Table 4.

Summary of key findings from surveys with students and the expert's evaluation for each research question.

Research Question	Finding from Student's Survey	Expert's Evaluation
RQ1: How was online learning situation in Myanmar during the national crises?	Digital accessibility divide: ●40% have access to a desktop computer, notebook, or laptop ●80% have access to a smartphone ●60% have good internet access	EI-01, 02, 05, 06: ●Computers are superior for online learning ●Smartphones provide only limited access to software and graphics and are often less stable EI-04, 05, 07: ●Evaluation of good internet access doubted
	Digital capability divide: ●skills to use computers in the midrange ● sources of support were: o family (∼60%) o teacher (∼40%) o others (∼35%).	EI-01, 02, 06: ●Confirmation of midrange of skills to use computers ●Issues seen in support from family and teachers as they were often unskilled themselves
RQ2: What was the role and impacts of IT on the learning and well-being of students in Myanmar during the national crises?	IT in learning methods and its outcome for students in Myanmar: ●55% learned better before the pandemic ●70% learned better onsite ●70% participate more in class when being onsite	EI-01,02, 03, 06: ●Confirmation of students' evaluation ●Students were often disrupted and passive in online classes
	IT usage supporting the well-being of students in Myanmar: ●40% feel depressed ●33% feel lonely ●45% feel stressed and under pressure ●20% feel hopeless ●20% consulted a doctor because of not feeling well	EI-01,02, 03, 07: ●Even higher percentages of students with emotional issues were expected ●Assume underreported numbers EI-07: ●Students having internet access can be seen as privileged from a well-being perspective. This may have influenced the results, as students without internet remain underrepresented.