Educational disruptions from the COVID-19 pandemic during school closures have become a remarkable social issue, particularly among the developing countries. Ample literature has verified the adverse effects of the long-lasing epidemic on school education. However, rare studies seek to understand the association between the severity of COVID-19 and distance learning, an alternative education pattern, and foster policy designs to promote educational transition, particularly targeting the post-crisis phase of the COVID-19. By combining four data surveys, this article empirically examines the impacts of COVID-19 on children's distance education with the application of various appliances across 60 developing countries. The results suggest that, after controlling socio-economic, geographic, and demographic variables, a higher level of mortality rate of COVID-19 contributes to more households participating in distance education. In particular, this positive term is larger for distance education by using TVs and radios compared with the usage of digital appliances. To explore the potential channel of the above linkage, this article argues that the positive association between mortality rate and the use of traditional appliances is weakened through higher levels of stringency in lockdown measures. Timely policies are, therefore, recommended to guide towards distance learning with economic and technological supports to guarantee a wave of inclusive educational recovery in the ongoing post-COVID-19 era.
Keywords: COVID-19; High Frequency Phone Survey; developing countries; distance learning; education inequality; lockdown measures.