Author: Mrityunjoy Mazumder
DOI Link: https://doi.org/10.70798/Bijmrd/04100005
Abstract: This paper examines whether digital learning is opening or closing doors for communities in Nadia district excluded from education after the 1947 Partition. The Partition resulted in long-term educational and economic disadvantage for many groups, including Hindu refugees like the Namasudra community, Matuas and other backward classes. However, these groups are in an era when mobile-based learning has been incorporated into school life under the National Education Policy 2020, and digital tools may expand some people’s access while reducing others. This reflexive thematic analysis used sources published from 2020 to 2026 (including peer-reviewed articles, government policies, and international reports). There were four themes emerging from the analysis. First, first-generation learners are at a disadvantage because of their parents’ lack of formal education and family situation. Second, the government’s primary platforms are in Hindi & English, whereas many people speak Bengali. Third, Bengali-medium teachers are not yet comfortable accessing and using online teaching resources. Fourth, a lack of documentation, institutional apprehension, and low confidence in online systems create a major barrier. In general, learners’ ability to benefit from technology depends on several factors, such as using it in Bengali, teachers’ guidance, and community assistance with documents.
Keywords: Digital Pedagogy, Technology-Enhanced Learning, Educational Accessibility, Partition Migrants, Marginalised Communities.
Page No: 50-56