From Crisis to Transformation: Evaluating the Implementation of DIKSHA in India's EdTech Landscape
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| Title: | From Crisis to Transformation: Evaluating the Implementation of DIKSHA in India's EdTech Landscape |
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| Language: | English |
| Authors: | Rahul Pachori (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(3):822-843. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Technology Uses in Education, Technology Integration, COVID-19, Pandemics, Distance Education, Electronic Learning, Educational Technology, Program Evaluation, Program Implementation, Educational Policy |
| Geographic Terms: | India |
| DOI: | 10.1111/bjet.70042 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | The COVID-19 pandemic catalysed governments worldwide to rapidly implement large-scale EdTech solutions. In India, the temporary shutdown of schools in March 2020 necessitated an improvement in the education sector's readiness for remote learning. This prompted the rapid evolution of the DIKSHA (Digital Infrastructure for Knowledge Sharing) platform, initially designed as a teacher-centric digital repository, into a comprehensive national EdTech solution under the PM eVidya initiative. This paper employs an implementation research framework to examine the transformation of DIKSHA from an emergency response tool into a sustainable and scalable digital learning ecosystem. Using a mixed-methods approach, the study combines policy analysis with primary survey-based research to assess the platform's effectiveness in reaching diverse learner groups across socio-economic and linguistic backgrounds. This research, involving educators and students across multiple states, explores user engagement, accessibility and barriers to adoption. The results underscore the critical need for flexible, scalable and accessible digital solutions, alongside strategic partnerships and timely interventions to prepare education systems for the challenges of a digital future. This study contributes to the nascent field of EdTech implementation research in LMICs by providing empirical insights into the 'how and why" of large-scale digital intervention success. It critically examines the role of government policy, infrastructure and stakeholder collaboration in ensuring sustainability and scalability. By contextualising DIKSHA within the broader discourse of EdTech implementation, this research offers actionable implications for replicability in other LMIC contexts, highlighting interventions in policy, technology and education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503312 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic catalysed governments worldwide to rapidly implement large-scale EdTech solutions. In India, the temporary shutdown of schools in March 2020 necessitated an improvement in the education sector's readiness for remote learning. This prompted the rapid evolution of the DIKSHA (Digital Infrastructure for Knowledge Sharing) platform, initially designed as a teacher-centric digital repository, into a comprehensive national EdTech solution under the PM eVidya initiative. This paper employs an implementation research framework to examine the transformation of DIKSHA from an emergency response tool into a sustainable and scalable digital learning ecosystem. Using a mixed-methods approach, the study combines policy analysis with primary survey-based research to assess the platform's effectiveness in reaching diverse learner groups across socio-economic and linguistic backgrounds. This research, involving educators and students across multiple states, explores user engagement, accessibility and barriers to adoption. The results underscore the critical need for flexible, scalable and accessible digital solutions, alongside strategic partnerships and timely interventions to prepare education systems for the challenges of a digital future. This study contributes to the nascent field of EdTech implementation research in LMICs by providing empirical insights into the 'how and why" of large-scale digital intervention success. It critically examines the role of government policy, infrastructure and stakeholder collaboration in ensuring sustainability and scalability. By contextualising DIKSHA within the broader discourse of EdTech implementation, this research offers actionable implications for replicability in other LMIC contexts, highlighting interventions in policy, technology and education. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70042 |
