Digitalisation of Education with NEP - 2020 and its Impact on Quality of Life

Digitalisation of Education with NEP - 2020 and its Impact on Quality of Life

1Research Scholar, Faculty of Commerce, Banaras Hindu University, Varanasi

2 Research Scholar, Faculty of Commerce, Banaras Hindu University, Varanasi ***

Abstract - This study is designed to investigate the impact of NEP 2020 with digitalisation on quality of life and society. The convenience sampling technique was used to draw sample size and use causal research methodology. Study data were collected from students, academicians and other respondents through a structured questionnaire method. As part of the study, 235 responses were collected from the respondents. In order to analyse the responses, the study was carried out using various statistical tools like exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and linear regression. The finding shows that NEP 2020, with digitalisation, positively and significantly influences the quality of life. NEP 2020 policy is a popular education policy for educational reforms and for a better future of society but the expected implementation of the policy in the context of digitalisation, it would be very difficult, because it needs proper flexible lifelong education and training. So, our policymakers, democratic representative and educational institutions should focus on experimental learning, digital infrastructure, and skill formation and promote digitalisation in education to improve individuals' collaborative learning and quality of life.

Key Words: NEP 2020,Digitalisation,Qualityoflife,Education.

1. INTRODUCTION

Thesuitableanddynamicadjustmentsintheeducationalsystemthatpeopledesiretoadoptovertime,dependingonhow adoptingculturalexpectationsgrow,haveanimpactonsocialgrowthandimpartialdemocraticprocesses.Educationasa wholeisaqualitativephenomenonwithenormouspotentialtoinfluencesocial,cultural,political,economic,andscientific aspectsofhumanexistence.

TheGovernmentofIndiaapprovedtheNationalEducationPolicy(NEP)2020onJuly29,2020,aspartoftheadoptionofthe fourthSustainableDevelopmentGoal,SDG4-Education,outoftheseventeenGoalsadoptedbytheUNMemberStatesin2015, withregardtothe2030Agenda. ThisNationalEducationPolicy2020isintendedtobetheturningpointforallofthecountry. Thenation'slargestdiscussion-baseddocumentaryonhighereducationandschooleducationappearstobeNationalEducation Policy.Thispolicyresultedfromacomprehensive,multi-stagediscussionamongthevarioussociallevels.Thepolicyisbased onfourfoundationpillars.

FoundationPillarofNEP2020 (fig.1)

TheNationalEducationPolicy(NEP)contributestotacklingtheissueofilliteracy,eradicatingdisparities,andensuringthatall studentsreceiveequaleducationalopportunities(Bottery,2000).Theworldisundergoingnumeroustransformations.The educationalsystemsofvariousnationsguidethemtowardlong-termprogressthrougheducation.AfterconsultingtheKothari Commission's(1964)report,India'sfirstNationalEducationPolicy(NEP)wasadoptedin1968underPrimeMinisterIndira Gandhi'sadministration(Tilak,2018).

Digitalisationisanessentialandsignificantaspectofthispolicyatalleducationallevels,andthesystem'sdigitalisationprocess isacceleratedbyintroducingflexibilityandlifelonglearning.HorspoolandLange(2012),conductedastudycomparingface-tofacelearningwithonlinelearning,studentschooseonlinecoursestoavoidschedulingissuesandtraveltime.Theprocessof enrollment, curriculum design, pedagogy, and evaluation will all be impacted by digitalisation, which will in turn alter individualsenrolledintheformaleducationsystem'seducationaldevelopmentandknowledgeacquisitionprocesses.Inthe contextofthesocial,cultural,andeconomicfacetsofhumanlifeinthefutureofIndia,thisisextremelysignificantforthe quality of life of individuals. According to Kryzhanovsky et al. (2021) examines the correlation to determine the interrelationshipsthatexistbetweenqualityoflifeanddigitalisationaswellasthepotentialofthevisualizationmatrixmethod todetermineandmonitornationaltrendindigitalisationinthecontextofqualityoflife.

India'sEducationPolicy2020ensuresthateveryindividualneedtodeveloptheircreativepotential.Educationdevelopsnot onlycognitiveabilitiesandskills,butalsoemotional,socialandethicalskillscapacity.This policyis basedontheideaof education.Italsoprovidesthenecessarytools,andresourcesfordevelopinghigher-ordercognitiveandcriticalthinkingability.

2 Review of Literature

2.1 NEP 2020 POLICY

Educationplaysapowerfulroleinbuildingthenationanddecidesthenation'sfutureanddestinyofthepeople(PawanKalyani, 2020).India’seducationsystemhasbeenactiveandrunningforthelast34yearsandin2020newradicalreformshavebeen seenafterthesupplementationofNep2020intheforthcomingyear.ThevisionofNEPis“Byensuringthateveryonehasaccess toahigh-qualityeducation,theNationalEducationPolicy2020aimstocreateaneducationsystemthatisfocusedonIndiaand directlycontributestoourcountry'ssustainabletransformationintoajustandthrivingknowledgesociety”.NEP2020isthe besteducationpolicyofthe21stcentury,designedtoaddresssomeofthecountry'sgrowingdevelopmentneedsandpropose therevisionandrevampingofallaspectsofeducationstructure(NEP,2020).Nationaleducationpolicyhelpsintacklingthe problemofilliteracy,eliminatesdisparities,andprovidesequalandfavourableeducationalcircumstances(Bottery,2020).This policy provides an amalgamation of concepts on providing student competency based on education (Shi et. al, 2020). GovernmenthasalsodecidedtoestablishtheNationalresearchfoundationasanautonomousbodyunderNEP2020(Panditrao & Panditrao, 2021). In NEP 2020 also focused on the digitalisation of education. According to R.E. Navarro et.al (2011) integrationoftechnologyinlearningprocessenableinteractionandinterrelationwithinongoingcommunicationprocess.The emergenceofnewonlineapplicationsandtoolshasthepotentialtotransformeducationbyexpandingaccesstoeducationand enhancinglearningoutcomes(Correa,2008).Wealsoknowthateducationisalsopartoflifeandqualityoflifealsodependson education.Thecompletionofsecondaryeducationandfreebasiceducationaremorelikelytoimprovequalityoflife(Ngelu et.al,2017).Differentstudieshaveexploreddifferentlevelsofeducationandassociateditwithdifferentpositiveoutcomes, includinghealth,well-beingandhighersocialtrust(Manstead,A.,2014).

2.2 Digitalisation

Digitaltechnologyhaschangedtheeducationscenariobyenhancingteaching,learning,researchandgovernance(Shrivastav& Shrivastav,2022).Incorporatingtechnologyintoeducationoffersvariousbenefits,includinglowcost,quickaccess,easiness, andflexibility(Saileelaetal.,2020).Inrecentyearshigher,educationalinstitutionshavealsoexperiencedvariousimportant changesderivedfromtechnologicalandsocialtrendstowarddigitisation(Milicevic,2015,Ghemawat,2017).Adoptionof informationtechnologybyeducationalinstitutionsisconceivedasaninterconnectedenvironmentenablingstudentdigital learning(Chen&Wu,2020).Inthisregard,NEP2020considersoneoftheprincipleswhichis“exclusiveuseoftechnologyin teachingandlearning.SustainableeducationfromtheperspectiveofICTconsiderssocialtransformation,enablingstudentsto transformthemselvesandthesocieties,inwhichtheylive(Cantwell,2020)&(Baseletal.,2017).Fu(2013)highlightsthe appropriateuseofICT,whichefficientlyraisespeople’s,educationquality.Nationaleducationpolicyhasdoneastellarjobof imbibing technology in education, in Indian context; this also connects what needs to be addressed for the proper implementationoftheNEP2020(Chakraborty,2022).Inoureducationsystemindigitaltransformation,considerSWAYAM, SWAYAMPRABHAetc.,whichenhanceteachingandlearningcapability.

2.3 Quality of Life

Educationiskeyissueinresearchstudiesandinpublicdebateonqualityoflife(DonDumitruionescuetal.,2013).Education bringsarangeofreturnsthatbenefitboththepersoninvestingintheeducationandcommunityinwhichtheylive(Stiglizetal., 2009,p.).Insocialoutcomesofeducation,Pfeifer(2007)mentionedthatawell-educatedpersoncouldachievesocialand economicprogressandahighstandard oflivingwhichpositivelycorrelatedwitheducation.Worldorganizationslikethe UnitedNationDevelopmentProgram(UNDP),theWorldHealthOrganization(WHO),andtheWorldBankpopularizedthe conceptofqualityoflifeasameansofassessingpeople'slivingconditions.Lonesusetal.(2003)emphasizetherelationship betweeninvestmentineducationandqualityoflife.QualityoflifeisalsorelatedtoNEP2020policy.Acomplexissueand a clearresultofcriticalthinkingacrossstakeholdersandsocialdevelopmentwasarticulatedinapolicycalledNEP2020.NEP 2020ispopularforeducationforeducationalreformsforabetterfutureinthecontextofqualityoflife(Muralidharanetal., 2022).TheUnitedNations'fourthsustainabledevelopmentgoalmakesitabundantlyclearthattheeducationsystem'sprimary objectiveshouldbetoprovide"QualityEducation,"andithasoutlinedspecificactionsthatmustbetakenby2030.Qualityof lifeisdeterminedbyabilitytobuildupsocialcapital,achieveprofessionalgoalsandreducedqualityeducation(Kryzhanovskij &Baburina,2021)

3. Research Gap

Afteracriticalevaluationofpreviousliteraturerelatedtoeducationandqualityoflife,itwasobservedthat,mostofthestudy considerthatqualityoflifealsodependsontheindividual'seducationlevel.Thereareveryfewstudywhichfocusoneducation withdigitalisationanditsimpactonqualityoflife.So,inthisstudy,weconsiderourneweducationpolicywithdigitalisation andit’srelationswithqualityoflife.

4. Research objective

WeallknowthatNEP2020policynotfullyimplementedalloverthecountry,itsisinintroducingphaseinoperation,sothere aredifferentviewsofpeopleaboutNEP2020,whichalsoconsiderdigitalisationanditsimpactontheirqualityoflifesothe objectiveis

 ToanalysetheNEP2020withDigitalisationanditsrelationshipwithqualityoflife.

5. Hypothesis

H0:ThereisnosignificantrelationshipbetweenNEP2020withdigitalisationandqualityof Life.

H1:ThereissignificantrelationshipbetweenNEP2020withdigitisationandqualityoflife.

6. Research Methodology

6.1 Research design and Sampling

Thisstudyisdescriptiveandcausalinnature,wherewestudytheimpactofNEP2020withdigitalisationonqualityoflifeof individualinsociety.Samplingdesignforthisstudywasframedbasedonpreviousempiricalstudies.Inthisstudy,primary datawerecollectedbyusingconveniencesamplingtechniques.Inthisstudytargetpopulationareacademicianetc.wherewe collectedtheirviewsandopinionaboutitsimpactontheirqualityoflife.

6.2 Data collection

Thedata werecollectedthrougha structuredquestionnairemethodusing bothonlineandofflinemodes, where wehave distributedmorethan300questionnaires;outofthese,wegot235responsesfromrespondents.

6.3 Variable measures

Inthisstudy,weconsidertwoconstructs:NEP2020withdigitalisation,whereweconsider12itemsrelatedtoNEP2020and 10itemsofdigitisationinNEP.Thescaleusedinthisstudyisbasedonafive-pointLikertscalefromstronglyagreetostrongly disagree.Anotherconstructisqualityoflife,whichconsidersrealincome,individual’sethical,moralandsocial practices, reductionofsocialconflictsandincreasesocialinterest,socialdevelopmentetc.sohereweconsider4itemsbasedonafivepointLikertscalefromveryhightoverylow.Weadoptedthesestructuredquestionnairesfrom(Muralidharanetal.,2022)and modifieditaccordingtoourstudy.

6.4 Data Analysis tools

Inordertoexaminethecollecteddata,exploratoryfactoranalysis(EFA)andconfirmatoryfactoranalysiswereusedbecausein studywhichscaleandtheitemadoptedhasbeenmodifieditaccordingtoourstudyandvalidateditwiththesetools.Instudy wealsoappliedlinearregressiontoknowtheimpactofNEP2020onqualityoflife.

7. Data Analysis

7.1 Demographic Profile of the Respondents

Intotal,235responsesinagewedivideditintofourcategories,inwhich,from18to21years,129respondentsare54.9%of thetotalresponse.Theothergroupis22to25,considering76respondents,whichis32.3%oftheresponse.In26to30years agegroup,thereare26respondents,whichis11.2%andthelastagegroupismorethan30considering4respondentswhich 1.7% of the respondents. In education, we consider graduation were 135 respondents with 57.4%, in postgraduation 74 respondentswith31.5%andinPh.D.andothers,thereare26respondents.Inoccupation,weconsiderstudents,academicians, andothers,wherethereare214studentswith91.1%,and12academicians,and9otherrespondents.

7.2 Reliability

Reliability Statistics

Sources:

Acronbach’salpha0.70oraboveisconsideredanacceptablelimit,whichdescribesthedata’sappropriatenessandreliability forresearchpurposes(Nunnally,1978).ThevalueattainedinCronbach'salphais0.852,whichismoresignificantthanthe prescribedlimitwith26itemsofthestudy.Whichindicatesconsistencyintheresearch.

7.3 Normality Measurement

Table 3

Source: Authors’ calculation

Atthetimeofdataanalysis,normalityisnecessaryindata,whichisthebasicassumptionfortest(Hairetal.,2015).Inorderto assess the data normality, skewness and kurtosis calculation were made, and the results are shown in table 3. As all the variables’skewnessandkurtosisvaluesfallwithintheacceptablerangeof+2(Tabachnick&fidell,2007)and+7(Byren,2010), respectivelytheresultsdemonstratethenormalityofthedata.

7.4 Factor Analysis

Infactoranalysis,consider26itemsinwhich12itemsarerelatedtoNEP2020policy,10arerelatedtodigitalisation,and4are relatedtoqualityoflife.Fortheanalysispurposeusedprinciplecomponentmethodofexploratoryfactoranalysis.Furtherfor thedataanalysis,exploratoryfactoranalysiswasused,andforthesuitabilityofthedataKaiser-MayerOlkinandBartlett’sTest ofSphericitywasperformed(Hairetal.,2010).

Twoveryimportantfactorswereextractedintotalvariance,whichexplainedmorethanoneeigenvalue.In26itemsafterthe factoranalysis,weconsideronly14itemsfortheanalysispurpose.Inthisanalysis,twoimportantfactorsrepresent76.867%of thetotalvariance,whichisgreaterthan60%(Hairetal.,2010),anditisacceptableforthefurtherprocessasmentionedbelow:

7.5 Total Variance Explained

Intherotatedcomponentmatrixvarimaxmethodwasperformedforfactorloading,inbelowtable,whichshowsthefactor loadingofallusedstatements.Theloadingofallgivenstatementsaremorethan0.5whichconsiderssatisfactoryoutputand makesit’ssuitableforfurtheranalysis.

7.6 Rotated Component Matrix

DG_4(Educationalvideos,animations,andpicturecontentaregoingtobethenewmantraofteachingandlearning)

DG_3(Teachingandcriticalthinkingintheprocessoflearningaregoingtobecompromisedintheonlinemode)

DG_2 (Online education for regular coursesputsfinancialburden on both providersand usersand also on the government)

DG_1(Themassonlineprogramandcomputerizednetworkeducationsystemwilltakecareofinclusiveeducation.)

DG_5(Videosandonlinedemonstrationboardsaregoingtoberevitalizingvariousdimensionsofthecreationand disseminationofknowledge)

NEP_4(Digital libraries are the future realities and source of considerable information and knowledge for the creativeandinnovativeeducationaldevelopmentofindividuals.)

NEP_1(Asenvisagedbytheglobaleducationagenda(SDG-4)andsubsequentlybyNEP2020,itispossibletoattain optimaloutcomesinthedomainsofphysical,mental,andemotionaldevelopment)

NEP_3(Thetechnology-assistededucationalsystemthroughenjoyableandinspirationalbookswouldcreatean enormousimpactonthevaluesystemofindividuals) .762

NEP_2(Theprofessionallyqualifiededucatorsandcontinuousassessmentcouldcreateastrongfoundationforearly childhooddevelopmentandqualityeducationforafutureparadigmshiftinthequalityoflife.) .709

NEP_5(Theoverallinitiativesandcomprehensiveapproachwillbeundertakentoreducedrop-outratesdrastically)

QOL_4(NEP2020wouldenable,individualswhoeffectivelyparticipateinthedigitalizeddemocraticprocess,to provideappropriatesocialdevelopmentandproperfunctioningofdemocraticinstitutionsmoretransparentlyand equitably.Thisoutcomeisexpectedtobe…) .918

QOL_3(Overallsocialdynamicsintermsofreductioninthesocialconflict,anamalgamationofsocialinterest,and socialdevelopmentwillbe….)

QOL_1(AfterformallygoingthrougheducationbasedonNEP2020yourchanceofincreasingrealincomeisfairly…)

QOL_2(NetconsequencesofNEP2020onindividual’sethical,moral,andsocialpracticesinday-to-daylifewillbe…)

Rotation Method: Varimax with Kaiser Normalization

Source: Authors’ calculation

7.7 Confirmatory Factory Analysis

Thevalidityofthemodelinastudyconsidersconfirmatoryfactoranalysiswithamaximumlikelihoodprocesstogetthefactors loadingvalues,reliabilityandvalidityofthescalemeasurementmodel.Presentmodelfitnessismentionedintable,which representsthevalueofthresholdlimitoffitindices.Themainindicatorofgoodmodelfitnessoutputischisq/dfvaluewhichis 2.030anditconsiderwithintherangeofacceptablelimitwhichislessthen3(Hairetal.,2010).

7.8 Model Fit Measures

Pvalueofmentioneditemislessthan0.001,whichshowsthatallitemsaresignificantlyloadedontheirrespectiveconstructs, andallconsidereditemshavestandardizedfactorloading,whichisabove0.07,whichshowscompositereliability(CR)and discriminantvaliditywhichusedfortestingthehypothesis.

7.9 Factors loading, validity and reliability of items

Table 8

Source: Authors' calculation

Convergentvalidityrepresentstheacceptedvalueforalltheconsideredconstructs,anditacceptablelimitshouldbemorethan 0.50(Hairetal.,2010).Thediscriminantvalidityalsoshowedanacceptablevalueforagivenconstruct;itshouldbegreater than0.70.Inthestudy,allconstructshavemorethan0.70(Nunnally&Bernstein,1994).

7.10 Regression Analysis

 Impact of NEP 2020 with digitalisation on Quality of life

a.Predictors:(Constant),Total(NEPD)NEP&Digitalisation

b.DependentVariable:QOL

Source: Authors’ calculation

Asindicatedinabovetable

 Rshowsacorrelationcoefficientamongtheexogenousandendogenousvariables,whichis.726,anditshowsavery strongandpositivecorrelationbetweenNEP2020withdigitalisationandqualityoflife.

 Rsquareasthecoefficientofdeterminationwhichshowstheproportionofvarianceinthedependentvariablethatcan beexplainedbytheindependentvariable.Fromthegiventablevalueof.528thatourindependentvariableexplained 52%ofthevariabilityofourdependentvariable,i.e.qualityoflife.

Table 10

a.DependentVariable:totalqol

b.Predictors:(Constant),TotalNEPD

Intheabove(table10)95%confidenceintervalor5%significancelevelischosenforstudypurposes,andthep-valueshould belessthan0.05.Intheoutput,itis0.000;thereforeresultissignificant.ThevalueofFisgreaterthan1,andthemodelis efficientmodelandthevalue93.775,whichisgood.

a. Dependent Variable: totalqol

StatisticallysignificantofindependentvariableispredictingthequalityoflifebecausethePvalueislessthan0.05,anditis significant.So,wecansaythatournullhypothesisisgettingrejected,andthealternativehypothesisisgettingaccepted.

8. Finding of the study

Inthisstudy,weconsidertwofactors,andaftertheanalysis,wefindthatdigitisationinNEP2020affectsthequalityoflifeofan individual.Thisstudyisalsosupportedby(Muralidharanetal.,2022).Sothequalityofeducationandeducationsystemlargely determinesinnovations,economicgrowth,socialjusticeandqualityoflife(Ball,2016,Mundy,Green,Lingard,&Verger,2016). SoNEP2020emphasizesonimportantparametersofqualityeducationsuchasbetterenrolmentinhighereducation,teaching and learning outcome etc. (Kishore Kumar et al., 2020). In terms of digitalisation and its impact on quality than not only transformthewaypeopleinteractwiththeworldaroundthembutalsochangestheirinternalworld:likeattitudetotheworld, tooneselfetc.(Fors,A.C.etal.,2010).Invariousstudiespointoutthatthepositiveornegativeimpactofdigitalisationon qualityoflifedependsonsocialeconomicandpoliticalconditionsandprocesses(Kryhanovskijetal.,2021).

9. Conclusion and Implications

Educationisoneoftheimportantpartsoflife,andthequalityoflifedependsonqualityofeducation.Thegovernmentplanson digitisation,amultidisciplinaryapproachandlifelonglearningtostrengthenthequalityoflife.BetterimplementationofNEP 2020strengthenssocialwell-being,livingstandards,growthandprosperity.So,thegovernmentandpolicymakershould focus onproperimplementationofNEPandalsoshouldfocusonthosethingsineducationwhichimprovetherealqualityoflifeof people.Itisconsideredthatsystemwillbebestandperfectifitproducesthedesiredresult,whenitisimplementedonground levelandinaverypracticallymanner.So,therewehavetowatchtheimplementedversionofNEP.

10. Limitations and Future Scope of the Study

ThisstudyfocusedonestablishingtherelationshipbetweenNEP2020withdigitalisationandqualityoflife.Therefore,welimit thescopeofourstudy Further,NEP2020makesavailableavarietyofotherfactors.Wecanrelateittothosefactorswith qualityoflife.Thelimitationofthestudyisthat,thisstudyconsidersonlylimiteddata.Atthetimeofdatacollection,wefound out that many people were not aware of NEP 2020 policy. In the further scope of the study, we can work on a better implementationstrategyforNEP2020inthewholecountry,whichenormouslypromoteseducationawarenessandimproves thequalityoflife.

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