Digital learning platform adoption, learner engagement, and achievement in Indian secondary schools

A study on India's Digital Infrastructure for Knowledge Sharing (DIKSHA) platform in Odisha secondary schools reveals widespread teacher adoption and extensive utilization of curriculum-aligned digital resources. The research indicates positive student engagement with the platform, although the specific impact on learning outcomes requires further investigation based on the provided summary. Implementation involves both successes and constraints that warrant attention.

Why it matters

The adoption and effective integration of national digital learning platforms are critical for scaling educational access and quality, particularly in developing systems. Understanding factors driving adoption and engagement, alongside any limitations, informs strategic investments in educational technology and human capital development. This has implications for future policy and operational planning aimed at improving learning outcomes.

Key insights

• Widespread teacher adoption of the DIKSHA digital learning platform has been observed.
• Teachers are extensively using curriculum-aligned resources available on the platform.
• Students demonstrate positive engagement with the digital learning platform.
• The study examined four dimensions: teacher adoption, learner engagement, learning evidence, and implementation constraints.
• Data was collected from 288 teachers and 336 students across 48 government secondary schools in Odisha, India.
• The methodology included structured questionnaires, pre-post achievement assessments (n=35), and thematic analysis of open-ended responses.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1907485