Published Paper Details:

The digital transformation of education in India, as envisioned by the National Education Policy 2020 (NEP 2020), strongly emphasizes integrating online resources to enhance equity, quality, and access in learning. Yet, rural regions continue to face challenges in infrastructure and digital inclusion. This study investigates the availability and demand for online educational resources in rural India through a case study of Western Uttar Pradesh, based on survey data from 252 respondents affiliated with higher education institutions. The analysis reveals that a significant proportion of respondents expressed strong demand for smart libraries/reading rooms (64.3%), smart classrooms (63.1%), free village Wi-Fi (61.1%), and online courses (59.9%), while more than half supported the establishment of technical institutes (54.0%). The relatively lower demand for Jan Suvidha Kendras (42.1%) indicates a preference for resources directly linked to learning enhancement. The findings support the NEP 2020's objectives of digital pedagogy, equitable access, and resilient education systems. The study highlights the urgent need to expand rural digital infrastructure, invest in teacher training for digital pedagogy, and ensure the availability of localized e-content. By bridging the digital divide, India can advance towards a futuristic education system that empowers rural learners with 21st-century skills and fulfills the policy vision of inclusive and technology-driven education.