The Research Dialogue

Abstract

The rapid expansion of digital technologies has created new possibilities for transforming teaching, learning, assessment, teacher development, and educational administration. In India, the National Education Policy 2020 provides a comprehensive policy framework for integrating technology into education while simultaneously recognising concerns related to equity, accessibility, teacher preparedness, data privacy, and the quality of digital content. The present article examines how digital platforms can facilitate pedagogical transformation in accordance with the vision of NEP 2020. It is a qualitative and conceptual study based on the analysis of policy documents, government reports, national digital-education platforms, and selected literature on technology-enabled pedagogy. Particular attention is given to Digital Infrastructure for Knowledge Sharing, Study Webs of Active Learning for Young Aspiring Minds, PM e-VIDYA, SWAYAM PRABHA, virtual laboratories, the National Digital Education Architecture, and technology-supported teacher professional development. The analysis indicates that digital platforms can promote blended learning, learner autonomy, differentiated instruction, multilingual learning, collaborative knowledge construction, continuous assessment, and wider access to educational resources. However, the availability of technology does not automatically lead to pedagogical improvement. Digital inequality, inadequate infrastructure, limited teacher competence, poor-quality content, linguistic imbalance, screen dependency, data privacy risks, and an excessive emphasis on content delivery continue to restrict meaningful transformation. The article argues that NEP 2020 should be implemented through a pedagogy-first rather than a technology-first approach. It proposes an integrated framework based on equitable access, teacher capacity building, contextualised content, inclusive design, ethical data governance, blended learning, and continuous evaluation. Digital platforms can transform Indian education only when they strengthen, rather than replace, the professional role of teachers and support active, experiential, inclusive, and socially meaningful learning.

Keywords: NEP 2020, digital platforms, digital pedagogy, blended learning, DIKSHA, SWAYAM, educational technology, teacher education, inclusive education.

Cite this Article: 

Reena Ranjan¹, Prof. C.R.K. Murthy²,“ TRANSFORMING PEDAGOGY THROUGH DIGITAL PLATFORMS: INSIGHTS FROM NEP 2020” The Research Dialogue, Open Access Peer-reviewed & Refereed Journal, Pp.676–688,Volume-04, Issue-04, January-2026, https://theresearchdialogue.com/