The utilization of Information and Communication Technology (ICT) in education is a topicthat differs in its interpretation and implementation across various countries. Every nation holdsa unique perspective on how technology should be used in education. Consequently, the policiesgoverning the digitalization of education demonstrate significant disparities among countries,especially with the quick shift to digital learning exacerbated by the COVID-19 pandemic. Consequently, these differences have raised awareness of power inequality and it has forcedgovernments to reevaluate their digitization of education initiatives and regulations.

Within this thesis, the author delves into a range of challenges related to technology in educationas articulated in governmental educational policy documents. These challenges will be analyzedthrough the lens of power dynamics using a Critical Discourse Analysis (CDA) as a method ofanalysis. This thesis will focus on ten countries, which can be grouped into two categories: theGlobal North, including Albania, Kosovo, Estonia, and Sweden, and the Global South,including Eritrea, Egypt, Ethiopia, Kenya, Liberia, and Jamaica.The thesis discovered that uneven access to connectivity, internet, ICT infrastructure, poormaintenance of ICT, and power supplies identified as challenges in digital education policiesare mostly evident in Global South countries and lead to a widening digital divide and powerimbalances between Global South and Global North countries.