Access, Equity and Inclusiveness in Indian Higher Education through Online Learning: The Road Ahead

Abstract

COVID-19 accelerated the use of online and blended modes across the education sector and brought issues of access, equity, digital inclusion, affordability, and technological readiness into sharper focus. This study examines teachers' and students' perceptions of online and blended learning, particularly in relation to access, digital literacy, technological support, and barriers to meaningful participation. A survey design, supported by narrative analysis, was used to document the experiences of both groups. In July 2025, two questionnaires were administered to teachers and students; responses were obtained from 25 teachers and 55 students selected through convenience sampling. The study considers how Indian higher education can ensure equal-quality learning opportunities and explores the prospects and constraints of using online and blended programmes for academic delivery during and after the pandemic. The results indicate that digital tools were essential for sustaining academic activity during the pandemic and subsequently supported the move towards blended learning. Connectivity remained a major equity-related constraint, reported by 77.2% of students and 90% of lecturers. Mobile applications, videoconferencing tools, Google Classroom, email, WhatsApp, and related digital tools were also identified as useful for academic transactions. Sustainable online and blended learning depends on robust digital infrastructure, affordable connectivity, digital competence, pedagogical preparedness, and inclusive institutional arrangements.