Inclusive digital education strategy

By engaging the digitally excluded pupils as we move forward on the path of growth, digital inclusion seeks to create an educated scholar community. A new era of a connected school, where technology is used better for students and communities depends on everyone having access to it. This includes bridging the digital divide and fostering a digital cohesion that secures opportunity through the internet, mobile services, and computerization of processes. This is a problem with access to and the capacity to use information and communications technologies (ICTs) to better plan and provide services and address the needs of those who are disadvantaged because of their location, age, gender, caste, or level of education. The work of (Alamelu, 2013) suggest a hierarchical framework for progress in ‘Digital Inclusion’ which might comprise the following stages:

 

Level 1: the technical infrastructure as the essential and fundamental foundation for inclusion which provides access to ICTs;

 

Level 2: digital awareness programmes and campaigns to increase awareness of what is available and to improve take up;

 

Level 3: development of ‘know how’’, understanding and basic IT skills training for the HEI community;

 

Level 4: Digital opportunity: access to ICTs and the ability to influence their design;

 

Level 5: Digital Empowerment: enabling people to tailor technology to meet their needs and aspirations, to innovate and to participate in planning and design decisions.

 

 

To promote the communication of digital inclusion in digital and remote teaching environments, the first step is to assess your current situation and identify any gaps or barriers that may prevent some teachers/students from engaging in the digital workplace. To do this, you can survey, interview, or use focus groups with staff or use online tools or frameworks that measure digital inclusion. When evaluating, and according to the five levels proposed, consider factors such as the availability and quality of internet access and devices for your teachers/students, the accessibility and usability of your digital platforms and tools for people with different needs and preferences, the digital skills and confidence of your teachers/students, and the support they provide (Nielsen, 2022). Consider your organization’s diversity and inclusion policies and practices, how they are communicated and enforced, and your team’s culture and norms to see if they foster or hinder digital inclusion.

 

Although some authors argue that measuring digital inclusion is too complex, and to develop a standard measurement is unworkable (Hilbert, 2011), other authors argue that measuring digital inclusion consistently, and in a way that allows for the disaggregation of data, is very important and doable (Sharp, 2022). Here we propose to use Digital Inclusion Evaluation ToolKit, from Just Economics, developed in 2017. This is a step-by-step guide that will help you evaluate the social impact of your digital inclusion project. This evaluation method can show others, such as teachers, staff, and the HEI students, how successful your project is. It will also show you how to improve your project to be even more successful. Evaluation is sometimes referred to as ‘proving and improving’.

The second step to promoting digital inclusion in digital and remote teaching environments is to choose tools and platforms that are inclusive and accessible for your teachers/students. This requires these tools to follow Web Content Accessibility Guidelines (WCAG) and other relevant standards and provide multiple modes of interaction, including text, audio, video, and captions. Additionally, they should allow customization of settings such as font size, color, contrast, and language. Furthermore, these tools must be compatible with different devices and browsers and have offline options. In addition, they must have clear and intuitive design, navigation, and functionality, along with user feedback and testing mechanisms that allow them to be open to improvements (Panda, 2020).

2.1 – TIPs for communication tools and platforms

How do you ensure that your communication tools suit your diverse audience? Here are some tips to help you choose and use inclusive communication tools for all parents and students (Gómez-Trigueros, 2019).

 

1. 1. Consider your audience

Consider your target audience and their needs before selecting a communication tool. Do they have access to a computer, a smartphone, or the internet, for instance? Do they have a communication-impairing handicap or do they speak a different language? Do they prefer messages sent by text, voice, or video? Are there any sensitivity issues related to their culture or religion that you should be aware of? You can choose a communication medium that fits the needs and preferences of your audience by taking them into consideration.

 

1. 2. Use multiple modes

Using a variety of communication modalities, such as text, audio, video, graphics, or symbols, is one method to make your communication tools inclusive. You can accommodate a range of learning preferences, skills, and methods in this way. You could, for instance, attach an image or a symbol to support your argument or send a text message with a link to an audio or video message. For audio or video messages, you can additionally use transcripts, captions, or subtitles; for text messages, you can use speech-to-text or text-to-speech functions.

 

1. 3. Choose accessible platforms

Making your communication tools accessible, user-friendly, and compatible with a variety of devices and browsers is another way to make them inclusive. Platforms with integrated accessibility features, such zoom, contrast, text size, color, and language options, are one possibility. Platforms with easy navigation, simple and clear interfaces, and intuitive features are also options. To make sure your platforms are functioning correctly and without hiccups, you may also test them using various browsers and devices.

 

1. 4. Seek feedback

Asking your teachers, students and staff for their opinions on your communication tools is a smart way to make them inclusive. You can get information from them about their preferences, experiences, and tips for utilizing your communication resources. With your communication tools, you may also keep an eye on their involvement, reaction, and level of satisfaction. By asking for feedback, you can find any problems, difficulties, or weaknesses in your communication tools and fix them appropriately.

 

1. 5. Be flexible

Finally, an essential way to make your communication tools inclusive is to be flexible and adaptable. You should be ready to change or modify your communication tools according to your parents’ and students’ needs and preferences. You should also be open to learning new skills, tools, or strategies to enhance your communication. You should also respect and value your teachers’ and students’ diversity and uniqueness and avoid making assumptions or generalizations about them.

 

1. 6. Provide training and support

The third step to communicate digital inclusion in digital and remote teaching environments is to provide training and support for your teachers/students to develop their digital skills and confidence. This requires assessing your teachers/students’ digital literacy and competence and identifying their learning needs and objectives. You must also design and deliver training programs that are relevant, engaging, and accessible for your teachers/students, as well as provide ongoing support and guidance. Additionally, it’s important to recognize your teacher’s/students’ achievements and contributions and celebrate their digital learning journeys.

 

1. 7. Communicate effectively and respectfully

To promote the communication of digital inclusion in digital and remote teaching environments, it is essential to communicate effectively and respectfully with your target audience (teachers/students) and create a culture of trust and belonging. This includes using clear and inclusive language and avoiding jargon, acronyms, or slang that can be confusing. You should also use multiple channels and formats to ensure your teachers/students have access to the information and resources they need. Additionally, it is important to ask for and listen to feedback from your teachers/students, acknowledging and addressing their concerns and suggestions. Additionally, you must respect the diversity and individuality of your teachers/students, avoiding assumptions or stereotypes based on their background, skill, or location. Finally, you should foster a sense of community and connection among your teachers/students by encouraging them to interact and collaborate with each other.

 

1. 8. Promote well-being and digital balance

The fifth step to promoting and communicating digital inclusion in remote teaching environments is to promote well-being and digital balance for your teachers/students and help them deal with the challenges and opportunities of the digital teaching environment. This means communicating realistic and flexible expectations and goals, providing guidance and tools to manage time, energy, and attention, supporting physical, mental, and emotional health with access to wellness programs and resources, encouraging breaks from digital devices, modeling digital habits healthy, recognize efforts and achievements and show appreciation and gratitude. These measures will help teachers/students avoid digital overload or burnout by promoting digital inclusion in the teaching environment (Kearney, 2022).

Higher Education Institutions (HEIs) depend on policies because they set clear expectations for different community members, offer a framework for maintaining institutional integrity, encourage consistency, efficiency, and effectiveness, assist in reducing and managing institutional risks, and encourage compliance with accreditation requirements. Nevertheless, despite the “well-known” advantages of having institutional policies and procedures that are well-thought-out, consistent, and “fit for purpose,” creating these can be a challenging task for HEIs, especially in light of the complex nature of higher education and the numerous internal and external influencing factors and stakeholders (Ari, 2022).

3.1 – Importance of Education Policy

The creation of education policies is extremely important, and this may be seen in light of numerous important factors (Bong, 2021):

Ensuring High-quality Education: Educational policies establish criteria and directives that support the upkeep of the caliber of instruction offered in universities and institutions. These regulations set teacher credentials, curricular frameworks, and assessment procedures—all of which improve education quality.

Taking Care of Access and Equity: Promoting equitable access to education is made possible in large part by education policies. Disparities pertaining to gender, location, socioeconomic status, and special education needs can all be addressed by them. Many policies are centered on ensuring that everyone has an equal opportunity to obtain education.

Encouraging Innovation and Improvement: Innovative curriculum design, instructional technologies, and teaching and learning methodologies are all supported by effective policies. They offer a framework for the education system’s ongoing development, encouraging it to change and expand in response to shifting societal demands.

Fulfilling Societal Needs: Educational policies are formulated to synchronize education with the wider objectives and requirements of society. This entails addressing urgent societal concerns including globalization, health, and climate change as well as developing knowledgeable citizenry and a trained labor force.

Global Competitiveness: Education policies can improve a nation’s global competitiveness in an increasingly linked globe. Policies that match education to the needs of the global economy can help people get ready for success in a global setting.

The process of developing education policies takes into account these crucial roles and entails a number of stakeholders, in-depth research, goal-setting, formulation, implementation, and assessment. I will go more deeply into the nuances of education policy evolution in the sections that follow, looking at its difficulties, current developments, and impact on future educational landscapes. The goal of this study is to demonstrate the complex role that education policy development plays in supporting a flexible and resilient educational system that meets the requirements of a wide range of students and advances society as a whole.

 

3.2 – Definition of Education Policy

A collection of laws, regulations, guidelines, and principles developed and put into effect by governments, educational institutions, and other stakeholders to control and direct the delivery of education is known as education policy. These policies delineate the broad vision, objectives, and tactics pertaining to education in a certain jurisdiction. Curriculum creation, teacher certification, financial distribution, assessment and evaluation, school infrastructure, and many other topics are covered by education policy (Kearney, 2022).

Education policies affect educational institutions’ micro-level operations in addition to their macro-level effects. These regulations provide a framework for actions and decisions made by national or state authorities, individual schools, and other stakeholders in the education system.

Typically, education plans include the following essential elements:

Vision and Goals: Education policies commence with the formulation of the system’s vision and long-range objective, outlining long-term-goals and aspirations.

Strategies and Objectives: An education policy lays forth particular aims in order to accomplish more general objectives. Then, plans, strategies, and activities are developed to achieve these goals. This could entail curriculum modifications, training for teachers, integrating technology, and other things.

Curriculum Framework: The content and organization of the curriculum are frequently specified by education policy. They might outline the courses to be taken, the objectives to be fulfilled, and the procedures for evaluation. This element greatly influences both what students learn and how they are assessed.

Finance and Resource Distribution: One of the most important components of education policy is the distribution of financial resources. It specifies the allocation of money to educational institutions and initiatives, guaranteeing fair access and effective resource utilization.

Teacher Qualifications and Training: Policies pertaining to teachers usually include standards for professional development, rules of behavior, and certification. These regulations are essential to preserving a top-notch teaching workforce.

Assessment and Evaluation: The procedures for assessment and evaluation, which may include teacher evaluations, standardized testing, and performance monitoring systems in schools, are frequently governed by education regulations.

Inclusivity and Equity: Regardless of a student’s aptitude, gender, race, or socioeconomic status, many education regulations work to guarantee that they have equal access to an education. Policies promoting inclusivity may include provisions for underprivileged groups, English language learners, and students with impairments.

3.3 – Types of Education Policies

There are many different kinds of education policies, and each one focuses on a certain area of the educational system:

Curriculum Policies: These guidelines specify the standards, content, and organization of instruction in schools. Subject-specific curriculum frameworks, recommendations for instructional strategies, and standards for evaluation can all be covered.

Policies for Teachers: These policies cover the code of ethics, professional development, certification, and qualifications for teachers. They are essential in guaranteeing the proficiency and expertise of teachers.

Policies pertaining to funding and finance: These regulations control how resources are distributed to academic institutions. These may consist of spending limits, funding mechanisms, and budgets.

Diversity and Inclusion Policies: The goals of inclusion policies are to guarantee that all students have equal access to education and to support the needs of students from varied cultural backgrounds, students with disabilities, and other marginalized groups.

Policies for Assessment and Accountability: These documents specify how academic performance and student learning will be evaluated. They frequently consist of teacher evaluations, standardized testing, and accountability systems for schools.

 

Comprehending the constituents and categories of educational policies is imperative in order to apprehend how these policies mold the educational landscape, impact student learning, and affect the professional growth of educators (Hromovenko, 2018). 

 

3.4 – The Process of Education Policy Development

Setting goals and moving through a number of stages, including policy formation, implementation, and assessment, are all part of the intricate and multidimensional process of developing education policies. It also requires a number of stakeholders and substantial research (Hromovenko, 2018). 

 

3.4.1 – Stakeholder Involvement

Government agencies and educational institutions are not the only entities involved in developing education policies. It is a cooperative endeavor with contributions from a range of parties, such as:

Government and Policy Makers: Creating laws, providing funds, and establishing policy agendas are all heavily influenced by central and local government authorities.

Educators and Schools: Teachers, principals, and administrators offer invaluable perspectives on the pragmatic consequences of policies and how they affect classrooms.

Communities and Parents: Community members and parents can participate in policy discussions, particularly at the local level, as they have a stake in the educational system.

Scholars and Researchers: Research and analysis are provided by education specialists to support evidence-based policy recommendations.

Non-Governmental Organizations (NGOs): NGOs can influence policy discussions and provide funds for projects pertaining to education while also advocating for particular educational issues.

Students: The opinions of students are taken into account in some situations, especially when it comes to laws pertaining to their welfare, safety, and rights.

 

Participating collaboratively guarantees that policies take into account a variety of needs and viewpoints and are pertinent and well-informed (Labanauskis, 2017).

 

3.4.2 – Research and Data Analysis

Extensive study and data analysis are the cornerstones of successful education strategies. Important facets of this phase consist of (Budihardjo, 2021):

Needs assessment: Determining the particular difficulties and needs in schooling within a given jurisdiction. Examining academic achievement, the distribution of resources, infrastructure, and social variables influencing education may be part of this.

Data collection: Gathering data includes compiling information on financial distribution, teacher qualifications, school performance, student demographics, and other pertinent topics.

Research and Analysis: To find patterns, obstacles, and possibilities, educators, researchers, and policy professionals examine the data that has been gathered.

Best Practices: Examining other nations’ and regions’ effective educational policies and systems in order to draw lessons from them and implement best practices.

3.4.3 – Goal Setting and Objective Formulation

Establishing specific goals and objectives is the next stage of the policy development process, which is based on research and feedback from stakeholders. These objectives ought to meet the demands that have been identified and be in line with the system’s overarching vision. The SMART (specific, measurable, achievable, relevant, and time-bound) objectives serve as a roadmap for the execution and assessment of the policy (Al-Sarmi, 2014).

 

3.4.4 – Policy Formulation

Translating the aims and objectives into specific policy measures is the process of formulating policy. Important things to think about now are (Hromovenko, 2018):

Policy Options: Creating a variety of policy choices that could be used to address the requirements and difficulties that have been identified.

Legal Framework: Creating policies inside the framework and making sure they abide by all applicable rules and laws.

Cost-Benefit Analysis: Determining the possible advantages and disadvantages of any policy option in order to make well-informed choices.

Consultation: To enhance and improve the proposed policies, gathering opinions and suggestions from relevant parties.

 

3.4.5 – Implementation and Evaluation

After education policies are created, they must be successfully put into practice and then regularly assessed to make sure they achieve the goals they were designed to. This phase’s essential actions include:

Implementation Planning: Create thorough plans for implementing the policies, which may include rearranging the curriculum, allocating funds, and providing teacher preparation.

Monitoring and Evaluation: Conducting routine data collecting and analysis to evaluate the policies’ effectiveness and effects.

Feedback and Adaptation: Applying assessment findings to modify policies as needed to increase their efficacy.

Sustainability: Making sure that laws are long-term viable by obtaining the required funding and backing.

 

A cyclical process of continuous review and modification is necessary for effective policy formulation in order to accommodate the shifting demands and difficulties of the educational system. To keep up with the changing needs of society and the demands of education, policies must be flexible. The following section will examine current trends and issues in the creation of education policies, emphasizing how dynamic this subject is and how flexibility is required to meet the demands of a 21st-century educational landscape (Sattiraju, 2023).

 

3.5 – Development and implementation of policies

In the development and implementation of policies, HEI should consider different factors (Conrads, 2017).

(i) Recognize and respond to the advantages and disadvantages that digitalization, developing technologies, and embedded systems bring to all students, ensuring that those in rural areas or from underprivileged families do not lose out or face additional risks. This calls for increased collaboration, making sure that nations in the rural areas are represented at the global policy table and acting to improve opportunities and reduce risks for kids.

(ii) Give all students equal access to education and protection as a top priority in governance initiatives. Use students’ rights as a foundation for developing and accessing fair digital agendas, policies, tech industry policies, public goods, and infrastructure, as well as for developing technology standards.

(iii) Encourage IT businesses and worldwide industries to actively provide equal protection for all students affected by their digital products and services, irrespective of their location or identity.

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