Deeksha, Avradeep Saha, Pavni Agrawal, Nandan Dhar, Ankit Vardani

ABSTRACT

This study is to critically examine how targeted digital education policies and initiatives have contributed to reducing educational inequality in India. By using key policies such as the BharatNet Project, PM e-vidya, DIKSHA platform as evaluative tools, this study aims to assess both their achievements in improving access, inclusion, and learning outcomes, and their limitations in addressing structural and digital disparities across socio-economic, rural-urban, and gender divides.

We used the descriptive method by reviewing policies, government reports, news articles, and educational data from official sources to understand how digital initiatives are addressing educational inequalities in India.

Digital policies like BharatNet and Digital India have improved internet access in rural areas, and have helped schools adopt online learning. However, gaps still remain due to lack of devices, electricity, and digital skills, and access to the internet in some regions.

Further, the study seeks to bridge the gap between policy intent and on-ground impact, enhanced understanding of how far these digital interventions have progressed in transforming educational equity, and what barriers persist in the path toward inclusive and equitable quality education.

The study relies on secondary data sources and does not include direct surveys or interviews, so some ground-level issues may not be fully recorded.