India’s push toward digital education is reshaping classrooms across the country, from AI-powered Anganwadis to tablet-enabled lessons schools.India’s education system has always been vast and complex, but over the last few years, it’s also become digital. From government platforms to private learning apps, classrooms are being reshaped,not just by policy or pedagogy, but by software and screens. The transformation is uneven. Some areas are innovating rapidly. Others are still trying to ensure a stable internet connection.
The push began with good intentions. Platforms like DIKSHA, SWAYAM, and PM eVidya were launched to centralize learning resources, especially during and after the COVID-19 lockdowns. These platforms provide free digital textbooks, video lectures, and even teacher training materials in regional languages. At the same time, private companies like Byju’s, Vedantu, and Unacademy flooded the market with AI-driven dashboards and gamified learning experiences. In well-connected urban classrooms, students began using tablets instead of notebooks, teachers assigned video modules, and parents tracked progress through apps. For some, this was a leap forward.
But India isn’t just its cities. In rural and remote regions, where electricity is unstable and internet access spotty, digital learning is more of a challenge than a solution. According to the Annual Status of Education Report, only about one-fourth of rural households have consistent access to the internet. In homes with multiple children and one smartphone, students have to take turns learning. And many Anganwadi and government school teachers, especially in tribal belts, are still navigating the basics of digital tools.
This is what makes examples like Nagpur’s recent innovation so striking. In July, the Maharashtra government inaugurated the country’s first AI-powered Anganwadi in Waddhamna village under the “Mission Bal Bharari” scheme. The centre uses artificial intelligence to track individual learning levels, virtual reality headsets to aid concept understanding, and tablets for interactive activities for children aged 3 to 6. It’s a big contrast to the usual chalkboard-and-floor model of early childhood education in rural India. More importantly, the Anganwadi workers here were trained before the launch,a crucial but often overlooked step in making tech work where it’s needed most.
This wasn’t just a one-off project either. The government plans to expand this model to over forty centres across the Hingna and Kamptee blocks of Nagpur district. It’s a sign that with the right planning,hardware, software, and human support ed-tech can be used meaningfully, even in rural settings. Contrast that with earlier attempts like the rollout of the Poshan Tracker app across Maharashtra’s Anganwadis. In that case, many workers were given faulty devices, couldn’t operate the English-only interface, and were even forced to buy new smartphones out of pocket when the official ones didn’t work. The gap between policy and on-ground realities often swallows up the best of intentions.
But it’s not just Nagpur, across Maharashtra, many small but thoughtful shifts are happening. In Gadchiroli, for example, 100 Anganwadis are being converted into ‘Nand Ghars’ modern pre-school centres with e-learning through TVs, digital games, and proper toilets and kitchens. The Majhi E-Shaala initiative in the same district is introducing offline digital learning setups in schools, including smart TVs and projectors with preloaded content. In many of these cases, students themselves are being trained to help peers navigate the digital tools. It’s a simple idea: empower the learner, not just the teacher.
This kind of work isn’t limited to Maharashtra. Across India, the digital shift in education is taking many forms,some ambitious, some improvised, and many deeply local. In Kerala, schools are integrating open-source software like KITE to build smart classrooms without relying on expensive private platforms. Andhra Pradesh is distributing preloaded tablets to government school students through its Jagananna Vidya Kanuka scheme. In Jharkhand and Chhattisgarh, where connectivity remains a serious hurdle, teachers are turning to offline apps and community radio. Gujarat’s Gyan Setu program connects students with digital mentors. In Delhi, public schools are experimenting with AI-based diagnostics to better understand learning gaps. Even the central government’s PM SHRI initiative aims to upgrade more than 14,000 schools with smart classrooms, labs, and digital tools. The scale is huge. But the impact still depends on the same few things: thoughtful rollout, consistent support, and fairness in access.
India’s National Education Policy 2020 doesn’t imagine technology as a replacement. It presents it as a bridge, one that can cross language barriers, content shortages, and geographic isolation. But a bridge only works if it’s built on solid ground. If it’s rushed or uneven, it can collapse under its own weight. And when applied without context, technology risks becoming just another layer of inequality.
The story of India’s digital classroom revolution is not a single narrative. It’s a map full of uneven terrain. There are pockets of brilliance, where tech is being used to amplify learning and include the previously excluded. There are also plenty of places where screens have replaced substance, or where grand announcements have not translated into working devices. What matters now is how the country moves forward whether we continue treating ed-tech as a product to distribute, or as a system to design with care. If the goal is real learning, not just digital access, then the work is only beginning.
