Abstract

The National Education Policy (NEP) 2020 in India aims to provide inclusive and equitable quality education by integrating digital technology into classroom teaching. The authors explored the availability and effectiveness of digital and nondigital teaching aids and their impact on student engagement and learning outcomes in primary schools. The study also highlights the benefits and challenges of incorporating digital tools into classroom teaching. In this exploratory study, the authors conducted semistructured interviews with government-run primary school headmasters and teacher educators working at DIET (District Institute of Education and Training). The data was collected from nine schools and three DIETs in three districts of Uttar Pradesh, India. The datasets were analyzed thematically to identify key themes and patterns. The authors collected data from rural primary schools, dividing them into three categories based on the availability of digital teaching aids. They found schools using a smart TV, projector, computer, smartphone, speaker, and microphone to deliver digital content in classroom teaching. Mobile apps like Diksha, Read-Along, and YouTube are used for teaching, while WhatsApp is used for online learning and communication. This enhances student engagement, learning outcomes, enrollment, and attendance. The integration of nondigital teaching learning materials (TLMs) like big books and teaching kits helps teachers conduct play-based and activity-based learning. However, challenges like inadequate information and communication technologies (ICT) infrastructure, smartphone unavailability, inactive student and parent participation, limited digital skill training, inadequate school infrastructure, and limited finances hinder the learning process.