Using Digital Tools to Enable Inclusive Education in Bhutan
Lessons from the Accessible Digital Textbooks Pilot
Highlights
Children with disabilities in Bhutan continue to face barriers to accessing quality, inclusive education. Many schools lack accessible learning materials and assistive technologies, while teachers need more support to adapt teaching to diverse learning needs. In 2024, only 1,326 children with disabilities were enrolled in general education, representing less than one per cent of the total student population. The Accessible Digital Textbooks (ADT) pilot explored how digital learning materials could help address these barriers and support children with and without disabilities to learn together.
The pilot, conducted in 19 schools across nine districts, found that ADTs can make learning more engaging, accessible and inclusive. Students with visual and hearing disabilities used features such as audio narration and sign language videos to support their learning, while teachers reported increased focus, motivation and opportunities for students to collaborate. Some students also gained greater independence by controlling the pace of reading and using features that matched their needs. However, students with intellectual disabilities required additional guidance, while limited ICT lab access, software installation issues and functional problems with some accessibility features restricted consistent use.
The report recommends introducing ADTs gradually, with guided practice and peer support, and involving parents so learning can continue at home. Teachers need ongoing professional development on inclusive pedagogy, disability-specific teaching strategies and effective use of digital tools for learning. Schools also need stronger ICT support, maintenance and reliable access to devices and connectivity. Technology developers should improve accessibility features, including better alignment of sign language videos with text, adjustable audio speed, and stronger Dzongkha content. Continued monitoring and research will be important to assess the effects of ADTs as they expand to more schools and to ensure that digital learning supports meaningful inclusion for all children.
