Design and pilot evaluation of a collaborative platform for the inclusive integration of ICT in Morocco

A recent study from Frontiers in Education details the design and pilot evaluation of a collaborative socio-technical platform aimed at improving the inclusive integration of Information and Communication Technologies (ICT) within educational settings in Morocco. The platform addresses existing challenges of informal ICT needs reporting, limited traceability, and weak stakeholder coordination by structuring requests, matching needs with solutions, and facilitating shared decision-making. Initial pilot results suggest the platform provides clear processes for managing ICT needs.

Why it matters

Addressing the challenges of informal ICT needs and weak stakeholder coordination is crucial for effective technology integration in any sector, particularly in inclusive environments. A structured approach ensures resources are allocated efficiently, solutions are tailored to specific needs, and progress is trackable, ultimately enhancing operational effectiveness and accountability.

Key insights

• Informal reporting, limited traceability, and weak stakeholder coordination are significant issues in integrating ICT for inclusive education.
• A collaborative socio-technical platform was designed to formalize ICT request workflows (submission, processing, validation, feedback) and manage an evolving ICT tools repository.
• The platform's development was guided by USAID principles.
• An exploratory pilot evaluation was conducted in a primary school in Morocco with institutional authorization.
• Pilot participants included a school principal, teacher, student with low vision, teacher-trainer, and an NGO representative.
• Participants reported that the platform provided clear processes for addressing ICT needs in inclusive education.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1890233