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Mauritius faces constraints in infrastructure, teacher training, and fragmented policy implementation, while Singapore benefits from long-term national planning embedded in a digitised economy. 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Educational Technology – January 2026, volume 25 Issue 1  \nContrasting National Strategies for Digital Inclusion in Education: A Comparative Analysis of Mauritius and Singapore  \nKarolina Radyńska-Cenkier  \nIndependent Researcher, Warsaw, Poland [k.radynska.cenkier@gmail.com](k.radynska.cenkier@gmail.com)  \nORCID iD: [https://orcid.org/0009-0002-9646-5314](https://orcid.org/0009-0002-9646-5314)  \nAbstract  \nThis study examines the national digital inclusion strategies in Mauritius and Singapore associated with the integration of information and communication technologies (ICT) in education, especially for learners with specific learning difficulties, such as dyslexia and dyscalculia. While Mauritius, as a small island developing state, faces challenges related to infrastructure, teacher training and fragmented policy implementation, Singapore has long-term national planning that has led to the development of a highly digitised economy in which ICT integration is embedded. This study employed a qualitative comparative document analysis approach, which involved reviewing academic publications by Mauritian scholars, UNESCO and World Bank reports and the Mauritian and Singaporean national education frameworks. Thematic analysis was employed to identify the key digital inclusion and policy implementation patterns in both countries. It was found that Singapore has a model that emphasises system-wide inclusion through a coherent alignment of policies, professional teacher development and digital infrastructure. Mauritius, however, is further behind. While it has potential, more coordinated, sustained strategies are required. This analysis contributes to the literature by addressing a gap in comparative studies between small island developing states and advanced digital economies, and offers policyrelevant insights for countries seeking to design effective, equitable ICT strategies.  \nKeywords: digital inclusion, ICT in education, Mauritius, Singapore, special educational needs, comparative education  \nIntroduction  \nDriven by the rapid integration of information and communication technologies (ICT), there has been a profound transformation in education over the past two decades. The development of digital tools has reshaped student learning, instructional design and delivery and institutional teaching and assessment. Learners can now engage using adaptive platforms, participate in online courses and access global digital libraries, all of which reduce the traditional barriers to education of time, cost and geography (UNESCO, 2023) . Similarly, open universities and online learning platforms have expanded the opportunities for lifelong learning and flexible higher education participation.  \nDespite these global advancements, there are significant disparities in the methods being used to design and implement digital inclusion strategies. While international research has confirmed the transformative potential of ICT, it has also emphasised the persistent socio-economic, geographical and disability-related divides (OECD, 2023; UNESCO, 2024; World Bank/EdStats, 2023) . Therefore, the critical question is whether technological integration can ensure equitable participation for diverse learners, particularly those with specific learning difficulties, such as dyslexia and dyscalculia.  \nUnfortunately, compared to highly digitised economies, there is limited comparative evidence on how this question is being addressed in small developing island states (SIDS) . Despite national commitments to expand ICT use in education in Mauritius, for example, there are continuing challenges related to infrastructure, teacher training and resource allocation. In contrast, Singapore has become a global leader through its Smart Nation initiatives and systematic integration of digital technologies into both mainstream and inclusive education (Tan, 2020; Ministry of Education Singapore, 2020) .  \nThis study addresses this re","cbCaimpKYpDXEDGd","https://ap.wps.com/l/cbCaimpKYpDXEDGd","pdf",236999,11,"English","# Abstract\n# Introduction\n# Literature Review\n## Digital inclusion and ICT in education\n## Definitions and frameworks in Singapore","[{\"question\":\"What educational goal does the study focus on in Mauritius and Singapore?\",\"answer\":\"It focuses on how national digital inclusion strategies support equitable participation in education through ICT integration, especially for learners with dyslexia and dyscalculia.\"},{\"question\":\"How do the authors compare the two countries’ policy approaches?\",\"answer\":\"They use qualitative comparative document analysis and thematic analysis of academic publications, UNESCO and World Bank reports, and national education frameworks to identify strengths and limitations in policy alignment and implementation.\"},{\"question\":\"What key finding distinguishes Singapore from Mauritius?\",\"answer\":\"Singapore is described as having a system-wide inclusion model with coherent policy alignment, professional teacher development, and digital infrastructure, while Mauritius is behind and needs more coordinated, sustained strategies.\"}]","Contrasting National Strategies for Digital Inclusion in Education: A Comparative Analysis of Mauritius and Singapore | PDF",1792042920,28]