The situation after pandemic school closures has revealed drastic global inequalities and disparities in online education. With new efforts to improve the situation, the constraints and risks that are incurred in the digital transformation of education need attention. This paper explores and analyzes the risk areas dividing them into technological infrastructure, hardware systems, and software and platform concerns, and to wider social, ethical, political, epistemological and cultural issues. A systematic analysis will help in risk evaluation for better policy making and planning in the global south. The paper argues that technological transitions need support in the form of considerable expertise and involvement of the communities to ensure sustainable solutions in education. This paper also seeks to contribute to a broader discussion on the critical research agenda in development and technology studies in education.