Digitalization of Agricultural Education in Northern   India: Accessibility, Use and Effectiveness

Rajni Jain; Pavithra S; Arthy Ashok; Anshu Bharadwaj; Richa Sachan; Ranjit Kumar Paul

doi:10.56093/jisas.v77i03.171463

Authors

Rajni Jain ICAR-National Institute of Agricultural Economics and Policy Research, New Delhi
Pavithra S ICAR-National Institute of Agricultural Economics and Policy Research, New Delhi
Arthy Ashok ICAR-National Institute of Agricultural Economics and Policy Research, New Delhi
Anshu Bharadwaj ICAR-Indian Agricultural Statistics Research Institute, New Delhi
Richa Sachan ICAR-National Institute of Agricultural Economics and Policy Research, New Delhi
Ranjit Kumar Paul ICAR-Indian Agricultural Statistics Research Institute, New Delhi

https://doi.org/10.56093/jisas.v77i03.171463

Keywords:

Digitalization; Agricultural education; ICT use; ICT awareness; ICT adoption; ICT effectiveness; Social media.

Abstract

This study investigates the availability, awareness, and utilization of ICT (Information and Communication Technology) infrastructure and software tools among agricultural students in Northern India. The research is based on a comprehensive primary survey conducted among students enrolled in State Agricultural Universities (SAUs). We computed indices for ICT awareness, availability, and usage and categorized students into low, medium, and high ICT usage groups for further analysis. Additionally, we examined the adoption of various e-resources tailored to the field of agriculture, such as Agridaksh and Agropedia. Our findings reveal a direct correlation between ICT awareness and availability with its actual usage among students. Several factors including educational level, gender, social background, family context, and ICT awareness were found to influence ICT usage among students. Analysis of student perceptions regarding the effectiveness of ICT resources in various academic activities indicates that over 75 percent of students consider ICT use in the learning process as a time-saving measure. Furthermore, nearly 66 percent agree that ICT enhances efficiency
and accuracy in their work. More than half of the students reported improved understanding of concepts, enhanced academic performance, increased placement and employment opportunities, and greater prospects for higher education through the utilization of various ICT resources. However, students perceived a relatively lower impact of ICT resources on placement and employment creation. These results underscore the potential of digital tools in agricultural education and emphasize the need to bridge the existing gap in access, awareness, and usage of ICT tools in State Agricultural Universities in Northern India.

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