Abstract
The global education landscape continues to be disrupted by COVID-19. The unique circumstances created by this crisis has led to unexpected opportunities to leverage innovative uses of technologies that can radically innovate education service delivery. We map out the context of Pakistan – a country where challenges pertaining to both access to education and quality learning predate the pandemic. A context largely under explored in design and HCI research. This paper presents insights from conversations with 21 stakeholders across 15 design activities, that were structured around speculative design proposals to collaboratively envision the future of education in Pakistan. The paper offers directions for the design of EdTech through a plural, and culturally rooted speculative discussion, highlighting (1) opportunities and considerations for localising design for education, and (2) reframing the value of education in Pakistan.
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