Children and Youth Education in the Middle East, a Digital Double-Bind?

• In Event: Navigating the Intersection of Politics, Technology, and Education in the Middle East and North Africa Region

Proposal

The digital transformation in the Arabic-speaking Middle East is deeply intertwined with what can be described as a “digital double-bind,” where the same forces driving digital adoption and innovation simultaneously reinforce existing sociocultural and economic inequalities (Zayani and Khalil, 2024). These conflictual pulls are evident as the state, market, and publics promote digital tools as essential for developing globally integrated citizens and fostering a competitive knowledge economy. However, these same stakeholders, through specific digital practices—such as parenting approaches, educational preferences, the virtual absence of indigenous educational digital applications, and an underdeveloped regulatory framework—often maintain the status quo, exacerbating disparities.

This study employs a mixed-methods approach, drawing on institutional reports, aggregated data, and qualitative media content analysis of the Middle East’s digital double-bind in education. As the region continues to navigate these conflictual pulls, it is crucial to critically examine how digital media, education, and children’s experiences intersect within the region’s unique sociopolitical landscape. This study aims to contribute to a deeper understanding of the role of digital technologies in shaping the future of education in the region, addressing the challenges and opportunities presented by the digital double-bind.

Research on parental attitudes toward children’s education and digital tools reveals a complex landscape influenced by cultural, social, and technological factors. For instance, in Qatar, 100% of youth have internet access, spending an average of 13.9 hours per day on devices, with smartphones being the most frequently used (Al-Mansoori, 2019). This extensive use reflects the deep integration of digital activities into everyday life yet also highlights challenges, particularly concerns about screen time’s impact on the social and emotional well-being of children. In Saudi Arabia, children spend an average of 2 hours and 42 minutes daily on mobile devices, raising significant concerns among parents regarding the impact on sleep quality and social skills (Arab News, 2019).

Children and youth in the Middle East increasingly engage with social media platforms, with 60% of millennials in the region being YouTube viewers and 77% of youth in Egypt watching YouTube daily (AW staff, 2020). While digital content consumption is on the rise, particularly in Arabic languages and local dialects, parents and educators express mixed attitudes toward this shift. On the one hand, there is recognition of the educational and developmental potential of these platforms associated with the promises of a better future (e.g., job opportunities). On the other, concerns persist about the types of content accessed and its implications for children’s development. In the UAE, nearly 44% of parents support banning smartphones for children under 16, reflecting worries about the negative impacts of excessive screen time on education and well-being (Arab News, 2019).

The state and educational institutions consider the integration of digital technologies in education as crucial for modernizing educational systems and preparing students for the global knowledge economy. However, this integration is uneven, with significant regional disparities in infrastructure and digital literacy. In technologically advanced countries like Qatar and the UAE, digital tools are increasingly used to enhance learning and broaden educational horizons. However, in less economically developed states, the speed and velocity of digital transformation have exacerbated long-standing inequalities, limiting access to these technologies and reinforcing existing divides.

Parental attitudes towards online education also reflect this digital double-bind. Many parents in the UAE express positive attitudes toward online learning, recognizing its flexibility and potential for personalized education (Chaudhry & Al-Okaily, 2021). However, concerns about the implications of excessive screen time and moral panics are associated with unbounded access content. In some cases, parents favor restrictions on digital use to protect their children, reflecting cultural values regarding child development (Al-Naqbi & Mustaffa, 2021).

The lack of a comprehensive regulatory framework in many Middle Eastern countries further complicates the adoption of digital technologies in education. This gap allows for the proliferation of digital content that may not align with local cultural values, creating tension between the desire to modernize and the need to preserve cultural identity. The market-driven push for digital adoption often overlooks the necessity of localized digital applications that cater to the region’s specific needs, further complicating the integration of digital technologies into educational settings.

The growing market for Arabic language content, exemplified by platforms like Lila TV, reflects a desire to connect digital advancements with cultural preservation (Milligan, 2023). However, the uneven development and availability of this digital content highlight the ongoing struggle with the digital double-bind. While there is an apparent demand for content that resonates with local cultures, the lack of investment in digital applications and the overwhelming presence of global platforms continue to dominate the digital landscape, often at the expense of locally produced content.

As digital technologies become more prevalent in education, the need for localized digital literacy programs becomes increasingly important. However, the widespread availability of interactive educational resources remains limited, and disparities in access continue to perpetuate educational inequalities. While many Middle Eastern countries are incorporating digital literacy into their educational curricula, the uneven development of digital affordances across the region underscores the need for targeted interventions that address both the technological and sociocultural barriers to equitable education.

Author

• Joe F. Khalil, Northwestern University