Digital Inclusion Policies for Tribal Schoolchildren in India

Published Paper PDF: View PDF

Snehal Desai

Independent Researcher

India

Abstract
Digital inclusion stands as a cornerstone for equitable educational advancement, offering the promise of bridging gaps that have historically marginalized tribal schoolchildren in India. Despite national efforts under flagship initiatives such as Digital India (2015), PM eVidya (2020), and the National Education Policy 2020, significant disparities persist in access to devices, reliable connectivity, and meaningful usage among tribal students. This expanded study delves into the multifaceted dimensions of digital inclusion—encompassing infrastructural readiness, pedagogical integration, community engagement, and policy accountability—and situates tribal experiences at its core. Drawing on a comprehensive policy audit of central and state-level frameworks alongside a large-scale survey of 250 students across Jharkhand, Odisha, and Madhya Pradesh, the paper unpacks how policy intentions translate (or fail to translate) into on-the-ground realities. The survey assesses device availability, connectivity stability, digital literacy training, and perceived educational and socio-emotional benefits. Results reveal that although policy documents articulate ambitious targets, implementation bottlenecks—ranging from under‑utilized budgets to one‑size‑fits‑all training modules—limit tribal learners’ digital engagement. Notably, fewer than half of surveyed students report consistent device access, and even among those, erratic electricity and patchy broadband severely constrain usage. Digital literacy programs, while present, often lack cultural and linguistic resonance, undermining efficacy. Nonetheless, students express optimism regarding the transformative potential of ICT for learning, social collaboration, and future opportunities. Building on these insights, the paper proposes a set of policy and practice recommendations: localized co‑design of digital curricula, investment in sustainable power and community broadband solutions, modular and multilingual training for teachers and learners, disaggregated monitoring systems, and strengthened community‑institutional partnerships.

Keywords

Digital Inclusion, Tribal Schoolchildren, India, ICT Policy, Educational Equity

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