The onset of COVID-19 has impacted education access and learning in low-income and refugee communities across the Middle East and North Africa (MENA) region. A recent survey by Education Cannot Wait shows that more than 100 million learners have been affected since the closure of schools, universities and vocational training institutions. With many governments moving to remote and blended learning modalities, access to digital educational content becomes more crucial to mitigate the learning gap across vulnerable and disadvantaged communities and to facilitate the continuity of education in virtual mediums. Despite all the governmental and organizational efforts put to produce interactive digital educational content in the past two decades, Arabic digital content still represents less than 3% of the global digital content. To guarantee continued access to Arabic digital educational resources during COVID-19, identifying gaps in learning design approaches in Arabic digital educational content design is key to advise on emerging practices in the field. This study examines 200 endorsed digital Arabic sources in the areas of Arabic and English literacy, STEM, and life skills in K-12 and higher education contexts. The findings highlight a scarcity in the quantity of open access resources, a lack of diverse investment habits that fulfill the different learning needs, marginalization of learners with disabilities, and a lack of local adaptation of translated content. Based on the findings, the study suggests several recommendations for governments, content creators and philanthropists to bridge the digital divide of Arabic content across the MENA region. Keywords: COVID-19, Open Educational Resources, Arabic digital educational content, refugee education Hiba Ibrahim is a PhD student of applied linguistics at York University in Canada. Her research includes sociocultural theory, intercultural communicative competence in virtual exchange encounters, technology-mediated language learning, and teaching, language, culture and identity.