When technology moves faster than evidence, how should policymakers respond? 

Artificial intelligence is changing education faster than traditional research can always keep pace. By the time a study is completed, the technology being evaluated may already have evolved. So how can policymakers make informed decisions when the evidence is still emerging? 

In September 2026, the UK Department for Education’s Science Advisory Council published a framework proposing eight principles for evidence-informed policymaking in fast-changing technology contexts. 

The framework encourages policymakers to draw on multiple sources of evidence, choose evaluation methods suited to the questions being asked, and continuously update their understanding as new findings emerge. It also highlights the importance of assessing potential harms, considering the conditions in which technologies are used, keeping policy options open and making evidence accessible to those who need it. 

Importantly, the framework does not dismiss traditional evaluation methods, including randomised controlled trials. Instead, it argues for combining rigorous methods with more adaptive approaches when technologies evolve faster than conventional research cycles. 

What can Africa’s evidence community learn? 

As AI and other technologies enter African classrooms and public services, how can policymakers make informed decisions when reliable evidence is still emerging? The UK framework offers a useful approach: draw on multiple sources of evidence, assess risks and local implementation conditions, and continually review decisions as new findings become available. Equally important is examining whether these technologies benefit different groups fairly or risk widening existing inequalities. 

Read the full framework here.