The Digital Turn in Lao Education Across Laos, education is undergoing a major shift. The launch of Khang Panya Lao (Wisdom Warehouse) by the Ministry of Education and Sports, supported by UNICEF, the European Union (EU), and the Global Partnership for Education (GPE), marks a turning point. The platform delivers curriculum‑aligned materials in Lao and English, and supports access in areas with limited internet through offline options. UNICEF+4UNICEF+4EEAS+4
During the COVID‑19 pandemic, many schools closed for weeks or months. As one Lao teacher, Ms. Vaed Vilaysouk, reflects, “Learning to use Khang Panya Lao is not difficult at all if you really put your mind into it. I think the platform will be very useful for my students to supplement their learning and make it more fun.” Her words show how digital tools can bring both challenge and hope. UNICEF
Addressing the Urban‑Rural Divide
One of the biggest challenges in Laos is inequality in access—urban schools often have better infrastructure, more devices, and reliable electricity, while rural schools may have very limited resources. Digital tools that can work offline, be shared among students, or be accessed via mobile phones are crucial in bridging this divide.
As Mr. Sompong Inthavong, a teacher from Xanakham district in Vientiane province, says, “The equipment provided will enable us to teach and learn differently. … The use of tablets could arouse the curiosity of less involved pupils and bring about a change in their attitude to school.” Despite being unfamiliar with tablets initially, he believes training and practice will make these tools powerful agents of change. Action Education
Empowering Teachers and Improving Practice
Teachers are not just users of technology—they are its mediators. To make digital ELT effective, teachers need professional development, support, and confidence. Lao initiatives have included training teachers how to use digital platforms, how to design lessons blending face‑to‑face and digital elements, and how to choose relevant content.
One principal, Khounvilay Khemkitisake, shared after a training program, “It is good to use Khang Panya Lao during COVID‑19 lockdown. … It also helps us to know how to organize teaching and learning activities for students, which attracts students to be curious about the lesson.” Laotian Times
The Student Perspective and Engagement
Digital tools don’t just benefit teachers; they directly impact students. Interactive quizzes, games, videos, and storytelling can raise motivation, help in understanding difficult concepts, and enable learning outside class hours. In many rural schools, such tools are new and exciting for students.
From a teacher in Khammouane province involved in a project with tablets, storybooks, and songs, “Every time we have digital learning, the students are happy and run quickly to the room. They pay attention to alphabet exercises, singing and storytelling, which helps them remember better because they can sing songs about everything they’ve learned.” Catholic Relief Services
Challenges That Remain
Even with progress, various obstacles persist:
- Infrastructure: Some rural schools lack electricity or have unstable power. Internet access is patchy or expensive. UNICEF+1
- Resources: Not all teachers or students have devices. Tablets, projectors, or shared devices are not yet widespread. UNICEF+1
- Digital literacy: Teachers and students may not have strong experience with technology. Training must be ongoing and practical. UNICEF+1
- Cultural / logistical issues: Content must be relevant to students’ lives. Also, family support and parental literacy can affect how well students use digital learning at home. UNICEF+1
Looking Forward: What Needs to Happen
To fully harness the benefits of digital ELT in Laos:
- Expand training programs for teachers, especially in rural districts. These programs should focus not only on how to use technology, but how to design lessons that integrate tech meaningfully.
- Improve infrastructure: Ensure schools get reliable power, devices (tablets, computers), and where possible internet. Offline functionality of platforms like Khang Panya Lao is a good model. EEAS+1
- Increase investment and partnerships: Government, NGOs, private sector, and international partners must work together to fund hardware, software, and resources.
- Develop culturally‑relevant content: Use stories, songs, topics that reflect Lao students’ lives. This increases engagement and relevance.
- Monitor and evaluate: Collect feedback from teachers and students about what works. Use data to guide improvements.
Conclusion
Digital tools are no longer optional—they are a necessity for English teaching in Laos. When deployed carefully, with support and training, they can help rural and remote students learn more effectively, improve teachers’ practice, and reduce educational inequalities. Lao teachers’ voices, from places such as Xanakham and Khammouane, clearly show that DIGITAL tools are changing not just how lessons are delivered, but how students engage and how teachers see their roles. The road ahead has challenges—but with the right investments, Laos can build a more inclusive, resilient, and modern ELT system.
References
UNICEF Laos (2021). Khang Panya Lao. UNICEF
UNICEF Laos (2022). A New Way of Teaching and Learning for the New Normal. UNICEF
UNICEF Laos (2022). Digital Learning in the Making. UNICEF
Laotian Times (September 27, 2022). Khang Panya Lao Platform Reaches 100,000 Users in Laos. Laotian Times
Action Education (2025). Encouraging Learning Through Digital Technology: Testimonies from a School in Laos. Action Education
Laotian Times (March 3, 2023). Digital Learning Gets New Boost in Rural Communities Across Laos. Laotian Times