Education is recognised as a fundamental human right, emphasised in international agreements and national laws and constitutions. Long before the Universal Declaration of Human Rights (1948) and the International Covenant on Economic, Social, and Cultural Rights (1966) affirmed this right, Islamic law had already advocated for its empowerment, urging individuals to seek knowledge anytime and anywhere.
While this right has preserved its noble purpose in shaping the future of nations and enhancing their scientific, cultural, and civilisational influence, the means of accessing and enforcing it have evolved remarkably. Driven by the knowledge society and the globalisation of modern technologies—especially artificial intelligence—education has transitioned from a traditional framework to a postmodern paradigm, simultaneously inspiring and astonishing the world.
The United Nations recognised digital learning as a priority during the 2022 Transforming Education Summit, designating 19 March as International Day for Digital Learning. Education is also a core pillar of the U.N.’s Sustainable Development Goals for 2030, playing a crucial role in the success of national development strategies and digital transformation efforts. Notable examples include the Saudi Vision 2030, Qatar National Vision 2030, UAE Vision 2031, and Oman’s Vision 2040.
Digital Learning: Option or Gamble?
Alongside the globalisation of education—shaping its models and standardising tools and programmes—digital learning emerged as a critical necessity during the global health crisis caused by Covid-19. The pandemic led to the near-total closure of educational institutions worldwide, forcing a shift from in-person to distance learning. However, in the post-crisis era, significant investments have been made in digital education, with education systems at all levels showing increased interest. Digital learning has since evolved into both an independent model and a key method of pedagogical communication, essential to the success of the entire educational and training system.
Thus, digital learning is no longer just an option, a policy trend, or a collection of available alternatives. It has become a strategic cornerstone in the economics of education, forming the basis for annual evaluations, competitiveness, and the measurement of institutional effectiveness and performance, as well as the governance of education within a country.
Challenges of Digital Learning
Celebrating the International Day for Digital Learning highlights the harsh and often fragile reality of accessing education, particularly digital learning, for large segments of the global population. In addition to the insufficient or limited resources dedicated to supporting digital education, international statistics and reports expose a significant disparity in education indicators between developed and developing countries, as well as the inequality in access to education.
Moreover, humanitarian crises and the escalating risks from wars and climate disasters hinder meaningful progress in this area. This is exacerbated by the international community’s failure to invest in education, develop policies to adapt to these challenges, and, in some cases, attempts to politicise the issue. For instance, thousands of children and students in the Gaza Strip continue to suffer from disruptions to their schooling, with no viable digital learning alternatives to make up for these interruptions.
Inevitably, advocating for the liberalisation of both traditional and digital education without thorough discussions, clear understandings, and an objective assessment of its costs and impacts results in unequal access to education. Education, once a fundamental right, has now become a commodity driven by supply and demand, restricting access to quality education to those who can afford it.
Digital Learning and Cultural Diversity
Digital learning must be freed from the constraints of its traditional pedagogical frameworks. This involves rethinking and emphasising contexts that ensure its integration with interconnected and globalised cultural environments. It also requires leveraging digital learning as a tool to foster and enhance global cultural diversity, promoting digital dialogue, and strengthening its role in these efforts.
Additionally, it is crucial to end the exclusion of certain cultures or civilisations in digital education programmes, as this undermines freedom of expression and the democratisation of education. At the same time, it is important to respect the cultural privacy of others, acknowledging their right to preserve their unique cultural identities.
Improved Opportunities for Digital Learning
Given the challenges mentioned, creating better opportunities for digital learning necessitates closing the digital divide and sharing digital expertise and technology in an unbiased manner.
The international community must also establish frameworks to regulate the use of digital technology and empower developing societies with access to it. Additionally, sustainable channels should be developed to foster partnerships that defend the right to education and promote a culture of digital learning for current and future generations. Most importantly, this requires voluntary adherence to ethical responsibilities that support our coexistence in diverse societies that value understanding, tolerance, and the widespread dissemination of knowledge.
Rachid Massaoudi is a lecturer professor at the University of M’sila’s Faculty of Law and Political Science, in Algeria.