A Comparative Analysis of E-Learning's Influence on the National Education Policy 2020 and the National Policy on Education 1986 in the Context of Technological Advancements.

This study examines the impact of e-learning on India's education system by comparing the National Education Policy (NEP) 2020 and the National Policy on Education 1986 (NPE 1986). The objective is to understand how technological advancements and digital education have influenced educational strategies and outcomes across these two policies. Methods: A comparative analysis approach was used to evaluate the key features of NEP 2020 and NPE 1986, focusing on their approaches to technology integration, educational accessibility, and inclusivity. The study relied on policy documents, relevant literature, and educational statistics to assess the impact of e-learning in the context of both policies. Results: The analysis reveals that NEP 2020 marks a significant shift towards technology-enhanced learning, with initiatives like DIKSHA and the National Educational Technology Forum (NETF) fostering digital literacy and blended learning models. In contrast, NPE 1986 primarily focused on expanding primary education and vocational training but faced challenges due to inadequate infrastructure and regional disparities. The study finds that NEP 2020's emphasis on e-learning has the potential to address some of these long-standing issues, particularly in terms of accessibility and equity. Conclusions: While NEP 2020's technology-driven approach offers promising avenues for reform, it also highlights the critical need to bridge the digital divide to ensure its success. The comparative study underscores the transformative potential of e-learning but also calls for sustained efforts in building robust digital infrastructure and providing comprehensive teacher training. Significance: This study contributes to the broader understanding of the evolving role of technology in education and its implications for future educational policies in India.