Table 4.

Summary of the dimensions of the digital inequality due to EML during COVID-19

Digital inequality in	Example
Infrastructure	"I missed four classes because at the class time there was no electricity. How will I be able to attend and engage in online learning?" (Student M 3)
Meaningful, high-quality, culturally appropriate content	"Designing and sharing high quality was difficult because it was an unplanned and sudden move to ERL" (Teachers M 5)
Lack of computer-friendly teacher	"I am not prepared to use technology in online learning for the whole class and for a long time" (Teacher F 4)
Parents' inability to follow their children in the new model of education	"I have five kids, each one has at least five assignments per week, it is difficult to follow them and I am not qualified to use new technology' (Parent F 5)
Educational levels	Online classes focused on middle schools
Students with disability	Teachers did not design suitable content for these important students in the community
Focusing on specific branches of middle school	Teachers reported they focused on scientific stream and ignoring grades 1–4
submitting “articles” topics	focusing on scientific subjects and sometimes on languages
Internet broadband Connectivity	"It is difficult to upload the file of the assignment because of the limited Internet connection" (Various students males and females)