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The COVID-19 pandemic disrupted higher education, impacting equal access to learning. Online education highlighted disparities in technology access and student attention, affecting educational equity.

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Area of Science:

  • Education
  • Law
  • Sociology

Background:

  • The COVID-19 pandemic necessitated a shift from traditional classroom instruction to online learning environments.
  • This transition raised concerns about the equitable delivery of higher education and its alignment with human rights principles.

Purpose of the Study:

  • To explore the impact of the shift to online instruction on students' equal access to higher education.
  • To analyze student perceptions of online learning during the pandemic, focusing on factors affecting quality and fairness.
  • To identify lessons learned and propose a human rights framework for successful online education.

Main Methods:

  • Analysis of a university course on Human Rights and Digital Technology.
  • Examination of the transition from in-person to online teaching during the COVID-19 pandemic.
  • Survey of student perceptions regarding online learning experiences.

Main Results:

  • Students reported a loss of equal access to higher education, with online learning exacerbating social and economic differences.
  • Key factors affecting online education quality included lack of in-person feedback, unequal technology access, and compromised student attention.
  • The study identified specific challenges that hindered the fairness and effectiveness of remote learning.

Conclusions:

  • A human rights framework is essential for ensuring equitable access to higher education in online settings.
  • Addressing technological disparities and maintaining student engagement are critical for successful online learning.
  • Lessons learned can inform future pedagogical strategies to promote inclusivity and quality in digital education.