This article discusses the growing importance of digital competencies in education, specifically focusing on the role of technical infrastructure in schools and staff support strategies. The discussion aims at the introduction of the ICT coordinator role in Czech Republic schools. Analysis indicates that schools with an ICT coordinator exhibit improved technology access for students and teachers, not solely determined by computer quantity per pupil. Noteworthy differences lie in the flexibility and availability of technology, with ICT coordinator-aided schools having more mobile computers, mobile labs, and more vital facilitation of BYOD methods. In conclusion, while recognizing the partial nature of school technology equipment data, the article concludes that training teachers and implementing the ICT coordinator role positively impact ICT technology use in schools. Recommendations based on Czech Republic research include establishing the ICT coordinator position, providing financial incentives, and reducing direct teaching loads. Future research should track changes in ICT equipment during ICT coordinators’ tenures and explore technology deployment dynamics, emphasizing collaboration between ICT coordinators, school management, and individual teachers.

As Saudi Arabia embarks upon a transformative economic journey under the umbrella of its Vision 2030 and National Transformation Plan, the Saudi government plans to implement various initiatives to engage the private sector in meeting new national development goals, including the provision of 1600 schools through the public-private partnership (PPP) route. This article provides an international outlook and review of the use of PPPs to deliver school infrastructure and analyzes Saudi Arabia’s potential to implement this promising program. Effective use of the PPP model can guarantee the timely provision of schools and other infrastructure projects that could fulfill the vision of Saudi Arabia’s political leadership, potentially serving as a catalyst and blueprint for other Gulf states. The case study argues that, while Saudi Arabia’s schools’ program enjoys significant political support, its government needs simultaneously to pursue the parallel objective of developing the necessary institutional, legal, regulatory, and supervisory frameworks essential for successful PPP projects globally. The article concludes with recommendations to mitigate existing challenges and foster the involvement of the private sector in education sector development.

Ecuador acknowledges the need to improve infrastructure and resources for educational inclusion, but it faces challenges in effective implementation compared to developed countries that have made advancements in this area. The objective of this research was to map the regulations and practices related to the implementation of inclusive infrastructure and educational resources at the international level, identifying knowledge gaps and opportunities for adaptation in Ecuador. An exploratory theoretical review was conducted following PRISMA-ScR guidelines, using searches in academic databases and official documents. Qualitative and regulatory studies from the United States, Finland, Canada, and Japan were selected, analyzing 16 scientific articles and 11 official documents. The results reveal that Ecuador faces challenges in the implementation of inclusive regulations, particularly in infrastructure and resources, highlighting the need to establish national accessibility standards, invest in assistive technologies, and offer continuous teacher training to enhance educational inclusion. The research uncovered a negative cycle where the lack of effective implementation of inclusive regulations perpetuates inequality and reinforces institutional inertia. For successful reform, the regulatory structure, resource management, and educational culture in Ecuador must be addressed simultaneously.