24 October 2024 : Daily Answer Writing

Q1) Evaluate the efficacy of digital interventions in transforming the educational infrastructure of the country.

(250 Words/15 Marks)

ANS

Educational infrastructure refers to the physical and social infrastructure available for dissemination of education at primary, secondary and higher level.

Digital interventions can transform the educational infrastructure of the country by significantly bridging the learning gaps and outcomes:

1. Robust Digital Public Infrastructure (DPI) will enable skilling, reskilling, and upskilling of teachers, students, and professionals. E.g., SWAYAM Massive Open Online Courses (MOOC).
2. Digital interventions can enhance outcomes alongside outputs. E.g., aid of technology to teach in vernacular languages to enhance learning outcomes in tribals.
3. Technological inputs can provide for flexible learning catering to disruptions in educational journey of individuals. E.g., technological interventions can aid Pregnant Women and Lactating Mothers (PWLM) to continue their courses without disruptions.
4. Will make education more inclusive by eliminating socio-economic barriers. E.g., increased accessibility for Divyang students; tele-education can trump geographical isolation to check literacy slippage; ed-techs can enhance participation of women in STEM courses.
5. Inclusive digital infrastructure is the key to make the educational ecosystem resilient to socio-economic shocks. E.g., Digital tools like Diksha portal can tackle learning regression during disruptive events like the Covid-19 pandemic.
6. Digital technologies are seminal for improving the quality of research in higher education. E.g., NEP, 2020 envisages e-libraries making available state of the art research material to students/teachers.

Though disruptive in nature digital interventions in education are not without their own challenges:

1. Absence of equity in online education may further widen the learning gaps across regions, classes, and genders. E.g., limited availability of smartphones may marginalise the interests of girl child.
2. New technologies like AI have exacerbated the concerns of unethical practices by students. E.g., students using ChatGPT to complete essay assignments; aggressive practice of ed-techs such as emotional guilt tripping of parents.
3. Excessive reliance on digital modes will reduce the exercise of imparting wholesome education to mere dissemination of information. E.g., information overload may underwhelm the space for contexts.
4. Schools/colleges serve a broader purpose of social bonding and social learning, which cannot be realised by employing technological tools.
5. Online mode of education may have the effect of isolating the learners/students, creating mental health challenges.
6. Issues of limited digital literacy in tandem with that of privacy and security. E.g., leak of sensitive student data; issues of cyber bullying etc.

Though technological interventions cannot completely replace physical/offline mode of education, it can be made more effective by:

1. The accessibility to digital tools like smart phones/tablets etc., should be enhanced in order to ensure that the element of equity is not diluted. E.g., enhanced internet penetration in hinterlands; possibility of disbursing learning tablets at subsidised rates etc.
2. The concerns for security and privacy of children must be prioritised; digital hygiene needs to be promoted at a mission mode. E.g., zero tolerance towards online bullying.
3. Issues of mental health that may crop up by the excessive use of mobiles and smart-phones should be adequately addressed. E.g., periodic counselling of children.
4. Digital literacy needs to expanded so that technological interventions can be leveraged by all irrespective of age, gender, and geographical barriers.
5. Over dependence on technology for education may undermine physical health of children, therefore reliance on physical activities like yoga, sports etc., should be ensured.
6. Effective regulation of new and emerging technologies is must so that the digital/technological developments are used not misused.

Technology in education should be seen as an enabler to improve the metrics of access and outcome, rather than as a replacement of offline education