Adaptive learning technologies (ALTs) are increasingly being adopted in basic education institutions across Ethiopia to enhance educational outcomes and address diverse learner needs. A mixed-method approach combining quantitative data from institutional surveys and qualitative insights through interviews with educators was employed to gather comprehensive information. ALT adoption showed significant variance across regions, with urban schools adopting ALTs more frequently than rural ones (75% vs. 30%). The analysis suggests that while there is potential for improved learning outcomes through the use of ALTs, regional disparities in access and implementation need to be addressed. Efforts should focus on increasing teacher training in ALT usage and providing equitable access to these technologies across different geographical regions. Adaptive Learning Technologies, Ethiopian Basic Education, Educational Benefits, Regional Disparities