DIGITAL INFRASTRUCTURE AND LEARNING OUTCOMES IN INDIA: EVIDENCE FROM DIKSHA AND UDISE+ INITIATIVES
DOI:
https://doi.org/10.53555/tg8tch27Keywords:
Digital education, DIKSHA, UDISE+, Learning outcomes, Fixed effects, Difference-in-difference, Teacher training, NEP 2020, IndiaAbstract
This paper examines how digital infrastructure and platform-based learning have shaped educational outcomes across Indian states between 2016 and 2023. Using a balanced panel dataset combining UDISE+, DIKSHA, and ASER/NAS indicators, the study applies fixed-effects and difference-in-difference models to measure both structural and policy impacts. The results show that states with a higher share of ICT-enabled schools, stronger teacher digital training, and active DIKSHA engagement achieved better learning outcomes, higher enrollment, and smoother transition rates. The effect of teacher training is found to be almost as strong as that of infrastructure, confirming that human capacity complements technology. Early DIKSHA adopters experienced learning gains of around three percentage points after 2018, demonstrating clear policy effectiveness. However, digital progress remains uneven across regions, with rural areas facing access and connectivity gaps. The study concludes that sustained teacher capacity building, local-language content, and rural digital infrastructure are essential for inclusive and effective digital learning under the National Education Policy (2020).
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