Between Innovation and Inequality: A Systematic Review of EdTech Business Models and Their Contradictions

This study examines EdTech business models and the tensions between their discourse of democratizing education and their documented educational outcomes. A Systematic Literature eview (SLR) following the PRISMA protocol was conducted, analyzing 112 documents, including peer-reviewed articles and institutional reports. The findings reveal that, although EdTech solutions promote personalization, flexibility, and innovative pedagogical approaches, their business models are predominantly structured around SaaS, freemium, and subscription-based models that prioritize scalability, data generation, and market expansion. This dynamic contributes to the assetization of education, whereby educational resources and user-generated data are transformed into digital assets controlled by private platforms. Furthermore, while EdTech narratives emphasize inclusion and lifelong learning, their effectiveness remains strongly dependent on structural conditions, including digital infrastructure, device accessibility, institutional support, and public policies, particularly in low- and middle-income contexts. The study also highlights concerns regarding the monetization of educational data, privacy, and the growing influence of commercial interests in educational processes. By integrating perspectives on business models, technologies, pedagogical approaches, and their associated contradictions, this research contributes to a more critical understanding of EdTech development. Based on these findings, the study proposes guidelines for EdTech companies, governments, international organizations, and public institutions to address these contradictions and promote more equitable, transparent, and socially responsible technology-mediated education.