Abstract

The rapid digitization of education accelerated by the COVID-19 pandemic has exposed and intensified existing inequalities in access opportunity and learning outcomes across India. While digital technology holds transformative potential its benefits remain unevenly distributed—exacerbating the divide between urban and rural rich and poor male and female and upper and marginalized castes. This paper examines the structural roots and multidimensional nature of education inequality through the lens of the digital divide. It analyzes how the pandemic highlighted the critical role of digital access in educational continuity while also revealing stark disparities in infrastructure devices digital literacy and pedagogical inclusion. Drawing on policy reviews field insights and community innovations the paper argues for a rights-based and equity-focused approach to digital education—one that bridges the digital divide through inclusive design public investment and participatory governance.