In the face of rapid technological change, Rajiv Jhangiani is an unwavering champion for the thoughtful, ethical integration of digital technology in education.
"Many working in the field recognize teaching and technology are entwined; they are mutually influential. But digital technologies carry the potential to both widen and narrow inequities in education it's vital to adopt a critical lens, now more than ever," says Jhangiani, Brock University's Vice Provost, Teaching and Learning.
The Associate Professor of Educational Studies and Psychology was recently recognized as a "Changemaker" in EdTech's 25 Higher Ed Influencers to Follow in 2026 for his impact and thought leadership in digital learning.
Jhangiani the only individual on the list working at a Canadian institution was honoured for his efforts in developing the University's recently released Ethical Framework for Educational Technologies as well as his significant contributions to teaching and learning through advancing open education.
His approach to educational technology is rooted in equity and transparency.
"There is so much we gain from adopting new tools, for example, supporting accessibility for learners with diverse needs, providing asynchronous engagement for learners who thrive with greater flexibility, and making learning more engaging through different modes of expression," he says.
But, Jhangiani says, recognizing that the design of digital technologies comes with bias is integral to moving forward in inclusive and positive ways.
"There is this simplistic, self-serving Silicon Valley narrative that one might fall prey to that proclaims Education is broken, but here's the app that can fix it' albeit an app that is data-trawling, disrespectful to privacy and laced with algorithmic bias," he says.
Jhangiani says with technology vendors knocking on doors offering academic institutions remote exam proctoring software or flawed artificial intelligence detectors, institutions are at risk of making expensive, dangerous moves.
"Really, what matters most, is that we attend to the guiding principles of teaching and learning to enhance engagement. Brock's ethical framework points out these potential dangers, and it's heartening to know the message is being heard, here on campus and across the Canadian educational landscape," he says.
Jhangiani says that many institutions in Canada already attend to some facets of ethical educational technology typically bound by legislation, such as the Accessibility for Ontarians with Disabilities Act (AODA) and Freedom of Information and Protection of Privacy Act (FIPPA).
"We need to go well above and beyond legislation and bring a critical lens to the table. Compliance is not the same as care, legality is not the same as justice," he says.
Jhangiani acknowledged that universities currently face a lot of pressure, many holding fears of being left behind in the onslaught of educational technologies.
But a great paradox of this moment, Jhangiani says, is that as the desire for technological training and adoption increases in higher education, the need for humanistic skills, like ethical reasoning, become even more critical.
"It makes me happy and proud that Brock has been so supportive, whether it's of our work on open education or our ethical framework, or the host of innovation pilot programs underway. We are thoughtfully discussing, trying and evaluating ideas with the people who are most affected," he says.
Looking to the future, Jhangiani is encouraged, noting that Brock specifically released the ethical framework under an open license so other Canadian institutions can adapt its principles for their contexts.
"Within a sector, indeed across a country, collectively making ethical choices will force positive change on the greater educational technology industry. I am seeing signs of a widespread adoption at other Canadian institutions of a more critical approach to educational technologies it gives me much hope," he says.
