Inclusion in the online teaching environment

The digital divide is not limited to the lack of an internet connection or device but encompasses a wider range of problems: lack of digital literacy, emotional security, self-confidence and institutional support. Disadvantaged students often do not have the same starting positions as their colleagues — either because of socio-economic status, geographic location, minority language or parental responsibilities.

In the context of online learning, these factors can lead to reduced engagement, passivity or even complete dropout from education. To bridge the digital divide, it is necessary to conduct regular surveys of students' needs, involve them in shaping the teaching process, provide flexible deadlines, multi-channel access to content and ongoing technical and emotional support. Transparent communication, safe spaces for questions and supportive teaching practices are key to reducing feelings of isolation and insecurity.

Main groups of students who remain outside the system due to the digital divide:

Students from rural and less connected areas

Although they have a computer, their internet connection is sometimes unstable or too slow to participate in video lectures. As a result, they miss part of the live classes, cannot submit assignments via the platform on time or have difficulty collaborating in group projects. Since 2017, the Faculty of Humanities and Social Sciences, University of Zagreb, has been conducting research into the internet speed of students in the locations where they live and study. The results indicate that connection speeds are the lowest and connections are the most unstable in rural areas, on islands and other locations with poor traffic and infrastructure connections. As a result, students miss part of the live or synchronous classes, often cannot submit assignments via the platform on time, or have difficulty collaborating in group projects that require a quick response.

How can HEI help such students? It can:

• enable recordings of lectures, but also additional formats that do not require high transmission speeds, for example lecture transcripts, only sound files, etc.
• develop "light" versions of LMS content and mobile applications optimised for slower internet
• provide training for teachers on how to prepare digital content that is optimised for slower internet
• provide more access to the faculty network (in addition to the wireless network, provide network sockets on desks in libraries and reading rooms) or subsidised mobile data packages for students.

Students of lower socioeconomic status

They do not have the opportunity to purchase more modern devices or reliable equipment (cameras, headphones with a microphone). They often share one computer with other family members, which further reduces their ability to follow classes regularly.

How can HEI help such students? It can:

• provide loan options for used equipment (laptops, tablets, headphones that have been scrapped by teachers)
• organise financial assistance programmes or discount vouchers for technical equipment
• Provide access to computer labs, reading rooms and common areas outside of normal working hours.

Students with low levels of digital literacy

Although they have technical equipment, they are not familiar with LMS systems, do not understand how to use security settings, submit assignments or participate in forums. Lack of self-confidence and fear of mistakes lead to passivity.

How can HEI help such students? It can:

• organise short online workshops and webinars on using LMS systems, communication tools and digital security
• establish a helpdesk with clear instructions and quick answers to the most common technical questions students have
• encourage peer support where older students would be mentors/advisors to newer ones
• in their materials, teachers can refer students to Srce and CARNET courses, e-learning support centres, the IT service, the library and other digital technology support available at HEI.

Students whose native language is not Croatian and students with disabilities

Some students face language barriers because materials are not translated or subtitled. Students with visual or hearing impairments lack support in the form of transcripts, screen readers or visual accommodations.

How can HEI help such students? It can:

• provide multilingual materials (and in several scripts), subtitles and transcripts for video content
• implement Universal Design for Learning (UDL) and accessibility tools (screen readers, contrasting themes)
• include inclusive experts in the design of e-colleges or as help in redesigning existing e-colleges.

Students with additional responsibilities (e.g. parents or employed students)

They don't have the flexibility to participate in live classes because they are balancing work, family and academic commitments. If there is no way to access recorded content later, they easily fall behind and lose motivation.

How can HEI help such students? It can:

• provide flexible deadlines for submitting assignments
• provide asynchronous participation options through recorded lectures and forum discussions
• encourage individual agreements with teachers for special situations.