Transformation of education through digitalization in India to achieve SDGs a mixed-methods analysis of its impact on access, quality, and inclusivity

Bibliographic Data

ID22436795
AuthorsTarana Sheikh (0009-0005-3782-063X, Manipal University Jaipur), Keshav Nath (0000-0002-4342-8723, Manipal University Jaipur, corresponding author)
Year2026
Volume5
Issue1
Publication date2026-04-02
Open AccessYes
TypeARTICLE
VenueDiscover Education (JOURNAL)
Journal identifiersISSN: 2731-5525 • E-ISSN: 2731-5525
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-026-01242-1
OpenAlexW7148386807
LanguageEN
Citations received2
References cited56

The education sector in India has been digitalized in every level to provide opportunities and access to personalized learning to support quality education through technologies like AI, virtual reality, and online technologies. These are the goals parallel to the general development priority across the globe, namely, to the Sustainable Development Goals connected to quality education (SDG 4), gender equality (SDG 5), decent work (SDG 8), and decreased inequalities (SDG 10). The main goals of the research are to examine the role of digital platforms in redefining access, personalisation, and quality education in India; estimate the effects of the digital platforms on learning outcomes and skill development; and, lastly, how the research aligns with SDG-targeted outcomes. The current literature has a focus on the short-term impacts, or single research instruments and platforms, without a detailed account of how digitalization is changing pedagogy, governance, and inclusion. The majority or all of the methods employed seem to be non-dependent on qualitative as well as quantitative approaches. To fill these gaps, this study uses the convergent parallel mixed-methods design that refers to conducting thematic analysis of the literature and the structured survey of 422 respondents in India. The results demonstrate the most impactful features of digitalization, such as the use of VR and AR technologies, distance learning systems, greater accessibility, accessible and lifelong learning, and teacher education. The conclusion concludes with the area of digitalization as a strategic facilitator of equitable and sustainable education whereby more attention is given to enhancing infrastructure, fostering digital literacy, and creating inclusive policy frameworks.

Cognitive reframing · Digital transformation · Facilitator · Focus group · Lifelong learning · Sustainable development · Thematic analysis · Digital literacy in education · E-Learning and COVID-19 · Global Educational Policies and Reforms

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