Htqe.2025.32

https://doi.org/10.22364/htqe.2025.32 | 456-467 | PDF

The Development of Distance Education in Latvia (1991–2004): Historical Context, Methodology and Comparison with Traditional Education

Ieva Kalniņa¹
¹University of Latvia, Latvia

Abstract
In the early 1990s, Latvia underwent significant political and social changes that also impacted the field of education. This article analyzes the overall development of the concept of distance education in Latvia from 1991 to 2004, highlighting its historical, socio-political context, teaching methodologies, use of technology, accessibility and flexibility, as well as challenges associated with quality assurance. It compares the distance education system of that period to the traditional face-to-face learning environment to better understand how the characteristics of these new educational forms influenced the learning process. Key findings indicate that although international initiatives and governmental support, particularly in collaboration with European Union programs, initiated the expansion of distance education, limited resources and uneven technological infrastructure hindered rapid development. Despite these challenges, distance education in Latvia offered opportunities for students who needed to balance professional or personal responsibilities with academic pursuits, thereby expanding access to education for various social groups, including those in remote regions or with special needs. Over time, the emergence of internet-based tools began to shift the focus from purely correspondence models to a more interactive, technology-driven approach, not only within European Union member states but also in Latvia. However, quality assurance and public trust remained critical areas of concern. This study’s historical perspective highlights the early successes and setbacks that continue to inform the evolution of distance education in Latvia, emphasizing the ongoing necessity of thorough support systems, accreditation and quality assessment mechanisms, and strategic resource allocation for ensuring long-term sustainability and effectiveness.

Keywords: distance education, educational reforms, technology in education, educational accessibility, quality of education, pedagogical innovations

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025