Dr. Ali Mohammed Al-Khouri
Cairo
Source: Al-Wafd Newspaper
Prof. Dr. Ali Mohammed Al-Khouri
Digital education in the Arab world represents a fundamental driver for achieving a qualitative leap in the education system and opening new horizons for sustainable development. Sustaining development transformations requires creating enabling environments. While digital education offers tremendous potential, challenges related to digital infrastructure, community culture, and the quality of Arabic educational content still represent obstacles that must be addressed thoroughly and decisively. Hence, the need to revisit the strategic frameworks that govern the educational digital transformation process as part of national development strategies and agendas for building knowledge societies based on equitable access to education.
The current reality indicates a significant digital divide in a number of Arab countries, meaning that the transition to digital education remains beyond the reach of large segments of students, particularly in rural and remote areas. Studies indicate that approximately 40% of the population in some Arab countries suffer from a lack of internet access or poor speed, limiting their opportunities to benefit from digital educational services. To overcome this challenge, governments need to launch national investment initiatives to develop telecommunications infrastructure, with a focus on providing high-speed internet at affordable prices that ensure fair access and equal educational opportunities. This step can meet the requirements of digital education, while also contributing to improving the quality of life and advancing the national digital economy in the long term.
On the other hand, the lack of Arabic educational content poses a significant challenge in the digital education equation. While the world is witnessing a significant increase in available digital educational resources, Arabic content remains modest in both quantity and quality. The proportion of Arabic digital content does not exceed 3% of global content, indicating a weakness in meeting the needs of Arabic-speaking learners. To achieve real change, public and private sector institutions must invest in producing educational content that is appropriate to local culture and covers in-demand disciplines in an attractive manner that keeps pace with technological developments. This investment in producing Arabic content cannot be considered merely a moral obligation, but rather a strategic step towards achieving a comprehensive transformation of the Arab education system and making digital education an attractive and integrated option.
Supporting the societal culture of transitioning to digital education is also vital to ensuring social acceptance of this new model of education. Many Arab societies still cling to traditional education models and view digital education as unfamiliar or less reliable. In a recent study, approximately 60% of families in some Arab countries reported preferring traditional education over digital education, revealing a cultural challenge that requires a shift in societal attitudes. Addressing this obstacle through broad awareness campaigns can highlight the benefits of digital education in developing skills and opening up new horizons for education that allow for greater flexibility and adaptability to changing educational needs. Collective commitment from educational institutions, the media sector, and government agencies is a strategic requirement to ensure a unified message that highlights the importance of this shift.
For digital education to achieve its full potential, it is crucial to provide specialized training programs for teaching staff. Experts point out that the success of this model of education depends largely on the extent to which teachers and students are qualified to use technology efficiently and flexibly. Teachers who receive adequate training are better able to stimulate digital interaction and achieve the desired learning outcomes. Therefore, building teacher capacity should be part of government policies, encouraging training programs, workshops, and ongoing courses on developing digital education methods. Public policies should also address the provision of scholarships and financial support for needy students to ensure everyone has access to digital education opportunities without financial barriers, and to realize the concept of education as a basic right for all.
World Bank experts estimate that adopting digital education technologies in developing countries could contribute to an increase in economic growth of up to 2% annually. This figure summarizes the promising potential of this sector for economic development, making the adoption of digital education a strategic option for stimulating growth in emerging economies.
The expected growth of the e-learning market, estimated to reach $457.8 billion by 2026, provides an additional incentive for the Arab world to benefit from this technological boom. Continued investment in infrastructure, content development, and staff training can enable the region to assume a leading position in the global e-learning sector. Arab cooperation in this field, through the exchange of expertise and coordination of efforts, can contribute to enhancing access to digital education and its comprehensive development.
Ultimately, digital education is not just a technological tool; it is a real opportunity to build an educational future based on innovation and inclusiveness. Hence, decision-makers in the Arab world must adopt a comprehensive vision based on digital education as an essential part of national development strategies, not only to achieve an educational renaissance, but also to build a digital society capable of keeping pace with global transformations and contributing to achieving sustainable development goals.
