THIMPHU (Oct 4) — Despite nationwide progress in internet connectivity, Bhutan’s rural schools continue to trail their urban counterparts in access to digital learning tools and outcomes, according to the National Education Assessment (NEA) 2024.
The report reveals that while urban schools benefit from reliable internet and better digital infrastructure, rural institutions face frequent power cuts, poor connectivity, and a lack of devices, limiting students’ ability to participate in e-learning, online assessments, and digital coursework.
Urban-rural learning gaps remain stark. Grade III students in urban areas scored an average of 39 points higher than rural students in English Reading and Mathematical Literacy, a disparity largely unchanged since 2021.
Officials and teachers cite unequal access to ICT resources and Teaching-Learning Materials (TLMs) as a major contributor. Nearly 40% of schools reported ICT-related TLMs as either unavailable or in poor condition.
“Although all schools have internet connectivity, frequent weather outages, unstable electricity, and damage to fiber cables caused by rodents or falling tree branches often delay restoration,” said Pelden Wangmo, Chief Dzongkhag Education Officer of Zhemgang. “In many schools, three to four students share one computer, and frequent power fluctuations have damaged devices.”
To compensate, rural schools rely on offline apps, shared WiFi hotspots, and pen drive–based lesson sharing, though teachers say these measures fall short.
A rural primary school teacher explained:
“Our school lacks a proper ICT lab. The few desktops we have are outdated, and without trained ICT teachers, we can’t use digital resources effectively. This affects even Dzongkha classes where students lose opportunities for digital reading and writing practice.”
He added that individual access to devices, subject-specific digital materials, and technical training for teachers could transform learning experiences.
Nationally, ICT integration remains weak. According to Kinley Dorji, Executive Specialist at the Bhutan Council for School Examinations and Assessment (BCSEA),
“One in four teachers received no ICT training in 2024. Limited teacher confidence and scarce digital resources hinder students from developing 21st-century skills. Strengthening ICT isn’t just about hardware—it’s about preparing students for a modern workforce.”
Even schools with better infrastructure report obstacles. A principal from Eastern Dzongkhag said their fiber connection and ICT lab helped, but “weather still disrupts connectivity.”
Meanwhile, a Tsirang Dzongkhag principal described persistent shortages:
“We have only two ICT periods a week for classes of 30 to 32 students. Two students share each device, limiting practice. Without a dedicated ICT teacher, students can’t go beyond the basics.”
The NEA 2024 urges targeted investment in rural connectivity, consistent supply of quality learning materials, and expanded teacher training. Experts warn that unless these disparities are addressed, Bhutan’s digital education drive could widen, leaving thousands of rural students further behind in a tech-driven future.