As part of the Development Consultancy Project, postgraduate students Aya Kobayashi, Sierra Panetta, Helina Solomon and Argjenta Svirca share their experience working with UNICEF to evaluate the impacts on learning outcomes of their digital platforms and projects in the EAPRO region.

The aftermath of the COVID-19 pandemic changed the trajectory of education, with the rapid digitization of teaching methods and student resources and the introduction of recorded lectures and online classes. The pandemic also revealed another crucial obstacle to this digitization process, where the world saw a digital gap between countries that were capable of meeting the demands of this disruption in education and countries that lagged behind. While 100% of North American students during and post-pandemic had access to the internet, only 42% of students in the East Asia and Pacific region shared the same privilege. Our consultancy project sheds light on this disparity and aims to find ways to improve the challenges that students and teachers face with the onset of a new educational dogma through examining the digital education landscape in Fiji, Mongolia, and Vietnam.

Through assessing and evaluating the impacts on learning outcomes of UNICEF’s digital platforms and projects in the region, our final report showcased the pressing need for educational reform and awareness among key educational stakeholders to prioritize minimizing the digital literacy gaps among students and teachers, as well as recognizing that digital literacy itself has now become a 21st century skill.

Methods and current regional situation

The richness of our findings came as a result of utilizing a mixed-methods approach, combining a desk review with Key Informant Interviews. Secondary data were gathered from UNICEF reports, academic literature, and policy documents to contextualize digital education trends across the East Asia and Pacific region, which was used to further analyze UNICEF-supported platforms in Fiji (GIGA Mapping, ICT), Mongolia (Medle.mn 2.0, Digital Adventure Programme), and Vietnam (Global Digital Library, Tinkering with Tech, VRapeutic, Future Fit Girls). Primary data collection included eleven semi-structured interviews with UNICEF staff, government officials, and educators, each approximately one hour in length. The interviews explored digital literacy among students and teachers, feedback on UNICEF initiatives, and infrastructure challenges.

In Fiji, projects like Digital Fiji and GIGA have increased access to digital tools, but connectivity issues, geographic isolation, and urban-rural disparities hinder progress. Although the Ministry of Education has introduced smart classrooms and digital devices aligned with the curriculum, weak policy coordination and long-term planning remain obstacles

Mongolia has advanced through initiatives like the Digital Adventure Programme, yet infrastructure gaps persist. Around 40% of schools have unreliable internet, and 20% of teachers lack the skills to use digital tools effectively. In remote areas, high student-to-tablet ratios (up to 20:1) further constrain access, limiting digital competency and platform use

Vietnam’s strong internet penetration and government support have propelled digital education, with 79% of the population online. However, digital literacy remains a concern, with only 39% of youth aged 15–24 demonstrating ICT competency, highlighting the need for targeted digital skills training that accounts for linguistic and geographic barriers.

Findings

Our report found that most stakeholders observed positive impacts from the use of digital platforms, particularly in enhancing digital literacy, increasing student engagement, and improving teaching methods.

Across the study, there was a notably positive reception to the development of digital skills among both students and teachers. For students, improved digital literacy made studying and revising at home easier, especially with access to both online and offline resources—an advantage that was particularly helpful for students with learning difficulties. Students also became more tech-savvy and showed greater engagement in lessons compared to traditional, didactic teaching methods.

Teachers likewise experienced a shift in their instructional approaches. Digital platforms introduced greater flexibility in lesson planning and delivery, enabling educators to design more engaging and interactive classroom experiences. This included the integration of educational games, breakout group activities, and smart projectors to foster participation.

The implementation of digital tools also improved the way teachers assessed and provided feedback to students. This was particularly evident among Fijian teachers in urban areas, who highlighted the benefits of using communication apps such as Viber, Facebook Messenger, and Google Chat to distribute worksheets and maintain contact with students during school closures.

Challenges and recommendations

In our team’s evaluation of digital learning in Mongolia, Vietnam, and the Pacific, we found strong examples of both the promise and challenges of digital education in the East Asia and Pacific (EAP) region. While digital platforms have improved student engagement, literacy, and teaching methods, a persistent digital divide and knowledge gap, as well as technology and internet access limitations, threaten the equity of these initiatives. Rural and marginalized communities often lack infrastructure, training, and culturally relevant content, widening learning gaps and deepening systemic inequality.

Our report emphasizes the need for community-based infrastructure, noting that sustainable access requires not just devices and connectivity, but local support systems and inclusive design. Initiatives like mobile digital labs and local/regional community digital hubs are suggested to boost inclusion and reach underserved populations. Strategic partnerships, particularly with the private sector, have proven vital in expanding internet access, providing devices, and co-developing education content. Yet, funding remains inconsistent, especially in remote areas.

To ensure long-term success, our report recommends scaling teacher training, promoting digital literacy among parents, and developing local-language content tailored to diverse learning needs. Ultimately, bridging the digital divide will require holistic, sustained investment, cross-sector collaboration, and inclusive planning. By fostering local ownership and equitable access, UNICEF and its local partners can help unlock the full potential of digital learning across the region.

The views expressed in this post are those of the author and in no way reflect those of the International Development LSE blog or the London School of Economics and Political Science.

Featured image credit: https://www.pikrepo.com/