Teachers are frequently reminded by Pasi Sahlberg that technology has the power to either close or widen gaps. As education continues to shift online, his point seems especially pertinent. The change created a silent divide between those who were connected and those who were not, promising accessibility but delivering inequality for many.
Nora Medina, a senior in high school, became a silent symbol of this division in rural Washington. In the hopes of finding a strong enough Wi-Fi signal to upload her assignments, she completed her homework while parked outside a library. From small towns in Pakistan to villages in Ghana, where internet connectivity determines the difference between progress and pause, her struggle resonated across continents.
Online education has presented both opportunities and challenges for millions of students. One laptop is shared by siblings in low-income neighborhoods. Others balance education on precarious digital ground by depending on erratic mobile data. Due to simple digital exclusion rather than a lack of motivation, these circumstances have drastically decreased participation and engagement.
Conversely, students from more affluent families benefit greatly from personal devices and high-speed internet. The disparity is especially noticeable, demonstrating how easily educational inequality can worsen after access turns into a commodity. Nowadays, a child’s capacity to learn is more influenced by the quality of their relationship with their parents than by their intelligence.
| Category | Details |
|---|---|
| Full Name | Pasi Sahlberg |
| Born | 1960, Karstula, Finland |
| Occupation | Professor of Educational Leadership |
| Known For | Finnish education reform and research on equity in education |
| Education | Ph.D. in Education, University of Jyväskylä |
| Career Highlights | Former Director General, Finnish Ministry of Education; Professor at University of New South Wales |
| Books | Finnish Lessons: What Can the World Learn from Educational Change in Finland? |
| Awards | Grawemeyer Award in Education (2013) |
| Focus Areas | Equity, innovation, and digital transformation in learning |
| Nationality | Finnish |
The hardest-hit areas continue to be rural. Broadband infrastructure is either nonexistent or very old in portions of southern Italy, Wales, and Alabama. Just to connect, families drive to bus stops, fast-food parking lots, and public libraries. Learning stops being an academic endeavor and instead becomes a logistical mission. These facts show how important it is for governments to view internet access as a necessity rather than a luxury.
Hardware is not the only problem. The ability to use platforms, assess sources, and communicate online—known as digital literacy—has become essential. Even those who have access to it may feel excluded without it. Similar challenges are frequently faced by educators, who must quickly become proficient in a variety of digital platforms without assistance or training. Although their adaptability is incredibly effective, it cannot be sustained without sustained investment.
Governments made an effort to move swiftly during the pandemic. In the US, low-income families received broadband subsidies through the FCC’s Lifeline program. Public libraries in Finland have made Wi-Fi available to students. South Korea gave away free tablets to children from low-income families. Although each program was very effective at responding to crises, many of them fell short of creating long-lasting equity. The gap started to resurface after the emergency funding ran out.
Disconnection has a profound emotional cost that is rarely acknowledged. Students who are unable to attend in-person classes frequently feel alone or embarrassed. Their absence is psychological as well as technological. Feeling invisible in a digital classroom is even more painful than falling behind academically. Over time, confidence is damaged by this invisible strain that is repeated in thousands of homes.
Celebrities have begun to speak out about these disparities. Millions were donated by Oprah Winfrey’s foundation to help underfunded schools have access to digital resources. Despite its controversy, Elon Musk’s Starlink project has linked distant classrooms in rural Mexico and Alaska. In developing countries, hybrid education initiatives are now funded by Malala Yousafzai’s foundation, giving girls access to digital education in areas where traditional schooling is inadequate. Their participation has been especially creative in bringing digital equity as a human right to the attention of the world.
But progress is not uniform. Many students struggle to complete even simple assignments because they are using computers that are out of date or have expired software. They see “online education” as a hopeful term that conceals structural disregard. In addition to dividing students geographically, the digital divide also divides them based on their prospects for the future. Without access today, a student will probably have few options tomorrow.
But there is still hope. A generation of tech-savvy citizens has been produced by Estonia’s investment in national digital literacy training. Digital inclusion in rural areas has significantly improved thanks to Kenya’s Digital Literacy Program, which provides tablets to primary school students. These models are especially advantageous because they integrate education and infrastructure, a two-pronged strategy that turns access into empowerment.
The overuse of digital tools is being resisted by educators themselves. Many contend that equity is about developing flexible systems rather than providing everyone with the same gadget. To promote inclusivity, some schools have brought back hybrid learning, which combines digital and physical resources. The approach is not only realistic, but it also has a very clear goal: to enable education for all students, regardless of bandwidth.
Economic ramifications are just as important. According to the International Telecommunication Union, developing countries’ GDP per capita can increase by up to 2.5 percent for every 10% increase in broadband access. That correlation effectively demonstrates that connectivity is an economic problem as well as an educational one. Communities cannot develop when students are unable to connect.
There are unique digital challenges for older adults. Without the requisite skills, many are going back to school or online employment programs. Free digital literacy classes, especially for seniors, have been made available thanks in large part to organizations like Australia’s Be Connected and the UK’s Good Things Foundation. Because they address social isolation in addition to technological exclusion, these programs are incredibly effective at reestablishing people’s emotional and digital connections.
