Digital Initiatives for Effective Learning Management in Indian Schools: Role of State and Non-State Actors

• In Event: Digital technologies and initiatives supporting education during the COVID-19 pandemic

Proposal

The Indian education system faced a particularly severe learning crisis, especially at the school level, where students lacked home resources, internet access, and digital devices. School closures across the country disrupted learning processes, leading to significant learning losses and widening social and academic gaps (Singh, 2022). To achieve this, India adopted a framework to enhance learning both inside and outside the classroom, focusing on bridging the digital divide and providing equal opportunities to all students. The Online/Digital Education Guidelines and Standards (India Report Digital Education, 2021) was designed to accommodate all students during the pandemic. A wide array of stakeholders, including state and non-state actors, introduced innovative strategies to support students and teachers. Numerous ICT-driven initiatives were launched at national, state, and individual levels across the country during this period.
Methodology
The present study employs a mixed-method design using a QUAN-qual sequential approach. Data was collected from both primary and secondary sources. Quantitative data came from scholarly articles and large-scale databases, such as those provided by the Ministry of Education. Qualitative data was gathered from semi-structured interviews with Nodal Officers of Samagra Shiksha across various states and Union Territories (UTs) in India. The study analyzed the implementation of digital initiatives at both the systemic and school levels, identifying best practices through thematic analysis. The research addresses two key questions:
1. What digital initiatives for sustainable learning have been implemented across states and UTs?
2. How have these initiatives contributed to making education accessible, even in remote areas, through the use of technology?
Conceptual Framework
This study adopts a multi-tiered approach to digital transformation, focusing on access and equity. National policies like NEP 2020 guide initiatives such as DIKSHA, PM eVidya, SWAYAM, and NROER, which aim to build cohesive digital learning platforms. These initiatives enhance access to quality education through teacher training, digital content development, and public-private partnerships (PPP). Infrastructure development is crucial for making digital resources available in both urban and rural areas.
At the state and school levels, the framework emphasizes the implementation of national policies through localized efforts, such as those by Samagra Shiksha. States are encouraged to create digital content tailored to local needs and assess the impact of digital education. Effective teacher training and equitable resource distribution are vital for closing the digital divide, ensuring that all students benefit from advancements in digital education. This approach aligns with the principles of access and equity in education.
Findings
Each State and UT have implemented various measures of digital technology for addressing equity, diversity, inclusive practices and improved learning of students.
To bridge the digital divide, several Eastern and Southern states have launched innovative remote learning initiatives. Odisha implemented Madhu app, and community-based programs. Kerala focused on inclusive digital education with "First Bell," apps for differently-abled students, audio libraries, and teacher empowerment programs. Karnataka and Andhra Pradesh developed digital lessons, online courses, and student monitoring tools. Puducherry utilized community radio, digital repositories, and TV channels. West Bengal focused on e-learning resources and tele-learning. Lakshadweep launched the TALENP program.
Western and Central states have also introduced diverse initiatives to support remote learning. Madhya Pradesh launched the DigiLEP program via WhatsApp, along with digital support for parents and teachers, and professional development through CM Rise. Chhattisgarh introduced "Padhai Tuhar Dwar," the CG-MMTB app, EDUSAT, and "Project Vijayi" to promote girls' education. Gujarat emphasized "Study from Home," the "Gujarat Virtual Shala" program, teacher training, and digital resource assessment. Delhi distributed the 'Samarth' booklet to parents. Maharashtra leveraged the DIKSHA platform through "Abhyasmala," offering online counseling, Google Classroom training, and digital assessments via WhatsApp. Rajasthan introduced "Aao Ghar Mein Seekhein" and the "Shala Darpan" student tracking module. Dadra and Nagar Haveli and Daman & Diu assessed digital access and created educational content via the E-gyaan Mitra app.
Northern Indian states have introduced diverse initiatives to enhance remote learning. Punjab launched "Ghar Bethe Sikhiya," virtual classes, and the Punjab Educare App, with DIKSHA support. Haryana promoted TV learning via EDUSAT and the "Ghar Se Padhao" campaign. Chandigarh used online events and WhatsApp for engagement. Arunachal Pradesh, Uttar Pradesh, and Uttarakhand utilized digital and TV platforms, while Himachal Pradesh and Ladakh offered educational content through TV, radio, and online apps.
North-East Indian states adopted a variety of strategies for digital education. Assam used energized textbooks, TV, radio, and virtual training. Manipur offered e-learning via Jio TV, radio, and the Lairik app. Meghalaya and Mizoram developed an e-learning portal and DIKSHA. Nagaland employed tele and radio education, social media, supplementary materials, and the “India 4.0 - Dr APJ” Project, along with teacher support tools. Tripura’s ‘Vande Tripura’ TV channel and communication via WhatsApp and Telegram facilitated learning, while Sikkim focused on online education through its Edutech app.
Digital initiatives, such as learning through activity-based tasks, have been developed in alignment with the curriculum and delivered via WhatsApp, making the learning process more accessible and efficient. This approach has allowed students to complete their courses on time while enhancing their engagement. Many children have shown a greater interest in learning through smart classes and e-learning materials, which provide interactive and dynamic educational experiences. Overall, these digital strategies have fostered a more effective and engaging learning environment for students.
Educational Implications
To ensure digital inclusivity, schools must provide access to digital resources, internet connectivity, and devices for all students. They should adopt diverse learning platforms, create localized content, and offer ongoing teacher training. Hybrid learning models that blend in-person and online education can accommodate different learning needs and provide flexibility. Inclusive practices are necessary to support students with special needs. Data-driven approaches should be used to track student progress and improve digital literacy among students, teachers, and parents. Collaboration with NGOs and private companies is essential for sharing resources and reaching underserved communities.

Author

• Rasmita Das, NIEPA NewDelhi