Digital Literacy and ICT Adoption: A Comparative Analysis of Higher Secondary Schools in Prayagraj

Abstract

This article examines the state of Digital Literacy and Information and Communication Technology (ICT) adoption within the higher secondary schools of Prayagraj district. In the wake of the global shift towards
hybrid learning models, the “digital divide” has emerged as a significant factor in educational inequality. This article utilises a comparative approach to evaluate how government and non-government schools
in both urban and rural blocks of Prayagraj are integrating technology into their pedagogical frameworks. Data were collected from 40 institutions, focusing on infrastructure availability, teacher proficiency,
and student accessibility. The findings reveal a stark disparity: while urban non-government schools have successfully transitioned to “Smart” ecosystems with high ICT integration, government schools—particularly in rural areas—continue to struggle with “hardware poverty” and inconsistent internet connectivity. Furthermore, the study identifies a “proficiency gap” among educators, where younger teachers in
the private sector exhibit higher digital fluency compared to their counterparts in the public sector. The article highlights that digital literacy is no longer an optional skill but a core requirement for academic
survival. By providing a localised assessment of these challenges, this article offers a strategic roadmap for policymakers in Uttar Pradesh to ensure equitable digital access, suggesting that infrastructure alone is
insufficient without comprehensive digital pedagogical training for the teaching cadre.