The global COVID-19 pandemic emphasised the significance of digital education on an international scale, and the shift to remote learning brought attention to significant difficulties, particularly for economically disadvantaged and rural students, which undermine their right to equitable and inclusive quality education as enshrined in Article 13 of the International Covenant on Economic, Social and Cultural Rights (ICESCR) as well as Article 28 and Article 29 of the United Nations Convention on the Rights of the Child (UNCRC), and Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD).
Thus, the digital divide in education is not just a technological issue but has human rights implications in light of the various human rights obligations stemming from these relevant provisions of binding international treaties.
Addressing the digital divide requires a commitment to equity and fairness, ensuring all students have access to the necessary tools and resources for education. Related policies and initiatives should be inclusive, targeting the most vulnerable and disadvantaged groups to ensure that no child is left behind. Bridging the digital divide also demands a long-term commitment and investment from both national governments and international partners.
This post reflects on the obstacles faced by Armenia, Moldova and Ukraine in addressing these difficulties and on the successful strategies employed, emphasising the essential roles played by government policies and foreign aid as well as suggesting desirable improvements based on their experiences.
Armenia: digitalisation efforts and challenges
Before the pandemic, Armenia faced significant educational disparities, particularly affecting low-income and rural students. The sudden shift to online learning during the COVID-19 pandemic exacerbated these issues. Many students lacked access to necessary technology, with a significant percentage of households without personal computers or internet access.
The Armenian government, along with international donors and NGOs, responded by providing digital devices and creating online learning platforms. The Ministry of Education, Science, Culture, and Sports (MOESCS) launched the Education Management Information System (EMIS) to digitalise administrative processes, and implemented platforms like Google Classroom and Microsoft Teams for distance learning. However, the rapid shift to online learning revealed gaps in digital literacy among both students and teachers, highlighting the need for continued investment in digital education infrastructure and training.
Moldova: struggling with digital transformation
Moldova has encountered economic challenges and experienced a decreased population, which has adversely affected its education system. Due to the COVID-19 pandemic, some 434,000 students were compelled to engage in remote learning, which worsened pre-existing difficulties. Moldova had a lower internet usage rate than the European Union average, resulting in insufficient access to remote learning tools for numerous students and teachers.
The Moldovan government, together with programmes such as NOVATECA, endeavoured to narrow the digital gap by furnishing computers and internet connectivity to underprivileged communities. Nevertheless, some schools continued to possess outdated equipment, and the quality of online learning platforms and digital literacy showed significant variation. The state initiatives aimed at improving digital education encompassed the Digital Education Readiness Assessment and the 2022 Education Strategy, which prioritised substantial investments in the integration of cutting-edge resources into the school system. However, the lack of access to ICT equipment among low-income households continues to be a significant and serious problem.
Ukraine: navigating multiple crises
The educational system in Ukraine experienced significant setbacks as a result of the Russian invasion and the COVID-19 pandemic. The transition to remote learning revealed substantial disparities in digital access, as several students were found to be without crucial gadgets and internet connectivity. Surveys have shown a decrease in student abilities, and frequent power outages have additionally hindered online education.
Despite the challenges it encounters, Ukraine has made attempts to advance digital education. This includes the execution of the National Digital Literacy Platform as well as initiatives such as E-School. The purpose of these programmes is to convert educational curricula into digital format and enhance digital literacy. To guarantee that these initiatives are advantageous for all students, particularly those from low-income backgrounds, it is crucial to implement specific programmes that offer essential digital equipment and internet connectivity. In addition, continuous teacher training is crucial to assist educators in adjusting to emerging technologies and instructional approaches, guaranteeing their ability to proficiently conduct remote and hybrid learning.
Comparative insights and policy recommendations
Armenia, Moldova, and Ukraine have faced similar difficulties in ensuring fair and equitable access to digital education. These obstacles include limited internet availability, outdated technologies, and insufficient teacher readiness for online and blended learning. Each country has received global assistance to facilitate the shift towards digital education, while its strategies for addressing the digital divide have varied.
In Armenia, the cited EMIS facilitated the streamlining of administrative procedures and established the foundation for subsequent digital initiatives. The distribution of laptops and tablets to students in need was made possible by partnerships with international donors, thereby substantially enhancing access to online learning. Moldova ‘s NOVATECA programme demonstrated the effects of targeted support in reducing the digital divide by providing essential digital resources to disadvantaged communities. The mentioned Digital Education Readiness Assessment, which was conducted with the assistance of the World Bank, identified deficiencies and guided strategic investments in digital education infrastructure. In Ukraine, the cited National Digital Literacy Platform has played a critical role in the enhancement of digital literacy among learners as well as educators, thereby enabling them to engage with online learning tools more effectively. The mentioned E-School initiative has enhanced the accessibility and adaptability of learning materials to a variety of learning environments by digitalising educational curricula.
Therefore, to effectively address the digital divide, the following human rights-based recommendations are proposed:
- Allocate resources to expand digital infrastructure, enabling high-speed internet access in both rural and urban areas.
- Establish public-commercial partnerships (PPPs) that include governments, private sectors and NGOs, which can offer holistic solutions such as financing for ICT devices, community broadband projects, and educational centres.
- Provide consistent training in digital literacy and blended learning approaches for teachers to equip them with the necessary skills for successful instruction, both online and offline.
- Create policies that endorse adaptable, hybrid learning models capable of enduring crises and guaranteeing uninterrupted education for all students.
Addressing the digital divide is not solely a technological obstacle but also a matter of equity and fairness, which are essential for safeguarding the universal right to education for all children irrespective of their socioeconomic situation or geographical location. By prioritising digital literacy, investing in technology and infrastructure, and promoting collaborative initiatives, Armenia, Moldova, and Ukraine can enhance the resilience and inclusivity of their education systems. This comprehensive strategy reflects a human rights-based approach ensuring that all students have equitable and inclusive access to quality education during pandemics and other emergencies.
