Reframing Digital Education for Tribal Inclusion in the Vision of Viksit Bharat

Author(s)	Ms. Shalini A/P Jayaprakash, Dr. Premalatha T
Country	India
Abstract	The vision of Viksit Bharat in India makes digital education one of the most important tools of inclusive development. Yet, even with the increased access to technology, tribal communities experience systematic inequality in education influenced by the program of marginalisation in the past and the cultural mismatch in mainstream education insists. This article argues that access-oriented digital strategies are insufficient and must be reframed. Drawing on Amartya Sen’s Capability Approach and UNESCO’s inclusive and rights-based education framework, the study conceptualises digital education as a human development intervention rather than a technological solution. It suggests a capacity-based model focusing on language accessibility, cultural sensitivity, community involvement as well as institutional enrichment. The article believes that digital education has the potential to play a significant role in Viksit Bharat by ensuring those freedoms are truly increased and offering tribal children a chance to be included in education on fair conditions.
Keywords	Digital Education; Tribal Inclusion; Viksit Bharat; Capability Approach; Inclusive Education
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2026
Published On	2026-06-05

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