Bridging the Digital Divide: How Digital Community Information Workers Are Transforming Education in Mongolia

Empowering Educators and Schools

Digitalization is a key to transforming education for Mongolians, who are sparsely populated across a vast territory, including nomadic communities. Digital learning platforms like Eduten, Pearson, and national Medle.mn are now essential tools in the classroom. However, teachers struggle with connectivity issues, ranging from simple fixes to complex network problems, which are hard to resolve due to a lack of skilled staff in schools.

"Digital Community Information Worker" (DCIW) is a pilot project launched by UNICEF as a part of the Joint SDG Fund and GIGA in partnership with the Government of Mongolia, with the aim to enhance school connectivity and digital learning by training ICT teachers in network troubleshooting."Digital Community Information Worker" (DCIW) is a pilot project launched by UNICEF as a part of the Joint SDG Fund and GIGA in partnership with the Government of Mongolia, with the aim to enhance school connectivity and digital learning by training ICT teachers in network troubleshooting.

It also equips them as Digital Leaders to improve digital skills among teachers, students, and parents in remote communities, recognizing schools as key community hubs.

Digital literacy trainings enhance teaching and learning experiences

The project has been piloted in Dornod, Orkhon, Darkhan-Uul and Khentii provinces, and six districts of Ulaanbaatar. Over 70 teachers from 35 schools have been trained as digital community information workers, who, in turn, have conducted digital literacy sessions for thousands of teachers, students, parents, and community members.

Mrs. N. Delgermaa, an ICT teacher at School No. 1 of Kherlen Soum, in the eastern province of Dornod, was among the first to participate.

"I attended UNICEF training along with my colleague Kherlenchimeg. We have learned many new things about digital educational platforms, public services, and network troubleshooting. After a series of trainings, we have trained over 300 teachers, students, parents, and community members," she shared.

Teachers from various subjects, including math, language, and IT, have embraced digital tools not only out of personal interest but also to enhance their teaching.

Mrs. Ch. Enkhsolongo, a math teacher in Khentii province, has a deep passion for digital technology and often researches it in her free time. She was thrilled to be trained as a Digital Community Information Worker (DCIW) for both personal and professional growth. "I incorporate various digital tools into my classes. After becoming a DCIW, I also became the go-to person at my school, where teachers and students seek my help with connectivity, online resources, and even laptop troubleshooting," she shares with a smile.

Now that many of the fellow teachers in Khentii are trained in troubleshooting IT problems, the schools are increasingly becoming more self-sufficient in managing IT-related issues. P. Ariunbaatar, a senior specialist in Khentii’s education department highlights that DCIWs learned to install and check their connectivity using GIGA’s Daily Check Application. “Instead of solely relying on IT teachers, more teachers can now handle minor networking issues," he added.

Digital literacy makes online journeys safer

Thanks to the training, parents in the target schools are learning and building their skills to monitor their children’s digital activities using applications such as E-Kids and Google Family Link.

“Parents who attended our training were particularly interested in learning about digital public services, online safety, and personal data protection. Parents were pleased to discover the many possibilities available through digital platforms," says teacher Delgermaa. "They also wanted to learn how to protect their children online.”

Ms. N. Turhan, an 11th grader at Kherlen Soum School No. 1 also highlighted that her peers are becoming more digitally literate, learning safer ways to surf online and better protect themselves from online fraud and bullying.Ms. N. Turhan, an 11th grader at Kherlen Soum School No. 1 also highlighted that her peers are becoming more digitally literate, learning safer ways to surf online and better protect themselves from online fraud and bullying.

Furthermore, B. Nomin-Erdene, a mathematics teacher in Khentii, emphasized the need to teach students how to verify online information and maintain a positive digital presence.

Beyond Schools: Supporting the Community

The empowered digital educators are further reaching out to elderly individuals and people with disabilities in their communities, teaching them to access digital services. “Many senior citizens were not able to use their phones to access the Government’s e-services. We purposefully called them up and taught them some basic skills. And they were so grateful, but also quite surprised at how easy and convenient it has become,’ said Ms. Enkh-Solongo.

“I am the head of the senior citizens council in my province. I am grateful for the training by Ms Enkh-Solongo. I learned about the risks of digital fraud and how we can identify or prevent it. I hear many cases where senior people have become victims of cyber fraud. It was important to me to become aware of online crimes,’ says Mrs B.Khatantumur, a 65-year-old retiree.

Looking Ahead: Training the Next Generation

As the project progresses, schools are preparing to train students digital leaders in 2025. These students will further promote responsible digital practices among their peers, ensuring that the benefits of the program continue to grow.

Through the dedication of educators, students, and community members, Mongolia is making significant strides in closing the digital divide—one connection at a time.

The Joint Programme on Digital E-Mongolia Services and Communities, implemented jointly by UNDP and UNICEF, is enabled thanks to the generous funding to the Joint SDG Fund from the European Union and the governments of Belgium, Denmark, Germany, Ireland, Italy, Luxembourg, Monaco, the Netherlands, Norway, Poland, Portugal, the Republic of Korea, Saudi Arabia, Spain, Sweden, and Switzerland.

This article was first published here. For more information about the UN's work in Mongolia, visit mongolia.un.org