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Most people by now are aware to some extent of edtech’s role in the wider world of education, with software designed to support schooling and training being increasingly relied upon for years.
But, as storied as the history of edtech is, there remain plenty of misunderstandings with regard to its structure, impact and future. Amid a publicly decried skills gap, the need for innovation in education is more apparent than ever, and it is companies like Kahoot! that will be at the forefront of it.
In this exclusive interview with UKTN, Kahoot!’s growth director for UK and Ireland Jon Neale discusses what people do not understand about edtech, what the future holds for the sector and why this country is particularly ripe for a major expansion of edtech.
What do most people outside the sector not understand about edtech?
A common misunderstanding is that edtech is about novelty or engagement alone.
In reality, platforms like Kahoot! are increasingly part of the core learning infrastructure across schools, further education, higher education, and the workplace. In schools and colleges, Kahoot! supports formative assessment and retrieval practice, helping educators quickly identify misconceptions and adjust teaching with confidence.
In higher education, it is widely used to check understanding in large groups, encourage participation, and provide timely feedback at scale.
Across all settings, accessibility and inclusion are central. Technology helps educators reach more learners, accommodate different needs, and ensure learning is not limited to the most confident voices in the room.
Where do you see technology’s place in education going in the future?
Technology is moving toward arguably an even more purposeful and supportive role.
Rather than adding complexity, the most valuable tools will reduce friction and support educators across teaching, assessment, and feedback. At Kahoot!, AI is increasingly used to help teachers, lecturers, and trainers create high-quality learning moments more quickly, adapt content for different audiences, and gain clearer insight into understanding without additional manual effort.
Accessibility will be fundamental to this shift. AI and technology in general can help make learning more inclusive, whether that is supporting diverse learning needs in schools, large lecture environments in higher education, or varied roles and skill levels in the workplace.
Is the UK & Ireland considered a priority for edtech expansion? Why?
Yes, very much so.
The UK & Ireland are values-driven markets with high expectations around impact, trust, accessibility, and purpose. In education, including higher education, there is strong emphasis on quality, evidence, and safeguarding. In enterprise, organisations expect learning technology to demonstrate clear value in capability building and knowledge retention.
Because adoption here is thoughtful and outcomes-led, success in the UK & Ireland is often a strong indicator that a solution delivers genuine, scalable value.
Having been involved in edtech for so long, how has the industry changed over the years?
Having spent nearly 20 years in teaching and school leadership before moving into edtech, I have seen the sector mature significantly.
There has been a clear shift from focusing on engagement and usage to focusing on purpose, impact, and scale. Educators across schools, further education, and higher education now ask whether technology saves time, supports accessibility and inclusion, and works effectively with large and diverse cohorts. Organisations ask similar questions about consistency and long-term value.
There is also much greater scrutiny around data protection and the responsible use of AI, reflecting a sector that increasingly recognises its responsibility to support entire learning systems.
How important is edtech considering widespread concerns over skills gaps?
It is increasingly important, as the need to upskill, or reskill workers, and address skill gaps in schools, further and higher ed will likely continue to shift. So, having flexible, scalable, effective tools that can consistently help educators, lecturers, trainers, and organisations fulfil these ever changing needs will be key.
