International PhD Seminar in Education | Engagement, Equity, and Educational Technology
Two notable studies stood out:
Aleksandra Getman
HSE University, Russia
Aleksandra Getman presented her research titled "Improving Student Engagement in Online Learning: Understanding Engagement Patterns, the Role of Achievement, and the Impact of Support". Her study utilized digital trace data from a large-scale online course for high school students to explore how engagement evolves over time and interacts with academic performance.
The analysis revealed that student engagement tends to be path-dependent but can shift with interventions. High-achieving students benefited most from synchronous engagement patterns, while lower-performing students showed significant improvement when provided with personalized engagement feedback and recommendations. The study highlights the value of real-time learning analytics and personalized support in promoting deeper and more consistent online engagement.
Aleksandra concluded with policy recommendations advocating for the integration of adaptive support mechanisms and the use of digital engagement dashboards to better guide students -particularly those at risk of disengagement - toward successful online learning outcomes.
Vijay Kumar Pal
Jawaharlal Nehru University, India
Vijay Kumar Pal’s presentation, "Educational Technology, Schooling and Equity: A Study of Secondary Education in Delhi", examined the promises and pitfalls of integrating digital technology in secondary education within socioeconomically diverse populations.
Drawing on qualitative and quantitative data from students and parents in Delhi, Pal investigated how different socioeconomic groups engage with and perceive technology-based education. His findings showed that while digital tools have the potential to democratize access to learning, disparities in motivation, aspirations, and parental support often exacerbate existing educational inequities.
The study also underscored the complex shifts in classroom dynamics and the student-teacher relationship brought about by personalized learning technologies and generative AI. Pal emphasized that without careful policy design, technology could widen the equity gap rather than bridge it.
His recommendations included developing inclusive digital education policies, investing in teacher training, and designing interventions that consider parental expectations and economic constraints.
Discussants:
The discussion was enriched by commentary from two senior scholars—Gregory Arief D. Liem (National Institute of Education, Singapore) and Anastasia Kapuza (HSE University, Russia). They commended the methodological rigor and social relevance of both studies while urging the presenters to further explore the scalability of their findings and the long-term implications of technological interventions in education.
PhD, Associate Professor, Head of the International Lab of Research and Design in E-Learning
PhD, Associate Professor | Programme Leader HD (Research) and EdD, Psychology and Child & Human Development (PCHD) Academic Department at National Institute of Education