Analysis of the Performance and Sustainability of ICT Education Cooperation in Bhutan: Case Study of Constructing Model Classrooms

This study analyzed the interim results of the “ICT Utilization Classroom Construction and Operation Support Project” implemented in Bhutan by applying the OECD DAC evaluation criteria. This project was designed based on local needs, showing high consistency with Bhutan’s national education strategy and SDG4. Through the project, teachers’ ICT utilization capabilities were significantly improved, students’ class participation increased, and the results were spread to neighboring schools through dissemination training and regional workshops. In addition, through the investment of the Bhutanese Ministry of Education’s own budget, establishment of a teacher-led maintenance system, and self-management of learning communities, the foundation for localization and institutionalization was established beyond short-term support, thereby strengthening sustainability. This study presented an evaluation framework for ICT-based education ODA projects in the form of a combination of pedagogical perspectives and international development cooperation criteria, and in particular, identified that teacher capabilities and local-led operation are key factors in determining the sustainability of ICT education innovation. Based on this, suggestions were made for strengthening inclusiveness, improving performance indicators, linking institutionalization, and securing crisis response capabilities in the future.