The report, Digital Country Profiles: International Students’ Digital Experiences in Relation to Their Home Country’s Civil Digital Infrastructure by Jisc and the Portulans Institute, delves into how international students’ digital experiences are shaped by their home country’s digital readiness and infrastructure. This is particularly relevant for countries like Pakistan, India, Nigeria, and China, which contribute significantly to the international student population in the UK. Using the Network Readiness Index (NRI), the report examines civil digital infrastructure across technology, governance, people, and impact, comparing students’ experiences with their home and host countries.
Thank you for reading this post, don't forget to subscribe!In Pakistan’s case, several key factors emerge, providing a comparative look at digital readiness, infrastructure, and student expectations. Pakistan’s ranking in NRI shows it trailing behind nations like India and China, highlighting disparities in internet accessibility, digital governance, and ICT skills development. Pakistani students coming to the UK often experience a “digital shock,” where the level and quality of digital infrastructure differ markedly from their expectations based on prior experiences. Limited digital literacy and technological access at home make it challenging for students to adapt to the UK’s digital demands in higher education settings. These barriers include basic access issues, differences in digital communication norms, and variations in academic technologies.
Challenges for Pakistani Students
Many Pakistani students face hurdles due to less developed digital infrastructure at home. For instance, while the UK universities integrate advanced digital tools into their curriculum, Pakistani students often lack familiarity with these tools, resulting in delays and a need for additional support. Furthermore, differences in digital governance and internet regulation influence students’ online behavior and access to resources. The UK’s advanced digital environment necessitates high digital literacy, making it essential for Pakistani students to undergo rapid adjustment to meet educational expectations.
Key Comparative Data | ||||
Indicator | Pakistan | India | China | UK |
Global Network Readiness | 105th | 67th | 41st | 8th |
Internet Penetration | 36.5% | 49% | 70% | 98% |
ICT Skills | Moderate | High | High | Very High |
Digital Governance | Low | Medium | High | Very High |
Access to Learning Tools | Limited | Moderate | High | High |
Cultural and Digital Adaptation Needs:
According to the report, Pakistani students benefit from pre-arrival digital literacy training, orientation on UK digital norms, and ongoing support during their academic journey to reduce the “digital shock” experienced. Universities can enhance this by providing resources in multiple languages, fostering digital skill workshops, and offering peer mentorship programs focused on digital adaptation.
By understanding the specific needs of Pakistani students and comparing the digital infrastructure of their home country with that of the UK, universities can develop targeted strategies that enhance inclusivity and support. This approach not only improves the academic experience for these students but also contributes to a more equitable and inclusive international student environment.
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