Perspectives and a plethora of New Educational and Entrepreneurial Approaches between 2020–2023 in Andhra Pradesh, India

Abstract

COVID-19 has pushed 75 million Indians back into poverty; the risk-control decisions to slow down thevirus by the Indian government have adversely affected the education system in the country and led studentsinto temporary 'home-schooling' situations in 2020–2021. The present study focused on the inconveniencecaused to students living in Visakhapatnam, identifying the technology that has prompted new examples ofeducational innovation and its impact on the trajectory of learning innovation and digitization in the Indianeducation system, on a random sample of 309 students from 8 schools under the public, private, and unaidedcategories. The sample size calculated on a sample of 'n' student beneficiaries is n = z2*p q /d2 (calculated onn = the desired sample size, z = the normal standard deviation, p = the proportion in the target population, andd = absolute precision or accuracy). The data was analysed using a mixed methodology, using a quantitativesampling method by sending an online questionnaire and qualitatively measuring the responses of the targetgroup by percentage. The centuries-old, classical, or lecture-based approaches to teaching methodology,entrenched institutional biases, and outmoded classrooms are still prevalent in some poverty-strickenregions and developing states like Andhra Pradesh in India. In 2023, the education system continued topractice learning anywhere, at any time. Learning outcomes with digital education in various formatspositively impact education. The classical in-person classroom can complement new learning modalities,from live broadcasts to 'educational influencers' to virtual reality experiences. Bridging the gap betweenclassical and contemporary teaching methods, improvising learning, and heading towards lifelong learningby making it a habit integrated into daily routines is valid and should be made a lifestyle.