Strengthening E-Learning in India’s Higher Education: Policy Priorities

Authored by Priya Pahadsingh

India’s education policy now recognizes that “anytime, anywhere” learning is crucial. Yet surveys reveal that only a tiny fraction of students have adequate online access: one study found just ~8% of Indian students had reliable home internet for study (implying 92% were effectively excluded from e‑learning). Without urgent action, these gaps will widen inequality. To achieve the National Education Policy’s vision, the government should tighten policy focus on four fronts: robust connectivity, affordable devices and content, rural inclusion, and public‑private partnerships.

Expanding Connectivity and Infrastructure

Digital access varies sharply by region: Kerala tops internet penetration while Bihar lags. Likewise, urban areas now average about 112 internet subscribers per 100 people, whereas rural areas manage only ~45 per 100. Official data shows 95.15% of villages have 3G/4G mobile coverage, but many colleges still lack high‑speed broadband or campus Wi‑Fi. Policy should accelerate the BharatNet fiber rollout – the Amended BharatNet Program will deliver optical fiber to 264,000 gram panchayats by 2025 – and ease last‑mile access (for example by streamlining right‑of‑way rules). Mobile operators and public institutions can then be incentivized to extend campus Wi‑Fi in rural colleges. With affordable high‑capacity links, even remote universities could host live lectures, virtual labs, and interactive MOOCs.

Affordable Devices and Digital Resources

Even where networks exist, many students lack devices to use them. Only about 4% of rural households have a computer, versus 23% in urban areas, and in 2018 only ~12.5% of households had a computing device with internet. By contrast, smartphones are common: roughly 90% of rural youth report one at home, but many are shared and only ~31% own one personally. Tablets, laptops or even basic PCs are far scarcer, leaving students unable to view lectures, write assignments or run simulations. The government should subsidize or finance student devices – for example by resurrecting the National Mission on Education through Information and Communication Technology (NMEICT) vision of providing “low cost and affordable…computing devices” to learners. Bulk-procurement or public‑private manufacturing partnerships could yield inexpensive education-grade tablets. At the same time, policy must make digital learning tools affordable: free/open educational resources and platforms (SWAYAM MOOCs, National Digital Library, DIKSHA content, etc.) should be expanded and localized so students need not pay for textbooks or software. This ensures learners have both the hardware and the free content needed to study.

Bridging Urban–Rural Gaps

Large parts of India – especially in poorer states – still struggle to take advantage of e‑learning. The Punjab–Maharashtra–Kerala set of states boast >70% internet reach, but in states like Uttar Pradesh, Bihar, or Jharkhand only half the population is online. Disadvantaged students (women, low‑income or remote villagers) face even lower access. The government’s Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA) has trained 6.39 crore rural Indians in basic digital skills by 2024, which is a start. But infrastructure and usage gaps remain. Policy can help rural students by funding e‑learning hubs in village colleges or block centers (stocked with PCs/tablets, connectivity and tutors) so that those without home internet can study digitally. Public broadcasters and DTH channels (like SWAYAM Prabha) should be better integrated with higher education content to reach users with only TV/radio. Content must also be tailored locally – for example, making courses available in regional languages and on topics relevant to rural economies – so that rural learners benefit. Finally, mobile internet pricing is already very low (about ₹9/GB today), but the government can further ensure affordable data packages specifically for education (e.g., tax breaks on “education data bundles”).

Public–Private Partnerships and Institutional Support

Achieving these goals will require sustained collaboration between government, universities, and industry. India’s success with digital public goods in education shows the way: for example, the DIKSHA platform (for school curricula) now offers 8,900 courses and over 200,000 pieces of content in 30+ languages, reaching roughly 180 million students and 7 million teachers. A similar open‑source platform for higher education (or expanding SWAYAM’s scope) could deliver free quality courses nationwide. Tech and telecom companies can be enlisted through CSR or incentives: major operators could sponsor campus Wi‑Fi in underserved areas, or 5G trials for remote learning centers. EdTech firms and NGOs (Tata‑Khan Academy, Microsoft‑NASSCOM Academy, etc.) should be encouraged to pilot programs in rural colleges. Universities themselves need support: grants for faculty training in online pedagogy, cloud infrastructure for virtual labs, and incentives to develop MOOCs or open textbooks will help embed e‑learning into the system. Recognizing blended learning models (as UGC has begun to do) and giving credit for online coursework will motivate colleges to invest. In short, all stakeholders – states, central agencies, private sector and institutions – must join forces so that digital education becomes truly inclusive.

Key Policy Recommendations:

• Guarantee broadband access at every college/campus by accelerating fiber networks (complete BharatNet’s 2.64 lakh GP rollout, promote public Wi‑Fi hotspots, streamline permissions).

• Subsidize student devices. Launch targeted schemes (or low-interest loans) to distribute laptops/tablets to needy students, and incentivize domestic production of low-cost computing devices.

• Boost open educational infrastructure. Strengthen and fund national e-learning platforms (SWAYAM, UDL, OER) with quality courses in Indian languages, so students need not buy expensive software or books.

• Expand digital literacy and support. Deepen programs like PMGDISHA and campus IT training so students can actually use e-resources; consider appointing “digital mentors” at colleges or villages.

• Leverage public-private partnerships. Offer tax or CSR incentives for tech and telecom firms to improve connectivity and create educational content in remote areas; use CSR funds to build e-learning labs and train educators.

• Fund institutional development. Allocate dedicated grants for universities to upgrade IT infrastructure, invest in online faculty training, and integrate e-learning in curriculum (per NEP guidelines).

By pursuing these data-backed reforms, India can transform higher education into an inclusive, 21st-century digital ecosystem. In doing so, we not only honor the NEP’s vision but also unlock economic and social gains: studies show that wider internet and device access pays for itself in increased productivity and opportunity. The time to bridge India’s digital learning divide is now – a bold, coordinated policy push can ensure no student is left offline.

Authored by Priya Pahadsingh