Bridging the Digital Divide: An Empirical Study of ICT Integration in Rural vs. Urban Primary Schools in U.P. POST-NEP 2020

Abstract

National Education Policy (NEP) 2020 strongly promotes for the merging of Information and Communication Technology (ICT) to enhance learning outcomes and widen access to quality learning. Though, its implementation within the various regional and socio-economic prospect of Uttar Pradesh (U.P.) has revealed significant disproportion. This survey explores the “digital divide ratio” between rural and urban primary schools in U.P., highlighting on the infrastructure related, teaching oriented and expertise-driven barriers to effective ICT integration. Implementing Hybrid research design, the study sampled 200 primary schools 100 rural, 100 urban) to evaluate their infrastructural availability, teacher’s digital literacy, and their interaction with Government portal such as DIKSHA.

The results highlight a significant disparity: while 80% pf urban schools are provided with functional desktop computers and stable internet connectivity, only 25% of rural schools report similar capabilities, often depending on unstable mobile data networks. Moreover, in spite of Government funded training initiatives like NISHTHA, teacher’s digital literacy remains a significant challenge in rural areas. The study concludes by proposing policy recommendations, including the implementation of community specific disconnected databases, solar-powered digital infrastructure, and community-based digital hubs, to facilitate the balanced achievement of the NEP2020’s vision.