2024, Vol. 6, Issue 12, Part B

Author(s): Neetu Makkar

Abstract: Indias emergence as one of the worlds rapidly expanding digital economies is supported by governmental policies like Digital India and NEP 2020, which highlight technologys transformative potential to improve educational equity and quality. However, the COVID-19 pandemic has accelerated digital learning while exposing persistent and systemic disparities. This Punjab case study reveals that rural and marginalized populations, broadly representative of Indias diversity, continue to experience limited device ownership, inadequate connectivity, and low digital proficiency. These factors contribute to a divided education system where low-income, rural, and female students face considerable disadvantages. Despite extensive policy efforts, nearly half of Indian households remain offline, underscoring the vast scope of the challenge. This research investigates how unequal technology access affects education outcomes in Punjab and evaluates strategies aimed at narrowing digital gaps to achieve greater educational equity in India.

DOI: 10.33545/27068919.2024.v6.i12b.1638

Pages: 123-128 | Views: 2134 | Downloads: 1466

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