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The Right to Education and ICT during COVID-19: An International Perspective

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  • Luis Miguel Lázaro Lorente

    (Department of Comparative Education and History of Education, Universidad de Valencia, 46010 Valencia, Spain)

  • Ana Ancheta Arrabal

    (Department of Comparative Education and History of Education, Universidad de Valencia, 46010 Valencia, Spain)

  • Cristina Pulido-Montes

    (Department of Comparative Education and History of Education, Universidad de Valencia, 46010 Valencia, Spain)

Abstract

There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid infections. Considering the impact on the right to education from a global perspective, this article discusses how COVID-19 has exacerbated inequalities and pre-existing problems in education systems around the world. Therefore, the institutional responses to guaranteeing remote continuity of the teaching–learning process during this educational crisis was compared regionally through international databases. Three categories of analysis were established: infrastructure and equipment, both basic and computer-based, as well as internet access of schools; preparation and means of teachers to develop distance learning; and implemented measures and resources to continue educational processes. The results showed an uneven capacity in terms of response and preparation to face the learning losses derived from school closure, both in low-income regions and within middle- and high-income countries. We concluded that it is essential to articulate inclusive educational policies that support strengthening the government response capacity, especially in low-income countries, to address the sustainability of education.

Suggested Citation

  • Luis Miguel Lázaro Lorente & Ana Ancheta Arrabal & Cristina Pulido-Montes, 2020. "The Right to Education and ICT during COVID-19: An International Perspective," Sustainability, MDPI, vol. 12(21), pages 1-16, October.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:9091-:d:438423
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    References listed on IDEAS

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    Cited by:

    1. Cristina Gavriluță & Costel Marian Dalban & Beatrice Gabriela Ioan, 2022. "Educational, Emotional, and Social Impact of the Emergency State of COVID-19 on Romanian University Students," IJERPH, MDPI, vol. 19(7), pages 1-20, March.
    2. Abdulwahab Mujalli & Tehmina Khan & Ahmed Almgrashi, 2022. "University Accounting Students and Faculty Members Using the Blackboard Platform during COVID-19; Proposed Modification of the UTAUT Model and an Empirical Study," Sustainability, MDPI, vol. 14(4), pages 1-18, February.
    3. Annchen Mielmann, 2021. "Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(24), pages 1-22, December.
    4. John Dermott Alexander Withers & Cecilia Sik-Lanyi, 2021. "Sustaining Inclusive, Quality Education during COVID-19 Lockdowns," Sustainability, MDPI, vol. 13(23), pages 1-25, December.
    5. Martínez-Domínguez, Marlen & Fierros-González, Isael, 2022. "Determinants of internet use by school-age children: The challenges for Mexico during the COVID-19 pandemic," Telecommunications Policy, Elsevier, vol. 46(1).

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