New Western Sydney University research indicates that, unless immediate action is taken to ensure equal access to devices, internet and essential digital skills for all learners, many school students across NSW risk falling behind in their education and life outcomes.
Researchers from the Whitlam Institute and Centre for Western Sydney, with support from community partners at Wester’ly, surveyed 445 educators in NSW schools on their perceptions of their students’ access to devices and internet connectivity, as well as their levels of digital literacy.
The findings, detailed in a new report ‘Digital Equity and Education: A NSW Case Study,’ are being released today.
The report reveals that some students are at a heightened risk of digital exclusion. For example, only 28 per cent of students from lower socioeconomic backgrounds and 19 per cent of asylum seeker and refugee students are perceived to have adequate levels of digital inclusion.
Significant gaps
Director of Policy and Research at the Whitlam Institute, Professor Azadeh Dastyari, said the Digital Equity and Education report exposes significant gaps in digital equity and underscores the need to prioritise digital inclusion to meet the demands of modern education.
‘The central message of this research is that it is imperative for every student – regardless of their background or geographical location – to have the necessary tools to thrive in an increasingly digital world,’ said Professor Dastyari.
‘Access to technology is critical for modern education – not only in times of crisis, but every day,’ he said.
Professor Dastyari is deeply concerned by the report’s finding that some students, particularly those from lower socioeconomic backgrounds, are more digitally excluded today than they were prior to the pandemic.
‘There is an increasing reliance on online platforms, and more and more emphasis is being placed on learning online. Living costs are rising, and with lock-down support gone, too many students are left without access to the technology they need for their education.’
The Digital Equity and Education report also reveals disparities between regions, finding that only 31 per cent of students in Western Sydney have access to digital devices for learning activities at home compared to just over 39 per cent in regional NSW and nearly 60 per cent in the rest of Sydney.
Director of the Centre for Western Sydney, Dr Rhonda Itaoui, said the report highlights the impact digital equity has for educational and life outcomes, while driving home the need to break down the barriers for vulnerable groups living in key geographical areas like Western Sydney.
‘The findings on the geography of digital equity emphasise the stark spatial divide between Western Sydney and other regions in terms of access to devices, internet connectivity, and digital literacy,’ she said.
‘This report highlights that students in Western Sydney and regional NSW are at a distinct disadvantage in their experience of digital inclusion compared to their counterparts in the rest of Sydney,’ she said.
‘Concerningly, digital exclusion profoundly influences learning outcomes, future employment prospects and social integration, exacerbating pre-existing spatial divides in Sydney.
‘Inadequate digital access and abilities in the schooling years diminish the likelihood of attaining higher education, securing quality employment and participating effectively in various social and civic activities. This poses a significant risk to communities in areas like Western Sydney where socio-spatial divides are deeply entrenched,’ said Dr Itaoui.
Variance across state
The survey of 445 NSW school staff between April and June 2023 included classroom teachers, school leaders such as principals, and government and non-government school educators working in primary and high schools across Western Sydney, the rest of Sydney and regional NSW.
With students in Western Sydney having less access to devices, lower levels of digital literacy, and receiving less support, the study also focused on the limited understanding of students’ digital needs at home, as well as the impact of COVID-19 lockdowns on digital equity.
The report has identified five priority areas to address digital inequity in education:
- Do not assume students are digitally included
- Meet the digital needs of students from lower socioeconomic backgrounds and asylum seeker/refugee students
- Implement comprehensive and targeted digital literacy programs in schools
- Invest in digital infrastructure in Western Sydney and regional NSW, where higher levels of digital exclusion are recorded
- Strengthen digital equity data collection and research.
According to Professor Dastyari, the findings highlight the need to make digital access in education a top priority, especially for vulnerable groups and with a focus on areas most affected by digital exclusion.
‘This focus is essential not only across different regions but also within cities themselves, where access can vary widely,’ she said.
For more information, read and download ‘Digital Equity and Education: A NSW Case Study’, here.
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