Even when ICT tools are available, many are not fully trained to use them effectively. Short-term workshops are often insufficient, leaving teachers hesitant about integrating digital resources into their lessons. Some are also concerned about balancing technology with personal interaction, noting that while ICT can enhance teaching, it should not replace the bond between teacher and student. Despite these concerns, most educators agree that digital skills are now essential and that proper training and support would enable them to embrace new methods with confidence. Government initiatives such as the SamagraShikshaAbhiyan have included provisions for ICT labs and smart classrooms, and pilot projects in some Jammu schools have introduced tablets and digital boards. Yet the progress remains uneven, and in many institutions little has changed. Officials admit the challenges, pointing to limited funds, difficulties in ensuring consistent electricity and internet, and the sheer scale of reaching every school in the district. Without steady investment and monitoring, the ambitious goals of NEP 2020 risk remaining on paper. Education experts argue that bridging this gap is vital for the region’s future. They emphasize that technology in classrooms is not merely about gadgets; it is about equipping children with the skills to thrive in an increasingly digital world. Without exposure to ICT during their formative years, students risk being left behind in higher education and the job market. Experts also stress that ensuring equitable access is crucial, since a child’s opportunities should not depend on whether they study in an urban school in Jammu city or in a rural government school. Solutions suggested by specialists include targeted infrastructure development to ensure every school has at least a functional computer lab with reliable power and internet; continuous teacher training programs to build confidence in using ICT tools; partnerships with private organizations and non-governmental groups to provide devices, software, and technical support; and the development of localized digital content in regional languages to make technology more relevant and inclusive. Regular maintenance systems are also essential so that ICT tools, once installed, do not fall into disuse. Community involvement could play a role in monitoring and ensuring accountability in the use of digital resources. Looking ahead, it is clear that the success of NEP 2020’s vision depends on how effectively these challenges are addressed at the ground level. For many schools in Jammu, ICT remains a distant dream rather than a reality. The consequences of delay are significant, as every year that passes without adequate digital integration leaves another generation of students underprepared for the demands of the modern world. Investing in ICT is not just about modernizing classrooms; it is about reducing inequality, empowering teachers, and securing the future of the region’s children. Unless urgent action is taken, the gap between the promise of NEP 2020 and the reality in Jammu’s schools will only continue to widen, leaving behind students who deserve equal opportunities in a rapidly evolving digital age. The policy has shown the direction, but the responsibility to make it a lived reality rests on consistent effort, strong investment, and unwavering commitment. The question is no longer whether technology should be part of education, but how soon schools in Jammu can rise to the challenge and ensure that every child, regardless of background, can step confidently into the digital future.
The author is Research scholar, Lovely professional University
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