Online learning promised accessibility, flexibility, and empowerment—especially for underprivileged children. During the pandemic, digital education became a lifeline. But for millions of Indian girls, this new form of learning has created more barriers than opportunities. The digital divide in India isn’t just about technology—it’s deeply gendered, layered in economic, cultural, and educational disadvantages.
Access to Devices and Internet Is Not Gender-Neutral
While online platforms like BYJU’S, Khan Academy, and government initiatives such as DIKSHA and SWAYAM scaled up their offerings during COVID-19, their benefits remained largely out of reach for girls in rural and low-income families. Only 23% of Indian households have reliable internet access, and in rural areas, fewer than 15% of women are active internet users—compared to over 30% of men.
Even in homes that have smartphones or a television, male family members typically control the devices, leaving girls dependent on permission or limited time slots. These constraints mean that girls are often unable to attend live classes, complete assignments, or access support.
Digital Literacy Gaps Amplify the Divide
Even when girls have access to a device, that doesn’t mean they know how to use it for education. Many report being able to receive calls or use WhatsApp, but struggle to download apps, navigate video platforms, or participate in online discussions. Without structured digital literacy, access becomes meaningless.
This limited engagement restricts the very outcomes online learning promises—independent thinking, self-paced study, and creative exploration. Instead, it reinforces passivity and dependence on others to interpret or download learning content for them.
The Home Is Not Always a Learning-Conducive Environment
In countless Indian households, the moment a girl logs onto a class, she is still surrounded by chores, caregiving, or siblings to look after. With schools closed and home becoming the new classroom, many girls were forced to multitask between schoolwork and domestic responsibilities, often sacrificing their studies to support their families.
Additionally, many girls face emotional and verbal discouragement, being told education is not a priority or being shamed for ‘wasting electricity or phone data’. This undermines not just learning but self-confidence.
Safety Concerns and Cyber Risks Discourage Participation
Fear of online harassment is another major roadblock. Girls are often discouraged or even forbidden from creating email IDs or social media accounts out of concern for their safety. These fears are not unfounded—cyberbullying, unsolicited messages, and digital stalking are common threats, especially on shared devices.
What’s worse is that less than half of adolescent girls know how to report or block harmful content online. This lack of digital safety education means that even when girls do engage online, they remain vulnerable and often retreat completely after a single negative experience.
Emotional Toll and Dropout Risks Are Rising
The emotional and psychological toll of isolation, inaccessibility, and underperformance cannot be understated. There have been real and tragic cases—like a teenage girl in Kerala who took her life because she couldn’t attend online classes due to the lack of a smartphone. These stories highlight the hidden cost of a digital-first learning model that isn’t inclusive.
Girls who fall behind or are unable to participate in online classes often lose confidence, become disengaged, and are pushed toward early marriage or household labor—permanently closing the door to formal education.
What Needs to Change
To turn digital learning into a force for empowerment, not exclusion, India needs bold and specific interventions:
- Establish Community-Based Learning Hubs: Shared digital learning spaces with internet access and supervision.
- Provide Free or Subsidized Devices to Girls: Especially in vulnerable or remote communities.
- Introduce Digital Literacy and Cyber Safety Modules in Schools: Teach basic tech skills, privacy protection, and online etiquette.
- Train Parents and Guardians: Create awareness about the importance of girls’ digital education.
- Design Gender-Sensitive Content: Platforms should include role models, mentors, and content that speaks to girls’ aspirations and challenges.
Conclusion
The promise of online learning is real—but only if girls are truly included. Inclusion requires more than platforms and policies—it requires infrastructure, digital equity, safe environments, and cultural change. Until then, the digital revolution will continue to leave millions of girls behind—at a time when they need it the most.