BBA-MBA Integrated (2021-2026)

Term – VIII

Final Report

On

“Adoption of Digital Education in Rural Schools”

Rural Immersion

Submitted to: Prof. Avani Raval

On

(28/12/23)
 Submitted by: C4

Roll No. Name

217362 Spandana Gupta
217364 Supriyo Banerjee
217365 Tanmay Jaipuria
217366 Vansh Saraogi
217367 Vanshika Choudhary
217369 Vedant Koladiya
217372 Akansha Yadav
217373 Rahee Shah
217375 Vani Desai
217377 Riya Vishal Patalia
217378 Varun Agarwal
217379 Khushi Nimesh Agrawal
217380 Sahil Bagaria
217381 Samarth Goyal
217383 Aditi Trivedi
217384 Yatharth Gupta
217385 Tisha Varsani
217386 Richa Savaliya

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TABLE OF CONTENTS

S.No. Particulars Page No.

1. Executive Summary 4
2. Overview of Rural Immersion 5
3. Organisation of Rural Immersion 6
4. Challenges 7
5. Introduction 9
6. Objectives of Research 15
7. Literature Review 16
8. Data Analysis 19
9. Results & Findings 24
10. Conclusion 25
11. Limitations 27
12. Implications 28
13. Learnings 29
14. References 31
15. Annexures 32

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DECLARATION

We, the members of Group C4, collectively affirm that the work presented in Rural
Immersion is the culmination of our collaborative efforts. Each individual listed has
contributed substantially to this project. We certify that all sources used have been
appropriately acknowledged, adhering to the prescribed referencing style. This submission is
entirely our original work, free from any form of plagiarism, and has not been previously
submitted elsewhere. We acknowledge and accept responsibility for upholding academic
integrity standards as set forth by our institution.

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EXECUTIVE SUMMARY

The primary aim of the Rural Town Visit was to provide course participants with direct
exposure and insights into rural life, fostering an understanding of the economic, social, and
developmental aspects within these communities. Noteworthy findings included the discovery
of a close-knit community with strong social bonds, the prevalence of agrarian livelihoods
underscoring the importance of agriculture in the local economy, and the identification of
challenges such as limited access to education and healthcare.

The exploration of traditional practices and customs deeply rooted in the local culture provided
participants with an appreciation for the resilience and resourcefulness of the townspeople in
preserving their cultural heritage. Infrastructure disparities, such as inadequate roads and
limited access to electricity and clean water, were observed, alongside an exploration of
ongoing community development initiatives and their impact. The visit also highlighted the
village's connection to the environment, recognizing sustainable practices and potential areas
for improvement. This immersive experience left a lasting impact on participants, enhancing
their empathy and understanding of rural challenges, strengthening cultural competence, and
motivating them to critically assess development strategies and policies.

(Photo 1: Group C4 in Dhuljipura)

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OVERVIEW OF RURAL IMMERSION

SCOPE & PURPOSE

• Digital Inclusion: Investigate the extent to which digital platforms can be integrated
into the educational framework of rural schools, aiming to bridge the digital divide and
promote inclusivity.
• Educational Impact: Assess the potential influence of digital tools on the quality of
education in rural settings, exploring improvements in teaching methodologies, student
engagement, and academic outcomes.
• Socio-economic Considerations: Investigate the impact of socio-economic factors on
the adoption of digital platforms, considering affordability, accessibility, and
community perceptions to ensure sustainable implementation.
• Teacher Training Needs: Examine the need for and effectiveness of teacher training
programs to equip educators with the skills required to leverage digital tools effectively
in the classroom.
• Technological Sustainability: Investigate the long-term sustainability of digital
initiatives in rural schools, considering factors such as maintenance, upgradeability, and
adaptability to evolving technological landscapes.
• Parental Involvement: Investigate the role of parents in supporting and reinforcing the
use of digital tools at home, understanding how parental engagement can complement
classroom learning.

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ORGANISATION OF RURAL IMMERSION

Rural immersion is a unique and interesting addition to the course curriculum at Indian
institutions. It provides students with a first hand and immersive view of the realities of rural
settings that are typically only encountered by a specific population in India. Students gain a
deep understanding of the dynamics, customs, and challenges that are inherent in rural life.

This educational method seeks to provide students with a comprehensive awareness of the
socio-economic dynamics of rural landscapes and promote a deeper appreciation for the
different landscapes found within our country. Including rural immersion in college programs
aims to nurture empathy and a sense of social responsibility in students. When students directly
engage with rural folks, they develop a deep understanding of the diverse cultures and lifestyles
that are present in our nation, further contributing to a global perspective. This direct personal
experience highlights the creativity and resilience of rural communities, emphasising the
necessity for lasting and applicable solutions.

Consequently, students are encouraged to analyse social issues in a thoughtful manner and are
also inspired to actively contribute to projects focused on improving the society. This course
aims to cultivate a fresh perspective on village life, fostering an appreciation for its rustic charm
and a deep appreciation for the natural beauty of its surroundings.

Additionally, it seeks to enable students to interpret the indigenous customs and practices of
the local populace based on their acquired knowledge, as well as to study the enduring
traditions and ways of life that have been passed down through the ages. Rural immersion is in
line with the broader objectives of education by developing socially conscious and globally
aware individuals. Its aim is to develop well-rounded individuals who can make significant
contributions to society.

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CHALLENGES

The following are some moderate difficulties that could come up while immersing oneself in
rural India:

Infrastructure and Essential Amenities:

It's possible that essential amenities like sanitary restrooms, clean water, and dependable
energy are lacking in many rural regions. It can be difficult to get to healthcare facilities when
the treatments offered are frequently far away or insufficient.

Limitations in Education:

There might not be as many educational facilities available, and it might be difficult to get a
good education. The community's overall development may be impacted by this. Perhaps
another obstacle is a lack of understanding about the significance of education.

Nutrition and Well-Being:

In rural places, malnutrition and a lack of knowledge about appropriate healthcare practises
might be common. Healthcare services and nutrient-dense meals may not be readily available.

Gender Differences:

Gender roles and inequality may be strongly engrained in rural communities. Sensitivity and
understanding are necessary to comprehend and handle these challenges. It may be concerning
that women have little options for career and education.

Technology Access:

It might be difficult for pupils to engage in digital learning in many rural regions since there is
limited access to current technological gadgets. For families with low incomes, the cost of
devices and internet connections may be prohibitive. Digital literacy abilities might be lacking
in both teachers and students, which can hinder their capacity to use digital educational
resources and traverse online platforms. It might be necessary to provide training programmes
to improve teachers' and students' digital literacy.

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Language Disparities:

While major languages may be the primary language of instruction, students in rural areas may
speak a different language. Making localised versions of the content available can enhance
accessibility and comprehension.

Support and Training for Teachers:

It's possible that educators lack the skills needed to successfully incorporate digital tools into
their lesson plans. To assist educators in adjusting to changing instructional methods and
technologies, ongoing professional development is essential.

(Photo 2: Member of C4 taking survey)

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INTRODUCTION

Our Topic: Importance of Digital Education in Rural Areas

With over one-third of the country's population, approximately 480 million individuals, falling
below the age of 18 are school-going children, the significance of nurturing these young minds
as the future of our country cannot be overstated. Facilitating their access to essential resources
is important for them to realize their full potential. A modernized education system leveraging
digital tools represents a technologically integrated approach to learning. With the help and
guidance of digital education, students can gain knowledge easily, throughout the world
making it an essential factor in India’s development.

But there are various challenges being faced, especially in rural areas, where thousands of
people struggle to gain access to technology. A significant proportion of the rural population
faces challenges in accessing the required internet bandwidth and lacks the knowledge to
recognize devices and digital terminologies. Moreover, the absence of supporting
infrastructural facilities, such as a stable flow of electricity and the unavailability of high-speed
internet, further compounds the issues faced in these areas. Ensuring access to suitable devices
for every student is crucial for them to benefit from digital content. Unfortunately, in rural
settings, only a limited section of the population can access laptops or computers. Even for
those with such devices, a lack of internet connectivity poses a significant obstacle.

Moreover, the screens of the available phones are often unsuitable for prolonged learning
hours. In households with multiple children, the need to share devices may force one child to
sacrifice classes while another engages in learning. Addressing these disparities is vital to
creating an inclusive and effective digital education system for all.

To delve into this issue extensively, we conducted a detailed survey in three villages of Gujarat.
This research aims to provide insights into the challenges and opportunities of implementing
digital education in rural areas, with a core focus on the experiences of students in these
communities.

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Introduction to the villages

Dhuljipura

Dhuljipura (ધૂળજીપુરા) is a village in the Dholka Taluka of Ahmedabad district, Gujarat, India.
It's situated along the Sabarmati River's banks. There are around 10,000 people living in the
hamlet. Agriculture supports a large portion of the people. In the village, cotton, rice, and wheat
are the principal crops produced. This location is 32 kilometres south of Ahmedabad, the
district headquarters, and is a part of the Chandisar Panchayat. In the small town, there is a
high school and two elementary schools. There is also a primary health clinic in the village.
The village of Dhuljipura is quiet and has a strong feeling of community. The people in the
village are kind and approachable.

Geography and location

• Elevation: 23 meters above sea level

• Distance to nearby cities:

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 o Ahmedabad: 32 km
o Kheda: 20 km
Demographics:

• Language: Gujarati, Hindi, and English

• Assembly constituency: Dholka assembly constituency
• Pin code: 382260
• Post office: Chaloda
• Main village: Chandisar

Connectivity: National highways:

o NH47
o NH48
o NH64

Local Administration:

• Panchayat: Chandisar Panchayath

• Taluka: Dholka

Surroundings:

• Dholka: South
• Bavla: West
• Matar: South
• Daskroi: North

Education: Dhuljipura has two primary schools and one secondary school.
Healthcare: The village has a primary health center.
Additional Information:

• Nearest railway station: Dholka railway station (10 km)

• Nearest airport: Ahmedabad International Airport (40 km)

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Ambaliyara

Ambaliyara is a village located in Dholka Taluka, Ahmedabad district, Gujarat, India. It is

situated approximately 8 kilometres away from the sub-district headquarters Dholka (tehsildar
office) and 45 kilometers away from the district headquarters Ahmedabad.

Demographics:
• Population (as per 2011 census): 3,567
• Sex Ratio: 954 females per 1000 males
• Literacy Rate: 72.54% (Male: 81.55%, Female: 63.11%)
• Religion: Hindu majority (85.44%), followed by Jain (8.86%), Muslim (4.36%), and
others (1.34%)

Administration:
• Ambaliyara is governed by a Gram Panchayat (village council).
• The village falls under the Dholka Assembly constituency and the Kheda Lok Sabha
constituency.

Economy:
• Agriculture is the primary source of income for the majority of the population.
• Major crops grown in Ambaliyara include cotton, wheat, and vegetables.
• Some villagers are also involved in dairy farming and animal husbandry.
• There are a few small-scale industries in the village, such as garment manufacturing
and embroidery.

Education:
• Ambaliyara has primary and secondary schools.
• There is also a government-run higher secondary school in the village.

Healthcare: Ambaliyara has a primary health center that provides basic medical services.

Transportation:
• Ambaliyara is well connected by road to Dholka and other nearby towns and villages.
• The nearest railway station is located in Dholka.

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Chandisar

Chandisar is a village located in the Dholka Taluka of Ahmedabad District in the Indian state
of Gujarat. It is near to the Sabarmati River and is 34 km south of the district headquarters,
Ahmedabad, 9 km from Dholka, and 64 km from the state capital, Gandhinagar. The postal
code for the Chandisar village locality is 382260. According to Population Census 2011,
Chandisar village covers a total geographical area of 1670.68 hectares, with around 1,001
houses within its boundaries.

Demographics:
• Population of Chandisar
Literate population - 2823 (1662 Male and 1161 Female)
Illiterate population - 1875 (754 Male and 1121 Female)
Total population - 4689 (2416 Male and 2282 Female)
• Total number of houses - 1101
• Total literacy rate % - 60.1%
• Female literacy rate % - 24.7%
• SC population % - 15.3%
• Working population % - 36.3%
• Child population - 673

Connectivity & transportation:

• NH47
• NH48
• NH64
• Public bus service is accessible within the village.
o Autos are also available for transportation.
o Tractors are present for various purposes within the village.
• The nearest railway station is situated within a range of 5 to 10 km.
• The nearest national highway is located within 5 to 10 km.
• The village features a network of roads, including pucca roads, kuccha roads, and
footpaths for internal transportation.

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Education:
• It has a Government Primary School for local education.
• In Dholka, the nearby options include a Private Pre-Primary School, Government
Secondary School, Government Senior Secondary School, Private Arts and Science
Degree College, and Government ITA College.
• For specialized education, such as for disabled students, there is a Government Disabled
School in proximity.

Health:
• A community health center is situated within a range of 5-10 kilometers from
Chandisar.
• A primary health center is also available within 5-10 kilometers from Chandisar.
• A maternity and child welfare center is accessible within 5-10 kilometers from
Chandisar.
• A TB clinic is less than 5 kilometers away from Chandisar.
• An allopathic hospital can be found within a range of 5-10 kilometers from Chandisar.
• A dispensary is within 5-10 kilometers of Chandisar.
• The village has a veterinary hospital with one doctor and zero paramedical staff.
• A mobile health center is operational within a range of 5-10 kilometers from Chandisar.
• A family welfare center is also within 5-10 kilometers from Chandisar.

Other amenities:
• The village enjoys continuous power supply, with 24-hour availability in both summer
and winter.
• Essential services include an Anganwadi center and ASHA (Accredited Social Health
Activist).
• The village has a dedicated office for Birth and Death registration.
• Sports facilities are available for recreational activities.
• A public library is accessible to residents.
• Daily newspapers keep the community informed.
• The village hosts a polling station for electoral activities.

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OBJECTIVES OF RESEARCH

According to the 2011 Census of India, 68.84% of children, aged 0-14 years, live in rural areas
of India. The only source of education for most of these children is the school in their villages.
However, rural schools often face a number of challenges, such as lack of resources, teacher
shortages, and poor infrastructure. This impacts a child's growth and is the culprit for the weak
foundation that a child gets from early education. Education through digital platforms offer
solutions, they can help to address some of these challenges and provide students with access
to high-quality learning resources. So, an inquiry to the current status of digital infrastructure
in schools of rural areas becomes of significant importance as it can provide us with useful `

The core objectives of the study are as follows:

1. To understand the current state of digital platform adoption in rural schools in India.
2. To assess the impact of digital platform adoption on student learning outcomes in rural
schools in India.
3. To develop recommendations for improving digital platform adoption in rural schools
in India

(Photo 3: Classroom in Ambaliyara)

LITERATURE REVIEW

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India has the world's second largest education system which is ever increasing in size and reach
due to infusion of digital technologies. Such technologies keep the potential to revolutionise
the education system in India but it faces many problems. Most pressing of the problems
include uneven access, infrastructural challenges and socioeconomic disparities. In order to
understand the current state of the adoption of digital technologies and platforms for
educational purposes in rural India, one must have a general overview of where digital
education stands in India at macro level. Below is the summary of the same:

Progress and Promises:

Increased Access: Various government initiatives like Digital India and PRABHA have
increased internet usage, especially in rural areas. A positive correlation between technology
use and student engagement in higher education has been established in studies like "Adoption
of Digital Technologies in Tertiary Education: Evidence From India" (Paul & Lal, 2018)
Emerging EdTech: A study by UNESCO, "Adoption of quality EdTech products in India: a
case study of government implementation towards a sustainable EdTech ecosystem," 2022 has
emphasized in bridging the geographical and socioeconomic gaps in India. EdTech startups
have been offering diverse solutions such as online learning platforms, adaptive learning tools,
and gamified content in order to make education more engaging and value-adding.
Pandemic Push: A study titled "Paradigm Shift of Digital Education Systems in Indian
Education Industry" (IJRASET, 2020) has highlighted the challenges that Indian educational
system faced while transitioning from offline mode of content delivery to online mode of
content delivery. But, the study also suggests increased openness for such transitions. And one
thing is true that Covid-19 acted as a catalyst that sped up the process of transition. It forced
the educational institutions to adopt technologies that otherwise it would have taken years to
do the same.

Looking Ahead:

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India has proved to be a land of promise and potential when it comes to education, from
establishing some of the world’s first universities to providing access to digital technologies in
some of the remotest part. But, there is a lot of work that needs to be done, bridging the digital
divided, upskilling teachers, and ensuring equitable access to quality technology remains
crucial. The same has been reflected by Paul & Lal (2018), that, "a reorientation of existing
policies' ' is necessary to harness the true transformative power of digital technologies in Indian
education.

Now, let us further explore to understand the current state of digital education in rural India.
Exploring the educational landscape of rural India, where a significant 70% of the population
resides, reveals a complex scenario shaped by digital technologies and educational challenges.
Despite the promises of progress through digital initiatives, the reality on the ground is
characterized by uneven adoption, infrastructural limitations, and socioeconomic disparities.

Initiatives like Digital India and PRABHA have made strides in expanding digital
infrastructure, yet their impact remains limited in remote areas (Sharma & Kumar, 2019).
Research emphasizes the urgent need for targeted interventions to bridge the persistent digital
divide (Sharma & Kumar, 2019). The EdTech sector, with its innovative solutions designed for
rural contexts, emphasizes the potential of low-cost, offline-accessible platforms to enhance
learning outcomes (UNESCO, 2022). Mobile technology, given the surge in usage in rural
India, holds promise for delivering educational content and encouraging self-directed learning
(Garg & Sharma, 2017).

However, formidable obstacles persist. The digital divide, stemming from unequal access to
electricity, internet connectivity, and affordable devices, continues to impede progress (World
Bank, 2020). Teacher training emerges as a critical challenge, with rural educators often
lacking the necessary skills to integrate technology effectively into their teaching (International
Journal of Education and Development Using Information and Communication Technology,
2019). Additionally, the lack of localized and culturally relevant digital content tailored to the
specific needs of rural students remains a significant hurdle (International Journal of Education
and Development Using Information and Communication Technology, 2021).

Moving forward requires a holistic approach. Bridging the infrastructure gap involves
expanding internet connectivity, ensuring a stable electricity supply, and providing affordable

17
devices in rural areas (Journal of Education and Technology, 2022). Equipping teachers with
comprehensive training in digital pedagogy, specifically tailored to rural contexts, is essential
for successful implementation (International Journal of Educational Development and ICT,
2023). Collaborative efforts are also necessary to develop culturally relevant digital learning
resources that resonate with the specific needs and cultural contexts of rural communities
(International Journal of Education and Development Using Information and Communication
Technology, 2023).

In tackling these challenges, India has the potential to transform its education system, fostering
equity and inclusivity in rural areas and empowering learners to unlock their full potential.

(Photo 4: Members of C4)

DATA ANALYSIS

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Methodology

This section describes the research design, participants, data collection, and data analysis
methods employed in this study aimed at understanding the current state and impact of digital
platform adoption in rural schools in India.

Research Design

Mixed method: A mixed method design was adopted, utilising both quantitative and qualitative
approaches to gain a comprehensive understanding of the Adoption of Digital Platforms in
Rural Schools. Quantitative data provided insights into patterns and trends, while qualitative
data allowed for deeper exploration of experiences and perspectives.

Participants:

● Group A (Students)
○ Sample: School children studying at pre-primary, primary, and secondary
levels.
○ Selection: Convenient sampling method. Data was collected from three villages
near Ahmedabad: Dholjipur, Ambaliyara, and Chandisar.
○ Sample size: 324
● Group B (Teachers):
○ Description: Teachers from the same schools as Group A.
○ Objective: Understand their perspectives on digital education.

Data Collection:

● Instrument: Google Survey Forms.

● Procedure: Researchers entered responses of each participant.
● Data types:
○ Students:
■ Categorical (e.g., mode of transportation, family type, schooling level,
gender, age group)
■ Ordinal (e.g., respondent opinion on a particular subject)

○ Teachers:

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 ■ Qualitative data (e.g., open-ended questions about experiences and
opinions)

Data Analysis:

● Quantitative data:
○ Descriptive statistics calculated for each variable (e.g., mean, median, mode,
maximum, minimum, count).
○ Software used: Microsoft Excel.
● Qualitative data:
○ Thematic analysis to identify recurring themes and patterns in teachers'
responses.

Ethical Considerations:

● Permission obtained from school principals.

● Data collected under supervision of school staff.
● Confidentiality of respondents maintained.
● Informed consent ensured by explaining the study's purpose and data management
practices.

AGE GROUP

(Chart 1: Age Group)

SCALE:

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1 Strongly disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly agree

• Frequency of using digital devices by students

(Chart 2)

• Support of school in using digital devices

(Chart 3)

• Do the students enjoy using digital devices

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 (Chart 4)

• Communication of students with teachers through digital means

(Chart 5)

• Stable internet connection at home

(Chart 6)

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• Apps used by students for education

(Chart 7)

• Technical issues faced by students

(Chart 8)

• Better understanding of students by using digital devices

(Chart 9)

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RESULTS & FINDINGS

The survey's insights are derived from thorough visits and interactions carried out in rural
educational environments. The findings are a reflection of the actual conditions observed
through direct engagements with students, educators, and stakeholders in these rural
communities.

According to the survey, in these rural areas, there is an equal representation of both genders
and a strong emphasis on secondary education. The presence of digital devices in one's home
signifies a positive outlook on the accessibility of technology. Nevertheless, the disparity
between the accessibility of devices and the reliability of internet connection highlights an
ongoing digital divide that hinders the comprehensive utilisation of resources in these rural
regions.

The favourable perceptions regarding the effectiveness of digital tools in assisting

understanding and speeding up tasks are consistent with the observations made during these
visits to rural areas. The feedback from students also highlights the proactive promotion of
digital platforms by school administrations, which demonstrates the commitment to embracing
technological advancements in education.

Throughout these visits, students frequently encountered persistent challenges associated with
technical difficulties, such as unreliable internet connections and device malfunctions.
Notwithstanding these barriers, the schools played a crucial role in offering significant
assistance to alleviate these difficulties, underscoring the essential function of institutions in
facilitating online education.

Furthermore, direct engagements in these rural settings provided valuable knowledge about
parental involvement and the unequal allocation of digital resources within the same school.
The discrepancies in the allocation of resources emphasise the necessity for a fairer distribution
to guarantee that all students can equally take advantage of digital learning opportunities.

The observations made during these visits to rural areas highlight the significance of tackling
the disparity in digital access, improving technical infrastructure, and guaranteeing equitable
availability of digital resources. These endeavours are crucial in enabling students in remote
regions, providing them with the essential abilities and prospects for triumph in an ever more
technologically advanced society.

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CONCLUSION

The culmination of our rural immersion course brought forth a nuanced understanding of the
intricate dynamics surrounding the adoption of digital education in the villages of Ambaliyara,
Dholjipura, and Chandisar. Through three immersive field visits, we engaged deeply with the
educational ecosystem, interacting with students, teachers, and parents to unravel the
multifaceted layers of challenges and opportunities inherent in the digital education landscape
of rural India.

One of the central findings that emerged from our research was the stark limitation in access
to digital devices among students in these villages. This limitation posed substantial hurdles
for students in their educational journey, impeding their ability to seamlessly engage with
digital learning resources. The gravity of this situation became even more apparent during the
challenging period of the COVID-19 pandemic, where the absence of adequate infrastructure
and resources placed these students in a particularly difficult position and according to them a
lot of instances arrived wherein students had to share digital devices among them in order for
them to study effectively and efficiently creating a roadblock and hindrance in the process. The
struggles faced by these children during this period underscored the urgent need for
improvements in digital education accessibility.

A notable observation was the monopolization of any available digital devices or LED TVs in
schools by teachers. This monopolization hindered students' independent operation of these
devices and limited their active participation in digital learning. Moreover, we discovered a
disparity in digital device access across villages, with some only granting students entry into
the digital realm after reaching a certain grade. This presented a unique set of challenges for
students who had to adapt to digital learning environments at a later stage in their education.

Conversations with teachers and parents revealed certain initiatives undertaken by management
trustees to address these challenges. Platforms like Microsoft Teams and various apps were
introduced to facilitate tests and quizzes. However, the effectiveness of these initiatives was
found to be limited, pointing towards the need for significant improvements and a
transformative shift in the digital education landscape.

In summarizing our findings, it is evident that while there has been progress in the right
direction, a heightened level of awareness and vigilance is necessary in these villages
concerning the evolving educational landscape. The conclusion draws attention to the urgent

25
need for bridging the digital divide and underscores the significance of concerted efforts in
enhancing infrastructure, ensuring resource accessibility, and evolving educational
methodologies.

Furthermore, the conclusion advocates for increased involvement in digital learning processes
and emphasizes the imperative of technological integration in the educational framework. The
rural experience has not only exposed the challenges but also highlighted the immense potential
for positive transformation in the realm of rural education. The insights gained from our
interactions underscore immersion the importance of creating a more inclusive, adaptive, and
effective educational environment in these rural communities, setting the stage for future
advancements in the digital education landscape.

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LIMITATIONS

Sample Size and Representativeness

Our findings are based on the information we collected from a specific set of villages near
Ahmedabad, and therefore the sample size may not be fully representative of the diverse rural
landscape in India. The digital infrastructure and challenges will vary considerably across
different regions.

Data Collection Method

As we have used Google Survey Forms, the depth of qualitative responses might be limited.
In-person interviews and focus group discussions could have provided more accurate insights
into the perspectives of students and teachers.

Time Sensitivity
Our survey might not have captured the dynamic nature of digital education, especially
considering the rapid changes and advancements in technology. The observations made during
the COVID-19 pandemic might be partially reflective of the typical conditions.

Generalization
The study's findings are specific to the cultural, social, and economic framework of the studied
villages. Generalizing the results to all rural areas in India should be done discreetly.

Subjective Responses
Our rural immersion survey includes subjective opinions and responses which might have been
influenced by social desirability bias or other factors. A more objective assessment of digital
infrastructure can involve technical evaluations.

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IMPLICATIONS

Policy Recommendations
Our findings can contribute to informed policy recommendations at the local levels.
Policymakers can use the insights to address specific challenges schools face in rural education,
focusing on digital infrastructure and resource distribution

Teacher Training Programs

As we recognize the important role of teachers, the survey suggests the need for comprehensive
teacher training programs. These programs should help educators with the skills necessary to
integrate digital tools effectively into their teaching methods.

Community Engagement
Bridging the digital divide requires community engagement. Our survey underscores
disparities in resource allocation, emphasizing the importance of involving local communities
in decision-making processes to ensure fair distribution of resources.

Technological Integration
The survey shows the potential positive transformation in rural education through
technological integration. It calls for a strategic and phased approach to gradually introduce
and enhance digital learning processes in these communities and areas.

Infrastructure Development
In order to overcome the limitations in digital access, there must be investments in
infrastructure development, including stable internet connectivity and the provision of
affordable devices. Collaboration between government bodies, NGOs, and private entities may
be essential.

Inclusive Educational Environment

The survey also highlights the importance of creating an inclusive, adaptive, and effective
educational environment for students. This involves addressing digital disparities and also
considering cultural and contextual factors in educational strategies.

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LEARNINGS

Our team set out to learn about how digital tools are used in rural schools. This involved visiting
these regions, engaging in conversations with individuals, and comprehending their firsthand
encounters. Our findings revealed a combination of difficulties and possibilities that affect the
integration of technology into education in rural areas. This is a concise overview of the
knowledge we acquired during our expedition.

Exploring the Communities

Rural areas exhibit a distinct way of life. The individuals residing in that location frequently
encounter limited resources and confront obstacles such as insufficient financial means or
unreliable access to electricity. The utilization of digital tools in educational institutions
accentuates these difficulties. In contrast to urban areas, where technology is integrated into
education as a commonplace practice, rural schools face difficulties in fundamental aspects
such as accessing a reliable internet connection.

The Significance of the Digital Divide

Our research revealed a significant disparity in the accessibility and utilization of digital tools
between urban and rural populations. The term "digital divide" refers to this disparity.
Accessing a reliable internet connection in rural areas poses a challenge, thereby impeding the
utilization of online educational resources by students and teachers. The disparity in access
results in a substantial disparity in the educational standards between rural and urban schools.

Educators Taking the Lead

Notwithstanding the difficulties, we observed something uplifting. Teachers in rural schools

are highly esteemed individuals. They devise methods to utilize technology despite having
limited resources. They mix traditional teaching methods with new technology to create a kind
of mix that works for their students.

29
Adapting Technology to Suit

An essential lesson we have acquired is that digital tools must be tailored to suit the specific
requirements of rural schools. Pre-packaged solutions frequently prove ineffective as they fail
to account for the distinctive obstacles encountered by these educational institutions. It is
imperative to customize digital platforms to accommodate local languages, various subjects,
and the specific challenges encountered by students in rural areas in order to achieve success.

Collaborating with the community and parents

It has come to our attention that in order for digital learning to be successful in rural areas, it is
imperative that all individuals participate. This entails the collaboration of educators,
caregivers, and members of the community. For digital initiatives in rural schools to succeed,
it is crucial to generate awareness, arrange workshops, and assist parents in comprehending
how to utilize technology.

Considering the future

Our study demonstrated that expedient solutions are not effective. In order to have a significant
impact, it is imperative that we develop and implement strategies that span over an extended
period of time. Collaboration between government bodies, non-profit organizations, and
businesses is essential for developing sustainable solutions that extend beyond temporary
initiatives.

30
 REFERENCES

Bhattacharya, L., Nandakumar, M., Dasgupta, C., & Murthy, S. (2023). Adoption of quality
EdTech products in India: A case study of government implementation towards a sustainable
EdTech ecosystem.
Chandisar Village Population - Dholka - Ahmadabad, Gujarat. (n.d.). Www.census2011.Co.in.
Retrieved December 22, 2023, from https://www.census2011.co.in/data/village/511696-
chandisar-gujarat.html
Duart, J., & Galvis, Á. (n.d.). International Journal of Educational Technology in Higher Education.
International Journal of Educational Technology in Higher Education.
https://educationaltechnologyjournal.springeropen.com/
Esprit, S. (n.d.). International Journal of Education and Development using ICT. Ijedict.dec.uwi.edu.
http://ijedict.dec.uwi.edu/
IJRASET. (2023, April 21). Paradigm Shift of Digital Education Systems in Indian Education
Industry. Www.ijraset.com. https://www.ijraset.com/research-paper/paradigm-shift-of-digital-
education-systems-in-indian-education-industry
India .All states, Districts,Villages,Schools,Colleges,Maps,Pin Codes of India. (n.d.).
Www.onefivenine.com. Retrieved December 22, 2023, from https://www.onefivenine.com/
Paul, S., & Lal, K. (2018). Adoption of Digital Technologies in Tertiary Education: Evidence From
India. Journal of Educational Technology Systems, 47, 004723951876851.
https://doi.org/10.1177/0047239518768513
Shukla, S., Lakhmani, A., & Agarwal, A. (2016). A review on integrating ICT based education
system in rural areas in India (pp. 256–259).
https://doi.org/10.1109/SYSMART.2016.7894531

31
ANNEXURES

Questionnaire (Students)

Q. For all the responses received in Yes, No or I Don’t Know:

1. Yes
2. No
3. Don’t know

Q. For the responses received regarding the respondent’s opinion on a particular subject:

1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree

Q. For the mode of transportation that the respondent used to reach to school:

1. walk
2. bicycles
3. bus
4. van
5. other

Q. For the distance the respondent has to travel to reach their school:

1. <1 KM
2. 1-5 KM
3. 5-10 KM
4. >10 KM
5. Did Not Attend School

32
Q. For the number of family members the respondent lived with:

1. 3-5
2. 6-8
3. 8-10
4. 11-13

Q. The type of family the respondent lives in:

1. Joint
2. Nuclear

Q. The schooling level the respondent is currently at:

1. pre primary
2. primary
3. high school

Q. The gender of the respondent:

1. male
2. female

Q. The age group of the respondent:

1. 5-10
2. 11-15
3. 16-20

Q. Does your school have access to a smartphone, tablet, or computer at home?

1. Yes
2. No
3. Dont know

Q. Do you have a stable internet connection at home?

1. Yes
2. No

33
 3. Don't know

Q. Do you use any platforms or apps for online learning?

1. Yes
2. No
3. Don't know

Q. Are the digital learning materials engaging and interesting to you?

1. Yes
2. No
3. Don't know

Q. Are you taught how to use digital devices and tools for education?

1. Yes
2. No
3. Don't know

Q. Do you experience technical issues like slow internet, device problems, or power
outages?

1. Yes
2. No
3. Don't know

Q. Does the school help you with technical issues or understanding the online content?

1. Yes
2. No
3. Don't know

Q. Is there enough access to computers or tablets for all students in your school?

1. Yes
2. No
3. Don't know

34
Q. Do you think using digital tools helps you understand your lessons better?

1. Yes
2. No
3. Don't know

Q. Are there enough trained teachers to help you use digital tools for learning?

1. Yes
2. No
3. Don't know

Using a scale of 1 to 5

1 strongly disagree, 2 disagree, 3 neutral, 4 agree and 5 strongly agree.

Q. I frequently use digital devices for educational purposes.

Q. I feel that the availability of digital devices (e.g., computers, tablets) in my rural school is
sufficient for effective digital learning.

Q. I find that digital platforms help me accomplish educational tasks more quickly in my
school.

Q. I observe that the school administration actively promotes and supports the use of digital
platforms for education.

Q. I regularly communicate with my teachers through digital means.

Q. I enjoy learning with digital tools.

Q. My parents or guardians are involved in my digital education

35
Questionnaire (Teachers)

Q. For all the responses received Age

1. 20 - 30
2. 31 - 40
3. 41 - 50
4. More than 50 years

Q. For all the responses received Gender

1. Male
2. Female

Q. For all the responses received No. of Family Members

1. 0 - 3
2. 3 - 5
3. 5 - 7
4. More than 7

Q. For all the responses received Education

1. Graduate
2. Non-Graduate

Q. Do the schools in your village have access to digital platforms for educational
purposes?

1. Yes
2. No
3. Don't Know

Q. Is there reliable access to the internet in your school for educational purposes?

1. Yes
2. No
3. Don't Know

36
Q. Has the school taken any initiative to provide digital platform for education?

1. Yes
2. No
3. Don't Know

Q. Are there enough digital devices (e.g., computers, tablets) available for students in
your school?

1. Yes
2. No
3. Don't Know

Q. Have you provided any training to students for using digital tools and platforms?

1. Yes
2. No
3. Don't Know

Q. Does your school receive financial assistance from the government for the
procurement of digital devices and technologies for educational purposes?

1. Yes
2. No
3. Don't Know
4. Training Information

Q. Please specify the types of digital platforms or technologies used in your school

1. Smartboards
2. Educational apps
3. Online learning platforms

Q. How frequently do you incorporate digital platforms in your teaching?

1. Daily
2. Weekly
3. Monthly
4. Rarely
5. Never

37
Q. In your opinion, what are the main benefits of using digital platforms in rural schools
for teaching?

1. Improved engagement
2. Enhanced learning outcomes
3. Access to a wide range of resources
4. Improved administrative efficiency

Q. What challenges or obstacles do you face when using digital platforms in your
teaching?

1. Technical issues
2. Limited access to devices
3. Lack of teacher training
4. Management of online classes

Q. In your opinion, how effective is the government's support in promoting the use of
digital platforms for education in rural schools?

1. Not Effective at All

2. Slightly Effective
3. Moderately Effective
4. Very Effective
5. Extremely Effective

Q. How has using computers or phones for teaching changed the way you teach?

1. Significantly improved teaching methods

2. Enhanced interaction with students
3. Allowed for better access to digital resources
4. Streamlined administrative tasks

Q. Can you tell us about your experiences during the COVID-19 pandemic? How did it
affect your teaching?

1. Transition to remote teaching was smooth

2. Faced challenges in adapting to online teaching
3. Affected the student-teacher relationship
4. Increased workload

38
Q. What did you do to keep teaching when schools were closed?

1. Conducted online classes

2. Distributed printed study materials
3. Engaged with students through phone calls
4. Collaborated with local community resources

Q. When schools were closed, how did the kids in your village learn without coming to
school?

1. Self-study at home
2. Supported by parents or family members
3. Participated in community learning initiatives
4. Faced difficulties in learning

Q. What are the best ways you found to teach students when they couldn't come to school?

1. Online classes through video conferencing

2. Recorded video lessons
3. Distributed study materials
4. Phone-based teaching and support

Q. Do you think these changes in teaching methods will continue to be used in the future?

1. Yes, digital teaching will remain a part of education

2. Yes, but traditional teaching will still be important
3. No, we will return to pre-pandemic teaching methods
4. Undecided

Q. How often do you face electricity shortages or power outages that disrupt your use of
digital tools for education?

1. Daily
2. Weekly
3. Monthly
4. Rarely
5. Never

39
Using a scale of 1 to 5

1 strongly disagree, 2 disagree, 3 neutral, 4 agree and 5 strongly agree.

Q. How proficient are you in using digital platforms for teaching?

Q. Do you find the use of digital platforms for teaching in schools beneficial

Q. The integration of digital platforms in teaching enhances student engagement.

Q. Access to digital platforms can improve the quality of education in rural schools.

Q. Digital platforms can help bridge educational gaps in rural areas.

Q. I believe that teacher training on digital platforms is essential for effective implementation.

40