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

本文探讨了巴基斯坦因 COVID-19 教育关闭期间难民女孩和年轻女性能够获得学习的程度，以及教育科技在她们获得学习机会方面发挥的作用。该报告基于对 403 名阿富汗难民学生的调查结果以及对六名年轻女性难民的深入采访。研究表明，虽然大多数女难民学生能够在学校停课期间继续接受某种形式的教育，但学习机会仍然有限，相当一部分女难民在此期间没有进行任何学习。对于许多学生来说，教师和机构的支持要么缺乏，要么不足，而且用于支持远程学习的基础设施和设备并不总是可靠或可访问。尽管男性受访者在关闭期间参与独立学习的可能性低于女性，但难民女孩和年轻女性拥有学习所需设备的可能性明显低于男性受访者。研究结果表明，对特定类型的教育技术和教师专业发展进行有针对性的投资，以及支持教育机构建立远程学习机会，如何有助于在未来的教育限制期间维持学习。