Navigating the digital divide: assessing faculty ICT skills and challenges in shaping the future of higher education in India

Abstract

This article delves into the transformative impact of Information and Communication Technology (ICT) on higher education institutions in India, particularly in the context of the rapid shift to online classes prompted by the global pandemic. The study focuses on evaluating the Information and Communication Technology skills of faculty members across central universities, government higher education institutions, and state universities. Through a random sample of 220 respondents, the research employs statistical tools, including one-way ANOVA and independent-sample t-test, to discern patterns and variations in faculty ICT proficiency. Notably, the findings underscore the significance of assessing faculty readiness for online teaching, revealing a need for targeted interventions to bridge existing skill gaps. Furthermore, the article delves into the challenges encountered during the transition to fully online classes, examining factors such as age, resource availability, and operational difficulties. The disparities in the adoption of online education between faculty and students are explored, shedding light on the emotional dynamics experienced by educators in this transformative process. Additionally, the study proposes recommendations for fostering 21st-century teaching strategies, advocating for a nuanced approach to faculty development that considers both attitudes and skills. The insights provided aim to inform policymakers, educational authorities, and institutions on strategies to enhance the efficacy of online education and address the evolving needs of higher education in the digital era. In conclusion, this article contributes a multifaceted exploration of the challenges and opportunities posed by the integration of ICT in higher education in India. By providing a nuanced understanding of faculty ICT skills, challenges in online education adoption, and recommendations for the future, the article seeks to be a valuable resource for shaping effective and inclusive strategies for the evolving landscape of higher education.