While states are the main duty bearers of the right to education, “the non-state sector accounts for a large and, in many countries, growing share of education provision” (UNESCO, 2024). This becomes particularly visible in contexts of crisis and emergency, where multilateral and humanitarian organizations are actively coordinating and providing basic services to those in need. The unprecedented human mobility crisis in the Latin American and the Caribbean (LAC) region has resulted in a high percentage of school-age children and young persons experiencing interruptions in their educational trajectories and facing numerous challenges in accessing inclusive and equitable quality education. This situation has raised concerns among various actors, prompting diverse responses from state and non-state actors. These responses encompass formal and non-formal education initiatives, in different geographical areas, types of intervention (specific or universal), educational approaches and use of technologies. This document aims to map some of the main actors involved in the education of refugee, migrant and displaced (RMD) children and young persons (CYP) and the use of digital technology in Latin America and the Caribbean from an ecosystem perspective. Desk research was conducted comprising a) a literature review of academic papers and leading organizations reports published between 2019 and 2024 addressing issues of educational inclusion, human mobility and digital technology in the region, and b) four semi-structured interviews with key informants from international and regional governmental and non-governmental organizations.