Learning design (LD) guides teachers in creating effective and engaging student learning experiences. However, designing LDs that align with students' needs and for the specific context of the classroom can be a complex and challenging task for teachers. Many teachers struggle to create LDs to suit their unique educational contexts. As a result, adopting a one-size-fits-all approach to LD is often ineffective. The goals of this thesis are two¬fold: the first is to understand teachers' challenges when designing LDs. By examining these challenges, we aim to identify the specific support teachers need to create effective LDs. Secondly, we aim to develop the necessary support to scaffold teachers to design effective LDs according to context. Through mixed methods involving interviews (n=6) and surveys (n=197), we identified teachers' needs for effective LD creation. The preliminary studies point to the need for specific aids for teachers to design LDs according to their context. To tackle this challenge, this thesis presents a ChatCLD framework that act as scaffolds for teachers to evaluate and refine LDs that align with their respective contexts using ChatGPT. By addressing the challenges in LDs and offering practical solutions that scaffold, teachers design LDs according to their context.

With varying classroom contexts, the need to cater the demands of evolving education landscape have put teachers in challenged positions, even with existing support systems specifically for creating context-specific learning designs. Building on the previous work that identified a lack of easily usable frameworks for teachers, this paper introduces the ChatCLD framework designed to evaluate and support the creation of learning designs in alignment with classroom context and technology availability. We present details of training sessions for teachers to utilize this framework along with the use of ChatGPT. The research investigates how the ChatCLD framework contributes to the contextualization of learning design and provides insights into the learning design process of school teachers. Through a study analyzing teachers' pre- and post-learning designs and their perceptions, our findings indicate that the framework serves as a practical and user-friendly tool, effectively addressing teachers' goals of creating learning designs tailored to their technology availability and classroom context.

In the educational technology (EdTech) ecosystem, stakeholders such as government decision-makers, entrepreneurs, parents and teachers face challenges in making informed decisions about the quality of EdTech products that meet their varied needs. While numerous frameworks exist that address diverse stakeholders, there is a lack of customizable frameworks that cater to each of the stakeholders' requirements, especially in lower-middle-income countries. This paper presents the EdTech Tulna initiative, a Research-Practice Partnership (RPP) aimed at building a shared understanding of what constitutes 'good' quality EdTech. This partnership between the research group, non-profit organization and diverse stakeholders presents a unique solution for varied needs and purposes. An analysis of the EdTech Tulna initiative's key offering is provided, which is the robust Tulna framework that supports stakeholders in making informed decisions about the quality of EdTech. The paper examines the design of the Tulna framework and presents case studies on how the framework has been customized to support diverse stakeholders' EdTech quality decision-making. This paper contributes to understanding an RPP's dynamics. It also promotes the discourse on the usefulness of research-based frameworks to drive EdTech Quality decision-making for diverse stakeholders' needs.