• Manas Behera


Inclusive Education, Teaching-learning Process, ICT, Quality, Girl Students.


Everybody across the ideological divide agrees to the need of quality, access and equity in higher education today. The development of the Knowledge Economy has put tremendous pressures on the higher education systems and the existing institutional arrangement is incapable at present to meet these pressures. The unprecedented growth of the technology, particularly the ICT in these decades has provided enormous opportunities as well as challenges for the teaching-learning process and for higher education. But technology in itself cannot achieve equity or quality in Higher Education. Higher Education system is not autonomous of the political-economic system in which it exists. So the use of technology depends on the nature of the system in which it operates. But technology has the potential to bridge the existing long gap in learning. Already it has redefined the teaching –learning practices. But the biggest challenges in the way of using technology are to use it as an effective tool to bring inclusiveness in higher education. Use of ICT needs to be transformed from a specialised skill to a universal skill for all learners. So far availability of ICT in teaching-learning practices has been exclusive, reinforcing the existing inequalities in higher Education in India. ITC needs to be integrated into teaching –learning process and it requires redefining the role of teachers. The state has a bigger role to play in both these tasks, providing universal access to technology to all kinds of learners, particularly the marginalised and empowering the teachers to use ICT in the teaching-learning process. This paper is an empirical study on the impact of ICT on learning experiences of the girl students, their response to it, and the responses of the students who are deprived of these facilities and on the possibilities of its future use and impact in a university in Odisha, India. The interview method was used with an open ended questionnaire. The sample was selected from all socioeconomic groups to make it inclusive. The analysis of the empirical data shows that the use of ICT in teaching-learning process only reflects the existing socio-economic divide. Unless policy interventions will be there to make it inclusive, it will lead to digital divide.


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How to Cite

Manas Behera. (2021). ICT, TEACHING -LEARNING PROCESS, INCLUSIVE HIGHER EDUCATION AND THE STATE. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(10), 110-115. Retrieved from https://www.archives.palarch.nl/index.php/jae/article/view/9732