“Let’s make smarter choices when it comes to EdTech”

With 400.000 of educational apps and digital learning tools flooding the market, that promise to “revolutionize education,” dr. Manika Garg poses a deceptively simple question: Does it actually work?

As the lead author behind the Dutch 3E Framework for Evidence-informed Evaluation of EdTech, dr. Manika Garg is helping to shift the conversation from shiny features to solid proof. Her mission: make it easier for schools, developers, and policymakers to make smarter, evidence-based choices when it comes to educational technology (EdTech).

“EdTech needs more than good intentions”

The Dutch 3E Framework for Evidence-informed Evaluation of EdTech, commissioned by Npuls and developed by the Learning Technology & Analytics research group at The Hague University of Applied Sciences, helps schools, providers, and policymakers assess which EdTech tools deliver actual educational value. 

“EdTech is no longer a ‘nice-to-have’. It’s becoming central to how we teach and learn,” says Manika. “But not all tools are effective, and even good ones may not work everywhere. We need to stop relying on hype or peer pressure and start using evidence.”

Learning from global best practices

Manika reviewed 65 international evaluation frameworks and consulted experts across sectors to shape the Dutch model. While countries like the US, UK, and Australia have made strides in EdTech standards, the Netherlands lacked a common approach.

“I was surprised to see that we had no shared framework, and that many educators and decision-makers weren’t sure how to define or use evidence,” Manika notes.

A tool for all stakeholders

The framework is designed for a broad audience: schools, universities, EdTech providers, researchers, policymakers, and even students. Its goal is to support better decision-making - whether for procurement, development, or improvement of digital tools.

Importantly, it invites collaboration. “Evaluation should not be the sole responsibility of companies. Schools and universities are essential partners in generating real-world evidence,” Manika says.

From proof of concept to proof of impact

At the heart of the framework are three levels of evidence: bronze, silver, and gold. “It’s not about rating tools from bad to good,” Manika clarifies. “It’s about describing the strength of the evidence behind them.”

• Bronze is the starting point: expert opinions, logic models, or research-based assumptions.
• Silver includes real-world studies, but without control groups.
• Gold is the highest level, based on rigorous research like randomized controlled trials.

“The goal is continuous improvement. You move from bronze to gold as more evidence is gathered. It’s a growth journey, not a scorecard.”

A cultural shift

In the next five years, Manika hopes to see a shift toward evidence-driven EdTech adoption. “We need transparency and accountability - not assumptions. When we base our choices on what works, we improve not just tools, but outcomes for learners.”

Her message to the field is simple: “Evidence doesn’t have to be complex. What matters is that we start using it.”

What’s next? From Npuls, the Learning Technology and Analytics research group has been commissioned to prepare a number of pilots in which the framework will be tested in practice through pilots with nine educational institutions and three EdTech companies.

Want to know more about the Dutch 3E Framework, you can read about it on this project page on the THUAS website. Or contact dr. Manika Garg at [email protected].