Implementing the Eduevidence 5E Framework in local contexts
Introduction
As education systems globally expand their use of digital learning technologies, the demand for high-quality, evidence-based evaluation frameworks becomes critical.
The 5E Framework offers a structured, research-grounded approach for evaluating EdTech solutions, focusing not only on learning outcomes but also on ethical, equitable, and environmental considerations.
This case study examines how the Netherlands’ Npuls–initiative adapted the 5E principles into its Dutch 3E Framework, offering valuable lessons for other countries aiming to localize global standards to their own educational systems.
A consolidated framework like the 5Es can serve as a valuable source of inspiration and guidance for other countries. It offers a structured way to think about EdTech impact, which others can adapt to suit their own local contexts.
Prof. T.C. Bakker and Dr. Manika Garg
The Eduevidence 5E Framework: A Foundation for Global EdTech Evaluation
The Eduevidence 5Es evaluate EdTech across five essential dimensions:
- Efficacy: Whether the product works as intended under ideal, controlled conditions.
- Effectiveness: Whether the product demonstrates measurable positive impact in real-world educational settings.
- Ethics: Whether the product meets high standards of fairness, transparency, data protection, and responsible AI usage.
- Equity: Whether the product promotes access, inclusion, and fairness across all learner groups.
- Environment: Whether the product operates sustainably, minimizing negative impacts on environmental resources and aligning with principles of digital responsibility.
Together, these five pillars offer a comprehensive, forward-looking framework that addresses both the educational and societal responsibilities of EdTech products.
The Netherlands: Tailoring Global Standards to Local Needs
Why the Netherlands Developed a Local Framework
According to Professor T.C. Bakker and Dr. Manika Garg:
“While international frameworks offer helpful models, they don’t always reflect the distinctive features of Dutch education… The 3E Framework fills this gap. It’s not about reinventing the wheel—it’s about making sure the wheel fits the Dutch road.”
The Dutch education system is distinguished by:
- High institutional autonomy: Schools and universities independently choose and manage their technology ecosystems.
- Public-private collaboration: The EdTech market is shaped through partnerships between government, academic institutions, and private sector providers.
- A culture of continuous improvement: Continuously improving education through evaluations and innovations.
- Commitment to data ethics and inclusion: Dutch education upholds high privacy standards and promotes equity.
Given these characteristics, the Netherlands recognized the need to adapt the international framework to ensure contextual fit.
The Dutch 3E Framework: focused adaptation from the 5Es
The Dutch 3E Framework stands for Evidence-Informed Evaluation of EdTech.
The focus is indeed on evidence, evaluation, continuous improvement and public-private partnerships.
Dr. Manica Garg
Although Efficacy, Equity and Environment are not explicitly named in the 3Es, elements of these domains are integrated implicitly into the evaluation process—particularly in considering real-world outcomes and responsible innovation practices.
The Dutch adaptation simplifies the framework for practical implementation across diverse educational institutions, while maintaining alignment with the broader principles of the 5E’s global standard.
Procurement: Operationalizing the framework in decision-making
The Dutch 3E Framework is designed to be directly embedded into EdTech procurement processes. A key instrument for this is the Evidence Portfolio, which vendors are expected to provide, containing:
- Research demonstrating Effectiveness.
- Case studies of implementation success and challenges.
- Declarations of ethical compliance regarding data protection and fairness.
As Professor Bakker and Dr. Garg explain:
“When institutions begin to demand evidence, providers will be encouraged to supply it — driving quality and accountability across the EdTech ecosystem.”
In this way, the framework supports informed procurement, ensuring that institutions select tools based on real educational value rather than marketing claims alone.
Lessons for Other Countries
The Dutch case offers several lessons for other education systems:
- Use established foundations: Begin with comprehensive models like the Eduevidence 5E Framework to ensure rigor and credibility.
- Localize thoughtfully: Adapt frameworks to fit national contexts, governance structures, and cultural expectations.
- Simplify strategically: Focus on the most actionable evaluation areas without losing sight of broader quality principles. Evolving ecosystems may add more dimentions over time.
- Integrate evaluation into procurement: Elevate procurement practices by making evidence-based quality measures mandatory criteria. The Eduevidence global list of EdTech products can be set up for local contexts, showcasing only those products qualified according to country-specific quality measures, managed by the local ecosystem.
- Promote systemic change: Foster a national culture that values evidence-informed decision-making.
Conclusion
The Eduevidence 5E Framework provides a globally relevant standard for evaluating the educational value of EdTech solutions.
The Netherlands’ experience shows that adaptation, not replication, is key to success. By tailoring the 5Es into a practical, context-specific 3E model, Dutch institutions are empowering better EdTech adoption—based on real impact, ethical practice, and sustainable innovation.
How can other countries learn from this approach?
Are you aware of other national initiatives aiming to implement impact-based procurement processes for EdTech? Tell us what you think and explore current research efforts in this area.