Organisation matters more than equipment.<\/strong> A single platform used by all teachers is available in 67% of frontline schools and 49% of non-frontline schools. A full suite of digital tools covering the main functions of distance learning is available in 47% and 11% of schools, respectively.<\/p>\nThe management gap is also substantial: 58% of frontline schools have an approved strategy, compared with 26% of non-frontline schools; 75% versus 43% have formally designated responsible staff; and 71% versus 46% conduct regular monitoring.<\/p>\n
Frontline schools have developed a deeper understanding of distance learning as a system.<\/strong> In open-ended responses, participants from frontline schools describe technical disruptions as part of an interconnected chain affecting timetables, teachers\u2019 workloads, learning losses and students\u2019 psychological well-being.<\/p>\nRespondents from non-frontline schools more often describe internet, electricity or device problems as isolated disruptions and pay less attention to the organisational dimension. This means that schools with less mature systems may also be less likely to recognise their own need for support.<\/p>\n
Technical inequality affects students more than teachers.<\/strong> Half of students in non-frontline regions research using only a smartphone, compared with 17% in frontline regions. This limits their ability to work with documents, learning platforms and more complex assignments.<\/p>\nMost teachers use laptops: 94% in frontline regions and 86% in non-frontline regions. During power cuts, 38% of frontline teachers have stable internet access, compared with 17% of non-frontline teachers. When rural schools are compared separately, the gap narrows to 30% versus 16%, showing that settlement type explains part, but not all, of the difference.<\/p>\n
The digital learning environment and its funding remain weak.<\/strong> A fully integrated digital learning environment is in place in 46% of frontline schools and 20% of non-frontline schools. Full cybersecurity provision is reported by only 40% and 9% of school leaders, respectively.<\/p>\nJust 30% of frontline school leaders and 17% of non-frontline school leaders consider funding fully stable. A dedicated paid platform administrator position exists in only 10% and 3% of schools. Technical responsibilities are often transferred to teachers as additional, largely unpaid work.<\/p>\n
Frontline schools are better supplied with learning materials, but teaching remains largely synchronous.<\/strong> Fully developed materials for all subjects and topics are available in 40% of frontline schools and 9% of non-frontline schools, while clear quality criteria for digital content are reported by 43% and 20%, respectively.<\/p>\nFrontline teachers also use digital services more deliberately: 72% use different services for different tasks, compared with 57% in non-frontline schools. Nevertheless, synchronous lessons dominate in both groups, partly because existing workload, record-keeping and payment rules primarily recognise synchronous work.<\/p>\n
Teachers are digitally capable, but course design and student autonomy remain major gaps.<\/strong> Regular professional development on distance learning is provided by 37% of frontline schools and only 6% of non-frontline schools.<\/p>\nYet only 28% and 20% of teachers feel confident using artificial intelligence tools, and just 19% and 11% have received training in designing distance-learning courses and materials. Student independence is even more limited: only 14% of frontline teachers and 11% of non-frontline teachers are fully confident that most of their students can learn independently.<\/p>\n
Psychological support is constrained by staff shortages and a gap in perceptions.<\/strong> Only 37% of frontline schools and 23% of non-frontline schools report having enough specialists. While teachers are generally willing to support students, only 30% confidently recognise signs of psychological difficulties and 54% know a clear procedure for responding.<\/p>\nTeachers also assess the support provided more positively than students assess the support received: 67% of teachers report supporting students in difficult situations, compared with 47% of students who say they received such support.<\/p>\n