Asian Journal of Education and Social Studies

This study aims to examine the impact of the COVID-19 pandemic on the perceptions of teachers and students in higher education institutions in India. A total of 105 teachers and students from higher education institutions were asked about their perceptions of digital education and the impact of COVID-19 on their understanding of digital education. Further, the participants were also asked about the issues associated with digital education based on their experiences during the COVID-19 pandemic. Interestingly, most participants viewed digital education as having future potential, but its effectiveness depends on how meaningfully it is integrated into teaching and learning practices. This indicates a need for educationists and researchers in the field of digital education to reflect more deeply on its relevance. This research aims to shed light on the inadequate implementation of digital education during the COVID-19 pandemic and the need to view digital education as part of the evolution of education rather than as a substitute for classroom education during natural disasters. Although this sudden shift was essential for maintaining learning, it frequently occurred without the necessary infrastructure, such as well-designed online courses or sufficient technical assistance for educators and learners. Therefore, this study examines the effectiveness of digital education based on the perceptions and experiences of teachers and students during the pandemic, using the Community of Inquiry Framework to interpret interaction, engagement and the perceived effectiveness of digital education. This study further examines multidimensional challenges, including pedagogical, infrastructural, social and institutional aspects that need to be understood to ensure the meaningful integration of digital education into mainstream Indian higher education institutions.