COVID-19 pandemic has changed our education systems. While the pandemic situation forced the education system and its stakeholders to adopt a new learning model, it also exposed new challenges that came along. The unavailability of electronic gadgets and unequal access to the internet resulted in exacerbated learning gaps – if not wholly stunted learning, globally. This research focused on three developing countries: Bangladesh, Nigeria, and Pakistan. These countries largely struggle with digital literacy, dependable broadband connectivity and network infrastructure, and access to technology and low government spending which results in an even slower transition (if any) to e-learning. The research investigated best practices to draw policy recommendations in closing the digital divide in education in Bangladesh, Nigeria, and Pakistan. It aimed to provide insights into how governments and academic institutions are handling structural shifts from traditional learning classrooms to digital learning. The research primarily relied on secondary data and contextual analysis. Expected results include low-tech suggestions to improve digital literacy, alternatives to online learning, and other low-cost learning and teaching methods.
Authored By:
Amna Ali; Shuvra Sarker; Nkwiri Jesse; Urooj Tariq
Supervised By:
Mr. Gideon Olanrewaju, Nigeria
