Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan

Abstract This paper examines the extent to which refugee girls and young women were able access learning during COVID-19 education closures in Pakistan, role that EdTech played their access. It is based on findings from a survey with 403 Afghan students, along in-depth interviews six female refugees. The research shows that, while majority of students continue accessing some form school closures, was nevertheless limited, sizable minority not engaged any this time. Teacher institutional support either absent or inadequate for many infrastructure devices serve remote always reliable accessible. Although male respondents less likely than females engage independent study significantly counterparts own they needed learning. demonstrate how targeted investment specific types teacher professional development, as well supporting educational institutions establishment opportunities, could help sustain future periods restriction.