Author: Sayanti Chatterjee
DOI Link: https://doi.org/10.70798/Bijmrd/04043012
Abstract: The rapid integration of digital technology into education has transformed teaching and learning processes worldwide. However, unequal access to technological resources has created a significant digital divide in Indian school education, particularly affecting students from rural, economically disadvantaged and marginalized communities. This paper examines the multidimensional nature of the digital divide in India, including differences in device availability, interest connectivity, institutional support, digital literacy. The COVID-19 pandemic further exposed these inequalities, as many students were unable to participate effectively in online learning environments. Using a qualitative analytical approach based on secondary data, policy reports and existing research, the study explores how technological inequalities intersect with issues of social justice, equity and educational opportunity. The paper argues that bridging the digital divide requires comprehensive strategies involving infrastructure development, teacher capacity building, and inclusive digital content and policy interventions. Ensuring equitable digital access is essential to prevent the reproduction of social inequalities and to promote inclusive, quality education for all learners for all learners in India.
Keywords: Digital Divide, School Education, Social Justice, Educational Inequality, Technology Access.
Page No: 68-71