In January 2025, the President of the Republic of Tajikistan declared 2025–2030 as the "Years of Development of Digital Economy and Innovations”.

As reflected by the Concept of the Transition to Digital Education and the National Strategy for Education Development 2020–2030, the government is focused on expanding digital learning.

The policy frameworks recognize the potential of distance education in promoting both educational digitalization and equality, but Tajikistan made very little use of distance education during the pandemic, rendering policy commitments largely untested.

Significant investment, collaboration, and innovation will be needed to achieve this ambitious initiative. Public-private partnerships will be essential in bridging infrastructure gaps, while international organizations’ technical assistance and capacity-building support will be key.

Lessons and evidence as well as further research will ensure that policies and programs are effective and adaptable to changing educational needs.

As Tajikistan starts this ambitious journey, GPE is supporting transformation in the country through its Technical Assistance Initiative and Knowledge and Innovation Exchange (GPE KIX).

What Tajikistan learned on digital education from the pandemic

Although Tajikistan did not experience prolonged school closures during COVID-19, the country did face unique challenges compared to its neighbors due to limited digital investment and high connectivity costs.

Tajikistan ranked 129^th in mobile internet speed and 104^th(2021) in broadband speed, making it one of the least digitally connected countries.

A GPE KIX supported research project on digital education drew the following challenges and lessons:

The need for sustainable digital infrastructure

While emergency solutions were introduced during the pandemic, long-term sustainability requires significant investment in broadband expansion, affordable internet, and modern technical equipment.

While smartphones provided some opportunities for remote learning during the pandemic, their usefulness was limited due to high mobile data costs and a lack of adequate educational applications.

Teacher training is essential for digital learning success

Many teachers lacked sufficient digital literacy. Continuous professional development programs must integrate ICT training to ensure teachers are equipped to use digital tools effectively: only 56% of teachers in Dushanbe had internet access at school, while access was much lower in other regions, ranging from 9% to 25%.

Some schools were equipped with digital tools, but inadequate maintenance and teacher training limited their use.

Equity must be at the core of digital education strategies

Vulnerable populations, including girls, ethnic minorities, and students in remote areas require targeted policies to address disparities in digital access. Subsidized internet access, provision of digital devices, and localized educational content can help bridge these gaps.

65% of female students in rural areas reported difficulties in accessing online educational resources due to domestic workloads, compared to 40% in urban areas.

While technology alone cannot resolve such challenges rooted in gender norms and household responsibilities, it can play a supportive role by offering more flexible and accessible learning formats.

At the same time, 70% of students in remote regions lacked access to stable internet connections, highlighting the need for infrastructure improvements.

Language barriers also posed significant challenges for students from ethnic minority backgrounds; only 30% of the minority students surveyed had access to educational content in their native language.

Addressing these equity issues requires not only technological solutions but also targeted policy, social support, and culturally responsive educational approaches.

Parental and community engagement is vital

Strengthening parental digital literacy and community involvement can create a more supportive learning environment and improve student outcomes.

Hybrid learning models can enhance resilience

Blended learning approaches that combine in-person instruction with digital resources offer flexibility and continuity in times of crisis.

The Ministry of Education and Science actively participated in the research study by providing policy guidance, infrastructure support, and coordination among stakeholders.

Scaling equitable inclusive digital education based on evidence

The government is using the GPE KIX research findings to integrate digital tools into national curricula, enhance teacher training programs, and expand connectivity to rural and underserved areas by informing the development of targeted interventions to bridge digital divides.

To support these efforts, GPE through UNICEF and the EdTech Hub, is supporting the education ministry in piloting the Technology for Education Technical Assistance Initiative in Tajikistan.

Over 18 months, the ministry will benefit from support to coordinate the delivery of digital education programs, develop an investment case for digitizing schools and build evidence on cost-effective approaches for connecting schools to the internet.

The Global Reference Group, a platform for shared learning and experience exchange among GPE partner countries, will provide strategic advice on opportunities to increase the potential impact of these activities.

The initiative is also being piloted in Ghana, with plans to expand to an additional six countries later this year as a result of a $4 million contribution from Japan.