order to integrate AI into education in a way that can meet the major challenges facing humanity, ranging from ecological crisis to the future of democratic societies, we must reframe education. Drawing on the nature and potential of generative AI in conjunction with educational theory, we propose a double dialogic pedagogy that recognises education as both teaching thinking through dialogue and inducting students into participation in the long-term powerful dialogues of culture. We relate this double dialogic pedagogy with AI to education for collective intelligence. This pedagogy positions AI not as a replacement for human thinking, but as a partner in expanding the space of dialogue. By articulating this theoretical foundation, we offer a basis for the future design of educational practices and technologies that can support human flourishing in an age of accelerating technological change.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The rise of generative AI, particularly large language models, poses both opportunities and challenges for education.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;While existing research highlights AI's potential to support personalised learning through intelligent tutoring systems, concerns remain about its possible negative impact on students' critical and creative thinking.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Previous studies have also noted the need for educational theory to keep pace with technological developments, yet little work has been done to articulate a pedagogical framework that addresses the broader societal and environmental challenges of the AI era.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This paper proposes a double dialogic pedagogy as a theoretical foundation for integrating AI into educational design.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It situates current developments in AI within a historical and philosophical context, drawing on dialogic theory and the concept of the pharmakon to argue that AI is neither inherently beneficial nor harmful, but depends on pedagogical framing.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The paper advances the field by explicitly linking AI-s","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"639-654"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From crisis to transformation: Evaluating the implementation of DIKSHA in India's EdTech landscape","authors":"Rahul Pachori,&nbsp;Raghu Vamshi Devarakonda,&nbsp;Rajnish Kumar","doi":"10.1111/bjet.70042","DOIUrl":"https://doi.org/10.1111/bjet.70042","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;The COVID-19 pandemic catalysed governments worldwide to rapidly implement large-scale EdTech solutions. In India, the temporary shutdown of schools in March 2020 necessitated an improvement in the education sector's readiness for remote learning. This prompted the rapid evolution of the DIKSHA (Digital Infrastructure for Knowledge Sharing) platform, initially designed as a teacher-centric digital repository, into a comprehensive national EdTech solution under the PM eVidya initiative. This paper employs an implementation research framework to examine the transformation of DIKSHA from an emergency response tool into a sustainable and scalable digital learning ecosystem. Using a mixed-methods approach, the study combines policy analysis with primary survey-based research to assess the platform's effectiveness in reaching diverse learner groups across socio-economic and linguistic backgrounds. This research, involving educators and students across multiple states, explores user engagement, accessibility and barriers to adoption. The results underscore the critical need for flexible, scalable and accessible digital solutions, alongside strategic partnerships and timely interventions to prepare education systems for the challenges of a digital future. This study contributes to the nascent field of EdTech implementation research in LMICs by providing empirical insights into the ‘how and why’ of large-scale digital intervention success. It critically examines the role of government policy, infrastructure and stakeholder collaboration in ensuring sustainability and scalability. By contextualising DIKSHA within the broader discourse of EdTech implementation, this research offers actionable implications for replicability in other LMIC contexts, highlighting interventions in policy, technology and education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;EdTech implementation in LMICs is often characterised by fragmented systems, limited digital infrastructure and weak integration with public education governance.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Most EdTech studies focus on pilot projects or donor-funded interventions, which often have limited scalability and sustainability.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The existing literature tends to prioritise system metrics, such as reach, downloads or platform engagement, over actual stakeholder experiences or long-term institutionalisation. There is a lack of structured models to assess the maturity and systemic readiness of public EdTech initiatives.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"822-843"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of EdTech Implementation Research in connecting evidence and practice: Insights for a high-impact future","authors":"David Hollow,&nbsp;Verna Lalbeharie","doi":"10.1111/bjet.70062","DOIUrl":"https://doi.org/10.1111/bjet.70062","url":null,"abstract":"<p>EdTech Hub is at the forefront of using Implementation Research to build better evidence regarding EdTech in low- and middle-income countries (LMICs). In this contribution, David Hollow (EdTech Hub Research Director) and Verna Lalbeharie (EdTech Hub Executive Director) explore the definitions and parameters of what Implementation Research means within education, and specifically within the context of EdTech, providing practical guidance by drawing on insights from the EdTech Hub research portfolio. Two interlinked arguments are made. First, Implementation Research provides a valuable set of methodological tools for building better evidence regarding EdTech. Second, EdTech provides a useful context for understanding and improving practices about the use of Implementation Research across education. The contribution closes with reflective prompts for Implementers and Researchers when considering engaging in EdTech Implementation Research.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"869-885"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative co-design in action: Reimagining teacher professional development for crisis-affected contexts","authors":"Eileen Kennedy,&nbsp;Elaine Chase,&nbsp;Tejendra Pherali,&nbsp;Gabi Witthaus,&nbsp;Diana Laurillard,&nbsp;Min Layi Chan,&nbsp;Greg Tyrosvoutis,&nbsp;Sa Phyo Arkar Myo Hlaing,&nbsp;Saw Sam San,&nbsp;Naing Win,&nbsp;Wirachan Charoensukaran","doi":"10.1111/bjet.70054","DOIUrl":"https://doi.org/10.1111/bjet.70054","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This paper focuses on the opportunities and challenges of conducting implementation research when co-design is central to the project being implemented. A participatory co-design methodology is proposed to evaluate the co-design and implementation aspects of a teacher professional development course. The project aim was to co-create evidence about the effectiveness of Co-designed, Massive, Open, Online Collaborations (CoMOOCs)—an educational innovation developed with teachers in conflict and crisis settings. CoMOOCs are distinctive through their focus on co-design with local educators, and on supporting collaborative online, blended and offline spaces for teachers to jointly develop their knowledge and solutions. CoMOOCs have been developed with teachers in two Low- and Middle-Income countries (LMICs): originally with refugee communities in Lebanon, and more recently with migrant and refugee education groups on the Thai–Myanmar border. With funding from the Foreign, Commonwealth and Development Office (FCDO), as part of the Education Research in Conflict and Protracted Crisis (ERICC) programme, we are undertaking implementation research to create a robust body of evidence around which aspects of CoMOOCs are effective, for whom they work, why they work and what adaptations to the model are required. Our Co-Design Theory of Change embeds implementation research at the heart of the iterative design—implementation—evaluation cycle. This approach combines the methodologies of a design-based research (DBR) cycle with the methods of implementation research, supported by the following principles: engage collaborators in co-creating the design, carrying out the implementation and deciding on the evidence needed for effective evaluation; employ a capacity bridging, citizen science methodology to develop and certify the research skills of teachers; collaborate with local partners to undertake evidence curation; and establish local ownership of the interventions to ensure sustainability. In this paper, we present early findings from the implementation research, specifically demonstrating how co-designing the educational innovation is a vital step to scaffolding successful initiatives.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Implementation research is crucial for assessing educational technology innovations for acceptability, adoption, appropriateness, feasibility, fidelity, cost, coverage and sustainability.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A key principle of implementation research is the intimate involvement of stakeholders in a","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"797-821"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}