Online education revolution in the age of technology
DOI:
https://doi.org/10.7346/sird-022025-p22Keywords:
Online learning, Developing countries, Digital inequalities, Girls' education, Taliban, Afghanistan, Iran, Pakistan, India, Educational revolution.Abstract
Over the past two decades, online and virtual education have become a core component of educational systems worldwide. This transformation has presented both opportunities and challenges, particularly in developing nations. This paper examines the evolution and current state of online and digital education in Afghanistan, and Developing Countries over the past four years, with a focus on its implications for the national education systems of this country. Key challenges explored include digital inequality, inadequate technological infrastructure, and socioeconomic
disparities. The discussion also highlights policy gaps and the broader societal consequences of restricting Afghan female access to education in Afghanistan. The paper concludes that while online and virtual education can serve as a vital supplement to traditional classroombased
learning, it cannot wholly replace inperson education. Strategic policy interventions and investments in infrastructure are crucial for harnessing the full potential of digital learning in developing contexts.
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Copyright (c) 2025 Asadullah Jafari (Pezhman)
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