- Country: Armenia
- Evaluation design: Randomized controlled trial to test interventions aiming to mitigate the adverse effects of displacement and conflict on students’ mental health and learning by equipping teachers with specialized training, an online platform and referral system to foster supportive classroom environments.
- Team: Lelys Dinarte-Diaz (World Bank), Renata Ramos (World Bank), Rony Rodriguez (Harvard University)
Optimal Design of Digital Early Childhood Development Interventions
- Country: Brazil
- Evaluation design: A multifactorial cluster RCT to evaluate the impacts of an AI chatbot providing activity suggestions to low‑income parents alongside Brazil’s home visiting program in Ceará on parenting practices and child development outcomes.
- Team: Julieta Trias (World Bank), Dana McCoy (Harvard University), Kenji Kitamura (Harvard University), Chika Ezeugwu (Harvard University), Jimmy Oliveira (Instituto de Pesquisa e Estratégia Econômica, State of Ceará, Brazil)
- Country: Burkina Faso
- Evaluation design: Randomized controlled trial to examine the impacts of a scalable EdTech solution with a traditional paper-based approach on improving participation and performance in end-of-primary exam (CEP) and supporting the transition to lower-secondary school. Schools will be randomly assigned to: (1) Paper-based test prep (40 schools), receiving printed, context-tailored materials; or (2) Broadcast test prep (40 schools), offering similar content via pre-recorded segments projected in the classroom.
- Team: Damien de Walque (World Bank), Carolina Lopez (World Bank), Noah Yarrow (World Bank), Kaliope Azzi-Huck (World Bank), Hamidou Diallo (World Bank), Salamata Ouedraogo Sawadogo (World Bank)
Tech-Driven Parenting Support in Fragile Contexts
- Country: Colombia
- Evaluation design: Randomized controlled trial to evaluate a digital parenting program in Colombia to improve adolescents’ socioemotional skills, focusing on migrant families and conflict-affected internally displaced households. Parents complete an 18-hour self-paced course with multimedia content and optional coaching. A lighter WhatsApp-based version is also tested to compare effectiveness and scalability, especially for vulnerable, conflict-affected families, using flexible, low-cost delivery methods.
- Team: Sandra Rozo (World Bank), Lelys Dinarte-Diaz (World Bank)
Innovative Support for Children with Disabilities: High- and Low-Tech Approaches in Guinea
- Country: Guinea
- Evaluation design: Randomized controlled trial to test three interventions to support middle-school students with moderate auditory impairments: (1) no-tech front-row seating to improve access, (2) low-cost hearing aids to amplify speech, and (3) high-tech tablets with Whisper AI for real-time transcription.
- Team: Juan Baron (World Bank), Melissa Adelman (World Bank), Sophia M. D’Angelo (World Bank), Lauren Dahlin (World Bank)
- Country: Pakistan
- Evaluation design: Randomized controlled trial to test impacts of a low-cost, smartphone application (tech tool) designed to reduce the administrative burden of classroom management on student learning outcomes. The application was randomly assigned to teachers as a mandatory tech tool or an optional supplementary aid.
- Team: Juan Baron (World Bank), Tahir Andrabi (Pomona College), Tomoya Murakawa (Harvard Center for International Development), Zainab Qureshi (Beaj Education), and Isabel Macdonald (Irrational Labs).
The Impact of digital supplemental education services on cognitive and social emotional learning: Evidence from Vietnam
- Country: Vietnam
- Team: Quy-Toan Do (World Bank)