Digital Divide: Impact on Education and

Society
ABSTRACT
As time progresses, information and communication technologies (ICT) are
becoming increasingly essential to the functioning of any society. The social
changes brought about by digitization and the growing importance of ICT in social
interactions highlight the need to explore digital divides to better understand social
inequalities in the digital era. India, with its diverse population, exemplifies this
issue. In developing countries, the "digital gap" poses a significant challenge,
especially during the "Covid-19" period. Students from lower-income families have
limited access to technology both in and out of the classroom. This disparity arises
because some students have access to modern computers, mobile phones, reliable
internet connections, digital content, and technical skills, while others do not. Digital
education is generally beneficial for India's student population, as it allows them to
access course materials at any time. Students can learn from highly qualified
instructors through online classes at their convenience. Fully online education is
widely seen as the future of education globally, including in India. The percentage of
the population with internet access is linked to a nation's socioeconomic
development. Consequently, the digital gap hinders a country's socioeconomic
progress. In rural India, information poverty is prevalent due to the lack of access to
digital technology. Children from socially disadvantaged groups face the risk of
being unable to complete their education or, worse, dropping out entirely due to
insufficient access to ICT. This paper aims to investigate the digital divide and its
impact on India's educational system. The findings suggest that students' ease of
using technology is related to their socioeconomic status and academic
performance. The digital divide threatens to widen the gap between affluent and
poor students.
Keywords: Digital Divide, Education, Social Disparity, Information Technology, new
digital inequalities.

Introduction:
The “Digital Divide” is defined as the gap between the students (School, College,
Universities) who have access to digital technology and those who do not. ere
“Information Technology” refers to the use of computer, internet and Smart Phone.
“Social Disparity” refers to disparity of Social and Economic status.
Digital technologies have played a pivotal role in the social changes that have
occurred since the 1990s, shaping what is known as the Information and Knowledge
Society. Changes in various social subsystems have produced new inequalities that
are intertwined with traditional inequalities [2,3]. Information and Communication
Technologies (ICTs) have led to an intense process of internet mediation in all social
relationships [4] with ICT-related skills becoming a necessity due to their extensive
use in daily life [5], especially among young populations [6]. However, the reach of
ICTs has significantly diverged among individuals and territories, with structural
sociodemographic and socioeconomic factors influencing this divergence [7]. The
concept used to refer to these inequalities is the digital divide [8]. While the idea of
a technological gap is older [9], the concept of the digital divide emerged in the
1990s, identifying a significant disparity in access to ICTs between rural and urban
areas in the United States [10].
Schools and other educational facilities in various countries have been shut down
because of the fast spread of Covid-19. India is one of these nations. Since the
problem occurs in the context of school education, it is crucial to be mindful of the
impact that COVID-19 will have on children who lack access to digital technology. In
the context of online education the digital divide has magnified and perpetuated
existing inequalities in the education system and in the society.
Social Implications of Digital Divide.
The digital divide can impact individuals, communities, and entire societies. The
concept of a knowledge society highlights the role of human capital in
differentiating societies based on their level of expertise. Sociologists argue that the
digital divide stems from structural social and economic inequalities rather than
being a technical issue. Therefore, the digital gap is fundamentally a social problem.
"Equality of condition" is absent because not all groups have equal access to
information resources. The technocratic-meritocratic perspective is reinforced by
the ease of accessing and sharing knowledge. This viewpoint suggests that success
is largely dependent on one's access to relevant information and opportunities to
demonstrate their abilities (Dr. Manzoor Hussain, Feb 2014).
According to the World Telecommunication/ICT Indicators Database by the
International Telecommunication Union (ITU), only 43% of India's population has
internet access. The IAMAI-Kantar Report ICUBE 2020 indicates that only 42% of
Indian women use the internet, compared to 58% of Indian men. The National
Family Health Survey (NFHS) for 2019–21 shows an even more significant gender
gap in digital inclusion. Only 33.3% of women have accessed the internet, while
57.1% of men have. Figure 1 illustrates that this gender gap is prevalent across the
nation.
Source: Data from NFHS 2019-21

The NFHS also offers information separated by urban and rural areas. While 72.5%
of urban men and 51.8% of urban women have used the internet before, just 48.7%
of rural men and 24.6% of rural women meet these criteria. As can be seen in
Figures 2 and 3, the largest percentages are held by urban men throughout all
states, while rural females hold the lowest percentages. (Blackwell, 2015)

Source: Data from NFHS 2019-21

Source: Data from NFHS 2019-21
There is also a significant digital gap between the most disadvantaged
socioeconomic categories. That "ST folks had 27 percentage points lesser access to
the Internet as opposed to the other individuals" is a finding from at least one study.

Mobile ownership In India

79% of adult males and 67% of adult females have a mobile phone, according to
the GSMA Report Connected Women: The Mobile Gender Gap Report 2021.
According to the survey, women's mobile phone ownership in India has been on the
rise. Figure 4 from the NFHS shows that female mobile phone ownership in India
increased significantly between 2015–16 and 2019–21. (Elder, 2006).
Source: Data from NFHS 2019-21
The NFHS data also shows a gap between rural and urban mobile phone ownership.
According to the statistics, there is a noticeable difference in the rates of mobile
phone ownership among urban and rural women. The situation differs in rural areas
of various states and union territories like Kerala, Ladakh, Delhi, Andaman, and
Nicobar. Figure 5 shows the disparity between rural and urban areas in terms of
female mobile phone ownership across all 50 states. It's worth noting that there's a
generational and social class divide regarding language use. (Raman, 1017).

Source: Data from NFHS 2019-21

Digital Transformation of India's Academic Landscape and Its Potential

Future Outcomes:
The COVID-19 pandemic in 2020 necessitated a comprehensive reevaluation of
educational methods worldwide. In India, the second wave of COVID-19 accelerated
the transition from traditional brick-and-mortar schools to an online education
model. What was initially perceived as a temporary solution has now become a
standard practice. The National Education Policy (NEP) 2020 further underscores the
importance of leveraging technological advancements to enhance student learning
and educational outcomes.
As classes resumed after a two-year hiatus, educators and administrators faced the
challenge of compensating for lost instructional time by integrating innovative
technological tools into the classroom. Contrary to widespread beliefs, many
universities have embraced online courses, recognizing the potential of digital
platforms to provide flexible and accessible education. However, the abrupt shift to
online education caught many off guards, presenting numerous challenges for both
students and teachers. Adapting to new technologies and overcoming initial
obstacles required significant effort, but teachers and students in India have quickly
acclimated to online learning platforms. These platforms offer a wealth of resources
that make classroom time more efficient and enjoyable. In the post-lockdown era,
blended learning has emerged as the new curriculum standard. Blended learning, or
hybrid learning, combines traditional classroom instruction with digital resources to
enhance autonomy and personalization. This hybrid approach aims to balance
online and in-person instruction, providing students with the best of both worlds.
According to De & Drèze (2009), this method maximizes the benefits of both
educational formats, fostering a more comprehensive learning experience.
The digital transformation of India's academic landscape has significant implications
for the future of education in the country. The integration of technology in education
has the potential to bridge gaps in access to quality education, particularly in
remote and underserved areas. Digital tools can facilitate personalized learning
experiences, enabling students to learn at their own pace and according to their
individual needs. Moreover, the use of technology in education can enhance
teacher-student interactions, provide real-time feedback, and support collaborative
learning environments. However, the digital divide remains a critical challenge.
Ensuring equitable access to digital resources and technology is essential to prevent
further exacerbation of educational inequalities. The success of digital
transformation in education depends on addressing issues such as internet
connectivity, availability of digital devices, and digital literacy among both students
and teachers.
In conclusion, the digital transformation of India's academic landscape presents
both opportunities and challenges. The potential future outcomes of this
transformation include more accessible, personalized, and efficient education
systems. This paper will explore the various dimensions of this digital
transformation, its impact on the academic landscape, and the potential future
outcomes for education in India.
The Dangers of The Digital Divide for Online Education
The shift to online education during the COVID-19 pandemic was a significant
development, providing a lifeline for continuing education amidst widespread school
closures. However, this transition also highlighted the stark digital divide that exists,
particularly in countries like India. The digital divide refers to the gap between those
who have easy access to digital and information technology and those who do not.
This divide has profound implications for the accessibility and quality of education.
In India, the digital divide has become a critical issue, especially in public schools
where many students lack access to necessary digital tools. According to a study by
the Azim Premji Foundation, 60% of school-aged children in India do not have
access to digital learning tools. This lack of access means that a significant portion
of the student population is unable to participate in online education, thereby
missing out on crucial learning opportunities. The situation is further exacerbated in
urban areas, where even students attending private schools face challenges. Oxfam
India found that 50% of urban parents with children in private schools reported
issues with slow or unreliable internet connections. Additionally, one-third of these
parents were concerned about the high cost of mobile data, which adds another
layer of difficulty for families already struggling financially. As a result, some
families have had to make the difficult decision to withdraw their children from
school due to financial constraints (Kingdon, 2020).
The digital divide not only affects students' ability to access education but also
impacts their overall learning experience. Students who lack access to modern
computers, mobile phones, and reliable internet connections are at a significant
disadvantage compared to their peers who have these resources. This disparity can
lead to a widening gap in educational outcomes, further entrenching social and
economic inequalities. Moreover, the reliance on online education during the
pandemic has underscored the importance of in-person classes. While online
education offers flexibility and the potential for innovative teaching methods, it
cannot fully replace the value of face-to-face interactions and the hands-on learning
experiences that traditional classrooms provide. The digital divide thus poses a
danger not only to the accessibility of education but also to its quality.
In conclusion, the digital divide presents significant challenges for online education,
particularly in developing countries like India. Addressing this divide is crucial to
ensuring that all students have equal opportunities to learn and succeed.
Fill the Gap:
When students return to school, one of the biggest challenges will be figuring out
how to bridge the gap between online and traditional learning through hybrid
programs. To close the digital gap, India's educational system must establish a
robust structure for creating accessible EdTech solutions. The Union Budget 2022
acknowledged the importance of expanding access to digital education,
emphasizing the need for inclusive and equitable learning opportunities. However,
many students, especially those from low-income families, have been left behind
over the past two years, marking a critical turning point in Indian education.
The educational sector has seen a substantial rise in funding, with initiatives such
as the "one class-one channel" project launched under PM e-VIDYA. This project aims
to provide additional education in regional languages for students in grades 1
through 12, ensuring that high-quality learning resources reach students who lack
internet access. Such initiatives are crucial in addressing the digital divide and
ensuring that all students can continue their education. Moving forward, online
education has played a vital role in keeping students engaged during the pandemic.
However, a balanced approach that integrates both online and offline modes is
necessary to provide a well-rounded educational experience. Addressing the
pressing issues of digital access, infrastructure, and digital literacy is essential to
building a future-proof education system. Ensuring the safety of children on their
way to school while maximizing the benefits of technological advancements in
education is a delicate balance that must be achieved.
Although much work remains to be done, the goal is to eventually provide universal
access to digital learning platforms. Traditional classrooms will play a crucial role in
compensating for the gaps left by online learning when classes resume. The digital
divide not only affects students' ability to access education but also impacts their
overall learning experience. Students who lack access to modern computers, mobile
phones, and reliable internet connections are at a significant disadvantage
compared to their peers who have these resources. This disparity can lead to a
widening gap in educational outcomes, further entrenching social and economic
inequalities.
Expanding EdTech Access for India's Local Communities:
The Indian education system has gradually adapted to the digital revolution, moving
away from the traditional blackboard classroom model. The National Education
Policy (NEP) 2020 emphasized the development of "21st century skills," including
critical thinking, creativity, and computer literacy. The COVID-19 pandemic in 2020
caused widespread lockdowns, accelerating the transition to a greater reliance on
digital systems. What was once a luxury accessible only to the wealthy quickly
became the standard for educating all students.
Major players in educational technology (EdTech) have significantly benefited from
this trend, experiencing rapid growth in both their user base and the number of
companies they acquired. These EdTech giants offer a wealth of materials, but many
resources are locked behind paywalls or otherwise restricted to privileged English-
speaking students in large urban centers who already have access to the internet
and digital devices. According to a report by the Internet and Mobile Association of
India (IAMAI), only 43% of India's population has internet access, highlighting the
digital divide. The reality is that over half of India's students attend government
schools that lack such resources, as their homes are located in areas with very low
internet penetration. Data from the Unified District Information System for
Education (UDISE) indicates that only 29% of public schools have functioning
computer labs, and even fewer (12%) have internet connections. For many
students, access to a smartphone is limited, often being a shared household object
connected to slow Wi-Fi. Before the pandemic, this population was already
underserved due to underlying socioeconomic disparities
To address these challenges, it is essential to increase local populations' access to
educational technology. This requires a multi-faceted approach involving
government initiatives, community involvement, and private sector participation.
The Union Budget 2022 acknowledged the importance of expanding access to
digital education, emphasizing the need for inclusive and equitable learning
opportunities. Initiatives such as the "one class-one channel" project launched
under PM e-VIDYA aim to provide additional education in regional languages for
students in grades 1 through 12, ensuring that high-quality learning resources reach
students who lack internet access. Moreover, public-private partnerships can play a
crucial role in bridging the digital divide. Companies can collaborate with the
government to provide affordable digital devices and internet connectivity to
underserved communities. Additionally, community-based programs can offer
digital literacy training to students, teachers, and parents, ensuring that they can
effectively utilize EdTech resources.
Maintaining a high level of education over time requires the government and local
communities to acquire the knowledge necessary to synthesize top-down and
bottom-up approaches using EdTech properly. This includes investing in
infrastructure, such as building computer labs and improving internet connectivity
in schools, as well as developing localized digital content that is culturally relevant
and accessible to all students.
Building Governmental Capacity for Digital Education
In July 2021, Himachal Pradesh's education minister, Govind Singh Thakur, launched
the "Digital Saathi" initiative to provide smartphones to disadvantaged children for
distance education. While this is a positive step, the government must also offer
open-access learning platforms, low-tech materials, and teacher training to fully
realize the potential of EdTech.
The establishment of Diksha in 2017, a nationwide digital infrastructure with
publicly available learning materials from various national and state boards, was a
significant advancement. Diksha serves as a hub for educators to share and
collaborate on digital classroom materials, professional development resources, and
assessment tools. During the pandemic, it was promoted for at-home learning, with
the app being downloaded over 10 million times. However, providing a platform is
not enough; the government must also equip teachers and school leaders to use it
effectively. State authorities have expressed frustration with the “Vidyadaan”
uploading and reviewing process. Most EdTech initiatives are driven by NGOs and
private collaborations, which range from advising policymakers to working directly
with local and state governments to implement digital interventions.
For example, the Sankalp initiative in Haryana, run by Avanti Fellows, uses online
video lectures and peer learning activities to develop leadership skills among
instructors and students. They also collaborated with the government to create a
digital library and platform for live sessions as part of their Ghar Pe School program.
Similarly, Samagra has been working closely with state governments in Uttar
Pradesh, Haryana, and Himachal Pradesh to improve education. Pratham Education
Foundation has mapped curriculum-aligned material for states like Himachal
Pradesh, Uttarakhand, and Haryana.
While external advice is often essential, it can become excessive. Local government
officials must actively participate in interventions to learn from the experiences of
educational professionals from NGOs and private organizations. These officials can
provide valuable insights into the local context and target audience. For instance,
an RCT conducted by Avanti Fellows and J-PAL showed that compulsory use
significantly boosted participation due to the added credibility it provided to the
digital intervention.
The primary goal of government capacity building is to foster ownership and ensure
the long-term success of projects. By ensuring legitimacy and regional
contextualization through familiar examples and local languages, government
control over EdTech initiatives can help bridge the digital gap to some extent (Blum,
2009).
Community-Driven Solutions for Rural Education
The schooling-from-home policy during the COVID-19 pandemic disproportionately
impacted children in rural India. In these areas, WhatsApp, SMS-based learning, and
television emerged as the most popular forms of educational technology. However,
the lack of reliable digital infrastructure remains a significant barrier to accessing
high-quality distance education. Most rural families face harsh socioeconomic
realities, further exacerbating the situation.Due to the underutilization of digital
infrastructure in rural regions, data on the impact of online education on community
growth is limited. Nevertheless, the successful adoption of EdTech through
comprehensive community capacity building has the potential to foster a culture of
learning in low-tech regions of India. This approach can pave the way for broader
access to higher education through technological advances.
A recent report by the Observer Research Foundation identified several primary
barriers to the successful transition to and adoption of EdTech in rural India. These
include unreliable electricity, high internet costs, low bandwidth, and a lack of
government support. Additionally, disparities in gender, socioeconomic status,
culture, and caste further complicate the adoption of technology in these areas. To
address these challenges, society must recognize and value its crucial role in
shaping children's learning experiences and eventual success.
Implementing community capacity development strategies that engage all
community members, not just government officials or school instructors, is
essential. Community-driven capacity development can be effective in educating
people of all ages, from children to adults. This framework encourages leadership,
problem-solving, decision-making, and self-sufficiency in rural communities,
particularly among adolescents and teenagers. It rejects the old privileged,
restricted, top-down paradigms of knowledge-sharing and education (Furuta &
Thamburaj, 2014).By fostering ownership and active participation, community
capacity building ensures the long-term success of educational projects. It promotes
legitimacy and regional contextualization through familiar examples and local
languages, helping to bridge the digital gap. Engaging the community in these
efforts can lead to sustainable improvements in education and greater access to
technological resources, ultimately enhancing the overall quality of life in rural
areas.
In conclusion, community capacity building is vital for overcoming the barriers to
EdTech adoption in rural India. By involving all community members and addressing
local challenges, this approach can create a supportive environment for learning
and development, ensuring that no child is left behind in the digital age.
Conclusion
The digital divide has had a profound impact on education and society, particularly
in rural India. The COVID-19 pandemic highlighted the disparities in access to digital
resources, with children in rural areas disproportionately affected by the shift to
online learning. Despite the popularity of WhatsApp, SMS-based learning, and
television as educational tools in these regions, the lack of reliable digital
infrastructure remains a significant barrier to high-quality distance education. Most
rural families face harsh socioeconomic realities, further exacerbating the situation.
Government initiatives, such as the "Digital Saathi" smartphone giveaway and the
establishment of the Diksha platform, have made strides in addressing these
challenges. However, the success of these initiatives depends on comprehensive
support, including open-access learning platforms, low-tech materials, and teacher
training. Additionally, community capacity building plays a crucial role in fostering a
culture of learning and ensuring the long-term success of educational projects.
Engaging all community members, not just government officials or school
instructors, can promote leadership, problem-solving, decision-making, and self-
sufficiency in rural communities. The Observer Research Foundation identified
several barriers to EdTech adoption in rural areas, including unreliable electricity,
high internet costs, low bandwidth, and lack of government support. Addressing
these issues requires a collaborative effort from the government, private sector, and
communities. Public-private partnerships and community-driven initiatives can help
bridge the digital divide by providing affordable digital devices, improving internet
connectivity, and offering digital literacy training.
In conclusion, the digital divide presents significant challenges for education and
society, particularly in rural India. Addressing this divide is crucial for ensuring that
all students have equal opportunities to learn and succeed. By fostering
government capacity building and community engagement, we can create a
supportive environment for learning and development, ultimately enhancing the
overall quality of life in rural areas. The combined efforts of government initiatives,
community capacity building, and public-private partnerships are essential to
bridging the digital gap and promoting educational equity in the digital age.

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