Education / EdTech

We build e-learning platforms and LMS systems for EdTech startups, universities, training companies and language schools. Here, success is measured by completed courses, not by the length of the feature list — so we start with the learner's journey: the first visit, visible progress and getting back to learning that was interrupted two weeks ago. Payments, group licenses and reports all serve that one goal.

Our clients in education

  • Konsorcjum Migracyjne

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Learning platforms students come back to

In EdTech, the number of features says little about the quality of a product. What matters is whether users start learning quickly, understand their progress and can easily get back to where they left off.

That's why, when designing learning platforms, we look at the whole user journey — from the first login, through lessons and assignments, to completing the course, earning a certificate or buying the next program.

What a learning platform is made of

The recurring core is a course catalog, content playback (video, text, assignments), progress tracking and permissions: who can see which course, when and on what terms. Then come payments — one-off, subscription or group licenses for companies and schools — and a panel for content creators where a course can be put together without a developer. Before any code is written, it's worth testing these assumptions with users as part of product discovery: in education, founders' intuitions are unusually often at odds with how people really learn.

Content in education changes more often than anywhere else — curricula get updated, lessons replaced, pricing tested. Separating content from code with a headless CMS lets the subject-matter team work without maintenance windows. In education, material can also be generated automatically — as in our programming learning platform, which generates practice materials.

What determines whether a course gets completed

  • a quick start: users should start learning right away, not set up an account,
  • visible progress: a completion bar and picking up where you left off make it easier to get going,
  • reminders in moderation — notifications should support regular learning, not cause frustration,
  • working on a phone: learning happens in breaks, not at a desk.

The B2B model is also becoming more common: companies and schools buy group access, and the platform has to handle team accounts, course assignments and completion reports for HR. That's a different model from individual sales — it introduces an administrator role on the client side and per-license billing, which are worth planning into the architecture early on.

Case studies in education

„The beta was delivered on time and turned out better than we expected — on the strength of it, we secured funding for further development. Besides a good understanding of our goals, we also got concrete suggestions on how to improve the app's usability.”

Przemysław Tomczyk — Firm owner & Assistant Professor, Kozminski University

Review from Clutch

The basics

How a learning platform differs from a collection of materials

A learning platform isn't just a place to store videos and files. An LMS tracks user progress, can test knowledge and manages who has access to specific courses or materials. If you don't need these features, a full platform may be unnecessary. Sometimes a well-designed library of materials is a simpler and cheaper solution.

Mandatory corporate training is a separate area, where what counts isn't the learner's experience but proof of completion: who, when and with what score. It's a completely different product from a course sold to individual customers, even if they look similar from the outside.

A project for the education industry — Konsorcjum Migracyjne

How we work

How we build learning platforms

First, we learn how the product is meant to work: who will use the platform, how they'll get access to materials and what should happen between signing up for a course and completing it. Then we define the access model — selling individual courses, a subscription, licenses for companies or access assigned by an administrator. Based on that, we design the architecture and the scope of the first version of the product. We build the platform's core elements: content, progress, knowledge checks, payments, reporting and integrations. Only later do we develop additional features that come from how the system is actually used.

On your side are the materials, the sales or assignment model and the decision about what counts as completion. On our side are architecture, development, integrations and deployment.

The timeline depends on the number of material types (video, tests, assignments graded by a person) and the access model. A video with a multiple-choice test is a simple case; manually graded assignments need a whole review workflow.

Decisions

Decisions that determine whether someone finishes the course

What completion means. Watching the material, passing a test, submitting an assignment. Each answer means a different system and different reports — and for mandatory training, this definition is the actual product.

Whether you need assignments graded by a person. They improve the quality of learning, but they require building a review workflow and trainers' time. It's a decision about the operating model, not just about a feature.

Who sees progress. The participant, their manager, HR — each level of visibility means a different set of permissions and a different conversation about privacy.

What not to do. Don't build a platform if an organized library of recordings will do. Don't put off reporting — for mandatory training, reporting is the product. And don't start with a mobile app if learning happens at a desk.

A project for the education industry

Scope

Platforms that teach — with help from AI, too

AI can support both learners and the teams creating courses. For one of our clients, we built a platform that uses ChatGPT to generate programming study materials.

In EdTech solutions, artificial intelligence can help create exercise variants, generate hints, personalize materials or analyze users' answers, among other things.

What we build

Courses, learning paths and tools for creators

We build course platforms, LMS systems, learning paths, quizzes and assignments, certificates, dashboards for administrators and content creators, and paid-access systems, among other things. We can tailor the platform both to selling courses to individual users and to a B2B model with licenses for companies, schools or other organizations.

Engagement

A product measured by completions, not just sign-ups

A large number of sign-ups doesn't yet mean an effective learning platform. That's why it's worth also analyzing course completions, drop-off points, returning users and results at each stage of learning.

Based on this data, you can develop the product where users actually run into problems — instead of adding more features without checking whether they're needed.

FAQ

Questions we hear from the education industry

  • An off-the-shelf LMS works well if its features match your process and you don't need significant changes. A custom platform makes more sense when you have your own sales model, an unusual learning path, complex integrations or features that ready-made solutions don't support.

  • The cost depends mainly on the scope of features, the number of user roles, the payment model, the types of materials and the integrations required. That's why we define the scope of the first product version and the features actually needed to launch it before quoting.

  • The platform can exchange data with payment systems, CRM, HR tools, SSO login systems, analytics, and external user databases, among others. We select specific integrations to match the process and the client's existing infrastructure.

  • This is worth planning during the system design phase, especially if materials will also be used in external LMS systems belonging to clients or partners. SCORM and xAPI allow content and user activity data to be exchanged between systems.

  • AI can support generating exercises and materials, providing hints, personalising learning and analysing responses. The scope of AI use should follow the specific educational process — not every feature requires AI.

  • If the audience is a university, school or public body — yes, and it's not a matter of choice. That means keyboard navigation, correct contrast ratios, alternative text descriptions, screen reader support and subtitles for video. Planned at the interface design stage it costs a fraction of what retrofitting into a finished system does.
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