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The growing digital divide must be urgently addressed. NEP 2020 aims to transform education by promoting technology inclusion and preparing students for a tech-driven world.
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In today's digital era, access to technology has become a key to educational success. Underprivileged students, however, often face significant barriers such as limited access to devices, unreliable internet connectivity, and inadequate digital literacy. This inequality peaked during COVID-19; families with two or more kids struggled to provide their children with devices. The digital divide refers to the gap between those who can access and effectively use digital technologies versus those who cannot. As educational institutions increasingly adopt online platforms, the digital divide has emerged as a critical issue that not only hinders academic achievement but also perpetuates social inequities. Addressing these disparities is essential for empowering all students to thrive in a technology-driven world.
In today’s world, the internet exposes us to a wide range of possibilities and opportunities. Some of these manifest in the field of education, providing new horizons for students from all walks of life. The major shift from traditional learning to digital learning occurred during COVID-19. Students from low-income families, however, are at a disadvantage compared to peers who have reliable digital access, with girls facing an even greater disadvantage due to gender disparities. According to the UN, the most affected communities by this include women and girls, children, youth, and the elderly. A 2020 joint report from UNICEF and the International Telecommunication Union (ITU) states that two-thirds of the world’s school-age children(3-17), do not have internet connection at their homes.
Underprivileged students face numerous challenges when it comes to digital access. One major issue is the lack of devices, as many students do not have a personal computer, tablet, or smartphone at home. Another obstacle is poor internet connectivity. Even if a student has a device, unreliable or limited internet access, and the recurring costs incurred are pressing issues. Sub-Saharan Africa faced a startling digital divide during COVID-19, with 89 percent of learners lacking household computers and 82 percent lacking internet access. The obstacles are steep in India too: during COVID-19, only 24 percent of households had internet access. This disparity impacted students, with only 20 percent of school-age children able to access remote education.
In the past decade the number of government schools declined by 8% and private schools increased by 14%
Digital literacy is also a significant hurdle. As per the NSS 78th round of the Multiple Indicator Survey (conducted in 2020-21), computer literacy among individuals aged 15 years and above stands at 24.7 percent. Despite the government’s efforts, there are significant gaps in digital literacy. To fill these, while creating a policy aligned to the goals and needs of the 21st century, NEP 2020 was introduced.
India's Digital India Initiative, launched in 2015, is a comprehensive programme designed to transform the country into a digitally empowered society by enhancing broadband connectivity, particularly in rural areas, and providing digital resources and training to underprivileged students and teachers. The initiative includes setting up public Wi-Fi hotspots, community internet centres, and distributing devices like tablets and laptops through various government schemes, while also offering digital literacy programs. Under the Swami Vivekananda Youth Empowerment Scheme, the UP government distributed 46.75 lakh gadgets (19.84 lakh tablets and 26.91 lakh smartphones) to students between 2021 and 2023. To further this goal, Common Service Centres (CSCs) are being established across the country, particularly in rural areas, to provide digital access points. The National Digital Literacy Mission (NDLM) and the Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA) are key programs focused on making at least one person in every Indian family digitally literate.
The NEP 2020 is the first education policy of the 21st century aimed at creating a massive transformation in education, emphasising digital learning, skilling and equity. It is founded on the five guiding pillars of access, equity, quality, affordability and accountability. It aims to bridge geographical barriers by providing digital access in remote areas and leveraging technology to improve the educational process and outcomes at all levels. Under NEP 2020, the National Educational and Technological Forum(NETF) was set up to enable free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration, both for school and higher education. The policy has a special focus on the Socio-Economically Disadvantaged Groups(SEDGs), aiming for equitable education for all students to eliminate disparities based on social and economic backgrounds.
Under the Digital India initiative, the number of internet subscribers grew from 251.59 million as of March 2014 to 954.40 million in March 2024. As of April 2024, 95.15 percent of villages have access to the internet with 3G/4G mobile connectivity. PMGDISHA, which was implemented through CSCs at the gram panchayat level to promote digital literacy, trained 6.39 crore individuals across India.
India Report Digital Education 2021 highlights numerous commendable initiatives, as well as the significant progress made by states and UTs in leveraging digital technology for education, especially during the pandemic. It implicitly and explicitly acknowledges that considerable challenges and gaps remain.
With increasing commercialisation, education seems more like a privilege than a basic necessity.
The NEP 2020 and Digital India initiatives have set ambitious goals for digital inclusion in education. However, recent data reveals a stark gap between policy and practice. While the number of internet subscribers and digitally literate individuals has grown rapidly, only 32.4 percent of India’s 1.47 million schools have access to functional computers. Only 24.4 percent have smart classrooms to aid teaching new-age skills. The disparity is even more pronounced in government and rural schools, where infrastructure and device access lag far behind private urban institutions. This gap means that, despite policy efforts, millions of underprivileged students remain excluded from the benefits of digital education. Experts warn that the push for larger institutions under NEP 2020 will exclude poor, rural students from accessing higher education, as they won’t be able to cover the living expenses. It has also accelerated the privatisation of schools: In the past decade, the number of government schools declined by 8 percent and private schools increased by 14 percent. With increasing commercialisation, education seems more like a privilege than a basic necessity. The lack of infrastructure in the rural areas is impeding the progress that NEP is making. Unless implementation is strengthened and resources are directed toward the marginalised, the digital divide will persist, leaving many young Indians unprepared for a tech-driven future.
Having the right devices and a stable internet connection opens up opportunities for easy information access, interactive learning tools, and mechanisms for students. Many underprivileged students, however, still struggle to attain these benefits. To address this, various initiatives are being introduced. Government programmes, partnerships between public and private groups, and community efforts all work to bridge the digital divide by supplying devices, improving internet connectivity, and teaching digital skills. NEP 2020 aims to transform education by focusing on technology inclusion in education and aspiring to get students ready for a technology-driven world. Even though it has made progress, the initiative still faces challenges such as inconsistent data collection and the need for better ongoing support.
Drishya Thekkumbad was a Research Intern at the Observer Research Foundation
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Drishya Thekkumbad was a Research Intern at the Observer Research Foundation ...
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