Bridging the Digital Divide: Learnings from piloting the ‘Schools’ Guide for Parental Engagement’ in Jordan

• In Event: Envisioning a coherent evidence ecosystem for education in a digital society: global and local evidence synthesis, mobilisation, and generation.

Proposal

In today’s digital world, Jordan’s education system faces the challenge of keeping up with digital developments and limited infrastructural and resource capacities to do so. Jordan’s "School's Guide for Parental Engagement in Supporting Literacy Learning" addresses this issue by offering the schools the first digital guide of its kind to cater for all parents whether with or without technology or internet access limitations. Piloted in 84 schools, the guide bridges the gap between schools and families through a mix of digital and non-digital resources combined with practical training, offering a model for addressing the digital divide in education.
A key feature of the project was the training provided to teachers, empowering them to use the guide’s resources and share tools with parents easily and conveniently through the most used digital channel in Jordan; Whatsapp. By equipping teachers with these digital competencies, the project not only enhanced parental engagement but also improved teachers' ability to facilitate learning in an increasingly digital society. Teachers reported increased confidence in using digital platforms, which allowed them to maintain consistent communication with parents, share educational resources, and provide ongoing support despite any physical barriers, such as those presented by the COVID-19 pandemic at the time.
Schools in rural areas, with limited access to internet and digital devices, received printed resources alongside the digital guide. These schools were encouraged to focus on traditional communication channels; face-to-face events, meetings, visits, calls, etc, unlike the other schools where the infrastructure allowed for digital communications. This hybrid approach ensured no family was left behind due to technological barriers, demonstrating how education systems can balance technology with on-the-ground needs.
The pilot project evaluated three key areas: the quality and usability of the guide and its digital tools, the effectiveness of the delivery model, and the resulting changes in parental engagement. Using a mixed-methods approach, the study surveyed over 600 school staff members. Notably, 97% found the digital tools useful, and more than 90% reported significant improvements in parental interaction. Teachers particularly appreciated the convenience of sharing literacy resources through digital means, fostering more consistent and meaningful engagement. The project demonstrated the transformative potential of digital resources in creating a more inclusive and resilient educational environment, especially when physical access to schools was limited during the COVID-19 pandemic.
From a policy perspective, the study advocates for institutionalizing this and other similar digital parental engagement programs within national education systems. The guide’s successful integration of digital and non-digital resources provides a scalable model for other countries striving to enhance educational equity in a digital society, while emphasizing the need to address infrastructure gaps to ensure equitable access to digital educational tools.
By sharing these findings, this paper contributes to global discussions on envisioning education in a digital society. It emphasizes inclusive approaches that leverage digital tools while addressing the realities of the digital divide. Jordan’s experience showcases the importance of adaptable, community-centered solutions for fostering equitable access and resilient learning environments, particularly in regions where the digital divide remains a significant challenge.

Author

• Sandy Qarmout, Queen Rania Foundation for Education and Development