Disruptions of global academic activities at all levels of learning due to the coronavirus pandemic have brought about unprecedented changes to education, one of which is the adoption of the remote learning process to ensure continuous learning and teaching. Using the REDS 2021 dataset, the study used stereotype logistic regression to estimate the specified empirical model to examine the effects of deprivation in terms of access to relevant digital facilities on students’ academic performance while controlling for other relevant variables. The overall evidence from the study revealed that only software effectiveness and the interaction variable between remote learning and software effectiveness affect students’ performance out of a number of digital infrastructures included in the model. Predictably, other control variables included in the estimated model, like school characteristics, students’ parental background, and one’s specific individual country’s characteristics, have anticipated effects on students’ performance during the pandemic. The empirical findings have serious policy implications, particularly for countries experiencing man–made emergencies in their search for achieving specific sustainable development goals.

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