COVID

Conclusion: Digital gaps in education are important to address in response to COVID-19 and future crises

When it comes to education inequalities, the digital paradox is inescapable. In most of the 82 education systems participating in PISA, there is a positive correlation between the three variables described above and student socioeconomic status (a positive and statistically significant correlation is found in 46, 47 and 56 countries for each of the three variables described respectively). Thus, during COVID-19 and any future need for intermittent school closures, digital learning has the potential both to avoid widening learning inequalities and, paradoxically, to exacerbate them. The good news is that most school principals are quite confident about the pedagogical skills of their teachers and the availability of resources to help them use digital learning while students remain at home. It is critical now to ensure universal access to the Internet, as this can enable schools to use EdTech effectively, in age-appropriate ways, as part of their regular instruction. The aim is a smooth transition to distance learning, to allow continuity of learning during any future disruption in school operations.