Abstract:We undertake a case study on the SHIKSHA initiative in Uttar Pradesh in Northern India to understand how impactful the technology-integrated pedagogy through public–private partnerships (PPP) in education has been on the learning outcomes of students. A content analysis to understand the processes adopted by the SHIKSHA initiative is attempted. The digitized curriculum developed is found to be contextualized in accordance with the background of students, which can be aligned with constructivist learning theory… Show more
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