Adoption of Tele-Tutoring in Low-Income Communities

DOI: https://doi.org/10.63345/ijre.v14.i5.2

Dr Munish Kumar

K L E F Deemed To Be University

Green Fields, Vaddeswaram, Andhra Pradesh 522302, India

engg.munishkumar@gmail.com

Abstract

The adoption of tele-tutoring as an educational support mechanism has accelerated globally, yet its uptake remains uneven across socioeconomically disadvantaged communities—precisely where supplementary learning support is most needed. This study investigates the structural, economic, technological, cultural, and psychosocial factors influencing the adoption of tele-tutoring among low-income households with school-age children. Grounded in an integrated conceptual model combining elements from the Digital Divide framework, Technology Acceptance perspectives, and Ecological Systems thinking, the research examines how infrastructure readiness (devices, bandwidth), affordability, parental attitudes, community trust, cultural alignment, and digital literacy interact to shape both initial adoption and sustained use. We conducted a cross-sectional mixed-methods study involving a structured survey of 200 respondents drawn from urban slums, peri-urban settlements, and rural low-income blocks. The instrument captured access conditions, usage frequency, payment models, tutor perceptions, household education priorities, and community-level enabling factors. Quantitative analysis revealed that reliable internet connectivity and affordable service packages were the strongest predictors of adoption, while parental education, trust in provider, and device-to-learner ratio contributed to variance in sustained participation. Among adopters, perceived instructional personalization and flexible scheduling emerged as key satisfaction drivers. Qualitative responses highlighted unmet needs: culturally responsive content, multilingual tutor support, bundled data plans, and live technical help for first-time digital users.

Keywords

Tele-Tutoring, Low-Income Communities, Educational Access, Online Learning, Digital Equity

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