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DOI: https://doi.org/10.63345/ijre.v15.i6.2
Dr Smita Anand
Assistant Professor
Department of Economics
College of Commerce, Arts and Science, Patna
Abstract— The National Education Policy (NEP) 2020 places technology-enabled learning at the centre of educational transformation in India. However, the effectiveness of online and blended learning depends upon the level of digital readiness among learners, households and educational institutions. This paper examines the status of digital literacy and digital inclusion across large Indian states and evaluates the implications for online learning with special reference to Bihar. The study is mainly based on secondary data compiled from the NSS 78th Round Multiple Indicator Survey (MIS) 2020–21, the State of India’s Digital Economy (SIDE) Report 2024 and other related reports. Large states with population exceeding one crore have been selected for comparison. Findings reveal that Bihar ranks at the bottom of almost all indicators related to connectivity, digital adoption and innovation. The state records lower ICT skills, lower internet usage, weak school digital infrastructure and significant gender disparities in digital access. These constraints pose serious challenges for the state in the implementation of the digital vision of NEP 2020. The paper concludes that reducing educational inequality requires simultaneous investments in connectivity, affordability, digital literacy, institutional infrastructure and gender-inclusive access.
Keywords
Digital literacy; Digital divide; Digital inclusion, ICT skills; Online learning; NEP 2020; Bihar;
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