Using an interdisciplinary approach, this paper draws on theoretical concepts from political science and comparative education to explore policy-makers’ responses to COVID-19 in Georgia. The findings show how the Ministry of Education of Georgia has sought external endorsements from global actors – Microsoft Corporation and The Organisation for Economic Co-operation and Development (OECD) – as legitimising authorities to claim policy effectiveness domestically. The findings indicate that in a political environment with low public support for the government, this approach has contributed to further deepening of public discontent. Moreover, such external endorsements have created conflicts of interest, as private authorities in education have acted simultaneously as policy advocates and service providers. The changed role of a government in creating markets through public–private partnerships (PPPs) and serving the business interests is a well-studied phenomenon. This paper goes beyond documenting policy influences and the growing role of businesses in education by considering the additional roles that corporations play: endorsers and legitimators of education policies. The pandemic accelerated the digitalisation of education and created even bigger markets promoted by governments in exchange for external political support. Finally, the paper offers a new analytic term ‘digital compradors’ and conceptualises this emerging phenomenon in relation to PPP.