Digital Equity for Children

Topic: 2026 – Digital Equity for Children
Country: Vietnam
Delegate Name: Zainab Ali

POSITION PAPER
COMMITTEE: UNICEF
AGENDA: Digital Equity for Children
DELEGATION: Vietnam

Digital equity implies that every person has attained the crucial information technology resources to participate, contribute, and engage in society, democracy, and the economy. It not only refers to the access to devices and the internet but also the ability to use and benefit from them effectively. As of 2026, the delegation of Vietnam has made many efforts towards achieving digital equity for children and youth, yet considerable disparities remain among those with disabilities, ethnic minorities, those in remote areas, and those in low-income households. Only 33% of people with disabilities in Vietnam have internet access, compared to 83% of those without, according to UNICEF. As a byproduct, these groups often undergo barriers to accessing and utilizing digital technologies, which can in turn affect their education, employment, and overall well-being. Sustaining and making digital equity for children and youth an objective is imperative, as it functions as a driving force for healthy, educated, and contributive global citizens.

A way of bridging this gap is through digital inclusion, primarily regarding education. By leveraging innovative digital technologies and content, UNICEF aims to ensure that children and adolescents, particularly those from marginalized communities, have access to high-quality educational resources. The issue is, though, that many children in rural and low-income communities lack access to sufficient monetary means for internet connections, which is essential for online learning and engagement, and additionally, there is a skill divide in knowing how to navigate such resources.

We propose a multifaceted approach to compensate for these complications: The delegation of Vietnam requests that in collaboration with UN agencies and international partners, internet infrastructure be expanded in underserved, rural areas via government contributions and multilateral financing channels (loans, grants). Moreover, for the establishment of free internet access in public access points such as schools, community centers, and libraries, alongside international donors to support low-cost or subsidized digital devices for children from low-income families. Or, rather, the delegation recommends the creation of mobile device lending programs to increase accessibility for children lacking devices. Finally, after these initiatives are carried out, the delegation of Vietnam urges digital literacy programs in schools, including teacher training, workshops, and possible mentorship schemes.

Pursuing these resolutions will assure that children not only residing in the delegation but also children globally, if collectively adopted, will have access to the technology and resources in order to succeed in today’s digital society. As a product, we will see an increase in educational outcomes, enhancement in children’s employability, reduced health inequities through access to health information, and heightened family revenue as a result of the financial and literacy skills acquired through digital navigation.

Sources:
https://www.ncfr.org/policy/research-and-policy-briefs/reducing-digital-divide-families-state-local-policy-opportunities
https://www.unicef.org/eap/bridging-digital-divide-children-and-adolescents-east-asia-and-pacific

Topic: 2026 – Digital Equity for Children
Country: Somalia
Delegate Name: Sylvia Duncan

Distinguished Delegates and Honorable Chair,
Digital equity goes far beyond just internet access. It includes the right to be able to participate online safely, to have human connections with others, have content online be in local languages, have affordable devices that are able to go on the internet and to have productivity in digital spaces. The United Nations Human Rights Council has recognized internet access as a human right, acknowledging that internet access being restricted violates international law. Many people still remain offline which includes women, rural populations, low income communities, elderly and people with disabilities. It is important when looking at digital equity that it is available to all communities and all types of people worldwide.
Statistics collected in 2025 in Somalia reflected that a total of 58.1% of the total population has access to cellular mobile connections. 2% of the top 1,000 websites in Somalia can be accessed through an in-country server or cache which means that only 20 websites are stored or hosted on servers in Somalia. This represents that Somalia has a heavy reliance on foreign infrastructure which results in dependence on far away servers. This results in slow internet speeds since the data must travel long distances across international cables, causing many to have low quality internet connections.
The delegation of Somalia feels a lot needs to be done to solve the massive inequality in access to the internet. There are solutions that Somalia is currently implementing that we feel would be beneficial if scaled globally. Including launching affordable device programs, promoting community based access to government services and making sure that the government online services are widely available at little to no data cost. Another solution we see fit on a global scale would be to develop digital literacy programs which would allow citizens from countries to learn about the benefits of technology while also making sure they know how to use technology safely.
Somalia is excited to work with other delegates on the topic and to find creative solutions to find the best approach for digital equity worldwide.
Work cited
5. “Somalia – Information, Communication and Technology (ICT).” International Trade Administration | Trade.Gov, 22 Jan. 2024, www.trade.gov/country-commercial-guides/somalia-information-communication-and-technology-ict#:~:text=Internet%20uptake%20in%20Somalia%20is,broad%20access%20to%20financial%20services.
Kemp, Simon. “Digital 2026: Somalia – DataReportal – Global Digital Insights.” DataReportal, DataReportal – Global Digital Insights, 8 Nov. 2025, datareportal.com/reports/digital-2026-somalia.
Kahill. “Somalia Digital Inclusion Is a Rights Issue.” Knowledge Consulting Ltd, 29 Apr. 2025, kcl.co.ug/somalia-digital-inclusion-is-a-rights-issue/.
Candidate, Andre Ripla MBA.PgDip.PgCert.CMgr….AI DBA. “Digital Equality: Bridging the Global Divide in the 21st Century.” LinkedIn, 18 Dec. 2025, www.linkedin.com/pulse/digital-equality-bridging-global-divide-21st-century-andre-9kl3e.
“Digital Inclusion of All.” ITU, Nov. 2023, www.itu.int/en/mediacentre/backgrounders/Pages/digital-inclusion-of-all.aspx.

Topic: 2026 – Digital Equity for Children
Country: Slovenia
Delegate Name: Ashley Tesmer

Committee: UNICEF
Topic B: Advancing Digital Equity for Children
Country: The Republic of Slovenia
Delegate: Ashley Tesmer
School: Grand Haven High School

Getting online helps young minds learn, stay safe, and reach what they aim for, says Slovenia, agreeing with the United Nations Children’s Fund (UNICEF). Through learning rooms, high-speed links stretch today; tools get passed around – steps shaped by Europe-wide planning. Still, warnings rise: fairness stretches past wires and displays. In safety, price tags, feeling included, real voice, that is where it stands, note leaders.
Once schools closed during COVID, uneven web access became impossible to ignore (UNESCO). Without reliable devices or stable signals, learning from home became a struggle for many children (UNESCO). Slovenia did not stand still – it grew its online classrooms while also helping citizens learn how to navigate them (European Commission). Still, shortfalls linger; remote villages trail behind, much like some marginalized groups (International Telecommunication Union). Affordable pricing shows up alongside disability-specific support, multilingual resources, and stronger safety in virtual areas among current goals (UNICEF).
From abroad, Slovenia backs joint efforts through the EU, along with the UN, so tech gaps shrink instead of widening them (United Nations). To reach more young people, UNICEF needs to improve internet access in overlooked areas, grow skills for safer online movement, and also put firmer protections in place for children (UNICEF). Fair access to digital life isn’t only tied to gadgets – it links to basic rights, a sense of belonging, plus how neighborhoods change over time (United Nations).
While using tech every day, kids also help define how it evolves, says Slovenia. Because they live with digital tools constantly, young people deserve space at policy tables – particularly around issues like who sees their data or what content they can reach (United Nations). Instead of tacking on computer lessons late in school plans, nations should treat digital know-how like voting or jury duty: essential for informed citizens (UNESCO). Questioning false claims online, managing personal info wisely, and acting fairly in virtual spaces – these abilities matter just as much as reading or math. Not later. Now.
Starting fresh and working alongside tech firms needs better rules and someone to answer to. Even if new ideas push internet access ahead, those companies still have to respect kids when gathering info, showing ads, or deciding what content stays up (UNICEF). When clear guidelines meet serious follow-through by governments, it keeps online progress from risking young users’ well-being. Because of this, Slovenia supports UNICEF’s ongoing work linking global funds, studies, and hands-on help – keeping every child within reach and shielded. Progress depends on upgrading country schools, preparing educators properly, plus tools that adapt to different ways kids learn (International Telecommunication Union). Only then does being online stop feeling like a bonus – and start looking like something everyone gets by right.
One thing stands clear. For Slovenia, closing the gap in digital access isn’t about quick fixes during hard times – it’s a steady path forward. If kids get into trustworthy, welcoming corners of the internet, what follows goes beyond facts – they find openings, ways to speak up, power to build what comes next. Holding on to that truth? That part belongs to everyone. It takes ongoing work together, steps you can see, efforts that stick.

Works Cited
European Commission. Digital Economy and Society Index (DESI) 2023: Slovenia. European Union, 2023.
International Telecommunication Union. Measuring Digital Development: Facts and Figures 2023. ITU, 2023.
UNESCO. Education in a Post-COVID World: Nine Ideas for Public Action. UNESCO, 2021.
United Nations. Our Common Agenda. United Nations, 2021.
UNICEF. The State of the World’s Children 2017: Children in a Digital World. UNICEF, 2017.

Topic: 2026 – Digital Equity for Children
Country: Nigeria
Delegate Name: Owen Baar

Country: Nigeria, the Federal Republic of
School: Grand Haven High School
Committee: United Nations Children’s Fund (UNICEF)
Topic: Digital Equity for Children

As the information age, globalization, and the internet demand careers to be more dependent on digital skills, children must learn how to navigate and use the digital environment. Each child should have access to this learning to provide equal opportunity. Unfortunately, for many countries, the digital infrastructure does not exist to provide students with digital equity, with rural regions in such countries having extremely limited digital resources. This results in a third of the world not having access to the internet (“Childhood”). Economically, the situation will serve as a feedback loop if not taken care of, with impoverished children unable to gain digital skills required for well-paying jobs, keeping them impoverished as adults and therefore leading to another generation of children stuck in poverty. Even more concerning to the economy is the disproportionate amount of people who have access to the internet, with about 2/3rds of the world having access to the internet, but only 1/3rd, or 1.3 billion of all the school-aged children have access to the internet at home (“Childhood”). This imbalance could have disastrous effects on the digitally-fueled world. Digital equality is also exaggerating the difference between existing demographics, with Asia and Africa holding the largest number of offline children, and girls often being the majority of students not enrolled in school, which is a great place for children to learn about the digital world (“Childhood”).
As about half of Nigeria’s population is under the age of 18, we recognize that it would be foolish not to prepare them for the world, as they are our direct line into the future. If they are not taught about the skills that can determine a successful career, then they will not be able to support Nigeria’s economy (“28 Million”). However, many challenges are in our way. Violence and conflict in the North interfere with schooling, with 70 attacks on schools transpiring over 8 years resulting in the death, abduction, and the destruction of school buildings (“28 Million”). The lack of digital and electrical infrastructure across the country also hinders Nigerians, especially those in rural areas, from accessing the internet and digital devices and tools at an affordable price. Resulting in only 36% of our population using the internet and only 22% of our population having digital literacy tools, which can protect them from misinformation on the internet and social media platforms (“28 Million”).
Despite all these hurdles, the promise of economic power that the large youth population could bring if educated well is too tempting, and Nigeria has already started working on efforts that increase digital accessibility within the country. Because of the economic power our youth contain, private companies are even willing to contribute funding, which should be considered by other countries as well in order to form public-private associations that can advance digital equity. Nigeria already has a partnership with Airtel, American Tower Corporation (ATC) Nigeria, the Nigerian Federal Ministry of Education, IHS, and UNICEF that aims to ultimately provide each school and over 20 million young Nigerians access to the internet (“Connecting”). Initial success with this group shows the effectiveness of public-private partnerships, with about 1,200 communities already provided with internet access and distributing 13,000 devices. However, there must also be programs that can teach children how to navigate the digital environment, or else the digital infrastructure is useless. Governments should make websites that can provide educational material for students and teachers alike, such as our own Nigeria Learning Passport. Importantly, legislation must also be passed to protect schools, as even if all Nigerian schools had digital access, conflict could still disconnect these schools and contribute to less students attending and thus preventing the students from accessing educational digital materials.

Works Cited
“Childhood in a Digital World | Office of Strategy and Evidence Innocenti.” Unicef, 12 June 2025, https://www.unicef.org/innocenti/reports/childhood-digital-world. Accessed 11 February 2026.
“Connecting every child to Digital Learning | unicef nigeria.” https://www.unicef.org/nigeria/stories/connecting-every-child-digital-learning. Accessed 10 February 2026.
“28 Million Nigerian Children and Adolescents Lack Access to Formal Schooling or Digital Learning Opportunities.” Save the Children International, 26 January 2026, https://www.savethechildren.net/nigeria/news/28-million-nigerian-children-and-adolescents-lack-access-formal-schooling-or-digital. Accessed 11 February 2026.

Topic: 2026 – Digital Equity for Children
Country: Sudan
Delegate Name: Helena Zweig

Representing: Sudan
Committee: UNICEF
Digital Equality for Children
For decades, humanity has been met with the onslaught of technology that overwhelms the senses and the minds of society, particularly our most vulnerable: children. However, two-thirds of that population does not have access to the internet, with the largest concentration of that group in sub-Saharan Africa [1-UNICEF]. Bearing this metric in mind, Sudan believes in the importance of protecting citizens and the world via access to all digital tools for citizens that comply with government protocols.
In 2018, the Sudan government signed into law the “Cybercrime Law” that prosecuted fake news online. More recently, it faced significant backlash during the pandemic because of its restrictions that posed problems during the pandemic because it was not in accordance with international free expression rules [2-ARTICLE 19]. In periods of war, beginning in 2022, Sudan has been known to deliberately cut off internet access, sometimes for weeks on end, as a tool of disruption [3-ACCESS NOW]. Sudan’s digital status is listed as “Emergency” on the Emergency Telecommunications Cluster [4-ETC].
Worldwide, concerns about digital equality have skyrocketed as advancements in technology affect more and more citizens. In Europe, the EU Digital Services Act has cracked down on misinformation while protecting minors from inappropriate content [5-EU]. In regards to access, initiatives like the Giga Project (a program under UNICEF) have seen success in connecting children with online hubs in over 50 countries with an impact exceeding 2.2 million children’s lives [6-UNICEF USA]. As such, plans sponsored by major world players would be a huge step in securing the accessibility children need.
Believing in the possibility of a better world means giving the next generation the chance to succeed as best they can. With the critical discussion we have scheduled to lay a foundation of digital equality, Sudan is hopeful about the prospect of our collective future.
Works Cited
Access Now. “#KeepItOn in Times of War: Sudan’s Communications Shutdown Must Be Reversed Urgently – Access Now.” Access Now, 13 Feb. 2024, www.accessnow.org/press-release/keepiton-sudan-shutdown/.
Article 19. Sudan: Cybercrime Law Can Restrict Vital Information during the Pandemic.
European Union. “Shaping Europe’s Digital Future.” Europa.eu, 2024, digital-strategy.ec.europa.eu/en/policies/digital-services-act.
“Sudan | Emergency Telecommunications Cluster (ETC).” Etcluster.org, 4 Sept. 2025, www.etcluster.org/country/sudan.
UNICEF. “Two Thirds of the World’s School-Age Children Have No Internet Access at Home, New UNICEF-ITU Report Says.” UNICEF, 30 Nov. 2020, www.unicef.org/press-releases/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu.
UNICEF USA. “Meta and UNICEF: Working Together to Close the Digital Divide.” UNICEF USA, 2023, www.unicefusa.org/stories/meta-and-unicef-working-together-close-digital-divide.

Topic: 2026 – Digital Equity for Children
Country: Zimbabwe
Delegate Name: Eva Carr

2/8/26
United Nations Children’s Fund
From: Zimbabwe
Delegate Name: Eva Carr
Topic: Digital Equity for Children

Zimbabwe is a country with 42% of families and their children who live below the poverty line and don’t receive the basic infrastructure other countries enjoy. Zimbabwe and the UN have launched several programs distributing technology to children throughout counties however, only 50% of the population has access to electricity and 38.4% of individuals have access to the internet as of 2023. The distribution of technology from the UN will never benefit children if they don’t have the infrastructure to use the provided technology, hence, digital equity will never truly reach Zimbabwean children unless all children have access to the infrastructure needed for technology.
Some of the root causes for this digital divide is that 67% of Zimbabweans live in rural areas. This makes Internet access harder to obtain for children who learn online or educational resources. Additionally, access and data is expensive. The cost for roughly 80 hours of Internet browsing is $25 – $28 US dollars; however, 42% of the population lives in poverty. This inequality can affect children’s ability to access the Internet from their family. It also doesn’t benefit children that there’s inequitable access to the Internet between the urban and rural population in Zimbabwe. Only 16% of the rural population uses the Internet compared to 54% of the urban population that uses the Internet.
Aside from the constraints of digital equity in Zimbabwe, multiple programs have recently contributed their time, resources, and money to help resolve this conflict. At the beginning of 2026, Zimbabwe’s Ministry of Primary and Secondary Education provided 815 laptops, 708 projectors, and 2,112 tablets, which will be distributed to 113 schools across seven districts in Manicaland and Matabeleland. Furthermore, a solar installation program funded by the UK’s Foreign, Commonwealth and Developmental Office (FCDO) provided solar panels to power schools, ensuring access to connectivity in environments with low-to-no connectivity. If more programs like these can provide access to technology along with the government investing in these needs, initiatives to train teachers and students on digital literacy skills, monitoring and evaluation of educational policies may ensure resources are distributed properly to address digital educational inequalities.
Zimbabwe is looking forward to collaborating with fellow delegates on this crucial topic by promoting and ensuring the reduction of digital inequity for children globally, working towards building a brighter future (literally and figuratively) for all children.

Citations
https://www.fightinequality.org/blog/education-inequalities-zimbabwe#:~:text=The%20data%20tariffs%20in%20Zimbabwe,poor%20rural%20population%20to%20suffer.
https://fesmedia-africa.fes.de/news/the-intersection-of-digital-poverty-and-information-disorders-in-zimbabwe.html
https://giga.global/powering-change-how-procurement-driven-solarization-is-transforming-zimbabwes-classrooms/

https://pulse.internetsociety.org/en/reports/ZW/#:~:text=Percentage%20of%20the%20population%20that%20uses%20the,areas%20*%20Urban:%2054%25%20*%20Rural:%2016%25
https://www.globalpartnership.org/blog/zimbabwe-strengthening-digital-learning-underserved-schools#:~:text=Zimbabwe%20:%20Strengthening%20digital%20learning%20in,Blog%20%7C%20Global%20Partnership%20for%20Education&text=With%20support%20from%20GPE%20and,Harare%20on%20January%205%2C%202026.

Topic: 2026 – Digital Equity for Children
Country: Venezuela
Delegate Name: Lucia Ruiz

2/8/26
Submitted To: UNICEF
From: Venezuela
Delegate Name: Lucia Ruiz
Subject: Digital Equity for Children

Digital equity in Venezuela among children has been brought to attention multiple times in the last few decades. With the rise of online learning the need for electronics like computers/chromebooks has risen significantly alongside the growth of the internet. The vast amount of resources online outweighs the physical resources and creates both a need and a desire for digital media.
Digital equity starts with electrical infrastructure. If the electrical infrastructure is in poor condition then it makes accessing the internet much harder. Venezuela experiences power blackouts often due to lack of proper maintenance which has created fragile infrastructure. While Venezuela’s power generation is renewable the improper maintenance has forced citizens to rely on other forms of electricity like generators which are usually fuel based. The national electricity generation capacity is 34GW but currently we are only able to use 18GW, heavily relying on the Guri hydroelectric plant which generates 10GW out of the 18GW capacity.
The access to electronics also varies throughout the population. Although many families have internet data plans, smartphones,and likely a laptop at home it is important to ensure that students have access to computers at school. Ensuring that students have access to computers at school will allow for basic digital literacy skills. If our students are taught digital literacy skills now it will set them up for success in the future in turn creating a bright future for our country. Teaching digital literacy will provide safety for the children online as well on top of laws already put in place.
Our main priority as a country should be 1) To ensure reliable access to the internet in school 2) Guarantee students have access to computers for digital learning. 3) Teaching digital literacy. This includes updating laws for proper maintenance and reforming old electric infrastructure. Additionally addressing the lack of funds to power plants as well. Even though a large percentage of our students have access to digital media it is important we reach the small percentage too.

Work Cited
Argus Media. “Venezuela Upheaval Could Crack Open Power Sector.” Latest Market News, 9 Jan. 2026, www.argusmedia.com/en/news-and-insights/latest-market-news/2774174-venezuela-upheaval-could-crack-open-power-sector.
Ascione, Laura. “The Digital Divide Still Holds Students Back.” eSchool News, 7 Aug. 2024, www.eschoolnews.com/educational-leadership/2024/08/07/the-digital-divide-still-holds-students-back.
“Eyewitness Venezuela: Digital Literacy Free to All Students.” Liberation News, Rachell Tucker, 4 Aug. 2021, liberationnews.org/eyewitness-venezuela-digital-literacy-free-to-all-students.

Topic: 2026 – Digital Equity for Children
Country: Japan
Delegate Name: Eden Lynch

February 02, 2026
United Nations Children’s Fund
Japan
Digital Equity for Children
The State of Japan prioritizes digital equity for children and encourages fellow member states to do the same. Japan emphasizes the importance of technology in healthcare, education, and society as a whole, and aims to find a solution that makes technology easily accessible, including to children. Within Japan, these efforts have already been initiated through the Global and Innovation Gateway for All (GIGA) School Program, which helped equip elementary and junior high students to work with computer devices and high-speed networks.
Japan encourages member states to consider possible solutions that will help bridge the digital divide while maintaining a secure network. In focusing on children’s digital equity specifically, Japan concentrates on safety to protect the children. In Japan, these efforts have included regulations to filter services for young users and programs to develop standards for digital safety. Additionally, Japan urges member states to consider the effects the global COVID-19 pandemic had on the digital world and work towards preventing similar circumstances in the future.
Japan plans to assist nations in creating easily accessible technology. Japan will provide financial assistance to fund programs focused on digital education that will assist students with physical devices and digital resources such as e-libraries. Japan has already acted as a key partner in these efforts and plans on continuing to fill this role.
Japan calls attention to the sensitivity of this topic and encourages member states to focus on bridging the digital gap while prioritizing safety. Japan notes how vital this issue is to our future and asks member states to consider its impact. Japan knows that through the cooperation of all member states, the UN will be able to adequately address the issue of digital equity for children and work towards further unity.

Sources
“Final DX Annual Report.” UNICEF, 2023, https://www.unicef.org/eap/media/16181/file/Final%20DX%20Annual%20Report%20web.pdf.pdf.
“ICT in Schools Equips Students with Life Skills for Digital Era.” The Government of Japan – JapanGov -, 15 Apr. 2021, www.japan.go.jp/kizuna/2021/04/ict_in_schools.html.
“Japan Digital Transformation Market 2025: Key Initiatives and Roadblocks.” Marketsandmarkets.com, 2025, www.marketsandmarkets.com/blog/ICT/japan-digital-transformation-market.
Meek, Vicky. “Bridging Japan’s Digital Gap.” Private Equity International, Apr. 2025, www.privateequityinternational.com/bridging-japans-digital-gap/.
“OEDC.” OEDC, www.oecd.org/content/dam/oecd/en/about/programmes/edu/ecec/migrate/starting-strong-vii/Japan.pdf.

Topic: 2026 – Digital Equity for Children
Country: China
Delegate Name: Amina Niang

Delegate: Aminata Niang
Country: People’s Republic Of China
Committee: UNICEF
Topic: Digital Equity For Children

Digital equity is fundamental in children’s rights, particularly in education,protection, and development. The COVID-19 pandemic unveiled how disparities in internet access can affect learning. Globally, nearly ⅔ of school-age children lack access to the internet at home, putting millions of children at risk of being left behind. China has made major strides in expanding internet connection. As of December 2024 China had over 1.1 billion internet users, with a national internet rate of 78.6%. For minors specifically,national reports indicate that over 97% of Chinese children use the internet, and the gap in basic access between urban and rural youth has largely narrowed.
Despite this, significant differences in the quality of access,use of multiple devices, and digital skills. Rural children are less likely to use computers or tablets and more likely to only access the internet via mobile phones, limiting their learning experiences. Children in remote provinces often face fewer devices per student and lower levels of digital literacy support in schools, which can restrict education and widen existing disparities. China supports an approach to digital inclusion that balances infrastructure development with education and child protection. Continued expansion of broadband and mobile networks in underserved regions and cooperation to increase access, the affordability of devices and educational data access. Integrating digital literacy and online safety into school curriculum.

International cooperation through UNICEF is vital to share best practices, improve data on digital inequalities, and strengthen global frameworks for safe, equitable digital access. China is committed to working with UNICEF and member states to promote safe, affordable. And meaningful digital opportunities for every child, ensuring digital access serves as bridges to opportunity rather than barriers to inclusion

USA, UNICEF. “Two Thirds Of The World’s School-Age Children Have No Internet Access At Home, New UNICEF-ITU Report Says.” U.S. Fund for UNICEF, 26 Oct. 2023, https://www.unicefusa.org/press/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu-report-says.
“Chapter 2.” Size and Structure of Internet Users, https://accesstochina.com/chinese-reports/china-internet-development/223-chapter-2-size-and-structure-of-internet-users? Accessed 6 Feb. 2026.
The Global Digital Divide’s Self-Reinforcing Mechanism and China’s Solution – China-CEE Institute. https://china-cee.eu/2025/10/10/the-global-digital-divides-self-reinforcing-mechanism-and-chinas-solution/. Accessed 8 Feb. 2026.

Topic: 2026 – Digital Equity for Children
Country: Algeria
Delegate Name: Luke Sauger

The People’s Democratic Republic of Algeria – UNICEF
Digital Equity For Children

As the role of technology in life increases, it becomes more and more important for children to have access to said technology in their education. Unfortunately, many countries around the world do not have the resources to support widespread digital infrastructure. The People’s Democratic Republic of Algeria believes that all children should be able to access online education. Africa alone has millions of children that are unable to use these modern resources, inhibiting their and their nation’s ability to grow culturally and economically.
Algeria has taken an active role in providing digital resources to its citizens. About a third of the population are youth, so having access to modern technology is crucial for the country’s future. The Digital Algeria 2030 plan aims to make Algeria a leading digital hub. This includes supporting the development of Artificial Intelligence systems, training many new IT specialists, and investing in the infrastructure. However, not all nations are able to invest this heavily in digital resources. Many countries simply do not have the economic or technological capabilities to achieve their full potential.
The Algerian delegation supports the creation of a plan that provides funding for digital educational resources, as well as programs to teach students and teachers how to use such resources to their fullest extent. The funding should give underdeveloped countries the ability to build infrastructure to support the new technology. It should also send experts to selected locations in order to educate schools on how to use the technology in a way that supports student development.
The countries of the third world should not be left behind simply because they do not have adequate resources or ability. Instead, those nations that are able to assist underdeveloped nations must. Doing so will lead to further technological advancements for all of humanity.

https://newlinesinstitute.org/middle-east-center/why-algeria-is-positioned-to-become-north-africas-ai-leader/
https://innovationlibrary.com/articles/algeria-unveils-national-ai-strategy-to-drive-digital-transformation

Topic: 2026 – Digital Equity for Children
Country: India
Delegate Name: Bryan Oh

Digital equity is essential for the development and protection of children. The COVID-19 pandemic has shown us how having and not having access to technology can impact education. Many children are falling behind due to a lack of devices and the internet. Research studies show that only about 30% of rural households in India have internet access, whereas 70% in urban areas do, showing that there is a big gap.
However, providing internet access is not enough. In order to have digital equity, every child needs to be able to use technology safely and effectively. There are many obstacles, such as affordability, digital literacy, language differences, and accessibility challenges. These factors lead to inequalities in education and future education.
India believes that increasing digital inclusion is essential for ensuring that all children can benefit from education, information, and opportunities in a safe and fair way. This includes increasing infrastructure for networks, providing affordable devices, and improving digital literacy programs.
Countries should work together to design policies and programs that remove barriers to digital access. By doing so, digital equity can support the goals of education and child protection. Overall, India is committed to promoting policies and initiatives that allow every child to safely access and use digital tools in order to reach digital equity.

Topic: 2026 – Digital Equity for Children
Country: Pakistan
Delegate Name: Siddharth Gatla

In Pakistan, there is a staunch digital divide between children of different socioeconomic statuses. Even with the rise of the internet and networks, many Pakistani children (especially in Balochistan and KPK) do not have access to the internet. According to past UNICEF reports, 80% of children in South Asia do not have access to the internet. This pernicious divide not only deprives children of the outside world but also creates larger gaps in education which widens the wealth gap between the wealthy and the impoverished.
Unfortunately, Pakistan is already plagued by several other issues which we consider to be more important than digital equity, so there isn’t any notable legislation or programs the Pakistani government has put forth pertaining to digital equity. The programs the Pakistani government has put in place are Digiskills programs which teach children how to use the internet, promoting use of the internet for women with internet campaigns, and cash incentives for I.T workers to spur growth.
Pakistan would support a resolution that bridges the digital divide between men and women in households, makes child-safe websites and networks that kids can access without the risk of being exposed to adult themes, teaches children how to access the internet and how to avoid propaganda, and an increase of the production of internet towers and electricity. These components allow children from all backgrounds to experience the internet and learn information faster and more efficiently across the largest communication network in history.

Topic: 2026 – Digital Equity for Children
Country: United Kingdom
Delegate Name: Vivian Brodie

Committee: UNICEF (United Nations Children’s Fund)
Topic A: Digital Equity for Children
State: United Kingdom
Delegate: Vivian Brodie
School: Grand Haven High School

As the world transitions to a digital age, the issue of ensuring all children have access to the digital world has become increasingly crucial. To participate in the current society, technology is necessary. “Digital equity is necessary for civic and cultural participation, employment, lifelong learning, and access to essential services” (National Forum). This is an issue because 1.3 billion or 38% of children aged 3-17 have no home internet access (UNICEF). Along with the problem of access comes the issue of digital literacy. Many children not only lack access to technology but also lack the education and knowledge to navigate the online world. Ensuring that the digital divide is reduced means that all children are given an equal chance to thrive.
The United Kingdom is working towards closing the digital divide for its children. The UK was heavily hit when Covid 19 forced children to stay at home. Many children who had no home internet access struggled to receive their education. This dilemma highlighted the need for equal access and opportunity for all children. The United Kingdom also believes that, for many children in less developed countries, their options are limited by the digital divide. Providing these children with equal access gives them opportunities. The United Kingdom believes that opportunities should not be given due to a child’s wealth, but instead their hard work. Currently, the UK is investing 45 million Euros to support digital equity for children (Department) and believes that other countries that have the means should also work towards closing the digital divide among the youth population.
Many solutions to digital inequality exist, some of which are easier to implement and more impactful than others. One solution is to improve infrastructure in less developed areas. Improving infrastructure is an effective measure for less developed countries, but for more developed countries, it may not be an effective plan due to the already developed infrastructure. Other solutions include increasing accessibility with, for example, public computers or school-provided devices and internet. Another necessary action is providing education; an increase in technology will be no help in closing the digital divide if the children can not navigate the digital world. If education were to be provided, not only would kids be safer online, but they would also be able to find opportunities that otherwise would have been unavailable.
The United Kingdom feels that the best solution to this problem would be working with schools to provide technology and internet access to students. This way, all children above the age of 5 would have access to technology. The schools could work to educate students on the possibilities and opportunities the digital world has to offer, the dangers of the digital world, and how to use technology. This provides solutions to not only close the digital gap due to poverty or limited access, but also limited understanding. As mentioned before, the UK has currently invested 45 million Euros into closing the digital divide through school-provided digital access. The UK feels that other countries should follow these actions, but understands that for less developed countries, infrastructure improvements may be more efficient or necessary before further action. The UK believes that funding from wealthier countries is necessary to move forward and provide digital equality to all children.

Work Cited
Department for Education. “No Child Left Behind in Plans to Narrow the Digital Divide in Education.” GOV.UK, 21 Mar. 2025, www.gov.uk/government/news/no-child-left-behind-in-plans-to-narrow-the-digital-divide-in-education.
“National Forum on Education Statistics.” Ed.gov, National Center for Education Statistics, 2020, nces.ed.gov/forum/digitalequity_chapter1.asp.
UNICEF. “Two Thirds of the World’s School-Age Children Have No Internet Access at Home, New UNICEF-ITU Report Says.” UNICEF, 30 Nov. 2020, www.unicef.org/press-releases/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu.

Topic: 2026 – Digital Equity for Children
Country: Ethiopia
Delegate Name: Ella Riddle

Ethiopia has faced the issue of digital equity for years. Even though Ethiopia is currently working to address this issue, a significant rural-urban divide remains. A consistent lack of electricity and internet connectivity currently affects around 13-28% of children. Although there is a high percentage of urban electrification, reliable power remains an issue. Reasons for this lack of digital equity can be attributed to governmental power, infrastructure deficiencies, high costs, and physical damage of sites. Digital equity is crucial for children because it helps bridge the rural-urban divide, foster inclusive education, and build skills for future generations.

The government of Ethiopia recognizes that addressing the lack of digital equity in children is important for development. Consequently, actions have been taken to reduce the inequity that is seen across rural areas including implementing policies, programs, and interventions that have been put in place. The government of Ethiopia has partnered with UNICEF and Camara Education to set up digital learning centers in overwhelmingly rural areas like Afar, Oromia, and Gambella. Additionally, there have been efforts to provide more training to educators in computer-based learning methods with the goal of improving digital literacy. Some programs like the General Education Quality Improvement Program for Equity(GEQIP-E) and Digital Transformation Strategy have been implemented to improve rural connectivity and establish educational environments that heavily integrate technology. Despite consistent efforts, lack of digital equity continues to be an issue due to factors like damaged infrastructure and high costs.

Currently, the Ethiopian government has programs that are aiming to address this issue.. One of these programs includes the Digital Ethiopia 2030 Strategy, which aims to expand digital access and build an economy that is fit for digital integration in everyday life, including schools. The Girls in Stem(STEM Power) initiative has also been adopted to provide hands-on electronic learning, virtual labs, and mentorship to girls located in rural areas with the goal of addressing the gender digital divide. However, the country of Ethiopia is not able to build these programs on their own. At the center of Ethiopia’s policies, there is a heavy reliance on international help and funding– including funding from the World Bank. Historically, 50-60 percent of the nation’s budget is from foreign aid. Many of these donors are the United States, European Union, World Bank, and United Nations agencies.

To continue to fight for digital equity for children, Ethiopia needs international help. One possible solution to this problem would be partnering with UNICEF to build more learning environments that foster digital learning. Along with this idea, expanding upon existing programs to train more teachers and create online learning platforms for those located in rural areas would also help bridge the rural-urban gap. In addition to this, partnering with United Nation agencies would also allow the ability to create effective solutions to fix damaged infrastructure and build new infrastructure, which would target rural areas as well. Ultimately, international partnerships are crucial for achieving digital equity for children in Ethiopia.

Topic: 2026 – Digital Equity for Children
Country: Seychelles
Delegate Name: Ella Johnson

Ella Johnson
Seychelles position paper
UNICEF: A) Combating Malnutrition: B) Digital Equity For Children

The United Nations Multi-Country office for Mauritius and Seychelles is located in Port Louis, Mauritius. In Seychelles the United Nations has signed a United Nations Sustainable Development Cooperation Framework (UNSDCF) for 2024-2028. This is the most important piece to setting up and pursuing UN development activities at country level, it’s also setting a more collective response from the UN towards Seychelles and to support and address national priorities and create a more inclusive, resilient, and sustainable future around the themes of People, Planet and Prosperity.
Combating Malnutrition
Ending hunger being the second to top Sustainable Development Goal (SDG) in Seychelles says a lot about where they stand as a country and overall as a continent; Africa. In June of 2020 a statement was published in collaboration with the United Nations Economic Commissions for Africa (ECA) and the African Union Commission (AUC) about their overall security and nutrition. It stated that they were not on track to meet their Sustainable Development Goal (SDG) 2 to end all forms of malnutrition. The number of hungry people had risen 47.9 million since 2024 and then stood at a total of 250.3 million. At the time all sources pointed to the weather extremes and economic shutdowns due heavily from the COVID-19 pandemic. This reported that Africa, in all, was not sustaining an affordable, nutritious food source to a majority of the population which reflected in high numbers of maternal and child malnutrition.
Seychelles being a smaller island country built up of 115 islands with a total of 460 square kilometers, it has a very small power on being able to influence trade routes, that doesn’t mean they just don’t need and don’t get those resources though. Seychelles turning to produce their own crops and promoting the growth of small scale farmers may be the next step. It helps them move towards a more self-reliant role and a better situation to sustain themselves along with increasing their own food security. If it does not adopt these policies it could be looking towards a turnout of up to 71.1% lack of access to nutritional intake in children.
Digital Equity For Children
The United Nations stands for their children and their futures, so does Seychelles. Being an active member of the United Nations they made a direct promise to every kid; to protect and fulfill their rights. This is fulfilled by many actions taken in many different circumstances in this case, the digital realm.
In April 20203, a publication made by the United Nations Educational, Scientific and Cultural Organization (UNESCO) spoke on the resilience in educational systems in Seychelles. Seychelles had agreed on three action plans to complete with their Sustainable Development Goals (SDG) 3 and 4 in mind; One of the most important ones being their quality education. The Ministry of Education and Human Resource Development (MEHRD) is aware of the several challenges Seychelles is facing in terms of distance education mechanisms and the issue of equity since not all households have access to online learning platforms or anything online for that matter. Seychelles is well aware of the issues in its education system and the online equity portion and could improve majorly by training its educational professionals is how to teach remotely and digitally along with working with the Alliance with Affordable Internet (A4AI) on an affordability target to get more digital learning children the right resources needed to ensure a fair education.
Seychelles top five Sustainable Development Goals (SDG) include a fair and well education for all and to end hunger and malnutrition. Both topics are seen and in the works of being improved with many new collaborations and new theories on the best ways to solve. By looking towards more local production and nutritional food sources and getting mandatory digital education online and available for all, Seychelles could improve both of their Sustainable Development Goals (SDG) and move towards a more resilient and sustainable future.

Topic: 2026 – Digital Equity for Children
Country: Brazil
Delegate Name: Ethan Ortman

Digital equality is something that our nation has taken great strides in during recent times, with us signing The Digital ECA into law during September (“Brazil: Digital ECA (Brazil’s Child and Adolescent Statute)”) to be put into effect during March. We are assuring that the future generations will be safe and flourish with these Digital ECA laws, and making sure they are digitally protected is a perfect beginning step for all of us. Our services are already preparing for when this law goes into full effect, and all of our other South American neighbors should follow suit for when they implement their own services and laws.

We are one of the first Latin American countries to implement these laws (5RightsFoundation), which is already an important stepping stone in itself. But we still feel like we are doing what should be the bare minimum for other countries. Despite being an Upper-Middle class nation (World Bank Group), we still have little enforcement or full implementation of this law due to other internal, political crises, high debts, and border issues with Venezuela (Matos). We hope to ensure these laws will bind with other countries and their own laws.

Our new laws should be the perfect blueprint for all other nations, for we have taken a lot of time and care in reforming and reflecting our decisions in these laws. Our new laws make it so certain items of exposure, like gambling, harassment, pornography, and other harmful ideologies, require app stores to have access to the user’s age in order to recommend the correct material, prohibiting lootboxes in video games, parental controls on devices, and the removal of predatory advertising of products. If a user sees anything dangerous or of note on the internet, it is necessary to report it to the authorities if possible (“Brazil: Digital ECA (Brazil’s Child and Adolescent Statute)”). We do hope that, at the very least, abridged versions of this are what many countries will use in their future.

Our overall goal is to make sure that all people, especially children, are safe on the internet via our Digital ECA laws and other needed enforcement measures. We, as the country of Brazil, hope that all other nations help out their youth with these internet legislations.

Works Cited (Topic B)
“Brazil: Digital ECA (Brazil’s Child and Adolescent Statute) – A new framework for online protection of children and adolescents.” InsightPlus, Baker McKenzie, 22 9 2025, https://insightplus.bakermckenzie.com/bm/data-technology/brazil-digital-eca-brazils-child-and-adolescent-statute-a-new-framework-for-online-protection-of-children-and-adolescents_2#:~:text=respective%20age%20group.-,Advertising%20and%20monetization,account. Accessed 5 2 2026.
“Brazil is first Latin American country to enshrine age-appropriate design standards into law.” 5RightsFoundation, International Affairs Team, 9 10 2025, https://5rightsfoundation.com/brazil-is-first-latin-american-country-to-enshrine-age-appropriate-design-standards-into-law/. Accessed 5 2 2026.
Matos, Maria Clara. “Brazil to send national guard near border with Venezuela.” Al Jazeera, 8 January 2026, https://www.aljazeera.com/news/2026/1/8/brazil-to-send-national-guard-near-border-with-venezuela. Accessed 5 February 2026.
“Brazil Passes Landmark Law to Protect Children Online.” Human Rights Watch, 17 September 2025, https://www.hrw.org/news/2025/09/17/brazil-passes-landmark-law-to-protect-children-online. Accessed 4 February 2026.
Mrazik, Ryan. “More Online Safety Legislation: Preparing for Brazil’s Digital ECA.” Perkins Coie, Perkins on Privacy, 1 12 2025, https://perkinscoie.com/insights/blog/more-online-safety-legislation-preparing-brazils-digital-eca#:~:text=The%20wave%20of%20online%20safety,providers%20operating%20across%20multiple%20jurisdictions. Accessed 5 2 2026.
Toler, Evan. “Digital ECA Bill: Brazil’s Bold New Online Protections for Minors.” The University of Alabama at Birmingham, UAB Institute for Human Rights Blog, 3 12 2025, https://sites.uab.edu/humanrights/2025/12/03/digital-eca-bill-brazils-bold-new-online-protections-for-minors/. Accessed 5 2 2026.
World Bank Group. “Data for Brazil, Upper middle income.” World Bank Group, https://data.worldbank.org/?locations=BR-XT. Accessed 6 2 2026.

Topic: 2026 – Digital Equity for Children
Country: Greece
Delegate Name: Aurel Chatterjee

Committee: UNICEF
Agenda: Digital Equity
Delegation: Greece
Aurel Chatterjee
Farmington High School

Digital equity means ensuring everyone has the accessibility to technology needed to participate in online learning today,as well as the digital skills to thrive with the resources they have. However, it is a very real truth that individuals not just in Greece, but across the globe do not have the necessary facilities that allow others to enjoy technology easily. Greece’s objective is to make sure no one is excluded from opportunities because of lack of technology, digital literacy, or accessibility. Although ~87 % of the population uses the internet, and ~89 % of households have online access, more than 11 % of Greeks have never used the internet, according to the DDR (Digital Decade report of 2025). This group, lagging behind others in the country, is the main focus of efforts to bring underprivileged communities up to speed with the rest of the country. Furthermore, only ~52 % of the population has at least basic digital skills, which has seen little change in recent years. These figures reflect that while Greece has made strides in expanding digital access for the masses, work still needs to be done to ensure all groups have an equal opportunity for digital opportunity.
In the wake of COVID-19, the abrupt switch to online learning was met with €200 vouchers to students aged 4-24 from low-income families for the purchase of necessary devices to be able to participate in online learning. To deal with barriers associated with cost, Greece plans to keep offering increased governmental financial aid to those in this age group that demonstrate the need for financial assistance. To make sure students are adequately supported while in higher education, Greek universities have traditionally offered some support helping lower-income students. However, to address the issue of digital equity, Greece recognizes it is necessary to apply more attention to this and will therefore divert some funding from certain overcompensated sectors (ex. agriculture) to educational resources and opportunities. To further assist families in need with accessibility issues–ranging from digital literacy to disabilities that make it difficult to learn– the delegation aims to make sure every child and young adult is able to secure a suitable device with the background to support it.
These measures will help to lessen the gap between gender and geographic divides until more permanent action can be taken to eliminate these differences. To realistically change the way people approach digital spaces, Greece believes in continuing to implement the ‘Digital Education Transformation Initiative’. Funded by the EU’s Recovery and Resilience Facility (RRF), the initiative that has provided necessary training for educators to relay skills to use digital tools onto their students, this program can be taken further to help level the way for new legislation that helps eliminate the underlying problems preventing children all over the country from using technology both effectively and safely. Eliminating the inequalities students from different socioeconomic backgrounds face while receiving their education is the principal concern of the nation of Greece. To address foundational issues and further students’ understanding of how to utilize these resources to their fullest potential, standardized digital literacy classes will be established. The ideal that developing minds will have the needed foresight to use the tools they are given solely for educational purposes, without teaching them how to use these devices in a manner that helps them grow, is a fatal miscalculation that could lead to considerable consequences in the future. Accordingly, Greece is prepared to put into action principles brought forward by others and collaborate on plans to make sure all youth are able to learn.

Works Cited:

https://digital-skills-jobs.europa.eu/en/european-interactive-map/greece?
https://www.unesco.org/fr/dtc-financing-toolkit/greeces-digital-education-transformation-initiative
https://digitalstrategy.gov.gr/website/static/website/assets/Digital_Transformation_Strategy_2019.pd
https://reforms-investments.ec.europa.eu/projects/vouchers-students-laptops-and-other-it-stuff_en

Topic: 2026 – Digital Equity for Children
Country: Lebanon
Delegate Name: Niharika Prabhu

POSITION PAPER
Topic: 2026 – Digital Equity for Children
Country: Lebanon
Committee: UNICEF
Delegation: Lebanon
Delegate Name: Niha Prabhu

Digital Equity essentially makes sure that every child has Equitable access to digital technology and the internet, as well as the knowledge and abilities to use these resources efficiently. Around the world, school age children face the problem of unequal access to digital resources like computers or even just the internet. People who live in low-income, rural or underprivileged groups are particularly at risk from this problem. More than half of school age children worldwide lack a dependable internet connection at home, according to unicef. During the covid-19 pandemic, when many kids fell behind because they didn’t have adequate access to technology or the internet, was a crucial point in which the importance of this problem was highlighted.

In Lebanon digital inequality has become a significant problem because of the ongoing economic instability and challenges faced by infrastructure. Ever since the financial crisis which began in 2019, many families have struggled to afford resources such as laptops, tablets and internet connections. electricity shortages and Rising service costs have disrupted the access to online learning. especially in vulnerable populations which include low-income households and Refugee communities especially those that are displaced from Syria face significant barriers to internet connectivity. During the time of online schooling, many Lebanese children were forced to rely on shared devices, limited mobile data and in some cases no access at all. These deficiencies were squatting educational gaps and limiting opportunities for children and youth.

Lebanon believes that addressing digital inequality requires International coordination. The delegation proposes increased United Nation funding to expand infrastructure and underserved and rural areas, especially in countries facing economic burden. member states should prioritize affordable internet access and device distribution programs for low-income families and refugees. Lebanon also advocates for digital literacy education that equips children with technical skills but also critical thinking and cybersecurity awareness. Additionally, collaboration between governments, technology companies and international organizations should be strengthened to ensure solutions. The Republic of Lebanon remains committed to working within UNICEF to promote inclusive,safe, and equitable access to digital resources. By investing in infrastructure, education, and child protection measures, the international community can ensure that every child has the opportunity to thrive in the digital world.

Topic: 2026 – Digital Equity for Children
Country: Peru
Delegate Name: Shriram Kura

United Nations Children’s Fund
Digital Equity for Children
Peru
Shriram Kura
Farmington High School

In today’s interconnected world, digital equity is a priority for Peru, especially with regard to children. When children don’t have digital resources available, the gap between them and their peers continues to expand because digital technology is now at the heart of health, learning, citizenship, and opportunities for the future. According to UNICEF, many children worldwide don’t have home internet, which makes it difficult for them to maximize the benefits that come with online learning and development. Although cities in Peru are becoming increasingly wired, the Andes Mountains and Amazon region still lag behind.

Peru understands that a national digital transformation strategy must be put in place, which includes a call to action that pushes forward a national agenda for greater broadband penetration, especially in public areas. In partnership with the United Nations Development Programme, Peru is committed to achieving inclusive digital development and connectivity, especially for those who have been left behind by the digital revolution. The recent COVID-19 pandemic highlighted the need to bridge the gap between those who have and those who don’t have digital technology, especially with regard to online learning. Digital equity is not only about providing devices but also includes digital literacy, safety, and technology for children with disabilities.

To move forward with regard to digital equity, we, the digital transformation team, have outlined our strategic goals that we will pursue on a global scale. Firstly, we call on global leaders to make greater investments in broadband infrastructure, especially for rural areas that have been difficult to reach with digital technology. Secondly, we support global efforts that aim at increasing digital literacy among children, parents, and teachers, allowing them to harness digital technology for development. Thirdly, we partner with global leaders on initiatives that aim at increasing online safety for children, especially with regard to cybersecurity while exploring the online world. Fourthly, we collaborate with global leaders on initiatives that aim at providing affordable technology for disadvantaged children, especially those living in poverty, which will help them develop over time. UNICEF should partner with global leaders to ensure that every child, regardless of their background, has an equal chance to thrive in a digital world.

Topic: 2026 – Digital Equity for Children
Country: Malaysia
Delegate Name: Kailani Gardner

United Nations Children’s Fund
Digital Equity for Children
Malaysia
Kailani Gardner
City High Middle

The Delegation of Malaysia recognizes the importance of digital equity for children in this modern digital era. As internet access is used more and more for education, disability assistance, healthcare, and social participation, having an equitable digital environment is undoubtedly not just a preference but a necessity. Current disparities are concerningly large, with UNICEF finding that around 60 per cent of school-age children in urban areas do not have internet access at home globally, leaving them severely disadvantaged in an increasingly digital world. Malaysia acknowledges that digital equity has become an increasingly substantial component of of childrens access to education, information, and societal participation. The delegation of Malaysia recognizes the role the digital world has taken in today’s society, making digital equity through widespread access to broadband net, devices, and digital literacy irreplable.

Malaysia has worked extremely hard to bring internet access to all citizens, ranking 37th globally for broadband-fixed prescriptions and boasting 100% internet access rate. The COVID-19 pandemic shined a spotlight on digital equity issues globally, spurring many initiatives such as the MyDgitial Coorperation partnership with UNDP to create a digital equity index. The delegation of Malaysia notes the success of the JENDELA initiative, an initiative that addresses gaps in wireless access and increases intenet speeds after the shift in the digital world after COVID-19. Moreover, Malaysia recognizes that digital equity also requires addressing digital literacy, online safety, and the promotion of an inclusive, child-friendly digital environment, making international collaboration and shares of best practice vital to solving issues of digital equity for children.

To create a digitally equitable world for all children, the Delegation of Malaysia stresses the importance of approaching the issue with mulitple elements to create a more effective solution to digital equity. First, the Delegation of Malaysia suggest increased international collaboration on affordable and accessible connectivity infrastructure with a stress in underserved communities. Second, Malaysia emphasizes the need for an increase in digital literacy programs to ensure children are able to safely and efficiently navigate digital spaces. Moreover, Malaysia notes that global standards for digital safety and privacy, including safeguarding children from inappropriate content, would set a more elevated digital safety precedent internationally. Finally, the Delegation of Malaysia suggests the establishment of programs and/or initiatives that create more equitable access to wireless technology for all children. Through coordinated initiatives, programs, and international collaborations, Malaysia believes UNICEF can effectively empower the children of the world to explore a safe and equitable digital environment.

Topic: 2026 – Digital Equity for Children
Country: Republic of Korea
Delegate Name: Fiona Rodrigues

Country: Republic of Korea (South Korea)
Committee: UNICEF
Topic: Combating Malnutrition
Name: Fiona Rodrigues
School: City High Middle School

The partnership between UNICEF and South Korea needs to develop a program which provides equal digital access to all students.

The Republic of Korea (South Korea) views digital equity as essential to children’s rights to education, development, and participation in an increasingly online world. South Korea has established itself as a highly connected society where almost all citizens access the internet while the country understands that rapid digitalization creates both benefits and dangers which affect children from low-income families and rural areas and migrant communities and marginalized groups. The Republic of Korea believes that UNICEF should focus on creating equitable access to technological resources through digital skills development and secure access because these measures will help all children access technology which will benefit them.

Digital equity requires more than strong infrastructure according to South Korea because disadvantaged children need special assistance to use digital tools. The government has invested heavily in broadband networks, device provision, and “smart classrooms,” but the shift to online learning during emergencies revealed gaps in access for students from poorer households and those with disabilities. South Korea has increased its device lending programs and public Wi-Fi services and digital education content development to create safe and productive online access for all children. The Republic of Korea states that digital equity needs hardware solutions and internet access and digital literacy development and protection technologies against internet threats.

South Korea supports UNICEF through its international work which aims to provide educational access to children through its child protection programs and innovation initiatives. The Republic of Korea has increased development cooperation which focuses on building ICT infrastructure.

Topic: 2026 – Digital Equity for Children
Country: Iran
Delegate Name: Natalie KIngera

Delegation: Iran
Committee: UNICEF

Digital Equity for Children

In this fast-moving world, technology continues to shape education, communication, and the world’s access to information. However, with this concept comes reliability for the safety of those using the digital world. Children use the internet almost daily, as schools have moved toward an online approach as technology continues to grow. It is crucial that our children get the safety they deserve, without violating their rights. In Iran, the concept of digital equity has received limited attention in the past because of political and cultural factors. Iran also faces difficulties because of sanctions put in place. Sanctions restrict Iran’s access to the digital world, by denying the access to tools and knowledge needed for progression digitally for the country (Digital). Sanction barriers block access to online platforms essential for educational development, which is important to the growth and teachings of our students.
Along with these sanctions, Iran also faces challenges of unrestricted internet access. This is concerning, as children have free reign of whichever sites they may choose. The Iranian government has had many attempts to support the safety of children online. However, many proposed laws or acts often conflict with either Article 15 of the Iranian constitution, or agenda of internet censorship and control of information. There have been efforts to ban or restrict internet access for those under 16, however; this was also violating the same laws in place. Iran has also seen large social media platform alternatives, Rubika and Baleh, lacking the correct safeguards for keeping unattended children safe online. These apps were both found to be sharing children’s personal information and photos and uploading them to the web. They also lacked the implementation of age filtering for the content on these apps (Beyond). This rings concerns for the digital equity of young children in Iran. If action is not taken fast enough, many children will continue to float in the deep, dangerous waters of the internet.
Currently, not many steps have been taken to support the equity and rights of children’s use of the digital world. The digital divide within Iran has created large challenges for many citizens. The Delegation of Iran proposes that countries can come together and create safe rules and regulations that will not interfere with the infringement of rights. We propose that a restriction on internet access for children ages 12 and under can be set in place across the globe. This will not mean that internet access will be banned; it means it will be strictly moderated at all times by an UN-based program for a special internet browser installment called the ISC (Internet Safeguards of Children). Parents can download this browser where it will constantly keep the child’s information safe, keep their content age appropriate, [KK1.1]and flag websites that seem unsafe for parents’ review. The browsers will be monitored by the Digital & Technology Network (DTN) one of the UN’s technology branches. These monitors will be the only ones to have access to viewing information to keep children’s identity hidden. This browser will not conflict with right violations, nor will it be restricted by sanctions of any sort for any country. It is our duty to keep our children safe, especially in the vast, ever-expanding world online.

MLA Citations

“Beyond Ones and Zeros: A Look at Children’s Rights in the Digital Space.” Filter Watch, 23 Oct. 2024, filter.watch. Accessed 9 Feb. 2026.

“Digital Exclusion: How Sanctions Act As a Major Force in Iran’s Digital Divide.” Tehran, etchamber.ir. Accessed 9 Feb. 2026.

SILMUN Background Guide

Topic: 2026 – Digital Equity for Children
Country: Belarus
Delegate Name: Asher Sternberg

Digital safety and equity for children is one of the most important things in countries. Over ⅔ of children in the world don’t have a stable internet connection and for a post covid world there are 10 of millions of kids in the world that don’t have internet access and during Crouna virus some kids couldn’t learn in school because they had no internet for online school or could not afford a device for virtual school. Now those kids are behind in school because they could not have quality learning in the classroom. The Republic of Belarus current policy on digital equity for children is that the children can use the internet to learn and possibly have a better way of learning. The State Programme on digital development of Belarus 2021-2025 aims to use technology for education purposes to get the citizens of The Republic of Belarus ready for day to day life and ready to understand the world in a civilized way and the economy. The State Programme Education and youth policy states that the use of digital help and modern technology teaching aid into educational practice in day to day classroom activities. In conclusion these two policies help the citizens of Belarus go to school and use technology and a safe and educational way. The Republic of Belarus has many ways we keep our citizens safe online, one way we keep them safe is we have a policy called Guidelines on the Organisation of the Educational Process in Educational Institution amid the Spread of COVID-19 says that teachers in classrooms could teach the class on line if so needed detriment by the head of school whether it is online social distancing or using facial covering to slow the spread of illness. During the conference the Republic of Belarus would like to see a safe way for children to use electronic devices in day to day schooling whether it is computers, tablets or anything else.

“Belarus | Technology | Education Profiles.” Education-Profiles.org, 2019, education-profiles.org/europe-and-northern-america/belarus/~technology. Accessed 12 Feb. 2026.
Poole, Gregory. “UNICEF Digital Equity – GLICA.org.” Glica.org, 6 Nov. 2025, glica.org/simun/committees/unicef-digital-equity/.

Topic: 2026 – Digital Equity for Children
Country: South Africa
Delegate Name: Srihan Aravabhumi

Topic: Digital Equity for Children
Country: South Africa
Delegate: Srihan Aravabhumi
Farmington High School

United Nations Children’s Fund

When the COVID-19 pandemic shut the world down, we became more aware of problems that already existed in our world. Most apparently, technological problems. The world’s infrastructure was not ready for such a paradigm shift towards the online world, and the digital divide became especially clear.

The digital divide in South Africa is especially gaping mainly due to the lack of universal internet access across the country in households. While the South African government has been making improvements in overall internet access across the country, bringing the percentage of households without access from 64.8% in 2011 to 21.1% in 2022, there is still a huge imbalance, namely in rural areas. Specifically, only 1.7% of households in the Limpopo province in South Africa has reliable internet access. This huge gap between the percentage in a rural area and the national percentage shows how significant the problem of the digital divide is, and why it should be handled immediately. When talking about schools, many schools don’t have reliable technology services, which is a problem that along with the digital divide, we have been attacking through the SAConnect program.
However, there are ways to minimize the digital divide, maybe even eliminate it completely. One way is through digital inclusion.
Digital inclusion can advance broader goals of equity, education and child protection by allowing all citizens, especially children to advocate for their rights and to advance their studies through technology. The delegation of South Africa believes that utilizing technology as a bridging tool can create unity as a country, and allow our children to live a better future. When the digital divide is minimized, there will be much more equal representation of our country as a whole, so regions like Limpopo won’t be disadvantaged. This would result in more collaboration and expansion nationwide and would be a net benefit for the country’s economy. In terms of education, the use of technology in learning is extremely beneficial for students in order for them to be able to adapt to the ever-changing world. Making technology accessible to all schools would equalize the educational playing field for all students. For child protection, the ease of reporting crimes will be much higher with technology. With internet and cellular access, a child can immediately alert the authorities of any problems.

However, there are still challenges in the process.

The main challenge in providing safe, affordable and meaningful access is that there is a severe lack of infrastructure. Internet is still extremely expensive in some areas, which will need huge government intervention to fix. This is why we are entering phase 2 of the SAConnect program. The SAConnect program is a broadband connectivity project meant to increase internet infrastructure across the country. Phase 1 of the program brought immense success, lowering the percentage of households without internet access by 43%, and creating several community Wi-Fi hotspots in the process. Phase 2 aims to expand on Phase 1’s successes, and bring them to a larger scale. We aim to hit over 32000 community Wi-Fi hotspots and bring internet to over 5.5million households by the end of this year. We plan to connect to thousands of schools and healthcare centers. A program like this can be conceived at an international level. Instead of South Africa approaching this issue by ourselves, we can collaborate with other countries who need to develop their infrastructure, such as Vietnam, Brazil and more.
Continuing with these kinds of initiatives across the country, and across the United Nations as a whole will minimize the digital divide and create equity among children.

Work Cited
Masia, Laticia. “South Africa Connect.” South African Government, 4 March 2024, https://www.gov.za/blog/south-africa-connect. Accessed 12 February 2026.

Topic: 2026 – Digital Equity for Children
Country: Ukraine
Delegate Name: Thomson Manoj

Delegation of Ukraine
Farmington High School
Thomson Manoj

Ukraine knows that digital equity is now a basic part of children’s right to education.
Because of the recent Russo-Ukrainian conflict, many schools are closed or unsafe,
and a lot of learning has moved to online or mixed formats. It sounds good in theory, but
in reality a lot of kids do not have a stable internet connection, their own device, or even
quiet place to study at home, and this is much worse for lower income families, rural
areas, displaced children, and children with disabilities. Studies show only around 60%
of students from Ukraine have stable, high-quality internet for online learning, and
children from the poorest households are far more likely to have constant connection
problems and to share a single devices with their whole family, which makes it easy to
fall behind. This digital gap affects education first, but also affects future job
opportunities, mental health, and how fairly children can participate in society.
Ukraine is working with UNICEF and other partners to close this gap instead of
pretending everybody had access to go fully online. UNICEF has supported
improvements to the All-Ukrainian School Online platform, set up digital learning centers
in frontline areas like Zaporizhzhia, and helped provide laptops and other devices so
children can actually access classes and resources, not just in theory but in practice.
The Ukrainian government and partners have also launched efforts like the National
Digital Literacy Platform and device coalitions to boost digital skills and get hardware to
vulnerable students and teachers, especially those from poorer families, children in
orphanages, and kids with special education needs. For Ukraine, digital equity means
three things at the same time: connection (internet and electricity), tools (devices and
platforms that actually work), and skills and safety (kids, parents, teachers who know to
use tech in safe, useful ways).
Ukraine is asking UNICEF and Member States to see digital access as a core part of
child rights, not an afterthought. In the short term, Ukraine wants more support for
devices, school-connected and community Wi-Fi, and safe digital learning spaces so
children affected by war cam keep learning even when they cannot sit in a regular
classroom. At the same time, Ukraine needs long-term investment in affordable, reliable
internet across regions, teacher training for online and mixed learning, and programs
building digital literacy and online safety skills for kids & parents, with special attention
to lower income households, rural areas, displaced families, and children with
disabilities. No Ukrainian child should be left behind just because of where they live,

how much money their family has, or whether a missile hit their school. The digital world
should offer these children more chances in life, not fewer

Works Cited (MLA)
“Bridging the Digital Divide in Education: Lessons from Armenia, Moldova and
Ukraine.” Global Campus of Human Rights, 25 Sept.
2024, www.gchumanrights.org/preparedness/bridging-the-digital-divide-in-education-
lessons-from-armenia-moldova-and-ukraine.
“Learning Boost for Ukrainian Children Shut Out of School for Years.” Theirworld, 23
Jan. 2024, theirworld.org/news/learning-boost-for-ukrainian-children-shut-out-of-school-
for-years.
“Online Learning in Ukraine: How It Works and Whether Knowledge Levels Are
Declining. Part 1.” VoxUkraine, 24 Sept. 2025, voxukraine.org/en/online-learning-in-
ukraine-how-it-works-and-whether-knowledge-levels-are-declining-part-1.
“UNICEF Won’t Stop Helping Children in Ukraine: Full-Scale War Hits 2-Year
Mark.” UNICEF USA, 8 May 2025, www.unicefusa.org/stories/unicef-wont-stop-helping-
children-ukraine-full-scale-war-hits-2-year-mark.
“Back to School for Ukrainian Children at Digital Learning Centers.” UNICEF
Technology (LinkedIn), 30 June 2025, www.linkedin.com/posts/unicef-
technology_ukraine-back-to-school-for-ukrainian-children-activity-
7345748431144951808–R7E.

Topic: 2026 – Digital Equity for Children
Country: Russian Federation
Delegate Name: Rishi Babu

Committee: UNICEF
Topic: Digital Equity for Children
Country: Russian Federation
School: Farmington High School

In essence, digital equity makes sure that all children have fair and equal access to the internet, digital technology, and also the skills and capacity to use them effectively. School aged children globally experience the issue of unequal access to digital resources such as computers or even just internet access. Especially those in rural, low income, or marginalized communities are the most vulnerable to this issue. According to UNICEF, two thirds of school aged children around the world do not have access to reliable internet at home. Digital inequality can easily worsen educational gaps, limit access to job opportunities, and increase social gaps and inequality. Finding digital equality for children is important for education, child protection, and preparing children for the future filled with digital aspects. The significance of this issue was magnified during the COVID-19 pandemic when many children fell behind due to not having proper access to the internet or technology.
UNICEF has said in the past that the digital divide not only threatens the education of millions of children worldwide but also their development. Bridging the gap between digital inequality is relevant towards the UN Sustainable Development Goal 4 and Goal 10 which are Quality Education and Reduced Inequalities respectively. In the past, UNICEF has also had programs on digital literacy and online safety for children. Along with UNICEF, some other global efforts have been taken towards digital equity for our children such as “One Laptop Per Child.” Russia also has taken similar measures as seen through “Generation M,” a charitable organization that provides equal access to creative education for children.
Many Russian children have internet access, but in rural areas there are clear disparities. Russia prioritizes digital literacy and online safety. Russia has taken much domestic action towards reaching digital equity for children. Digital Education Programs have been implemented in schools, teaching cybersecurity, online safety, and digital literacy. Russia also has expanded infrastructure, especially during the COVID-19 pandemic. Large scaled initiatives were taken, aiming to provide devices and connectivity to children, especially those in low income families. Also, Russia worked to restrict access to dangerous content for children through The Russian Alliance for the Protection of Children in the Digital Environment, making sure online communication is safe for children. Russia supports cooperation with member states for digital equity and advocates for not only inclusive but also safe internet access for all children.
Russia believes that the UN should fund programs with goals to expand broadband and internet access especially in underserved or Global South countries. The UN also should provide devices and forms of training to ensure that digital participation is meaningful and effective. Russia holds that member states should make efforts to implement digital literacy programs. Along with this, safe online practices and other restrictions should be made to ensure online safety for children. These solutions work well towards reaching digital equity for children because they create access, training, and also safety measures for children and the digital world.

Works Cited
Better Internet for Kids: Home, https://better-internet-for-kids.europa.eu/en. Accessed 12 February 2026.
“Childhood in a Digital World | Office of Strategy and Evidence Innocenti.” Unicef, 12 June 2025, https://www.unicef.org/innocenti/reports/childhood-digital-world. Accessed 12 February 2026.
“D ICT Statistics.” ITU, https://www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspx. Accessed 12 February 2026.
“Global Digital Compact | Office for Digital and Emerging Technologies.” the United Nations, https://www.un.org/digital-emerging-technologies/global-digital-compact. Accessed 12 February 2026.

Topic: 2026 – Digital Equity for Children
Country: France
Delegate Name: Siddaly Sykes

Committee: UNICEF
Delegation: France
Name: Siddaly Sykes

Digital Equity for Children
Over the past several decades, the internet has become an increasingly integral part of most people’s lives. More than 2/3 of the world’s population are online, and as more people become connected, the age in which individuals are first introduced to the internet gets younger. As the digital world has progressed, the issue of internet access and digital security has transformed. Now, not only must we address the gap between individuals who have material access to devices and actual technologies, but we must also understand that just because a child has internet access does not mean they are digitally literate, and this has proved to be a huge factor of division between children in the digital age. Barriers causing digital illiteracy stem from two distinct categories, material and social. Material barriers are tangible, students who do not have access to devices, who live in isolated rural areas, and who cannot afford internet access all cannot physically become digitally literate without internet access. Social barriers however are more complex. Factors such as language, culture, disabilities, and gender are all reasons why an individual might not be digitally literate, even if they have access to devices and services (Advancing). his gap between digitally literate versus digitally illiterate children proves to be a major issue, that will only worsen as we depend more on the internet. Digitally illiterate children are at an automatic disadvantage in terms of education and employment, growing the gap between these two groups of people in the future. To be digitally literate is a constantly evolving topic as well, one that must be considered by the entire UN. We must not only ensure that children understand how to use the internet safely, but also must determine what threats children are facing, how to protect them, and how to address the issues.
In France, the issue of digital literacy is mostly concerned with ensuring the safety of our children online. According to several reports, 99% of children 12-17 and 98% of children 8-11 have internet access (Protecting). Even though regulations are in place against children creating social media accounts, 63% of children under 13 have a personal account. This is incredibly dangerous for several reasons, the first of which being the risk of losing a “normal” childhood due to commercialization. This not only endangers a child’s privacy, but also their protection (Discover). This leads to the second reason a personal social media account is dangerous, which is the risk of losing protection and privacy because of photos posted online. Like their children, over 50% of parents post photos of their children, 91% of those post photos of their children under 5 years old. (Protecting). Not only is posting yourself and your surroundings dangerous because of kidnapping and stalkers, but the photos most often founded on illegal pornography sites are those from accounts just like these. France has taken several steps in protecting children against online threats. The Elysée Screen Commission in 2024 reported the scientific evidence detailing the negative impacts of screens on children, and implemented limitations on internet usage for children under 15 (Advancing). More specifically, in 2025 the TikTok Report also created limitations, banning TikTok usage for children under 15, and created a digital curfew between the hours of 10pm to 8am for children ages 15 to 18 (Protecting). France has also created a Digital Education Agenda outlining plans and goals for 2023-2027, including teaching digital citizenship to children in schools to develop digital skills, strengthen media and information literacy, promote critical thinking, and many more ideas (Discover). Ultimately, France strives to ensure every child is able to participate in this increasingly digital world, and is committed to preparing them to be safe and smart online.
The issues concerning digital literacy are unique to every country, so in order to understand and assist each other in the UN, the Delegation of France believes our first step should be to have a meeting held in Paris, to voice each country’s concerns and position regarding the internet. Once prominent issues have been outlined, we can then most effectively begin tackling them. For example, If another country is similar to France in that our main concern is digital safety and age restrictions online, then we would collaborate and develop similar plans. Another key aspect of a comprehensive meeting is to ensure that countries who do not have access to internet are provided with internet access. If these individuals are not provided with these tools, the gaps between impoverished and rich communities will only grow, and the economy will suffer for it. By extending the internet with devices and infrastructure, these individuals can build on their human capital and in the near future all groups will benefit. The issue that is digital illiteracy is different for each country, which is precisely why we need extensive collaboration to make sure no child is left behind in this new, digital world.

Works Cited
Advancing Digital Equality for Children | Innocenti Global Office of Research and Foresight, www.unicef.org/innocenti/projects/advancing-digital-equality-children. Accessed 10 Feb. 2026.
“Discover France’s Digital Education Agenda 2023-2027.” WWW, www.eun.org/news/detail?articleId=10808602. Accessed 10 Feb. 2026.
“Protecting Children in the Digital Age: Insights from France’s Educational and Regulatory Initiatives.” Better Internet for Kids, 10 Dec. 2025, better-internet-for-kids.europa.eu/en/news/protecting-children-digital-age-insights-frances-educational-and-regulatory-initiatives.

Topic: 2026 – Digital Equity for Children
Country: Denmark
Delegate Name: Victoria Kim

Kingdom of Denmark
United Nations Children’s Fund
Digital Equity for Children
Victoria Kim
City High Middle School

For over two decades, Denmark has been faced with the challenge of digital equity and we have attempted to combat this issue with our “digital-by-default” approach to public sector modernization that began in the late 1990s. Although Denmark has been strongly urging the digitalization of health and welfare services, people living in rural areas are at risk of being left behind technologically due to its population generally being older or having less access to education. Denmark has continued its path to universal connectivity, with 98% of households having access to 1 Gbps download speeds by 2025. In the midst of being the first country to appoint a Tech Ambassador, Denmark views digital equity as a diplomatic and human rights issue, rather than a technical one. A key aspect of this committee is defining the broad topic of digital equity for children, as it is not a fixed concept, rather an evolving and context-dependent framework. Whether it is digital isolation due to residence, parental literacy gaps, or low-income conditions, digital inequity must be addressed through a unified global strategy that secures both digital connectivity and guarantees the safety of technology users.

As a global leader in digital infrastructure, Denmark’s concerns of a “digital divide” has sparked since 1999 as the government launched initiatives to include vulnerable populations into the digital population. Denmark consistently ranks #1 in the UN E-Government Survey (2018, 2020, 2022, 2024), giving it the “moral authority” to lead on digital topics. Recently, Denmark has announced a national age of 15 for social media, aiming for a “Digital Wellbeing” country that focuses on educational and purposeful use of digital technologies. Through the Danish-UNICEF Strategy 2022-2025, Denmark has been a major core donor and prioritizes quality education and child protection in digital settings.

Denmark believes that resolutions should be centered around The Education-Labor Nexus, allowing vocational education for rural youth and leading directly to work opportunities; and reducing homework gaps, partnering with Internet Service Providers (ISPs) to ensure children can access sites including Wikipedia without expensive technology. Furthermore, Denmark intends to initiate a project to include rural and elderly populations to pair youth workers with vulnerable populations to ensure a digitally literate home condition for children. As a digitally aware nation, Denmark hopes to encourage the use of digital technologies, however, we hope to recover the analogue and digital balance in classrooms for children, prioritizing mental health and a longer attention span. Denmark urges the UNICEF committee to adopt a “Safety First” approach and dealing with digital access with age protection, through measures including Denmark’s MitID, our national e-ID system that allows age verification before use.

Position papers for SIMUN 2026 will appear above this line, with the newest being at the top.