Author: Barun Das
DOI Link: https://doi.org/10.70798/Bijmrd/04051018
Abstract: The National Education Policy (NEP) 2020 envisions a transformative framework for Indian higher and teacher education through digitalization, inclusivity, and multidisciplinary learning. Within this changing educational landscape, feminist pedagogy acquires renewed significance in addressing gendered inequalities embedded in digital access, technological participation, and knowledge production. This paper explores the relevance of cyber feminism as a critical theoretical approach to understanding the intersection of gender, technology, and education in contemporary India. Cyber feminism challenges patriarchal structures within digital spaces and advocates for equitable participation of women in virtual learning environments, academic discourse, and technological engagement.
The study critically examines how NEP 2020 promotes digital learning while simultaneously exposing structural barriers such as the digital gender divide, socio-economic disparities, linguistic exclusion, and limited technological accessibility for women, particularly from marginalized communities. It further investigates the role of feminist pedagogy in reconstructing teacher education through inclusive, democratic, and gender-sensitive digital practices. By emphasizing women’s agency, representation, and participation in online educational spaces, the paper argues that cyber feminism can contribute significantly to the democratization of higher education in India.
The paper adopts an analytical and interdisciplinary approach by integrating feminist theory, educational policy analysis, and digital pedagogy studies. It concludes that the successful implementation of NEP 2020 requires not only technological advancement but also a feminist reorientation of educational practices to ensure equality, accessibility, and empowerment in the digital age.
Keywords: Cyber Feminism, NEP 2020, Feminist Pedagogy, Digital Education, Higher Education, Teacher Education, Gender Equality.
Page No: 139-148