Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions

Ferris, Ruth; Clarke, Marie; Raftery, Deirdre; Liddy, Mags; Sloan, Seaneen

doi:10.1080/02188791.2022.2031871

Cited by 6 publications

(2 citation statements)

References 37 publications

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“…Study by [8] argue that even though India is known as a global ICT leader, rural basic education schools continue to experience a lack of access to digital resources. Most of the rural schools in India lack access to ICTs, whereas the country as a whole is known to be a leader in the ICT sector.…”

Section: Indiamentioning

confidence: 99%

“…The BRICS countries must, therefore, work collectively towards ensuring that they ease high levels of poor skills and knowledge to both access and then use the internet adequately. [8] stress that having skilled and educated workers is critical for developing economies. [9] point out that lack of access to digital infrastructure has an impact on the population skillsets and the type of economic opportunities that will subsequently be attracted.…”

Section: Introductionmentioning

confidence: 99%

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A Review of Internet Use and Access for BRICS Sustainable Futures: Opportunities, Benefits, and Challenges

Matli,

Malatji

2024

J. Inf. Syst. Informatics

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Access to the internet and modern technologies have acted as a catalyst for increasing digital literacy skills in society over the last few decades. The use of modern technologies within society has accelerated disproportionately. Digital literacy and access to modern technology products have been described as beneficial to addressing the knowledge and skills deficit. Yet, insights concerning the comparisons of BRICS member countries in addressing literacy/digital skills and sustainable and affordable access to modern technology products, as well as internet delivery, remains nascent. The current literature lacks comparative studies on internet use and access. This study uses Technology Acceptance Model (TAM) constructs to better understand internet use and access among some of the BRICS member states. The purpose of this qualitative study is to carry out a review that compares internet use and access among the five member states. It is key to understanding trends in technology products, processes, people, and real-time data sharing among BRICS members. It draws on the available reports in English on internet access and use. Then, it analyses and provides a discussion on the relationships between different countries and possible opportunities. This study concludes that the affordability of internet access remains a challenge. The challenge is further exacerbated by the demand to have access before one is at liberty to effectively use it. On the other hand, the challenge for people with access to the internet is to understand and reap the full benefits of usage. These results are specifically discussed, with implications for research and practices within BRICS member states. Several limitations to the study are presented, which in turn opens up potential future research perspectives. In conclusion, BRICS members should continue forging strong links to navigate new opportunities and identified challenges.

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Section: Indiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Review of Internet Use and Access for BRICS Sustainable Futures: Opportunities, Benefits, and Challenges

Matli,

Malatji

2024

J. Inf. Syst. Informatics

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Improving sense of school belonging in Indian schools: Student perspectives

Juliyabadu Gunathilake,

Allen,

Berger

et al. 2024

Psychology in the Schools

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Students’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide.

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Digitalization, School Leadership, and the New Normal: School Leaders’ Perceptions of Post-pandemic Development in School Organizations

Pettersson,

Lindqvist,

Grönlund

2024

Studies in Educational Leadership

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Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions

Cited by 6 publications

References 37 publications

A Review of Internet Use and Access for BRICS Sustainable Futures: Opportunities, Benefits, and Challenges

A Review of Internet Use and Access for BRICS Sustainable Futures: Opportunities, Benefits, and Challenges

Improving sense of school belonging in Indian schools: Student perspectives

Digitalization, School Leadership, and the New Normal: School Leaders’ Perceptions of Post-pandemic Development in School Organizations

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