• Back to home page
• Learning & Education

Nurturing joyful lifelong learners in underprivileged communities

1 October 2024

Interview Learning & Education Technology Education technology Learning environments Teaching methods

Closing the educational gap and digital divide for underserved children with EdTech

Photo provided by Lebanese Alternative Learning

Children who find intrinsic motivation in learning and experience joy and fulfilment in mastering new concepts remain lifelong learners, says Nayla Zreik Fahed of the NGO Lebanese Alternative Learning. Nayla talks with Aisha Schnellmann about how technology can address the growing educational gap in Lebanon.

Editor’s note: At the time of publishing, Nayla has updated us that her team is thankfully doing well in Beirut and is working hard to develop an education solution for all displaced and out-of-school children, once the basic necessities are ensured.

Aisha Schnellmann: What are the biggest challenges facing children globally and in Lebanon?

Nayla Zreik Fahed: As an education specialist, I am deeply concerned about the serious issue of educational inequality. A growing disparity compromises access to quality education and the effectiveness of teaching methods.

A critical aspect of this issue is the digital divide. Access to technology and the internet is uneven, affecting children’s abilities to access information, develop digital skills, and participate in the digital economy. This divide not only limits educational opportunities, but also affects future job prospects and socioeconomic mobility.

“I am deeply concerned about the serious issue of educational inequality.”

In our region, these challenges are exacerbated by a socioeconomic crisis and security issues. Many children are forced to drop out of school because of internal displacement, child labour, or early marriage, driven by a need to support their families. Schools themselves are struggling, with inadequate infrastructure, underpaid teachers, and an overloaded public education system, particularly because of the large number of refugees. As a result, there is a stark contrast between the privileged few who can access quality education and the many who receive only minimal education and leave school lacking essential skills like literacy and numeracy.

In emergency contexts like ours, the focus often shifts to providing basic necessities. Consequently, underserved Lebanese children, refugee children, and internally displaced children may receive only minimal instruction in core subjects. While this approach may satisfy immediate needs, it fails to provide the broader educational experience necessary for holistic development. These children are left with a sense that their education is incomplete, adding to the trauma they experience.

AS: What do children need to help them thrive?

NZF: Children need an education that is responsive to their individual needs and fosters both personal and academic growth – an education that focuses not just on content, but on developing soft and transversal skills, such as critical thinking, communication, and adaptability.

Even when children are in immediate need of basics like food, water, and shelter, a commitment to high-quality education is essential. In emergency situations, education must still meet high standards, ensuring that all children are treated equitably and with respect, and are ultimately equipped with the tools they need to build a better future. Our experiences with conflicts have shown us the importance of preparing education systems to be resilient and adaptive, ready to support children not just through crises but as they transition to a more stable future.

By focusing on a holistic approach to education that balances immediate needs with long-term development, we can help children not just survive, but thrive.

“By focusing on a holistic approach to education that balances immediate needs with long-term development, we can help children not just survive, but thrive.”

AS: How is the work of Lebanese Alternative Learning helping children?

NZF: Our mission is to empower education through technology. We believe that digital technology should be used to provide equitable access to education and bridge the growing education gap.

We create free, high-quality digital education programs, aligned with national school curricula, that allow children to learn anytime and anywhere – with a focus on remote areas. Mindful of the challenge of accessing internet services and electricity, we offer offline solutions, supplemented by power banks.

We understand that educators are of crucial importance, so we provide professional development resources to help them adapt to hybrid teaching models, which are essential during crises and school closures. Through our teacher capacity-building program, we assist teachers in integrating digital tools into their daily teaching routines.

In our latest initiative, a repurposed container is serving as a mobile learning hub that travels to remote and underserved areas. This initiative provides capacity-building opportunities and access to our free programs, bringing educational resources directly to communities in need. It empowers students to take ownership of their learning journey.

We also offer digital services to other organizations, ensuring our own financial sustainability and helping them deliver better educational outcomes.

AS: What has inspired you in this work?

NZF: I’ve rediscovered an essential truth: learning is more than just acquiring skills, competencies, problem-solving abilities, and conceptual understanding. It’s also about the often-overlooked philosophical concept of happiness. I’ve witnessed short-term happiness when children express joy as they engage with our programs. But more profoundly, I’ve seen long-term happiness in the fulfilment that comes from understanding abstract concepts and experiencing the sense of accomplishment that learning provides.

“Learning is more than just acquiring skills, competencies, problem-solving abilities, and conceptual understanding.”

AS: What is your vision for children in the future?

NZF: A child who finds intrinsic motivation in learning, and who experiences joy and fulfilment in grasping new concepts, will remain a lifelong learner. By creating learning experiences that prioritize happiness, and making those experiences as vital as academic achievement, we can contribute to the overall wellbeing of the future adult, nurturing individuals who value, and therefore protect, what they have in life.