Reimagining EdTech in India: From Access to Impact

Annette Francis and Torral
Parmar (Pratham)

Annette Francis and Torral Parmar take a close look at the opportunities and pitfalls of the edtech sector. They provide a diagnosis of what is amiss, the gendered use of edtech, and what might be the way ahead.

How many hours did you find yourself engaging with the  screen today? On an average1, people worldwide spend 6  hours and 42 minutes looking at screens. For children, this amount represents half of the total hours visible with screen time only increasing daily2. Screen content is actively re-shaping how we learn, think, feel, perceive and make choices every moment.

Technology is said to be ushering in a level-playing field, irrespective of geographical and cultural barriers. According    to IBEF3, the Indian edtech market is currently valued at Rs. 64,875 crore (US$ 7.5 billion) and is expected to reach Rs. 2,50,850 crore (US$ 29 billion) by 2030. Many factors,    including government interventions to promote digital  tools for education such as DIKSHA, PM eVIDYA and   SWAYAM, and innovative ed-tech companies have all contributed to the acceleration of digital learning in India. However, the COVID-19 pandemic was undoubtedly the  catalyst needed to decisively cement the adoption of  digital tools for learning. Edtech is no longer regarded as a peripheral experiment in education-it is at the forefront of defining the future of learning.

A growing digital infrastructure but a deep learning crisis

India’s digital access story is remarkable. In rural  areas, smartphone penetration has surged from 36.5% in 2018 to 96.1% in 2023, according to ASER (Annual Status of Education Report). This has created an unprecedented opportunity to reach children and youth directly in their homes and communities. However, digital access alone  is not translating into learning gains.

The ASER 2024 report4 shares encouraging news about Foundational Literacy and Numeracy (FLN) among Grade 3 children, but makes clear the path ahead is steep. The percentage of children who can read at Grade 1 level increased from 43.6% to 47.2%, while the percentage of those who could do simple subtraction increased from 29.1% to 32.8%. However, these modest gains, while positive, still leave more than half of Grade 3 students unable to read at Grade 1 level and two-thirds struggling with basic arithmetic. This constitutes a sobering reminder of how far India remains from achieving its FLN goals under the National Education Policy 2020. Classrooms still focus on grade level teaching and assessments without helping children bridge the FLN gap. To bridge the Foundational Literacy and Numeracy (FLN) gap, the approach to learning must fundamentally shift from a grade-centric model to one that is student-centric. This requires designing educational experiences that emphasise each student’s current learning level and their pace. This means implementing diagnostic assessments at the outset to understand individual learning levels, followed by adaptive learning paths that adjust content difficulty and pace.
A robust learning system must integrate personalised feedback mechanisms, user-intuitive tutoring elements that can offer tailored one-on-one support, and engaging content that makes mastering foundational skills rewarding. A pedagogy that is adaptive to the learner’s level, whether in a digital or

traditional setting, and which allows for tailored content  and activities that gradually build mastery, will ensure no one is left behind due to a one-size-fits-all approach.

Dr. Wilima Wadhwa, Director of the ASER Centre, noted in  the 2024 report: “The improvement trend is encouraging,  but at the current pace, we would need another decade to ensure all children master basic skills.”

This disconnect highlights a core issue: technology must address the right problem. With smartphones in nearly  every home, edtech should be laser-focused  FLN gaps. But instead of building on existing usage patterns and adapting to learners’ real needs, many platforms continue to assume high levels of digital and academic readiness. This obviously leads to the exclusion         of the most vulnerable.

Gendered usage and
unequal support

Early insights from ASER 2024 point to widening gender disparities in tech-based learning. While both girls and  boys now have similar physical access to devices, only  27%   of rural adolescent girls report independently using smartphones for learning-compared to 41% of boys. Girls     also spend significantly less time on educational apps and  face greater interruptions from household chores.

This gap is not just about device access-it is about social  norms, family support, and motivation. Girls are 31% more likely to have their study time interrupted and 23% less  likely  to be encouraged to use tech for education. Without  addressing these behavioral and structural barriers, edtech   will continue to serve the digitally privileged, not the digitally excluded.

Recognising gaps: usability,
language, context, diversity
and trust

Rohit, 18, from rural Sitapur, UP, faced two barriers on a learning portal: he couldn’t navigate the login interface, and it requested personal information without context. The creators had made dual assumptions-users possessed both digital navigation skills and data literacy. For edtech to be effective, it must move beyond access and address usability. Many rural youth struggle to use digital platforms independently, and this challenge is even

more pronounced among girls. A significant number of educational apps have login credentials, passwords, or need email verification-factors that are major hurdles for low-literacy users. ASER 2024 found that 47% of adolescents used an educational app but didn’t use it again due to login issues. Language is another serious barrier. The Internet and Mobile Association of India reported in 2023 that out of 536 million Indians using the internet, only 199 million are comfortable with consuming content in English. The Ed-Tech Lab Report 20195 that reviewed 118 popular educational apps, found that 84% offer content only in English. Just 16% of educational apps featured some languages among India’s 22 official languages. Many regional languages are underrepresented or completely missing. India has 121 spoken languages. If you include dialects, there are over 1,300 recognized “mother tongues.” This means that even apps claiming to support multiple languages cover only a small part of our linguistic diversity.



Dr. Rukmani Banerji
CEO, Pratham Education Foundation

The contextualisation challenge is directly related to the existing FLN crisis. Most first-generation learners hesitate  to interact with content when visuals, text, and voice-intonation are unfamiliar to them. Most ed-tech products  fail to ground their content in familiar cultural, language  and geographical contexts, presenting an added hindrance  for the majority of children in India’s rural hinterland.

Trust in edtech is a significant yet uncharted barrier. ASER   2024 report states that 63% of parents from rural India expressed concern about data collection from educational apps, while 47% of surveyed adolescents reported   abandoning educational platforms that required account creation or login credentials. As one parent from rural Bihar explained to ASER researchers: “I don’t understand what   these apps are collecting about my child. Why do they  need our family details? What if this information is misused?”

Designing for the last learner

India’s edtech ecosystem must fundamentally shift its focus-from merely engaging users to ensuring actual

learning outcomes, especially for first-generation learners. The most effective digital solutions will prioritize the needs of the “last learner”–the one who faces the greatest barriers to access, comprehension, and application.
 

Move from engagement to
meaningful learning

While today’s edtech content excels at grabbing attention, it frequently falls short on enabling deep learning and real-world application. The narrative must evolve beyond entertainment to incorporate Al-enabled mentorship that gives personalised nudges, celebrates milestones, and supports self-reflection-offering more than traditional static content ever could. Additionally, entrepreneurs developing technology for education should focus on the following:

Simplify, localise, and humanise design

Designing for inclusivity involves several layers. Interfaces should be simple and not assume digital

fluency. Multilingual and non-text-based navigation should     go beyond reading and writing, enabling understanding through visuals, voice, and interaction. Culturally relevant content should build trust and connection by anchoring learning in familiar contexts.

Build active and participatory
learning environments

Technology should not just deliver content-it should invite participation and co-construction of learning. Teachers can   use smartphone apps for real-time polls, capture class sentiment, or collate and summarise student questions to  drive responsive instruction. Interactive tools that help  learners test, apply, and iterate on what they learn in real- world or simulated contexts.

Leverage the social layer of learning

Social media is the biggest competitor for learners’  attention and young people can experience adverse mental health        and behavioral effects especially with

unmitigated consumption. Edtech can draw on the positive aspects of social media’s participatory design-encouraging learners to create, share, and discuss as part of the learning process. Technology creators can also build features that nurture peer networks, community learning, and storytelling-strengthening both retention and relevance.
 
To make learning truly inclusive, we need to flip the script-design not for the average user, but for the one who struggles most. That’s where real impact begins with empathy, not assumptions. It’s about listening deeply, reducing complexity thoughtfully without sacrificing content, and coming to where they are, not where we hope or want them to be. It’s about building bridges, not walls, and creating learning that honors their realities while cultivating their potential.
 
If we can build edtech that works for her-the last learner-it will likely work for everyone. By designing for the margins, we can create systems that are more flexible, meaningful, and empowering for all.
SOURCES:
1https://backlinko.com/screen-time-statistics
2https://timesofindia.indiatimes.com/india/42-children-below-age-of-12-spend-up-to-4-hours-daily-glued-to-screens-survey/articleshow/104147914.cms
3 https://www.ibef.org/news/india-s-edtech-market-likely-to-reach-rs-2-50-850-crore-us-29-billion-by-2030-report
4https://asercentre-org/wp-content/uploads/2022/12/ASER-2024-National-findings.pdf
5https://www.centralsquarefoundation.org/EdTech-Lab-Report-November-2019.pdf
6https://timesofindia.indiatimes.com/city/indore/local-languages-to-be-medium-of-instruction-in-higher-edu-min/articleshow/121684315.cmst

Reimagining Mathematics Education

Rumani Ahuja

Rumani Ahuja’s YouTube channel ‘Magic
of Maths by Rumani’ is helping students
overcome their fears and apprehensions
around mathematics. With over 6000
subscribers and a steadily growing reach,
Rumani is helping students excel in
mathematics through interactive
assignments and visual aids. A teacher for
15 years now, Rumani is a dedicated
educator on a mission to bust fears and
phobias around mathematics. In a world
proliferated by YouTube male coaches and
experts, Rumani’s presence in the
online education sphere is making a difference.

What inspired you to pursue a career in education?

My journey in education commenced in 2010. I was      influenced by my mother. I have always taught for the love of teaching. During the COVID-19 pandemic, I established “The Magic of Maths by Rumani” with the aim of inspiring students and making mathematical concepts more accessible.

Children have a phobia of maths and consider it as a tough subject. But it can become easy with the right methodology and correct techniques.

The integration of digital platforms into education has revolutionised learning. How have you utilized YouTube to enhance student engagement?

YouTube is a valuable educational resource. A simple            share button facilitates the distribution of assignments           and instructional content. I edit and caption my videos to ensure clarity. Through YouTube Shorts, I encourage       students to showcase their own activities such as mathematical charts. This creates an environment where students feel motivated to participate and contribute.

You have an innovative approach to mathematics employing the use of visual aids. Could you elaborate?

Mathematics needs to be both interactive and tangible. I         use origami (folding) and kirigami (cutting)

Image from Rumani's YouTube channel: https://www.youtube.com/@themagicofmathsbyrumani4143

to illustrate complex mathematical concepts. Whether demonstrating the Pythagoras theorem or geometric structures, these techniques are eco-friendly and reusable. My students have emulated these techniques and received awards on mathematical modelling and computational thinking. I have also designed an innovative activity book and file, targeting students from the sixth standard onward. These materials emphasize practical engagement and foster analytical thinking.

What initially drew you to mathematics, and how has your perspective on the subject evolved over time?

My appreciation for mathematics deepened through teaching. Mathematical learning is like the construction of a building-you cannot start from the seventh floor, a strong foundation is required first. Mathematics is a continuous process that extends beyond academia. My work in schools focuses on addressing students’ anxiety surrounding the subject, ensuring that they not only understand mathematics but also develop a genuine liking towards it.

In your opinion, do girls have a tougher time with mathematics?

Girls are responding well too. It is particularly gratifying to witness female students excelling in mathematics-one of my students is currently pursuing a PhD in the field.

How do platforms like Facebook and YouTube influence your pedagogical approach? Which has been your most shared content?

Digital platforms facilitate accessibility and allow students to engage with educational content irrespective of location. While students do not operate individual accounts, their parents assist in disseminating learning materials. One of my more ambitious projects, Geometricity, integrates quadrants, graphs, and three-dimensional geometric structures-such as cubes and prisms-to construct a city model that illustrates core mathematical principles. That caught on with a lot of students online.

Managing Professional
responsibilities alongside YouTube
content creation must
be a demanding task. How do you
balance your commitments?

I do not create content on a daily basis; rather, I prioritise making learning material that genuinely impart      mathematical concepts in an interactive manner, through quizzes for example. The idea is to celebrate mathematics rather than employ it for commercial ends. I also teach in a government school and have to fulfill departmental duties.     To ensure effective communication, I present content in both English and Hindi.

Does your work inspire fellow
educators? What do they want to
learn from you?

Teachers do inquire about my approach to increasing subscribers. I do not engage in content creation for   commercial gain. My sole motivation is the advancement of student learning. I also conduct coaching classes, not with financial intent, but to foster mathematical understanding    and

curiosity among students. My passion for teaching and learning knows no bounds and I am forever on a mission of making learning more engaging and joyful for my students.

You have been honored with
several prestigious awards. How
have these recognitions influenced
your journey?

In 2022, I was conferred the Malti Gyan Peeth Puruskar. Additionally, I was conferred the Punjab Teacher of the Year award in Amritsar. Other recognitions and laurels have come my way too. These accolades inspire me to contribute meaningfully to the field of education.

What advice would you offer to students who struggle with mathematics?

It is imperative to overcome the fear of
mathematics. Engaging students through interactive methods helps them develop an interest in mathematics and do better.

Image from Rumani's YouTube channel: https://www.youtube.com/@themagicofmathsbyrumani4143

Meet The
Contributors

Nayana Chowdhury

Nayana Chowdhury is the CEO of Breakthrough. With more than 25 years of experience in working in the social sector, Nayana vouches for the power of collective action in ensuring that it is the most marginalised who lead, both with their stories and in bringing together others in the community.

Annette Francis

Annette Francis is the Program Director for Vocational Training at Pratham Education Foundation, where she has been leading the organization’s youth skilling initiatives since 2018. Her work focuses on workforce development and technology-driven skill training, aiming to prepare India’s youth for the evolving demands of the job market.

Rumani Ahuja

An educator and teacher, Rumani helms the popular YouTube channel ‘Magic of Maths by Rumani’. Using interactive assignments and visual aids through YouTube, Rumani attempts to instil a love of mathematics in her students and bust the fear and phobia around the subject.

Torral Parmar

Torral Parmar is a Senior Manager, Research at Pratham’s youth training arm, where she leads research initiatives. Her key areas of interest include learning design and impact measurement within the vocational education, entrepreneurship, and livelihoods space.

KITE

Kerala Infrastructure and Technology for Education (KITE) is a Government of Kerala establishment set up to foster, promote and implement modernisation of educational institutions in the state of Kerala. At the core of it is FOSS, a free and open-source software that provides easy to access educational resources for teachers and students.

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