In 2021, the coronavirus (COVID-19) pandemic caused Turkish schools to pivot to online education, resulting in significant changes in children’s internet usage patterns. There has been a shift towards primarily educational purposes, with the majority of children logging online for classwork and homework research, and 66% playing online games, making it the third most popular online activity. .
Leap towards digitalization of education
The pandemic has accelerated the digital transition in education, forcing students to adapt to online learning platforms. This change is not just a temporary adjustment, but highlights a larger movement towards incorporating digital tools into education. With the majority of Turkish children using the internet for educational purposes, it has become clear that digital literacy and access are becoming essential for academic success. Reliance on online resources in education has highlighted the importance of a robust and accessible digital infrastructure to support students’ learning needs.
Games: Popular pastime
Alongside educational activities, online gaming has emerged as a popular pastime among Turkish children, with two-thirds participating in this activity. This growing interest in online games highlights the digital duality of the Internet as both an educational and entertainment resource. Gaming offers cognitive and social benefits, such as problem-solving skills and online interaction, but it also raises questions about managing screen time and the need for balanced online activities.
Impact on digital education and online safety
The increasing use of the internet for education and gaming among Turkish children highlights important considerations for digital education policies and online safety protocols. Ensuring equitable access to digital educational tools, increasing digital literacy, and protecting children online are paramount. This scenario provides an opportunity for policymakers, educators, and parents to work together to create a balanced and secure digital environment that supports educational growth and responsible online participation.
Looking back at these developments, it is clear that the pandemic has not only changed the way Turkish children learn and have fun, but also how society as a whole perceives and uses digital technology. The evolution to more digitally integrated lifestyles brings challenges and opportunities in equal measure, requiring a rethinking of digital infrastructure, education policy, and online safety measures to better meet the needs of younger generations in a post-pandemic world. It forces an evaluation.
