OUP report shows disadvantaged students 'significantly affected' in pandemic

Oxford University Press (OUP) has published a global report on the digital divide in education, following the shift to online learning during the pandemic, which reveals disadvantaged students have been "significantly affected". 

Addressing the Deepening Digital Divide captures the views of 1,557 school and English-language teachers from 92 countries—including the UK—on the digital divide, including the barriers to effective teaching and learning, and the impact of the divide on learners’ development. The report also outlines recommendations for policymakers and educators to “futureproof the education system and narrow a divide that unfairly disadvantages millions of learners all over the world".

One of the main key findings was that limited digital skills are nearly as great a problem as access to technology. Poor digital access, such as a lack of physical access to the internet or an internet-enabled device, was the biggest barrier to digital learning, cited by 68% of teachers as a problem. A lack of digital competency ranked a close second, with 56% of respondents reporting teachers and learners alike lacked the skills to make digital learning a success. 

The research also showed engaging students in online lessons was a more significant challenge than costs, education funding or digital infrastructure. “Teachers felt their greatest challenge during the pandemic was engaging students in online lessons—a difficulty reported by six in 10 teachers (61%),” the report said. 

The publisher also revealed that “disadvantaged students have been significantly affected by the shift to digital learning”, with 70% of teachers saying the most disadvantaged students lost learning due to limited or no access to digital devices. Its research showed 44% of respondents felt the wellbeing of disadvantaged students had been particularly negatively affected during the pandemic.  

Additionally, the research suggested that teachers want parents to play a bigger role in their child’s digital learning, with half of the teachers surveyed reporting that a lack of parental understanding of digital tools and platforms was limiting support available to their children. Around 58% said disadvantaged students tended to receive less educational support from their parents and families.  

The OUP has made a number of recommendations to address the digital divide. It suggested there should be greater focus on independent learning. “Students who take an active role in their learning will be more engaged in their education, leading to better outcomes,” the publisher said. 

There should also be an investment in digital competency skills among educators, students and parents, the publisher said. “OUP’s report reveals that a lack of digital competency among teachers, students and their parents is holding back digital learning to a worrying degree. A move from sporadic ‘upskilling’ to ‘always-skilling’, in which teachers have regular training touchpoints, will ensure that digital knowledge does not become outdated.” 

Finally, it was recommended that resources be targeted to address both ends of the digital divide, with governments ensuring reliable internet connections and devices. “Governments should actively collaborate with teachers and students and use their recent experiences to inform future policy and curriculum development, with a focus on free resources to address the skills gap, and on wellbeing and mental health,” the OUP said. 

Nigel Portwood (pictured), c.e.o. of OUP, said: “The world of education continues to undergo significant digital transformation, and yet so many learners are being left behind because of the digital divide. As our research shows, it isn’t just about ensuring people have access to the relevant devices, or improving connectivity; unless we fill skills gaps and make sure teachers, learners and parents know how to use digital tools effectively, the digital divide will only continue to grow.” 

The report will be discussed in more depth on 4th November at the OUP’s event The Forum for Educators, bringing together educators from around the world to connect and share ideas on how to improve learning for the future.