Abstract

The COVID-19 pandemic forced prolonged school closures in India affecting more than 250 million students. Online learning became the only available option but access to digital tools was uneven creating a “digital divide” that deepened existing inequalities. This paper examines how the pandemic disrupted education particularly for children from marginalized communities. It argues that while digital learning offered continuity for privileged groups it excluded large sections of rural poor and marginalized students worsening educational inequality. The study highlights lessons for building resilient inclusive education systems.