Navigating the Complexities of EdTech: Between Hype, Hope, and Critical Reflection

As technology—especially AI and social media platforms—becomes deeply integrated into all aspects of our lives, we find ourselves caught between grand promises and growing skepticism. There is constant debate over whether technology can truly transform society for the better or if it’s just another overhyped solution. Education, in particular, has undergone massive changes in recent years, especially after the COVID-19 pandemic forced a rapid transition to online learning. 

From Massive Open Online Courses (Coursera, EdX) and language learning apps (Duolingo, Busuu) to Learning Management Systems (Canvas, Moodle) and generative AI (ChatGPT, Claude), the use of technology in education seems inevitable. As a student in the interdisciplinary Education (Digital and Social Change) master’s program at Oxford, I have had the opportunity to engage with diverse stakeholders who bring different perspectives to the table. 

 May Nguyen at Bett Global 2025

Some are tech-solutionists or tech-optimists, who believe in technology’s power to drive efficiency, scalability, and positive transformation. Others are techno-skeptics, questioning the ethics of AI-driven tools due to concerns about surveillance, data privacy, the reinforcement of Western-centric knowledge on a global scale, and the further marginalization of those without access to advanced technology. Then, there are those who resist the growing role of technology because it demands additional tasks and skills beyond traditional responsibilities in the education sector. And, of course, there are many perspectives in between. 

To deepen my understanding of EdTech and how different players in the field perceive its role, I attended Bett Global 2025 at the end of January, where EdTech providers, organizations, and experts from around the world gathered to showcase their work, products, and educational philosophies. The event brought together tech giants like Google, Meta, and Microsoft alongside emerging startups and organizations, reflecting a wide range of perspectives—many of which my Oxford degree had already exposed me to. This prepared me to have a nuanced understanding of where their viewpoints originate, what shapes their visions, and what challenges they acknowledge (or overlook) in the larger picture of education. 

Bett Global 2025

Let’s be honest: while some EdTech companies thrive economically, they often neglect the socio-cultural and political implications of their technologies on diverse learners. On the other hand, some providers with strong ideological commitments to social justice may struggle to develop scalable, impactful products. Also, many face the dilemma of balancing business, education, technology, and broader societal goals—a challenge that remains a major obstacle in the field. 

At Oxford, my peers and I have had many discussions about a concept named posthumanism and how it applies to EdTech design. Although I was introduced to this framework before, my time here has allowed me to explore it more deeply, a broad framework that recognizes the interconnectedness of human and nonhuman actors. A key concept within this framework is the socio-technical approach, which is frequently used in discussions about EdTech. This perspective challenges the idea that technology is merely a passive tool wielded by humans; instead, it highlights how technology actively shapes our behaviors, interactions, and ways of learning, thereby also challenging the notion that social and technical systems are binary and can be understood in isolation. Thus, EdTech design should consider not just technical functionality but also social dynamics—how people and organizations engage with these tools and how these relationships evolve over time. 

Attending Bett and engaging with EdTech founders reaffirmed my belief that applying a socio-technical approach in practice is far from easy. However, meaningful collaboration among diverse stakeholders, a commitment to using technology for good (without blind rejection or uncritical praise), and a willingness to negotiate between different perspectives can help us move in the right direction toward a more thoughtful and just EdTech future. 

This journey wouldn’t be possible without the support of my professors, peers, and the WHT scholarship, which has given me both a sense of agency and the financial freedom to fully engage with these discussions during my Oxford time. Aligning technology with educational and social justice goals is a long and complex process, but it is not impossible. Each of us, whether business leaders, policymakers, educators, students, or activists, has a role to play in shaping the future of education technology.