Academic Journal
Breaking Barriers, Transforming Digital Literacy, and Creating Immersive Learning Environments in the 21st Century
| Τίτλος: | Breaking Barriers, Transforming Digital Literacy, and Creating Immersive Learning Environments in the 21st Century |
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| Γλώσσα: | English |
| Συγγραφείς: | Romero D'Souza |
| Πηγή: | Journal of Research Initiatives. 2026 9(2). |
| Διαθεσιμότητα: | Fayetteville State University, College of Education. 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1634; Web site: https://digitalcommons.uncfsu.edu/jri/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Educational Technology, Digital Literacy, Access to Computers, Access to Internet, Teacher Competencies, Readiness, Public Schools, Private Schools, Barriers, Educational Policy, Best Practices, Equal Education, Faculty Development, Artificial Intelligence, Computer Simulation, Ethics |
| Γεωγραφικοί όροι: | India |
| ISSN: | 2168-9083 |
| Περίληψη: | This paper explores the future of educational technologies with a focus on breaking systemic barriers, enhancing digital literacy, and fostering immersive learning environments. Using Maharashtra, India as a case study, it examines disparities in infrastructure, internet access, and teacher readiness across government and private institutions. Local challenges are analyzed alongside initiatives like the Digital India Mission, while national policies and international best practices are reviewed for broader context. Cross-cutting themes of equity, access, and professional development highlight the need for inclusive technological integration. The pedagogical implications of emerging technologies--particularly AI and AR/VR--are assessed alongside ethical concerns around data privacy and digital divides. The paper advocates for a multi-stakeholder approach involving public-private partnerships, targeted training, and infrastructure investment to realize the full potential of educational technologies for equitable, transformative learning. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Αριθμός Καταχώρησης: | EJ1516875 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 2168-9083 |
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