Digital Education News | Expert Analysis and Commentary - Edinbox Editorial

Teaching Children to Travel Before They Literally Start Piling Their Bags

There's an old adage which gets quoted so extensively amongst travelers: "The world is a book, and those who do not travel read only one page." In a country like India, that book is not merely thick but an encyclopedia of cultures, landscapes, tongues, and tales. But for schoolchildren by the millions, journeys have been the domain of book pages, sepia photographs, and the occasional summer vacation. The Ministry of Tourism, in its recent move, has altered all this. By making itself child-friendly on its Incredible India website, India has, as it were, created an endless classroom where geography, history, and culture become touchable—not recollected facts but to-be-touched.

This is not simply revamping a government portal. It's an unobtrusive revolution in how we think education must be. That we would create things specially for kids—interactive maps, digital stories, quizzes, trivia, and colorful pictures—underscores an awareness that education cannot be lowered to words and chalk. It requires movement, color, questioning, and most importantly, awe. That is precisely what travel offers, albeit virtually.

From Monuments to Memories

Think of how Indian textbooks typically introduce places. The Taj Mahal is presented as a Mughal wonder in marble. Rajasthan forts are categorized under medieval architecture. Kerala backwaters perhaps find a fleeting mention in geography texts on water bodies. They are presented as dead facts without any heart, to be memorized for a test. What the Incredible India website does is present them with a story which gives their heart to them.

A child who comes to the site does not only know that Taj Mahal was built in the 17th century; they are also exposed to Shah Jahan's dream, Yamuna river glimmering its brightness, and the artists' sweat chiseling out its stones. They don't only witness Rajasthan's forts as ruins—instead, they hear the voice of victories attained and the wars fought. The backwaters of Kerala are no longer blue lines on a map; they are waterways lined with houseboats plying down and festivals breaking out.

When children learn this way, they don't just recall the dates but the feelings—a connective emotional bond to heritage, one that textbooks are unable to create.

Education Meets Exploration

The brilliance of the project lies in its timing. Today, in the post-pandemic world, distance learning is no longer an add-on; it's standard for tens of millions of students. Yet, much of it is passive— hearing lectures, reading out of slides, or clicking on MCQs. By combining travel and learning, the Incredible India portal combines a pinch of fun. Games as experiments, smile-wink maps that winkle back, and questionnaires that question incite discovery rather than passive skimming.

It's fully in accord with the National Education Policy 2020 (NEP), which promotes experiential and interdisciplinary study. Travel, of course, is the most interdisciplinary topic there can be—geomorphology, history, anthropology, economics, ecology, even literature are all up for grabs. When the child discovers the Himalayas through the website, he is learning geology, biodiversity, mythology, and mountaineering in entirety. When he visits Varanasi, he feels the coming together of religion, art, town planning, and philosophy. This is exactly the kind of coming together of knowledge that is encouraged in NEP.

Travel as a Civic Teacher

Apart from studies, travel—real or imaginary—learns lessons that no school can teach. It makes them tolerant, respectful of nature and culture, and compassionate. This project exposes them to India's diversity early in life and makes them good students, but good citizens as well. A child who has learned to appreciate the Sundarbans' fragile ecosystem will be worried about global warming by nature. A child who has learned about the Kutch weavers' craft will naturally respect traditional lifestyles.

The Incredible India website thus does more than generate wanderlust; it sows seeds of responsibility. It says to kids: this is your heritage, your country, your duty to protect.

Challenges Ahead

Of course, no editorial ever is without noting omissions. With all its promise, such an on-line site has the potential to be elitist unless it is democratized. Private school children in the urban areas might learn lots, but rural India where the internet hasn't reached yet, what happens there? If mobility is the new teacher, then access needs to be normative. That means not just internet infrastructure but incorporation into school syllabi so that all the kids, irrespective of where they are from, can start this digital journey.

The second problem is depth. The platform can get children to learn about destinations, but will it also get children to think? Will it rise above nice pictures to discuss sustainable tourism, preservation of historic sites, and how tourism affects societies? The responses will tell us whether or not this is still a wishful exhibit case or otherwise a real learning tool.

A Vision Larger Than Tourism

At its essence, though, this project is not necessarily a vision of tourism. It's an acknowledgment that tourism is not necessarily holidays, Instagram selfies, and souvenirs. Tourism is pedagogy—pedagogy of questioning, pedagogy of listening to tales, pedagogy of writing difference. And by doing that with children, India has taken tourism out of being a consumerist luxury commodity but as a pedagogical tool and a nation-building device.

The Road Ahead

With strong leadership, this revolution can transform traveling and learning. Consider school assignments where kids plot travel routes for social studies class. Consider cyber pen-pal programs where students from various states learn about each other's local landmarks. Consider national tests where kids are tested not on memorization but on knowing storytelling heritage. The future is as vast as the nation itself.

In converting travel into the new classroom, India has made a huge leap. But long leaps, like long travels, are an incremental journey. The direction of this movement will be based on how it gets expanded, how it reaches so close, and how it inspires on an ongoing basis.

At least for the time being, here's what's certain: next generation Indians may not have known the nooks and crannies of their own nation, but through Incredible India's website, they will know it, love it, and, perhaps one day, reclaim it. And that's the real alchemy of education by tourism.

In 2014, when the Swachh Bharat Mission was launched, everyone ridiculed it as another slogan, another anniversary on the government calendar. But a decade down the line, the broom has swept away much more than roads—it has swept away the attitude of indifference, lethargy, and the belief that cleanliness is not one's concern. And now that the Limca Book of Records has authenticated it as the world's biggest cleanliness drive, not only has the movement gained legitimacy, but also attained immortality in the pages of history.

What's remarkable about this feat is not really the figures themselves—though they are staggering. Over 100 million toilets were built. Entire villages declared open-defecation free. Cities experimenting with waste segregation and plastic prohibition. These figures add up. But above all is the change in attitude. A child scolding her father for littering, a school teacher organizing children on a cleanliness procession, a neighborhood raising money to fix a broken drain—such little stories hardly get any publicity, yet they are the very beat of Swachh Bharat.

Cleanliness was treated as cosmetic effort for far too long, something done in advance of festivals or VIP visits. The mission defied that assumption, teaching us that sanitation isn't about appearance—it's about equality, health, and dignity. A toilet in a rural home is a woman no longer waiting till dark to use the toilet. A garbage-free street means fewer sick children from infection. A plastic-free school means future generations to develop an instinctive desire to conserve, not contaminate.

The Limca Book of Records award is not just a certificate. It is a reflection held against us, indicating to us that we, the masses, did it. Governments can launch schemes, allocate budgets, and design a campaign. But any cleanliness campaign can never succeed unless people raise the broom—literally and metaphorically. In that context, Swachh Bharat is perhaps India's most democratic movement in the past few years. It is so much the ragpicker's as it is the Prime Minister's who professed it.

Naturally, there are issues. Mountain-high trash dumps still line our cities. Rivers continue to carry untreated sewerage. Behaviour change is unstable, all too likely to be cast aside when convenience is called for. The journey from one campaign to perpetual cultural shift is a long, unfinished one. 

Can we move beyond symbolism and selfies, beyond broom photo-ops, and make cleanliness a part of our habits? Can education systems integrate sanitation awareness as seriously as they integrate mathematics? Can cities create systems that are simpler to obey than to defy? For record books' notice is a privilege. But recognition in our own day-to-days, in the manner in which we live and tend to our world—that is the reward we should seek.

Swachh Bharat is no more limited to a story of toilets and dustbins. It is about reclaiming dignity, health, and pride from our shared spaces. If the Limca Book of Records calls it the world's largest cleanliness drive, we need to make it the longest one as well. Because a clean India is not something we do for others—it is something we owe to ourselves, and to those who follow us.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others.

Armed with nothing but handwritten notes, borrowed books, a laboratory of meagre means and a mind of magnificent depth, C.V. Raman had once proved to the world that scientific genius was not bound by geography or a free country- but a free mind. A spark of pride lit up then colonized India when C.V. Raman brought a Nobel Prize in Physics in 1930. Raman's triumph was not personal. It was National.  

After him came legends like Srinivasa Ramanujan, Homi Bhabha, and Meghnad Saha who emerged as torchbearers of a generation who believed that science could change lives.

But today, that altar gathers dust.

At times when technology defines power, India's elite institutions like the IITs shine globally producing world-class engineers, data scientists, and AI pioneers. The top international tech firms of India, drive Silicon Valley unicorns, and publish in prestigious journals. But how many of these brilliant minds pursue original scientific research on Indian soil? How many walk the path of curiosity that Raman once did?

The answer is sobering.

Nearly 30–40% of top IIT graduates now leave India annually in search of better academic and research opportunities. The rest are absorbed into corporate jobs that, while lucrative, rarely reward scientific risk-taking or fundamental innovation. The tragedy isn’t a lack of talent—it’s a systemic failure to nurture it.

Every year we mark National Science Day with lofty speeches, name institutions and roads after our scientific giants, and quote their brilliance on banners and in textbooks. And yet, come the next day, we return to a system that fails to build the very ecosystem they once thrived in.

What we lack is not talent—it is research funding, mentorship pipelines, institutional autonomy, and most critically, the cultural imagination to see science not as a mere career path, but as a calling—a lifelong pursuit of truth, no matter how inconvenient or uncertain. India must learn to dream beyond global rankings and tech placements. We must revive the spirit of fearless inquiry, where asking questions matters more than scoring marks, and where institutions empower young minds to explore, not just execute.

The question isn’t whether India has the minds—it always has.

The question is—do we have the will to let them soar?

This brain drain is not a figure—it's a symptom. Indian higher education, especially in science, technology, engineering, and mathematics fields, has been quietly transformed to supply the global labor market, instead of creating global innovation. Our best students are not abandoning science—they're being routinely pushed out of it, by under-resourced labs, antiquated research institutions, red tape, and sheer absence of reward for risk-taking and innovative thinking.

Meanwhile, our public universities—once cradles of discovery—are decaying, chronically short of funds, faculty, and vision. Raman himself emerged from a humble Calcutta University lab, not a gleaming, globally ranked campus. 

The real tragedy isn’t that India lacks Nobel-worthy minds. It’s that we’ve created an ecosystem where even if they exist, they are more likely to be recognized abroad than supported at home.

The reckoning hour has come for the country. India requires a science policy that values blue-sky research over mindless benchmarks, invests in universities along with top institutions, and renders it economically sound for the next C.V. Raman to remain, to innovate, and flourish here.

We can't continue to be a country that produces brilliance but imports innovation. Indian science's next phase calls for more than infrastructure—it calls for imagination, investment, and integrity.

Until then, our celebrations of Raman will remain just that—nostalgic echoes of a scientific golden age we’re no longer building toward.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others.

India's rise to third position in the world in terms of research paper retractions, after only the United States and China, should stir the country to introspection, not despair. Alarming as the increasing number of retractions may be, is the institutional lethargy that has permitted scholarly malpractice to simmer undetected for years.

So far, the National Institutional Ranking Framework (NIRF) has favored quantity over quality, where institutions have rewarded paper numbers and not academic integrity. That policy is now changing. From 2025, NIRF will start penalizing institutions for retracted papers. It is a good decision, but belatedly so.

Jawaharlal Nehru University (JNU) is in the news after retired professor Rajeev Kumar blamed his former PhD student Om Prakash for pilfering and publishing his work in an IEEE journal without permission. The questionable paper, Detection of Fake Accounts on Social Media Using Multimodal Data With Deep Learning, was released on August 7, 2023, with seven co-authors from other institutions. The question is: why are professors at esteemed institutions being unethical — or are they being forced to be?

Some of the high-profile examples are like Prof. Zillur Rahman's case from IIT Roorkee who is representative of this broader malaise. Even though five of his papers were retracted between 2004 and 2020 for plagiarism, duplication, and dubious data, he continued to serve as dean up to May 2025. When whistleblower Achal Agarwal from India Research Watchdog brought the matter to the attention of the institute, he was ignored. Neither the professor nor the institute gave any response.

Figures from post-pub indicate that the retraction rate for India rose from 1.5 per 1,000 articles in 2012 to 3.5 in 2022. Pressure to publish—particularly on aspiring PhDs and young teaching faculty—is real. However, the underlying issue is the lack of legal protection. Whereas nations like Denmark and the UK have an independent agency to probe research misconduct, India lacks one. Rather than addressing complaints, they are shuffled between regulatory bodies such as the UGC and Department of Science and Technology—typically with no follow-up.

Even among public universities, the rot does not stop. Private colleges, influenced by the NIRF's measurements, tend to pressure professors to produce research without proper funding. It is no surprise that this creates hasty, subpar publications—many in predatory journals that bypass quality checks altogether.

A few institutions like BITS Pilani are already leading the way by establishing Research Integrity Offices and making ethics training investments reducing AInxiety in students and professors.. Isolated interventions, however, cannot repair a damaged system. It’s a game of quality vs. quantity — which one wins?

The forthcoming Higher Education Commission of India (HECI) can provide more regulatory bite. But with or without participation by state governments, it is questionable whether it will be effective.

If India wants to be a world center for research, integrity cannot be a choice. Academic dishonesty must have actual, career-changing penalties. Otherwise, the harm to India's reputation as scholars will go on—beneath the radar, but never-ending.

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism. With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others.

As a society, we often prioritise academic achievement over the emotional well-being of our children. The stress of shifting schools and cities can have a profound impact on young minds, leading to feelings of loneliness, anxiety, and isolation.

Reminiscing 2020’s global house-arrest and with campuses being closed and online learning being pursued, edtech push by COVID is now stronger than the fintech push by demonetization. The teacher-student model has ceased to exist for ever now, and we are moving to a qualitatively different mentor-learner model not just in the current digital learning phase, but also in the post pandemic times ahead. Beyond this complete campus lockdown phase, during which time mentoring-learning-assessing has gone online globally, we shall be moving towards blended phygital education ahead, which will be the new normal ahead, and will make the new model of mentor-learner firmly entrenched.

Learning or academics or education broadly has three functions: creation of learning content through research, writing, packaging with visuals; dissemination of learning through classes, lectures, notes, self-study, discussions; & assessment and evaluation of the education of the learner by various methods. All these three have been majorly impacted by the self-isolation imposed to ensure social distancing so that the learners and the mentors may first be protected from the spread of the infection of COVID19. The lockdown across the world is simultaneously a boon and a bane for the teaching-learning community today.

Teacher to Mentor:

The teacher was a sage on the stage, introducing every new topic, speaking the last word on it, sticking to a structured syllabus as prescribed, interpreting it as s/he deems right, finishing the syllabus and focusing on examination and evaluation to complete the cycle of delivery of education. He often demands respect, and relies on the power to punish to set things right (not always, though). Teacher teaches and often sermonizes.

Each premise noted above is changing now.

Mentor today is a co-learner, may be the first stimulus for a topic but never the last word, starts from a structured syllabus but is expected to move towards organic learning depending upon the variegated interest areas of groups of learners, aggregates learning resources from multiple sources and shares with the learners, is more a guide, second parent and agony shelter of sorts for the learners. Examination also is diverse and evaluation is just one more function and not the ultimate yardstick of learning and brilliance of the learner. Mentor may often be less informed about an issue, but with a better perspective to guide. Mentor engages and inspires.

Learning Resources Aggregation & Delivery:

To begin with being the new age mentor, a massive train the trainer and capacity building is needed today. For this, first the mentor has to be a digital personality with smartphone and net connection, and with laptop and wifi connection. Next, one has to learn how to create, deliver and engage in content across multiple online platforms, and how to take matter learnt online to matter practiced offline face to face. Third, one has to now learn assessment with open book through analysis and application, through quiz, through applied projects, through phygital presentation and actual work in labs and studios after using virtual labs and studios.

Creating the learning resources was quite easy earlier. There were the books, often called text and reference books, then the power-point presentation of the teacher, and then chalk and talk. And the topic was first introduced in a class, post which notes were given, books were mentioned, and later examination was conducted to check memory and a bit of understanding.

The game is changed now. And totally so.

The concept of proprietary content (the mentor’s own videos, audio or podcast content, power-points, cases, info-graphics etc), aggregated content (books, monographs, videos, podcasts, URLs, pdfs, cases, etc taken from the internet, YouTube and Vimeo, etc), and also massive open/closed online learning resources (free ones like Swayam or NAPTEL, paid ones like those of Coursera or LinkedIn, and the university’s own online courses): these three are the learning resources today.

The mentor is expected to make a mix of proprietary, aggregated and online learning resources, suitably arranging them from the easies one to the toughest one and offer to the learners digitally (using Google Class, emails, or better, Learning Management Systems like Canvas or TCSion, Blackboard or Collaborate, etc,) at least a week or more before they meet digitally or physically to discuss the content. This is called Flipped Classroom where the learners get learning content much in advance, read, watch or listen to the same asynchronously at their own time, place or pace, note down things they have not understood or have questions on, and come to the digital/physical classroom synchronously, to clarify doubts, discuss cases, debate on conclusions drawn and participate in quiz or analytical or applied assignments. Delivery of the online session can be on any platform: MS Teams, Zoom, Webex, Google Meet and can move from the synchronous digital classroom to asynchronous digital chatroom debates and discussions for further clarification.

This makes the task for Content Creation and Content Delivery for the mentors much more diverse, tech-savvy, and tougher than the traditional teacher’s job.

Learners’ Engagement & Evaluation:

Further, education will now move from a system imposed disciplined endeavour to voluntarily participated and internalized process. It will be truly a learner-centric education now in the new normal, and shall be far more participative than the past. The learner in the digital or blended mode is learning voluntarily and not on the basis of an imposed discipline on campus through a web of rules and power dynamics. While voluntary learning will throw many non-interested or apathetic learners out of the learning circle, it will also make many focused learners internalize education better and apply it in a more focused manner at his or her individual level.

Also, with Artificial Intelligence, robotics, automation, Machine Learning and internet of things being the other emerging realities, the skills for mass production or education to do the same work repeatedly will be totally irrelevant ahead when machines will take over almost all such work (more than three fourths of all human work today). Hence, new age skills, apart from technology use, have to be in areas like creativity, innovation, incubation, problem-solving, teamwork, leadership, critical thinking, design thinking, empathy, emotional intelligence and risk management. Each of these can be qualitatively and quantitatively mentored to any youth from an early age of say 15 years till 25 years of age, and will become his or her second nature.

To deliver such a learning, the learners’ engagement techniques have to be more tech-savvy (google forms, polls, surveys, quiz, virtual lab and studio, AI tools, etc) and also with higher emotional quotient (use of humour, videos, info-graphics, empathy in the class, allowing diversity of opinion, wellness conscious, etc).

Even the evaluation or assessment has to be diverse. Assessment refers to learner performance; it helps us decide if students are learning and where improvement in that learning is needed. Evaluation refers to a systematic process of determining the merit value or worth of the instruction or programme; it helps us determine if a course is effective (course goals) and informs our design efforts. Assessment and evaluation can be both formative (carried out during the course) and summative (carried out following the course). There can be many ways for the same. Mentors can make learners aware of expectations in advance (e.g. one week for feedback from deadline) and keep them posted (announcement: all projects have been marked). For example, one can create tests that are multiple choice, true/false, or short answer essays and one can set the assessments to automatically provide feedback.

When online, evaluation can be on the basis of proctored digital examination or open-book analytical and applied evaluation with non-google-able questions. And this is surely not an easy task for the mentors as teachers of the past were used to repeat past questions, had set patterns of questions, examinations were ‘suggestions’ and memory based, and not application based in general. Online quiz, open book examination with time-managed and proctored question paper delivered online, applied questions not based on memory but comprehension, telephonic interview etc have been the usual ways of digital assessment and evaluation of learning.

There will be offline evaluation also. Here, the assessment can be based on offline written examinations, field-survey based presentation or report writing, debates, lab/studio-based practical, or a peer-group work, or a submission of a long-term real life or live project.

Digital Learning Tools Today:

The pandemic requires universities to rapidly offer online learning to their students. Fortunately, technology and content are available to help universities transition online quickly and with high quality, especially on the digital plank, though at a cost and with the risk of several teachers and administrators being forced to go out of the system.

Digital learning on the go or from distance calls for tech-led holistic solutions. It requires several content pieces to be transmitted digitally. These content pieces can be in the form of pdfs, ppts, URLs, YouTube links, podcast links, case-studies, etc. There can also be e-books, audio-books, kindle based content, magzter sourced magazines, etc. Then this can involve learning without being face to face through boxes, as in Google Class, or learning face to face as in Zoom live audio-visual discussions. People may also use GoToMeetings or MicrosoftMeet sessions also. Attendance can be taken on Google Spreadsheet and through WhatsApp Group chat of a batch of students too.

Then there are MOOCs, collaborative distance learning, wikis, blogs etc. Individual resource-rich institutes develop their customized secured and IPR protected Learning Management Systems, through the use of BlackBoard or TCSion LMS. Other LMS options like Kaltura or Impartus allowing video recording of talks also ar in use in many places. There are CourseEra courses, Swayam online lessons from UGC and similar other avenues to learn online.

Learning digitally can be further assisted with Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) which can take the viewer to an enhanced experience even integrating scenarios which are yet to happen creatively bringing them within the learning experience. These are immersive and contextual experiences, and artificial intelligence driven chatbots can further enhance the digital interface of the learner and the mentor.

Digital Learning Value-adds:

Incorporating big data analytics and content management, educators can develop an individualized curriculum that enhances how each student learns (e.g. playlist of learning content in WiseWire changing for each student). Many in the West have started the use of the millennials' language and style: Khan Academy video lessons, YouTube use, distinct style and language for young learners. Twitter, Tumblr, Snapchat, Imessage, Instagram, Facebook & Whatsapp are being creatively integrated with school education. There is a case of a management school in India, where the professor sends a 3 minutes interesting video on the subject he is taking up next through group whatsapp to increase interest in the batch towards the topic being taught.

In the US, the smart-phone applications like Socrative and Plickers are helping teachers interact and assess students’ progress, collaborate via cloud-based applications to work and solve a common goal. Teachers can publish real-time quizzes and polls for students via mobile devices to keep them engaged.

Further, using anything from iMovie to WeVideo, learners can create video as a learning resource. YouTube (with privacy settings) and SeeSaw or Flipgrid are also alternatives learners can make use of. The benefits of SeeSaw and Flipgrid are that students can add voice recordings or text sharing feedback with peers. Students became the co-creators of content and as a result, more engaged, including their parents. Useful apps like Book Creator, Explain Everything and EduCreations can be utilised towards this end. 

There are various software used to create digital content, like Camtasia, Raptivity, Captivate, Articulate Online, etc.

Yes alongside, social media use extensively will support learning online. Facebook Page can broadcast updates and alerts. Facebook Group or Google Hangout with advanced features in G-suite can stream live lectures and host discussions. Twitter can act as a class message board. The 256 characters help to keep messages succinct. Instagram can be used for photo essays. One can create a class blog for discussions. There are many different platforms available, such as WordPress, SquareSpace, Wix, Blogger for that. And, one can create a class-specific Pinterest board as well.

Students to Learners:

With mentors replacing teachers, the students cannot be the pre COVID typical students any more going ahead.

Students study in classroom, are taught by teachers, limited to given syllabus, and study for marks, grades, degrees. Students give exams in written and on the basis of suggestions or set patters of evaluation.

Learners study within and beyond the classroom, from mentors, peers, personal experience, books, digitally aggregated content, through projects and through assignments. Learners learn for lifetime application, and hence learn to learn further as things learnt today are obsolete soon. Self-learning or learning to learn is hence a major cultivated skill for the present day learners, especially in higher education, as techniques and technologies are changing in the work-place in less than five years now. Learners also learn organically. While structured syllabus must be completed for foundation and examination, organic learning is about self-driven learning in few chosen areas out of interest, assisted by the mentors.

Yes, for this, doubling public education expenditure, digital access to the hinterland, considering digital connectivity as a human right, digital literacy as a fundamental pre-requisite in any work, providing cell phones and laptops or tabs en masse, announcing cheaper data packages for students, CSR in the field of domain of digital connectivity by corporate houses, etc and more would be needed soonest to bridge the yawning digital divide in the otherwise class divided society. It must be noted that even UNESCO has noted that only 48% of Indian learners’ community of 283 million is receiving some sort of online education today, the rest 52% going bereft of any form of formal learning whatsoever for more than a year now! And among these 48%, the girl-students are having a worse fate in the poorer families due to limited digital devices to which the sons have a higher access than the daughters.

Conclusion:

India has been speaking of digital education for long but it has stayed on as a possibility and not a reality for more than a decade now. Even IITs and IIMs have used digital platforms on the side for sharing of content and debating on issues sporadically. The larger mass of 1300 plus universities and some 44,000 colleges have actually not digitized their content, not made access to online learning mainstay of their teaching-learning process, except the distance learning universities. In fact, the old school educationists looked at online and distance education with some disdain all across South Asia. They are in for a major shock now. The digital divide needs fast bridging through the promise of 6% of the GDP for public education, through 2% of profits for CSR given here, and through civil society initiatives like getting smart-phones, laptops and tabs for the less privileged.

It is clear that going ahead digital access will be a human right, and those in governance must wake up to the reality that youngsters need in expensive tablets and easy data access. A nation that spends less than 3% of national budget for public education (lower than Tanzania, Angola and Ghana, et al), with the states putting in 2.5 (Bihar) to 26% (Delhi), with Delhi being the only state in double digits, cannot ensure digital education for the masses, unless allocation of funds and their transparent spending happen.

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Prof. Ujjwal Anu Chowdhury

The author is Vice President, Washington University of Science and Technology and Editorial Mentor, edInbox.com