In this time of internet, technology, and AI, a man’s existence has been reduced to the status of being either online or dead. The binary schema of being alive and dead has been shifted to statuses of being online and offline now. The assertion being “online” is equated with existence, emphasizing the profound role of digital technologies in shaping how individuals connect, communicate, and engage with the world.
The Supreme Court has declared access to internet a fundamental right. A government cannot deprive the citizens of fundamental rights except under certain conditions explicitly mentioned in the Constitution (Anuradha Bhasin Judgment). The Supreme Court ruling is also in sync with the United Nations recommendation that every country should make access to Internet a fundamental right. Such recognition acknowledges the transformative impact of the internet on various aspects of life, including education, information access, and the exercise of basic human rights.
The decision reflects the adaptability of educational institutions and the government to leverage technology for remote learning. Online education provides a viable alternative, allowing students to engage in coursework from the safety and comfort of their homes. With the early onset of winters, Jammu and Kashmir Higher Education Department Thursday ordered online classes in all government degree colleges of Kashmir region from Dec-01-2023. The order also reads “Situation has got compounded due to disruption to normal class work with inadequate heating arrangements”. The order was supplemented by one more order and Wahtsapp Notices to the College Principles from the desk of Director Colleges regarding how to shift from physical colleges/classes to the virtual mode of teaching and learning.
And, may be fortunately, both the teachers and students have some know-how of COVID era which is just three years back when COVID taught us some unimaginable lessons of life. The COVID-19 pandemic accelerated the adoption of digital tools and platforms for education. Teachers and students have likely developed or enhanced their digital literacy skills, becoming more adept at using online communication tools, virtual classrooms, and collaborative platforms. The sudden shift to remote learning during the winters requires quick adaptation to new teaching and learning methods. Both teachers and students may have learned to be flexible and adapt to different modes of instruction, which can be valuable in situations such as shifting to online education during severe weather conditions.
But, while understanding the digital divide in Jammu and Kashmir, “Internet” as a resource is unevenly distributed and unevenly accessible. According to Oxfam’s India Inequality Report of 2022, among the 20% poorest households of India, only 2.7% have access to a computer and 8.9% to Internet facilities. The affordability of devices such as computers, tablets, and smartphones is a major factor. Many underprivileged families may find it financially challenging to purchase these devices, hindering their access to digital tools required for education, information, and communication. Affluent individuals or families may have greater access to resources for digital literacy training, while those with limited financial means may lack such opportunities, further widening the digital divide. Conservative societal norms and gender roles can influence perceptions of technology use.
In some conservative families, there may be a belief that certain technologies, including smartphones, are more suitable or permissible for boys rather than girls. Concerns about privacy and monitoring may be more pronounced for girls in conservative families. Parents or guardians may be more restrictive in allowing girls access to smartphones due to concerns about online interactions, potential harassment, or societal judgment. A girl Nahida (Name changed) from the Department of Computer Science, GDCW Sopore expressed that she is not having a smartphone when knowing that classes will commence digitally now on. One more girl Bilkees (Name changed) pursuing BA says, her brother doesn’t allow her keep a phone, and hence can’t access classes or appear in online class tests.
Students experiencing the digital divide in education across the UT will underperform, or may result in increased dropout rate. And as of now no steps are taken to reach out to this crucial issue wherein many students do not access compulsory education. Addressing the digital divide and ensuring access to compulsory education for all students is a critical challenge that requires concerted efforts from various stakeholders, including educational institutions, governments, and community itself. Governments can play a pivotal role in implementing policies and initiatives to bridge the digital divide. Education does not deserve either first or last casualty of pandemics, winters or whatever. Education (literacy) and Internet (digital) are basic human rights, and these must go hand in hand. Education must move on, rest can wait.
(Author is Post-Doc Fellow ICSSR. Email: [email protected])
