“…The Ministry of Education, TV channels, internet providers, provincial education officers and schoolteachers assembled a range of internet, print, hybrid and blended learning and teaching materials (Ministry of Education, 2020). Although teachers adapted to this unprecedented situation very quickly, students from socio-economically disadvantaged groups were affected disproportionately, due in part to their lack of access to the internet via PCs or smartphones and home support (Dayasiri et al, 2022;Fukami, 2022). Even by September 2021 it was estimated that fewer than half of all students were able to follow teaching and learning remotely (De Mel, 2021).…”