Abstract

This article examines the role of digital technology in facilitating access to learning for students from the Bru– Van Kieu ethnic minority group during natural disasters. The findings indicate that digital technology is important for maintaining two-way communication, disseminating information, and ensuring learning continuity during local flooding. Nevertheless, ethnic minority students, particularly girls, continue to face substantial structural and resource-related barriers, including inadequate digital infrastructure, gender-based divisions of household labor, and geographical isolation. Based on these findings, the article proposes practical measures to strengthen the use of digital technology in supporting ethnic minority students’ access to learning, reduce the digital divide and gender inequality, and promote an inclusive education system capable of adapting sustainably to natural disasters.

Keywords: Access to education, access to learning for ethnic minority students, digital technology, disaster adaptation, ethnic minority students.