Pandemic Aftermath on Education in the UK: Evolving Digital Divide

Overview

Globally speaking, the COVID-19 epidemic had an extraordinary impact on schooling. Numerous learners missed school due to exposure to COVID-19, contracting it, or suffering a loss. When the pandemic was announced in March 2020, governments worldwide imposed a lockdown and ordered schools to close, and instruction was provided remotely (UNESCO, 2021). Over 1.5 billion children worldwide were affected by the school closures on April 15, 2020, which included 191 country-wide and six local school closures (UNESCO, 2020). Concerns have been raised in the UK and elsewhere that the shift to distant education has resulted in unequal access to education, with certain people suffering disadvantages because of sociodemographic factors, including social class (Van de Werforst et al., 2020). Most kids now receive remote schooling, which heavily utilizes digital technology due to lockdowns. Since many children have not had access to education or education of an acceptable caliber during remote education associated with COVID-19, digital inequality has become a serious problem in education. Because of the requirement for remote schooling, many disadvantaged children have suffered a cumulative disadvantage. The relationship between poverty and digital exclusion is well-established (Holmes & Burgess, 2020). According to data from Ofcom (2020) on UK households from January 9 to March 7, 2020, just before the pandemic, 9% of families with children lacked access to a laptop, desktop, or tablet; 2% had no connection to the internet, and 4% had access via a smartphone alone. These problems impacted children in families with lower incomes.

There are worries that the shift to distant schooling has resulted in unequal access to education. Particularly, there are worries that the digital divide may lead to digital inequality, with children who are already underprivileged being the most affected. Factors contributing to the digital divide were presented. The digital divide has several dimensions, including access to devices and the internet, digital literacy, and external elements like family involvement, teacher qualifications, and learning environments.

Modern learning experiences involve a considerable shift in teaching paradigms to facilitate student-centered learning. Students with varying needs and ability levels must be involved in the instructional process for improved academic accomplishment. The 21st century was defined by a digital revolution that transformed the personal and academic life of learners. Every kid is involved with technology and has at least one daily-used smart device. Therefore, it is inconceivable to envision a classroom without technology. To achieve the competencies of the digital era, students must be actively engaged in and invested in their learning experiences (Kaddoura & Al Husseiny, 2021). As a result of the Covid-19 pandemic, the globe has been profoundly disrupted and tested. This pandemic has affected all areas of society, particularly education, affecting pupils' learning settings, perspectives, and abilities. Governments on a global scale were required to pass laws mandating the end of in-person instruction in schools and colleges, forcing them to adopt online delivery methods. Due to the quick transition to online learning, educators and institutions must develop more innovative teaching strategies to help students adapt to these rapid changes, particularly in online assessment (Itani et al., 2022).