Microsoft 365 as a Learning Platform

Today, digital learning has become increasingly widespread, transforming how education is delivered and improving accessibility and collaboration in various contexts. In the Philippines, for example, students in the public schools in some areas were provided with laptops and tablets to enhance digital literacy and improve learning outcomes as part of the ‘Digital Rise Program’ (DepEd, 2022). However, as technology evolves rapidly, educators face growing demands on their time and energy, navigating fast-changing environments while adapting to a range of emerging tools (Wheeler & Gerver, 2015). For instance, one such innovation, metaverse, can transform learning by offering immersive experiences, encouraging collaboration, and providing greater access to quality education through more engaging and personalised methods (Ghoulam & Bouikhalene, 2024). Digital tools have become increasingly prevalent in education, and among them, Microsoft 365 is one platform that has been widely used to support and enhance learning (Zelníčková et al., 2022). This essay explores Microsoft 365 as a learning technology and critically examines its role in enhancing accessibility, effectiveness, and collaborative learning in educational context.

Advancing Learning with Microsoft 365 Technology

During the COVID-19, schools used digital tools to teach, support collaboration, and keep education going through remote learning (Doukakis et al., 2021). Many schools turned to Microsoft 365 during the pandemic due to its widespread adoption and ability to enhance productivity, enable real-time collaboration, and support learning both inside and outside the classroom (Aires et al., 2021). Educators used its cloud-based tools to create and share assignments while allowing students to collaborate in real-time on documents, presentation, and notes through applications like Microsoft Teams, Word, PowerPoint, and OneNote, even when learning remotely (Shingray, 2020).

For instance, in language learning, PowerPoint can foster collaboration, communication, and multimedia integration which improves student performance, along with providing differentiated instruction and instant feedback (Masyhur & Lisia, 2024). Hyperlinks in PowerPoint can provide differentiated instructions by directing students to tailored content, such as simplified explanations, advanced activities, or videos for deeper understanding (Sulistianingrum et al., 2023) while embedding Microsoft Forms provides instant feedback for quizzes and other activities (Pham et al., 2024). The use of multimedia reflects constructivist principles by enabling students to actively engage in creating knowledge rather than passively consuming it (Dubey & Tiwari, 2020; McLeod, 2024) while collaboration fosters shared learning experiences that allow learners to build knowledge collectively and in turn, enhances critical thinking (Sharratt & Planche, 2016).

More importantly, Microsoft 365 features accessibility tools that offer inclusive support, such as text-to-speech, immersive readers, and keyboard navigations to ensure all users can engage effectively with content (Microsoft, 2024). For instance, Word and PowerPoint provide alt text to support users with low vision and enhance accessibility for verbal learners (Fichten et al., 2020). Additionally, PowerPoint enhances accessibility for students with autism by enabling educators to create interactive, step-by-step lessons using kiosk mode to restrict navigation, incorporate visual supports like enlarged icons and simplified layout, and include multimedia elements (Mittelman, 2023). Minimising distractions for individuals with autism is crucial, as structured, low simulation environments improve focus, reduce sensory overload, and aid learning (Jones et al., 2020; Black et al., 2022).

Similarly, in Word, accessibility is improved for quadriplegic users through the use of camera mouse integrated in Word and an optimised layout with enlarged icons, allowing for efficient and independent operation (Utomo et al., 2021). A study also highlights that Microsoft Teams, a video-conferencing application within Microsoft 365, enhances accessibility for students with disabilities in courses like ‘Adaptive Physical Education’ by providing real-time communication through high-quality audio and video, enabling document sharing and interactive lessons with multimedia tools which fosters a more inclusive and collaborative educational environment (Khomik et al., 2021).

Undoubtedly, with its cloud-based infrastructure and seamless integration across devices, Microsoft 365 offers a variety of tools that make learning more engaging and interactive through collaborative features, accessibility options, and productivity applications (Zabukovšek et al., 2022). However, its speech-to-text feature demonstrates higher accuracy for English and other widely spoken Western languages, while struggling with lower accuracy and limited support for tonal languages, complex grammatical structure, and non-Latin scripts, making it less effective for non-native speakers (Wang & Yuan, 2020). Learning is mediated through language and tools, as emphasised by Vygotsky’s Sociocultural Theory, and speech-to text-technology aligns with this by facilitating communication and access to content, thereby enhancing meaningful learning through social interaction and dialogue (Moll, 2013).

Additionally, while Microsoft 365 offer a wide variety of tools, which can benefit users who are well-versed in the platform, the extensive range of options can be overwhelming and challenging for users who are inexperienced in using Microsoft 365 (Hasanah & Dewi, 2022). For instance, while the accessibility checker is a step in the right direction, its limited usability and scope, combined with low awareness and lack of training among teachers, hinder its effectiveness in facilitating the creation of accessible digital documents (Roig et al., 2021). This challenge highlights the importance of professional development and scaffolding, where proper training and guidance can bridge the gap between teachers’ current skills and the knowledge needed to effectively use these tools for more inclusive and accessible learning (Schleicher, 2022).

Accessibility, Collaboration, and Data Privacy

The cloud features and accessibility options in Microsoft 365 make it easy for users to learn and work remotely and meet different needs. When used effectively, it aligns well with the principles of Universal Design for Learning (UDL), supporting equitable access to education and personalised learning experiences (Gronseth, 2023). Thus, it is important to remember  that while these tools can support personalised instruction, it is ultimately the teachers who create meaningful learning experiences,  guide students’ growth, and adapt instruction (Wheeler & Gerver, 2015). For instance, when a teacher uses PowerPoint’s built-in features to create simple games or add games in Teams, it helps student understand key ideas and stay actively involved in learning (Whitton & Moseley, 2012). Incorporating games in learning can further encourage strategic thinking, motivation, and problem-solving (Pavey, 2021).

With its features, educators can create varieties of activities. By offering varied instructions and accessible approaches to teaching, educators can better meet the diverse needs of their learners which promotes a more inclusive and meaningful educational experience (O'Meara, 2010). Collaboration is also one of the strengths of learning in a digital platform, supporting collective learning as students work together, share ideas, and learn to build knowledge as a group which has positive contribution in the learning outcome (Donkin & Kynn, 2021). However, educators should also consider of how student use these collaborative tools such as chat in Teams, ensuring appropriate online behaviour and intervening if issues like bullying or sharing inappropriate content arise (Tettegah & McCreery, 2015). Naturally, creating a safe and supportive environment is a shared effort, involving not only educator but also school leaders and parents (Yang & Lu, 2024). As more collaborative features are utilised, concerns about the privacy and security of student interactions increase (Rinovian & Suroso, 2024).

Moving to data privacy, Microsoft 365, similar to Google Classroom, may not always fully meet the requirements of the General Data Protection Regulation(GDPR) (Atabey & Hooper, 2024). Because of these issues, organisations need to carefully review Microsoft 365’s privacy settings and practices to ensure they comply with EU data protection standards . Data privacy is crucial in learning environments to protect sensitive information, maintain trust, and support a safe digital space for both students and educators (OECD, 2023). In terms of pricing and subscription, the bundled pricing structure of Microsoft 365 can lock institutions into paying for a wide range of applications, some of which may have little relevance in learning context, leading to underutilisation and added costs (Mamanazarovich & Hamdamovich, 2021).

Furthermore, since Microsoft 365 is cloud-based, both learners and schools must have reliable internet access to use its features effectively. This reliance on connectivity can disadvantage learners in areas with unstable or limited internet access widening the digital divide and impacting equitable learning opportunities (Subramaniam et al., 2024). Addressing this digital divide remains a significant priority for school leaders, communities, and government organisations, as they strive to ensure all learners have equal access to the tools and resources needed for modern education (Jones & Bridges, 2016). 

Optimising Microsoft 365 for Education

Improving Microsoft 365 for schools requires thoughtful adjustments to better meet the needs of users. One key improvement for Microsoft 365 is to simplify and refine its user interface, particularly for educators and learners who may not be technologically inclined (Jagannathan, 2021). By providing more intuitive layout that aligns with established educational framework such as the Technological Pedagogical Content Knowledge (TPACK) model which teachers can more easily integrate technology into their lesson plans (Sullivan et al., 2024; Santos & Castro, 2021). While the platform’s extensive suite of tools is undeniably useful, it can also be overwhelming for beginners (Escola et al., 2022). Offering customisable dashboards based on user roles such as teacher, student, or administrator would help schools tailor the platform to their specific needs without getting overwhelmed by all the available options (Perez, 2021). Also, better training materials and introduction guides could help teachers adjust to the platform’s challenges, including accessibility checks, by showing them practical ways to address the varied learning needs in a classroom. These resources might include interactive tutorials, scenario-based videos, and even co-teaching sessions where tech-savvy mentors guide new users step-by-step (Karimi et al., 2023). Furthermore, enhancing integration with popular learning management systems (LMS) with grading tool, such as Google Classroom, could further streamline classroom workflows, reducing the time teachers spend switching between various platforms (Hossain et al., 2024).

In terms of equitable access to technology, school leaders, government agencies, and other stakeholders play a key role in closing the digital divide. For instance, by providing robust internet connectivity and supporting offline functionality, so that student can continue their work even when they are not online (Choudhury et al., 2023; Elahi, 2020). Such comprehensive support aligns well with Connectivism theory, which emphasises access to resources and networks as a cornerstone of modern learning (Wheeler & Gerver, 2015).  Another vital area of focus is accessibility, both in terms of language support and inclusivity features for diverse learners. Improving voice recognition technology to better handle different accents, tones, and dialects aligns with UDL, as it ensures that all students-regardless of language background or ability-can engage with digital content (Cunningham et al., 2017; Malavasi et al., 2017). Similarly, refining text-to-speech and translation features in apps like OneNote or Word would provide more inclusive learning experiences for student who are visually impaired, have reading difficulties, or are non-native speakers (Kumar & Nagar, 2024). At the same time, strengthening data privacy and security remains crucial for schools and districts handling sensitive information. Institutions should have detailed control over how data is kept and shared, ensuring full compliance with national and regional guideline such as the GDPR, which is particularly important for maintaining trust with parents and community stakeholders (Vejmelka et al., 2020; Hoofnagle et al., 2019). Overall, by focusing on user-friendly design, robust training support, improved accessibility tools, and strict data privacy measures, Microsoft 365 can become more effective, inclusive, and reliable platform that supports equitable modern education.

Conclusion

Microsoft 365 offers significant benefits for learners by providing tools that support collaboration, accessibility, and productivity. Its cloud-based system allows students and educators to work remotely, ensuring learning continues without interruption in different environments. Accessibility tools such as immersive readers enhance engagement and inclusion, meeting the diverse needs of learners. These strengths make Microsoft 365 a valuable tool for modern education.

However, the platform also has challenges. Its extensive range of application can be overwhelming for inexperienced users, requiring additional training and support. The accuracy of its speech-to-text and language support tools is limited for non-native speakers or those using complex languages. Data privacy concern, especially regarding compliance with regulations like GDPR, require careful management to protect sensitive information. Moreover, reliance on stable internet access may disadvantage students in areas with poor connectivity, widening the digital divide. Simplifying the interface, improving accessibility features, and providing better training resources can enhance Microsoft 365’s effectiveness. Addressing these challenges and ensuring equitable access can make Microsoft 365 a more inclusive platform, enabling it to support meaningful learning for all students. Lastly, further thorough studies on the learning outcomes associated with Microsoft 365 could give the platform a stronger advantage over its competitors.