*Per Ana Cláudia Donner Abreu
Intelligent education, or smart education, is an innovative approach that uses advanced technologies to make the educational process more efficient, personalized and accessible (Hong Guo et al., 2021). This approach is closely linked to the strategic use of Information and Communication Technologies (ICTs) to improve the quality of teaching and learning.
One of the key aspects of this approach is the personalization of learning, which uses technologies such as cloud computing, big data, Internet of Things (IoT) and Artificial Intelligence (AI) to create innovative and interactive learning environments between students and teachers. These technologies are interdependent and complementary and promote more inclusive and accessible education, reducing physical and socioeconomic barriers. Their integration can revolutionize education, creating dynamic and collaborative learning environments that meet the individual needs of students (Kosala et al., 2022; Hong Guo et al., 2021).
One of the central pillars of smart education is internet connection, which is necessary to improve students' digital skills, facilitate collaborative learning and support innovative pedagogical practices. In addition, it supports the development of adaptive curricula and the training of teachers in the use of digital tools. Under these conditions, connectivity and the use of digital technologies can promote educational inclusion and equity, especially for students with special needs and in remote areas (Thimoteau et al, 2022; UNESCO, 2023).
In Brazil, the Information and Coordination Center of Ponto BR (NIC.br, 2024) produces a report entitled “Overview of the Quality of Internet in Brazilian Public Schools”, which is a detailed analysis of connectivity in public schools in Brazil. The report highlights the importance of connectivity as an essential element for smart education, as well as the challenges faced in achieving adequate coverage in all regions of the country.
The main objective of this study – which uses data from the Basic Education School Census and the Connected Education Meter to provide a comprehensive view of the current situation in Brazil – is to assess the quality of connectivity in Brazilian public schools, focusing on three main aspects: the presence of internet, the quality of the connection and the availability of equipment.
Let's see how these aspects are:
- Internet Presence: In 2023, 89% of public schools reported having internet access for general use, while 62% had internet for learning purposes. However, only 11% of metered schools reported a speed of Internet adequate for pedagogical needs. Although most public schools have some type of connection, the quality of this Internet is often insufficient for pedagogical purposes. This is particularly problematic in rural and remote areas, where telecommunications infrastructure is more limited;
- Connection Quality: The quality of the connection, measured in terms of connection speed download and upload, latency, jitter and packet loss, is critical for educational activities. The study highlights that most schools still do not meet the recommended standards for connection speed per student. The internet speed required to support educational activities is not yet available to most schools. The national average internet speed download per student is only 0.26 Mbps, well below the recommended 1 Mbps per student. This limitation directly impacts students’ ability to access online educational resources and participate in interactive activities;
- Regional Inequality: Connectivity varies significantly across regions in Brazil. The North and Northeast regions present the greatest challenges, with many schools still lacking adequate internet access. The disparity in internet quality between regions in Brazil is a reflection of the country’s socioeconomic and structural inequalities. The North and Northeast regions are the most affected, with many schools lacking access to stable and fast connections. This problem is not exclusive to the education sector, but also affects other areas, such as healthcare and public administration.
In Brazil, inequality in access to technology and the internet in public schools is a reflection of broader regional disparities. The North and Northeast regions, for example, have less telecommunications infrastructure, which makes it difficult to implement high-quality connections in schools. This challenge is compounded by the lack of adequate investment and the complex geography of these regions. To mitigate these inequalities, the federal government launched the National Strategy for Connected Schools, with the goal of universalizing connectivity by 2026.
As can be seen, the implementation of smart education in Brazil faces challenges related to connection infrastructure and its financing. Although the National Strategy for Connected Schools is a positive step, the effective implementation of this strategy requires coordinated efforts and greater investments involving:
- Technological Infrastructure: Telecommunications infrastructure is essential to ensure connectivity in schools. In many rural and remote areas, the lack of high-speed networks impedes the implementation of advanced educational technologies. Infrastructure investments, such as expanding fiber optic networks and increasing broadband capacity, are essential to overcome these barriers. (UNESCO, 2023)
- Sustainable Financing: Financing is one of the biggest obstacles to universal connectivity. The federal government, together with states and municipalities, needs to ensure sufficient resources for the maintenance and ongoing updating of technologies in schools. Public-private partnerships can be a viable solution to finance the expansion of connectivity and the acquisition of technological equipment. (Thimoteau et al., 2022)
- Teacher Training: Continuous training of teachers is necessary so that they can effectively use digital tools in the classroom. Training programs should be developed to enable educators to use digital platforms, softwares educational and innovative pedagogical methods. (Laurillard, 2012)
- Sustainability and Maintenance: In addition to implementing new technologies, it is essential to ensure the sustainability and maintenance of existing systems. Preventative maintenance plans and regular updates must be established to prevent equipment obsolescence and ensure that technology continues to meet pedagogical needs. (Fullan, 2013)
Despite the challenges, the opportunities offered by smart education in Brazil are promising. Connectivity and the use of digital technologies can radically transform the educational landscape, promoting more inclusive and equitable education. Some of the main opportunities include:
Personalization of teaching: Technology enables personalized teaching, adapting content and teaching methods to individual students’ needs. This can significantly improve learning outcomes and reduce dropout rates. (Kosala et al., 2022).
Collaborative learning: Digital platforms facilitate collaborative learning, allowing students from different regions to work together on projects and share knowledge. This can enrich the educational experience and promote social inclusion. (Anderson, 2008).
Digital inclusion: Connectivity can help include students with special needs by providing them with access to adapted educational resources. Assistive tools and accessible platforms can ensure that all students have equal opportunities to learn. (UNESCO, 2023).
The development of digital skills: The integration of ICTs in education prepares students for the 21st century job market by developing essential digital skills. This can contribute to reducing socioeconomic disparities and promoting the sustainable development of the country. (Hong Guo et al., 2021).
Smart education, based on digital connectivity, offers a promising path for transforming the Brazilian education system. While the challenges are considerable, so are the opportunities. Universalizing connectivity in schools is an ambitious goal, but it is essential to ensure that all students have access to an education that prepares them for the challenges and opportunities of the digital future. Therefore, Brazil needs public policies and continued investment, as well as collaboration between the government, the private sector, civil society and academia, to achieve a more inclusive, equitable and quality education for all who want it.
*Ana Cláudia Donner Abreu is a THINK TANK ABES Researcher – IEA/USP and Senior Researcher at the Knowledge Integration and Governance Engineering Laboratory at PPGEGC/UFSC. The opinions expressed in this article do not necessarily reflect the positions of the Association.
Notice: The opinion presented in this article is the responsibility of its author and not of ABES - Brazilian Association of Software Companies
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