Abstract:

Information and Communication Technology (ICT) has emerged as a transformative force in the Indian educational landscape, redefining how knowledge is delivered, accessed, and retained. The UNESCO report Learning to Be underscored the primacy of the learning experience over the mere transmission of content, a principle that ICT is uniquely positioned to fulfil. This paper adopts a descriptive analytical approach to examine the multidimensional role of ICT in Indian education, from primary schools to higher education institutions. It reviews the tools, platforms, and policy frameworks that govern ICT integration, analyses empirical data on student outcomes and digital access, and investigates structural barriers such as the rural-urban digital divide, inadequate teacher training, and power infrastructure deficits. The paper further explores how landmark national initiatives, including the National Education Policy (NEP) 2020, DIKSHA, SWAYAM, and PM e-VIDYA, are reshaping the pedagogical ecosystem. Findings suggest that while ICT holds enormous potential to democratise quality education in India, its transformative impact remains uneven and contingent on systemic investments in connectivity, capacity building, and inclusive curriculum design.

Keywords:

Information and Communication Technology (ICT), Digital Education, NEP 2020, EdTech, Digital Divide, DIKSHA, E-Learning, Inclusive Education

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Methods