Transforming Learning Through Digital Innovation

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

Proposal

This study explores the transformative impact of art-based education combined with digital tools to address educational inequities in high-crime communities across India and Mexico. Through the innovative use of platforms such as WhatsApp, Zoom, Google Classroom, and Screen Castify, this project has empowered over 500 students from marginalized backgrounds, improving engagement by 40% and fostering critical thinking.

Initially launched in India, the program began by introducing art as a core subject in schools located in high-crime areas. The success of this intervention, demonstrated by seven girls earning full scholarships to IB schools, led to the development of a year-long curriculum integrating English as a Second Language (ESL) and social studies. This model was further expanded into a community center that has now been running for over seven years, providing both in-person and virtual support for students.

In response to the COVID-19 pandemic, the program adapted by introducing a two-year virtual pilot in collaboration with Teach for Mexico, marking the first of its kind virtual ESL program in Mexico. By leveraging digital platforms, the program maintained educational continuity and allowed students in both countries to connect and learn despite challenging circumstances. One student went on to co-host the InnovatEd Global Education Conference with Dr. Shashi Tharoor, demonstrating the leadership and critical thinking cultivated by the initiative. Another student earned a full scholarship to UWC Pearson in Canada, becoming the only Indian student selected.

This research is informed by qualitative data gathered from over 100 house visits in high-crime areas, where students faced significant educational and social challenges. The project’s emphasis on art as a medium for dialogue and reflection has proven highly effective in engaging students and addressing issues such as poverty and violence. The project’s ability to scale across borders demonstrates its adaptability and sustainability, with students from both India and Mexico now running their own community centers.

The study uses a comparative case study methodology to evaluate the impact of this blended learning model. Data collection includes interviews with students and educators, as well as analysis of student-created artwork and educational outcomes. The findings highlight the scalability of the model, driven by the use of digital tools to maintain engagement and learning in underserved communities. By focusing on digital equity, this project contributes to ongoing discussions about how digital innovation can bridge educational gaps in vulnerable areas.

This research underscores the potential for art-based education, supported by digital platforms, to create lasting educational and social change in marginalized communities.

Authors

• Snehal Rawal, Harvard Graduate School of Education

• Price Tarbet, Harvard Graduate School of Education