Enmeshed Worlds: Advancing a Technographic Approach Capturing the Global-Local and Socio-Technical Dynamics in Comparative and International Education

Abstract The shifting of the global order against the backdrop of the COVID-19 crisis entails deep structural shifts in the increasingly complex architecture of global governance of education, characterized by multistakeholder arrangements, the enmeshing of the digital and physical worlds in the digitization of schools, and the reshaping of education and the practices of teachers by EdTech corporations inserting themselves into public education systems. This study advances a technographic approach that is suited to capture these shifting socio-technical configurations within comparative and international education (CIE) research. To illustrate the application of technography, we examine the public private partnerships enshrined in the Malaysian Education Blueprint, and Malaysia’s Digital Education Learning Initiative (DELIMa).