From policy to action: Building trusted and safe EdTech ecosystems

This year at BETT, we were fortunate to hear from Villano Qiriazi, Frank van Cappelle, and Katy Chedzey— three leaders working to tackle the issue of creating trusted educational technology (EdTech) systems. Their conversation focused on how ministry-led and supranational EdTech evaluation and guidance frameworks are being designed and implemented.

About the speakers

Villano Qiriazi is Head of the Education Department at the Council of Europe and a long-standing leader in European education policy. He has led major Council of Europe initiatives and helps to shape education policy in line with European values and governance standards.

Frank van Cappelle is UNICEF’s Global Lead for Digital Education and Head of the Global Learning Innovation Hub in Finland. He leads UNICEF’s work on learning innovation and the digital transformation of education systems by working with governments, researchers, and global organisations.

Katy Chedzey is a former primary Deputy Head who now works at the Chartered College of Teaching, the professional body for teachers in the UK. She manages the design and delivery of online learning and accreditation pathways for teachers and school leaders and currently leads the EdTech Evidence Board project.

The need for trusted EdTech

Since 2020, EdTech has become embedded across education systems, with technology now widely used for school management, learning, and safeguarding. However, far less attention has been paid to how the vast amounts of data generated by these tools are processed and used. At the same time, decision-makers are navigating a rapidly expanding EdTech market, growing concerns around child safety and ethics, and increasing pressure to demonstrate genuine learning impact. The rapid rise of AI in education further intensifies these challenges.

In response, the Council of Europe has established the Artificial Intelligence and Education (EDU-IA) Committee, operating under the Steering Committee for Education (CDEDU). Led by Villano Qiriazi, the committee aims to foster a nuanced and inclusive understanding of the relationship between AI and education, guided by the Council of Europe’s core principles of human rights, democracy, and the rule of law. Its work focuses on supporting member states in shaping governance approaches that ensure AI is used responsibly, ethically, and in ways that protect learners.

Since 2020, EdTech has become embedded across education systems, with technology now used widely for school management, learning, and safeguarding. However, not much attention has been paid to how the vast amounts of data generated through these tools are processed and used. At the same time, decision-makers are navigating a rapidly expanding EdTech market, tools for child safety and ethics, and increasing pressure to demonstrate genuine learning impact. With the growing presence of AI, these problems are compounded.

The EdTech for good framework

Frank van Cappelle then highlighted how UNICEF’s Global Learning Innovation Hub is using innovative EdTech solutions to help solve the global learning crisis. The scale of the challenge is stark: 272 million children are out of school, and 66% of children in low- and middle-income countries cannot read and understand a simple story by age 10. Addressing this will require 40 million additional teachers globally by 2030.

To address some of these issues, UNICEF and its partners developed the EdTech for Good Framework to identify and evaluate high-quality EdTech solutions that improve learning.

The framework is structured around five pillars:

1. Safety first: EdTech tools must protect children’s data and provide a secure, transparent space for learning.
2. Impact on learning: EdTech tools have evidence to demonstrate that the tool improves learning outcomes, and the impact is sustained over time.
3. Designed for children: EdTech tools are based on child-centred design, prioritising intuitive user experiences and strong pedagogical foundations.
4. Ready to reach all: EdTech tools must be built to bridge the digital divide, ensuring access for every learner, regardless of device, connectivity, or environment.
5. Leave no one behind: EdTech tools are designed based on the principles of equity and inclusion to empower all learners, especially the most marginalised.

Solutions that meet these standards are featured in the Learning Cabinet—an online platform that helps governments, schools, and decision-makers to identify high-quality tools that are proven to support learners.

The EdTech Evidence Board

Katy Chedzey then outlined the UK’s approach to appraising EdTech through the EdTech Evidence Board (EEB), funded by the Department for Education and delivered by the Chartered College of Teaching.

Between April 2025 and March 2026, a pilot scheme is testing an evidence-based approach to evaluate the effectiveness and impact of EdTech products. A small number of EdTech organisations will submit portfolios of evidence that are then reviewed by a trained panel. The aim is to define a robust standard for recognising EdTech solutions based on their impact on teaching and learning.

Participating organisations must first meet six prerequisite criteria. Successful organisations will then have their portfolios of evidence evaluated against six core criteria, with each criterion being broken down into sub-criteria.

The six core criteria are:

1. Approach to evidence: Does research and evidence inform product evaluation and development?
2. Educational need: Is there evidence to suggest there is a sound educational need for this product?
3. Pedagogical design: Is the design of the product informed by evidence?
4. User experiences: Is there evidence from users that suggests the product can be used effectively?
5. Pedagogical affordances: Does research/evidence demonstrate that the product can enhance teaching and/or learning?
6. Impact: Is there evidence to demonstrate positive effects on identified outcomes for teachers and/or learners?

Alongside the pilot, the Chartered College of Teaching will develop a range of resources and guidance for educators and EdTech suppliers to build a better understanding of what evidence of successful EdTech solutions looks like.

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