Article Abstract Index3

The National Education Policy 2020 (NEP 2020) positions digital learning and technology integration as central to transforming India’s higher education landscape. This study examines three key dimensions aligned with the policy: digital access, technological resource distribution and technology-enabled teaching-learning practices across different categories of higher education institutions (HEIs). Adopting a qualitative research design, the study draws on a systematic review of research articles, government reports and policy documents to analyse institutional readiness and on-ground implementation. Findings reveal that despite NEP 2020’s ambitious digital vision, access to reliable devices, broadband connectivity and essential ICT infrastructure remains highly uneven across institutional types, with rural, semi-urban and resource-poor colleges experiencing significant deficits. Technological resources such as Learning Management Systems, virtual labs, digital libraries and ERP systems are concentrated primarily in well-funded HEIs, creating disparities in academic opportunities. Technology integration in teaching-learning also varies widely, influenced by institutional support, faculty digital competencies and infrastructural strength. While NEP 2020 promotes blended learning, national digital platforms and digital governance, practical implementation remains inconsistent. The study concludes that bridging the digital divide, ensuring equitable resource allocation and enhancing faculty capacity are essential for realizing NEP 2020’s transformative goals in higher education.
Keywords: NEP 2020, Digital Learning, Higher Education, Technology Integration, Digital Divide, ICT in Education