Widening education access to disadvantaged populations through adaptive e-learning features: An exploration of COVID-19 opportunities (Rajkotwalla, M)

Education offers a wide range of opportunities for the expansion of human capabilities, and the acquisition of knowledge needed to steer positive life outcomes. As such, the role of education in alleviating the conditions of disadvantaged and vulnerable populations is pivotal. Notably, the diffusion of ICTs is found to have bolstered the expansion of access to primary education in the developing world. From the one laptop per child policy, to several online learning platforms in the developing world, ICTs are democratising access to primary education. However, despite the diffusion of ICTs, pre-existing inequalities in access to education have been widely acknowledged, as many disadvantaged populations remain victims of neglect. Access to ICT-mediated education varies based on social class, location (rural or urban) and the ease of use of the learning platforms.

While these are foundations to pre-existing education access gaps, the Covid-19 pandemic further spotlighted the need for education stakeholders – administrators, state actors and technologists – to address impediments to widely accessible and continuing education for all, particularly disadvantaged populations. COVID-19 has brought about the introduction of new e-learning platforms, characterised by unique adaptive features. Through the study of Nigeria’s ‘learn-at-home programme’ and India’s ‘DIKSHA portal’, this research explores the new features of e-learning platforms that emerged or were upgraded during the Covid-19 pandemic and how these aid the democratisation of access to education. In addition, how can these adaptations be carried forward post-COVID to increase primary education access in the developing world?