Contrasting National Strategies for Digital Inclusion in Education: A Comparative Analysis of Mauritius and Singapore

Abstract

This 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 policy-relevant insights for countries seeking to design effective, equitable ICT strategies.