SEEING THE IMPACT OF COVID-19 ON RURAL SCHOOL CHILDREN IN KAZAKHSTAN: A PHOTOVOICE STUDY EXPLORING DIGITAL LITERACY AND THE DIGITAL DIVIDE

Abstract

The COVID-19 pandemic crisis exacerbated existing inequalities, affecting human wellbeing, economic situations, and in particular, healthcare and education systems. Lack of devices, quality of internet connection, and low digital literacy skills contributed to widening inequalities affecting already vulnerable populations, especially in rural and marginalized communities. According to the Ministry of Education and UNICEF Kazakhstan (April 22, 2020) 300,000 children did not have access to technology and 7398 schools transitioned to distance learning mode (Information and Analytical Center, 2020). Moreover, the pandemic has impacted 1.6 billion students worldwide, affecting 94 percent of the total population of the students, among which 99 percent of the students were from low-income families (UN, 2020). The purpose of this study was to see the impact of COVID-19 on rural schoolchildren in Kazakhstan through an art-based, community-based research method (CBPR) – photovoice – and answer the following research question: How did schoolchildren from rural Kazakhstan experience distance learning during the COVID-19 pandemic? In this study, seven schoolchildren from rural Kazakhstan participated as participant co-researchers and actively engaged in the research processes, taking photos and telling stories about their experiences of distance learning during the pandemic. Through data collection, analysis and sharing of findings, participant co-researchers shared the common challenges related to external and internal factors, including access to the infrastructure, teaching approach, concerns on mental health, and lack of interaction with the community. Implications of this arts-based, community-based participatory research are designed to spark social change by creating awareness on the issue of the digital divide in education. Results of the study are also intended to connect communities and policymakers to identify and implement policies that are based on the real needs of schoolchildren in Kazakhstan and internationally in times of crisis. Keywords: digital divide, pandemic, rural communities, digital literacy, COVID-19, art-based research, community-based research