QUALITY OF E-CONTENTS ON DIKSHA PLATFORM: A STUDY OF SECONDARY SCHOOL TEACHERS' PERCEPTIONS

The rapid digital transformation in education has highlighted the critical role of e-content platforms in enhancing teaching and learning. DIKSHA (Digital Infrastructure for Knowledge Sharing), an initiative by the Ministry of Education, aims to provide high-quality, curriculum-aligned e-content for educators and students. This study investigates secondary school teachers' perceptions of the quality of e-content on the DIKSHA platform, focusing on content, pedagogy, and technological dimensions. Data were gathered from 119 secondary school teachers, categorized by gender and location, using a survey-based descriptive quantitative method. Districts and schools were selected through simple random sampling, while teachers were chosen through purposive sampling. The collected data were analyzed through percentage analysis of different dimensions and t-test to assess variations by gender and location of the secondary school teachers. Results revealed positive perceptions regarding content alignment, engagement strategies, and accessibility, but highlighted challenges in inclusivity, assessment integration, and mobile compatibility. No significant differences were observed in teachers' perceptions based on gender or location. The findings underscore the need for strategic enhancements in content inclusivity, self-paced learning features, and technological design to optimize DIKSHA’s impact. This study provides actionable insights for refining digital learning platforms to better meet the diverse needs of educators and learners.