Digital Learning and Digital Divide: Scaling the Gap of Access and Equity among Schedule Tribe Students during Covid-19 Pandemic: A Case Study Approach

Abstract

The study is grounded on a qualitative research approach conducted in rural Kashmir to emphasize the challenges of the digital divide among scheduled tribe students. It offers a critical examination of the prevailing techno-strategic debates and parental perspectives on digital learning. This study briefly explores the digital divide in virtual learning by analysing the ground situation among scheduled tribe students to identify and quantify the pattern and severity of the pandemic effect. It examines digital access, digital inclusion, and digital equity among the scheduled tribe students during a period when educational institutes were forced to stop on-campus classes and move to online classes owing to the spreading pandemic. Furthermore, investigating strategies to provide educational content virtually in situations where technology accessibility is limited or non-existent is a top research priority. The results revealed that the majority of presently enrolled ST learners lacked access to basic digital infrastructure, they were academically stagnant, and the marginalisation among them was further worsened during the Covid-19 pandemic. Finally, the study recommends some simple policy directions toward the resolution.