This study examined educational policies and systems in other countries relatedto distance education support implemented in the context of the COVID-19pandemic to inform related domestic policy. For this purpose, we analyzed schooland education informatization in the United States, Canada, Germany, Finland, andJapan. School informatization was defined in terms of educational facilities,environment, and educational support platforms. Educational informatization wasdefined in terms of teaching methods, learning methods, and curriculums. Theresults showed that, before the COVID-19 pandemic, some passive digital equalitysupport was provided to promote the use of digital devices in classrooms. Duringthe pandemic, digital equality was further promoted in various ways, such asexpanding facilities and free support, enacting laws related to distance education,and developing related curriculums.