Asian Journal of Education and Social Studies

The COVID-19 pandemic profoundly disrupted traditional classroom education, necessitating a rapid shift to digital learning across India. This study examines the pandemic's impact on elementary education and virtual schooling's influence on learning outcomes among students in aspirational districts of the North-East Region, with a focus on marginalized social and economic groups. Conducted during the 2022-23 academic year, the research involved a cross-sectional mixed-method survey approach, analysing data from 307 students in Grades VII and VIII across 20 schools in eight aspirational districts. The findings revealed a dual narrative. On the one hand, students showed a generally positive response to online learning, with 76% reporting effective teacher interaction, 69% experiencing two-way communication, and 74% expressing improved problem-solving confidence. Online platforms like WhatsApp played a significant role in facilitating educational engagement. On the other hand, persistent challenges such as poor internet connectivity (73%), limited access to learning tools (72%), and difficulty maintaining a regular study schedule (81%) hindered equitable learning opportunities. Additionally, while 88% of students found online learning engaging, 89% struggled with focus, and many emphasized the importance of direct teacher-student interaction, with 88% considering it vital for effective learning. The study underscores the need for a balanced education strategy that leverages technology while addressing accessibility gaps and ensuring robust support systems to enhance students’ learning outcomes. These insights align with the goals of NEP-2020 and the NIPUN Bharat Mission, emphasizing equity, competency-based education, and innovation in digital learning initiatives for marginalized groups.