WHAT THE EXPERTS SAY....


BUILDING EQUITABLE DIGITAL CLASSROOMS: CENTRING TEACHERS AND STUDENTS IN EDTECH Comment by DENNIS LIN, General Manager of ViewSonic Education Solutions


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ver the past few years, discussions around ‘quality education’ and educational equity have intensified. Guided by frameworks such as the UN Sustainable Development Goal 4 on “quality education for all”, education systems are increasingly focused on turning high-level commitments into tangible change in classrooms. At the same time, schools have made significant investments in digital tools, from front-of-class displays to teaching platforms, raising an important question: what role should technology play in delivering more equitable learning opportunities?


As digital technologies become more embedded in schools, the challenge is no longer which device to buy next, but how technology can genuinely support teaching and learning in more equitable ways. Clarity, ease of interaction, stability and accessibility are increasingly seen as key qualities for any tool that teachers rely on in daily lessons and that supports steady learning progress.


Front-of-class displays continue to anchor classroom communication, but their true value appears when they support a smooth, uninterrupted flow of learning. Whenever technology disrupts the rhythm of a lesson, through delays, complex steps or inconsistent performance, its benefits are quickly lost.


These expectations are pushing schools toward more integrated ecosystems. We see a shift away from disconnected tools and toward environments where displays, teaching platforms and teaching materials work together seamlessly. When technology aligns with established instructional routines, educators can move fluidly between presenting lesson content, facilitating discussion and supporting individual students. Technology should adapt to the classroom, not the other way around.


Inclusion has also become a central priority in modern classrooms. Students may, for example, experience visual stress, attention challenges or sensory sensitivities. Teachers note that when digital tools integrate accessibility features, such as color overlays or Irlen-friendly viewing modes that help reduce visual strain for light-sensitive learners, students who once struggled to keep up with lessons often participate more actively and confidently.


As these features become more common across teaching platforms, including solutions like myViewBoard, they signal a wider shift in which accessibility is now widely regarded as a core expectation for EdTech. As classrooms respond to increasingly diverse learning needs, teachers are being asked to balance more instructional demands than ever. Technology, therefore, must do more than offer features; it must help create time for teachers to focus on the students who need their attention most. Integrated teaching platforms can streamline lesson preparation, bring together frequently used materials and enable real-time engagement without adding to teachers’ workload. Their strategic value lies in simplifying everyday teaching tasks and enabling educators to devote more time to understanding student needs and supporting meaningful learning. Looking ahead, the future of EdTech will depend on coherence. Technology must align with the needs of teachers and students, integrate smoothly within school-wide ecosystems and help create more inclusive learning experiences.


When digital tools are well integrated into classroom practice and support the broader goals of teaching and learning, they become more than devices – they form part of a resilient foundation that enables more schools to offer high-quality learning experiences.


WHY JANUARY EXAM SEASON CAN BE SO TOUGH ON


STUDENT MENTAL HEALTH Comment by OLIVER SIDWELL, Co-Founder of Higherin


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ith Google searches for


‘January exams’ up 738% in the last quarter and 167% in the last month, the festive bubble has well and truly burst for students across the country. January, often dubbed the “most depressing month” of the year, can exacerbate stress levels,


with academic pressures, post-holiday blues, and the long wait for spring. It can feel overwhelming, especially with deadlines piling up and the weather leaving little room for motivation.


It’s important to recognise the signs of stress early on and take proactive steps to manage it. While academic pressures are real, students can tackle them by focusing on self-care, creating a balanced study schedule, and reaching out for support when they need it.


Setting realistic goals


Exams and deadlines can feel impossible to manage when everything piles up at once, leaving students anxious and overwhelmed. Help students to break down their exams and assignments into manageable chunks. Setting realistic goals for each study session prevents the feeling of being


January 2026


overwhelmed and gives students a sense of achievement as they tick tasks off their list.


Taking regular breaks


Many students think working non-stop will help them finish faster, but long study sessions can actually reduce focus and productivity. Endless hours at their desk might be doing more harm than good. It’s essential to schedule regular breaks to recharge. Short bursts of study, interspersed with moments to relax, take a walk, or do something they enjoy, can help students boost focus and reduce stress.


Prioritising sleep


Late nights and all-nighters might seem necessary, but insufficient sleep can have serious consequences for memory, concentration, and overall wellbeing. Getting enough rest is key to maintaining good mental health and academic performance. A well-rested mind is far more productive than one that’s exhausted.


Reaching out for support


Struggling in silence can make stress feel heavier than it is. It’s common to feel this way during intense study periods, but trying to cope alone can amplify those feelings for students. If a student is feeling stressed or isolated, talking to someone can work wonders. Whether it’s a friend, family member, teacher or mentor, helping students to open up about how they are feeling can provide them with huge amounts of relief.


www.education-today.co.uk 37


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