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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) JURNAL EVALUASI PENDIDIKAN EDUCATIO : Journal of Education JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) JISAE (Journal of Indonesian Student Assesment and Evaluation) International Journal of Business, Law, and Education PERDULI: Jurnal Pengabdian kepada Masyarakat Research Trend in Technology and Management International Education Trend Issues VIJJACARIYA: Jurnal Pemikiran dan Pendidikan Buddhis
Afriadi, Bambang
Mahasiswa S3 PEP Universitas Negeri Jakarta, Indonesia / Universitas Islam Syekh-Yusuf
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Social Sciences Other

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Leveraging Local and Global EdTech Ecosystems to Strengthen Digital Literacy and Learning: A Systematic Review and Meta-Analysis Bambang Afriadi
Jurnal Evaluasi Pendidikan Vol. 17 No. 1 (2026): JURNAL EVALUASI PENDIDIKAN
Publisher : PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jep.v17i1.71016

Abstract

Background: Educational technology (EdTech) is commonly evaluated through adoption, access, or platform use, although these indicators do not establish digital-literacy development or improved learning. Evidence is also fragmented between locally contextualized platforms, globally scaled services, critical governance research, and intervention studies. Objective: This study synthesized how local or national and global EdTech ecosystems support digital literacy and learning, with particular attention to Indonesia, Malaysia, and Thailand, and quantitatively examined whether hardware- and software-focused interventions differed in their association with learning outcomes in low- and middle-income settings. Methods: A three-layer evidence synthesis was conducted in accordance with PRISMA 2020 principles. A supplied Scopus corpus of 78 records published from 2020 to 4 August 2026 was screened alongside 23 sources from the revised source manuscript and 15 intervention reports identified through citation chasing. Ninety-eight records were retained in the systematic evidence map, 38 sources informed the critical full-text or authoritative-source synthesis, and 30 hardware/software effect-size contrasts from 13 unique reports were included in a secondary random-effects meta-analysis. Effects were aggregated within publication using generalized least squares with an assumed within-publication correlation of 0.50, then pooled using restricted maximum likelihood and modified Hartung-Knapp intervals. Results: The qualitative evidence consistently supported a conditional hybrid-ecology model: local platforms contributed curricular, linguistic, and cultural alignment, while global platforms expanded content, authoring, interoperability, and collaboration. Digital-literacy gains depended on purposeful tasks, teacher competence, equitable access, accessibility, institutional support, and data governance. At publication level, hardware-focused interventions produced a near-zero pooled effect (d = -0.055, 95% CI -0.251 to 0.141; I² = 94.2%), whereas software-focused interventions showed a positive but imprecise effect (d = 0.217, 95% CI -0.024 to 0.458; I² = 90.7%). The modality difference was not definitive in meta-regression (p = 0.096). Contrast-level sensitivity analysis favored software (d = 0.245, 95% CI 0.092 to 0.397), but this estimate was less conservative because correlated outcomes were treated as independent. Conclusions: EdTech contributes through mediated practices rather than technological presence. The convergent evidence favors investment in pedagogically integrated software, teacher capacity, accessibility, and governance over hardware distribution alone. Because the quantitative evidence was highly heterogeneous, secondary, and indirect for digital literacy, the pooled estimates should be interpreted as directional rather than causal.  
Co-Authors Achmad Ridwan, Achmad Adi Polandika Agus Dudung Agus Dudung Ahmad Ridwan Anan Sutisna Asdar, Ahsanul Khair Awaluddin Tjalla Ayu Lestari, Yulia Ayu Pratiwi, Ns. Ayuningtyas Kusumastut, Nury Bambang Mardi Sentosa bernadine ajeng indriasari Burhanuddin Tola Colega Oli, Mario Dahlia Dahlia Dharmayanti, Nela Dinny Devi Triana Eko Widodo Fatkar, Budiastuti Fitri Fitri Fitri Fitri Humulhaer, Siti Ibnu Salman, Ibnu Iriyadi, Deni Isnaniah, Isnaniah Iva Sarifah Jarnawi Afgani Dahlan Kaswati, Ryka Komarudin Komarudin Manunggal, Bagus Mariatul Qibtiah Mentari, Mely Mochammad Mirza Muhamad Nur Musyaffi, Ayatulloh Michael Oli, Mario Colega Rosmeri Simorangkir, Melda Rumia Samad, Mohammad Ardani Siti Khaeriyah Sobirov, Bobur Sudarmaji, Imam Sugeng Lubar Prastowo Syaputra, Yogi Damai Tengku Riza Zarzani N Wardani Rahayu Yulia Ayu Lestari Yunida, Helvy Yustiadi Yustiadi