Bridging the Rural–Urban English Learning Divide: The Role of Technology-Enabled Pedagogy in Implementing NEP 2020 in Rural Bengal

Abstract

The disparity in English language learning outcomes between rural and urban students remains a significant educational concern in India. Students in rural Bengal often encounter challenges such as limited access to quality learning resources, inadequate technological infrastructure, insufficient exposure to English language environments, and a shortage of professionally trained teachers. In contrast, urban learners generally benefit from greater access to digital tools, language laboratories, and enriched learning opportunities. This paper examines the potential of technology-enabled pedagogical approaches in narrowing the rural–urban English learning divide within the framework of the National Education Policy (NEP) 2020. The study explores the role of digital learning platforms, smart classroom practices, online educational resources, multimedia-based instruction, and interactive language-learning applications in enhancing English language proficiency among rural learners. It also highlights the importance of teacher preparedness, digital literacy, and continuous professional development for the effective integration of technology into classroom practices. The findings suggest that technology-supported pedagogy can significantly improve students’ engagement, communication skills, and access to quality language instruction while promoting educational equity. Furthermore, NEP 2020 provides a strategic roadmap for leveraging digital innovations to ensure inclusive, accessible, and learner-centered education. The paper concludes that the successful implementation of technology-enabled English language teaching can bridge existing educational disparities and empower rural students to participate more effectively in academic, social, and professional domains.