Achieving inclusive and equitable quality education for all: The importance of digital inclusion

Sustainable Development Goal 4

The 2030 Agenda for Sustainable Development is framed by 17 Sustainable Development Goals (SDGs) that aim to address the world’s most pressing challenges. These goals are grouped under five key objectives – people, planet, prosperity, peace and partnership – which guide international efforts to tackle economic, social and environmental issues. ⁸ These goals are not legally binding but function as a normative framework that emphasises the shared commitment and collective responsibility of the international community to achieve sustainable development by 2030. Among these, SDG4 specifically focuses on ‘quality education.’ SDG4 seeks to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ ⁹

The United Nations Educational, Scientific and Cultural Organization (UNESCO) guide to SDG4 states that there are four key features to the goal: ‘a broad scope ensuring lifelong opportunities for all; renewed focus on equity, inclusion and gender equality; renewed focus on effective learning [and]; new focus on relevance of learning.’ ¹⁰

Although articulated as a stand-alone goal, SDG4 is also central to the realisation of the 2030 Agenda as a whole. ¹¹ The inextricable link between increased access to education and major humanitarian challenges such as poverty (SDG1), hunger (SDG2) and overall well-being (SDG3) is well documented. ¹² This link often goes both ways. For example, SDG8 seeks to promote inclusive and sustainable economic growth, full and productive employment and decent work for all. Increased competition and digitisation have driven up the need for skill-intensive technological innovations. ¹³ These economic shifts can drive changes in educational approaches which could impact how ‘quality education’ looks now and in the future.

Australia, like other member states of the UN, is committed to the 2030 Sustainable Development Goals. The Australian government, through the Department of Foreign Affairs and Trade (DFAT), regularly reports on progress towards these goals, highlighting successes and areas needing improvement. ¹⁴ Australia's engagement with SDG4 is demonstrated through various educational policies and initiatives that seek to address the specific targets under this goal.

Despite the critical importance of SDG4, most countries, including Australia, are off track in achieving their educational targets by 2030. ¹⁵ In fact, the United Nations Department of Economic and Social Affairs (UNDESA) found in 2023 that ‘if no additional measures are taken, only one in six countries will meet SDG4 and achieve universal access to quality education by 2030.’ ¹⁶ According to the Sustainable Development Report 2023, challenges in Australia remain for areas such as educational equity and outcomes, particularly among disadvantaged groups and communities in remote areas. ¹⁷

SDG4 does not contain any express statement on the need for digital inclusion. The only references to ICT are in targets 4.4 and 4B. Target 4.4 seeks to ensure that by 2030 the number of youth and adults who have relevant skills, including technical and vocational skills for employment, decent jobs and entrepreneurship, is substantially increased. An indicator for this target is the proportion of youth and adults with ICT skills, by type of skill. Target 4B asks that by 2020 the number of scholarships available to developed countries for enrolment in higher education, including vocational training and ICT, is substantially expanded. These targets and indicators focus on the development of ICT as a key skill for ensuring quality education and lifelong learning, but do not directly speak to the fundamental necessity of digital inclusion in progressing the achievement of SDG4. Nevertheless, as will be argued in this paper, there is a strong link between digital inclusion and the goals of SDG4.

The critical role of digital inclusion for quality education

There has been a significant shift towards the utilisation of technology in education globally. ¹⁸ Educators and educational institutions have responded to technological progress by incorporating technological tools and platforms into their teaching and learning processes. Technology enables students to access information more rapidly and thoroughly, while teachers can use a variety of digital learning tools to present material in a more engaging and effective manner. ¹⁹ As such, students with limited or no access to ICT in an educational setting may be disadvantaged in their educational outcomes. ²⁰

The 2023 SDG Report found that school infrastructure ‘varies widely across regions and is far from universal.’ ²¹ Similarly, there are significant disparities in access to ICT across Australian schools, profoundly impacting educational equity, particularly for students from schools with lower socio-economic status. ²²

Access to ICT outside of the classroom is also important for student learning. ²³ Student’s experience with ICT at home has implications for their use and comfort with ICT throughout their schooling and beyond. ²⁴ Students with access to sufficient ICT at home are at an ‘obvious advantage’ before they even enter the classroom. ²⁵ For example, access to technology outside the classroom ensures the use of ‘digital technologies authentically [which] assists students to develop their ICT capabilities’. ²⁶ Access to ICT is also increasingly important for completing learning activities, such as homework, outside the classroom. ²⁷ This is not to claim that internet use in the home for students is without negative consequences or that access to technology is all that is needed to ensure educational parity; ²⁸ it does, however, suggest that digital exclusion outside of educational institutions can also adversely impact educational outcomes.

Navigating the intersections of digital inclusion and education in Australia

Australia has long acknowledged the close relationship between digital inclusion and equitable access to education. ²⁹ However, addressing the digital inclusion needs of primary and high school students is complex in the Australian context because the regulation of ‘postal, telegraphic, telephonic, and other like services’, which is the constitutional basis most relevant to digital technologies, is a shared power between the Commonwealth and state and territory governments. ³⁰ On the other hand, education falls under the jurisdiction of state and territory governments. As a result, efforts to enhance digital inclusion within education have primarily been undertaken at the state/territory level rather than through federal initiatives.

This does not mean that the federal government has been inactive in this area. In 1999, state, territory and Commonwealth governments collaborated on the Adelaide Declaration on National Goals for Schooling in the Twenty-First Century, which aimed for students to become ‘confident, creative, and productive users of new technologies, particularly information and communication technologies.’ ³¹ This initiative led to a greater presence of computer labs in schools, but demand for devices quickly surpassed the available resources. ³²

In 2008, the Melbourne Declaration, developed in cooperation between Commonwealth, state and territory governments, reiterated that students should be ‘creative and productive users of technology, especially ICT, as a foundation for success in all learning areas’. ³³ That same year, a federal policy was introduced to provide computers to high school students in Years 9–12, although this policy is no longer in place.

The unequal impact of COVID-19 on education: Amplifying the need for digital inclusion

The important role of technology in modern education became increasingly apparent during the lockdown phases of the COVID-19 pandemic. In 2020, distance education policies ³⁴ were adopted in more than 90 per cent of countries as a measure to slow the spread of the coronavirus. ³⁵ To participate in educational activities remotely, students needed access to technology and a reliable internet connection. While progress towards SDG4 was already off-track prior to COVID-19, the global pandemic further hindered it. ³⁶ UNICEF wrote that ‘the COVID-19 crisis has only highlighted the urgency of rethinking the ways in which education is designed and delivered to meet the demands of a rapidly changing and increasingly digital world.’ ³⁷

The disruptive impact of COVID-19 was not felt equally by all. COVID-19 exacerbated pre-existing educational discrepancies in Australia and had a greater adverse impact on students who were digitally excluded. ³⁸

In Australia, the digital inclusion needs of students were largely addressed by state and territory governments, throughout the first two years of the pandemic. For example, the Queensland government announced that it would supply 5000 laptops across that state to primary and secondary students who did not have access to devices, to learn from home during the COVID-19 lockdown. It is believed that 3400 of these laptops were distributed. ³⁹ NSW provided 22,600 devices to primary and secondary school students in 2021. The NSW government also provided ‘thousands’ of dongles to enable home learners to access the internet. ⁴⁰ In Victoria, the jurisdiction with the greatest number of lockdowns and highest reliance on home education, more than 48,000 laptops and 26,000 internet dongles were distributed to students in both primary and secondary schools in the first two years of the pandemic. ⁴¹ The Australian Capital Territory (ACT) government committed $17 million to roll out Chromebooks for students in the ACT in March 2020. ⁴²

Bridging the digital divide: Current efforts to enhance digital inclusion for students

The initiatives highlighted above, along with numerous other efforts to combat digital exclusion, were largely discontinued after the first two years of the COVID-19 pandemic. However, a study of teacher perception in NSW has revealed an increasing reliance on the internet and devices in the delivery of education in the years following the distance learning measures that were implemented in 2020 and 2021. ⁴³ While many students experienced improved digital inclusion during this period, largely due to additional assistance, these gains were not fully sustained once the lockdowns ended. In 2023, some students, particularly those from lower socio-economic backgrounds, were reported to be experiencing higher levels of digital exclusion compared to the pre-pandemic period. ⁴⁴

The ongoing social and economic after-effects of the pandemic, including the current cost of living crisis, have only intensified the digital divide affecting vulnerable communities. ⁴⁵ At the same time, digital inclusion is becoming increasingly important for participation in educational activities. This disparity in the need for digital inclusion, and the increasing divide between those who are (and are not) digitally included, is leaving Australia further behind in its attempt to achieve SDG4.

There are efforts to address the digital disparities in Australia, particularly for students. The federal government, through the Australian Curriculum, Assessment and Reporting Authority (ACARA), collaborates with state and territory education authorities to enhance digital literacy and capabilities. ACARA’s Digital Technologies curriculum, a key component of the broader technologies learning area, plays a central role in promoting digital inclusion. This curriculum is designed to equip all students, particularly those from disadvantaged backgrounds, with the essential skills to succeed in a digital world. ⁴⁶

To further enhance digital inclusion for disadvantaged students, the federal government also introduced the School Student Broadband Initiative in October 2022. ⁴⁷ The initiative will provide free National Broadband Network (NBN) access for unconnected families with school-age students until 31 December 2025. ⁴⁸ This initiative has been warmly welcomed; however, there are still concerns that the measures do not go far enough to address the considerable need in Australia. The Australian Communications Consumer Action Network (ACCAN) points out that, while internet data to a subset of in-need students for a limited time is welcome, students also require ‘the necessary tools to learn from home’ and access to adequate computers on a long-term basis. ⁴⁹

There have also been attempts to address digital exclusion at a state and territory level. While it is not possible to provide an exhaustive list of all initiatives due to the word limitations of this article, some of the most significant programs are highlighted below.

The Victorian government’s Digital Inclusion Statement asserts that the ‘Victorian Government is investing in technology, infrastructure, and skills to improve [Victoria’s] online access through a range of initiatives while upskilling Victorians and improving online safety.’ ⁵⁰ This includes $59.9 million over four years to improve bandwidth across all government schools. The government has provided 91,000 devices and 28,000 mobile data dongles to support remote learning and is expanding free public Wi-Fi networks in regional areas to further aid students. ⁵¹

In Queensland, the government has a Digital Services Plan 2024–2028 to develop ‘digital capabilities so [Queensland’s] school communities and workforce thrive both now and in the future.’ ⁵² Part of the strategy includes digital innovation in teaching and learning, which aims to embed future-focused learning practices that connect students and teachers across Queensland. Key goals include enhancing teachers’ digital skills, upgrading connectivity, providing digital devices to those students who require them, establishing a virtual academy to broaden access to teaching expertise statewide, and streamlining data insights to inform planning at all levels. ⁵³

Western Australia (WA) has released a Digital Inclusion in WA Blueprint, ⁵⁴ which outlines a strategic approach to ensuring that all residents of Western Australia have the skills, tools and access necessary to participate fully in the digital world. Initiatives outlined in the blueprint include repurposing used technology for those in need, expanding the availability of free Wi-Fi hubs in public spaces, and supporting internet access for school students in Western Australia. There is also the aim of ensuring enhanced digital literacy among WA students.

The ACT’s Digital Strategy ⁵⁵ asserts that the ACT will ‘support students with equitable access to technology so that they can learn to be confident, competent and safe digital citizens.’ ⁵⁶ The Northern Territory’s ‘Digital Territory Strategy’ ⁵⁷ highlights the integration of digital technologies into the education system to equip students with essential digital skills, incorporating digital literacy into the curriculum to prepare them for a technology-driven future. It also focuses on improving access to digital devices and reliable internet, particularly for students in remote and regional areas, to bridge the digital divide. Additionally, the NT strategy includes measures to support remote learning by enhancing infrastructure and resources, ensuring all students have equitable access to quality education through digital platforms.

South Australia is working with national advocacy groups, government agencies and the community to close the digital divide by co-designing a Digital Inclusion Strategy for South Australia. ⁵⁸ The state had consultations in 2021 but, at the time of writing, was yet to release its strategy. NSW is also in the process of developing its Digital Inclusion Strategy, ⁵⁹ and had not released its plan at the time of writing. The NSW government has initiated a range of programs to address digital exclusion, including the Rural Access Gap program which has offered new technology and expert digital support and training to 1064 schools. ⁶⁰

While the recognition of digital disparities and the needs of students is a positive step by state and territory governments, it is important to note that many of the initiatives mentioned remain largely aspirational. A number of the measures recognised as being necessary to address digital exclusion have not yet been backed by firm financial commitments, raising concerns about their feasibility. Without adequate funding, and concrete commitments and programs, the effectiveness of these strategies in addressing digital exclusion and ensuring equitable access for all students remains uncertain. More than aspirational targets and good will, what is needed is sustained investment, actionable policies and a clear implementation plan that prioritises the most vulnerable students.

Conclusion

Achieving SDG4 by 2030 hinges on Australia’s decisive action to strengthen digital inclusion within its educational framework. The COVID-19 pandemic highlighted the critical role of digital technologies in modern education, but the need for digital inclusion of students did not end with the return of students to the classroom. As Australia navigates an educational landscape that relies increasingly on technology, it is imperative that every student, regardless of their background, has equitable access to the tools essential for 21st-century learning.

While some progress has been made to overcome disparities in digital inclusion for students, particularly during the pandemic, the discontinuation of many programs post-lockdowns has left vulnerable students at a disadvantage. Many existing programs and initiatives are aspirational and lack concrete plans and implementation. To ensure that all students can benefit from a quality education in a digital age, Australia must commit to sustained investment, comprehensive policies and targeted action plans. It is beyond the scope of this article to determine the exact nature of such policies, and this is a fundamental research gap that must be addressed. At a high level, policymakers should consider key issues such as addressing the pre-existing digital inequalities to ensure that access to devices and the internet is both facilitated and funded, and that digital literacy programs are widely implemented, accessible to all, and tailored to the needs of diverse student populations. By prioritising digital accessibility, affordability, literacy and equitable participation in the digital environment, Australia can foster an inclusive educational system that empowers all students to thrive in a digitally driven world – ensuring that the nation meets its SDG4 targets by 2030.