World Bank2024-06-102024-06-102024-06-10https://hdl.handle.net/10986/41685Unprecedented disruptions that COVID-19 pandemic caused to education compelled almost all countries of the world, including those of EAP region, to adopt education technology and online learning approaches to recover learning loss in the educational institutions. This necessitated development of digital skills among the teachers and students. On the other hand, industries started going online due to closure of businesses for several months or years. All this required digitally skilled human resources, but significant digital gaps existed in the educational institutions and industries. This analytical work was designed to examine the evolution and status of digital skills development, identify key challenges, best practices, and lessons for informing digital skills development policies and initiatives, as well as to promote policy dialogue, knowledge sharing, and cooperation in the EAP region. The study team designed, to illustrate the state of EAP digital skills landscape, an analytical framework based on the World Bank's (WB) digital capabilities framework that includes structural elements, enabling resources and digital skills training programs. The team furthermore identified key actions in three elements (digital skills policy, enabling digital infrastructure, and digital skills training) to guide the six participating country teams to collect all needed information and analyze the best practice examples of each action. The study used a mixed methods approach of qualitative and quantitative analyses, including analysis of policy documents, literature and case studies, and meta-synthesis on six country studies.en-USCC BY-NC 3.0 IGOEDUCATION AND ECONOMIC GROWTHEDUCATIONDIGITAL ECONOMY STRATEGYDIGITIZATIONCORONAVIRUS (COVID-19)QUALITY EDUCATIONSDG 4CHINAINDONESIAKOREA, REPUBIC OFMONGOLIAPHILIPPINESSINGAPOREWorking PaperWorld Bank10.1596/41685