Digital Culture And Neuro Management: The Repercussions To Digital Competency Among Government And Private Institution Educators In Rajasthan

Abstract

The high pace of digitalisation of education has essentially transformed the teaching-learning activities, the institutional operations, as well as the professional skills of the educators. The digital competency in modern educational settings is not limited to technical ability, but also includes cognitive control, pedagogical flexibility, critical analysis of digital information, and long-term control over digital requirements. Based on the concepts of neuro management and educational neuroscience, the paper is a conceptually based  on how the digital culture affects the digital competency of the educator via cognitive and motivational processes.

Based on the Indian state of Rajasthan, the study involves a synthesis of interdisciplinary literature released in the period between 2018-2024 in the fields of digital education, neuroscience, teacher professional development, and organisational culture. The article claims that sustained exposure to digital space alters attention control, multitasking, memory processing and transferring learning- processes controlled by neuroplasticity. Although well-organized and cognitively congruent online interaction may lead to a rise in professional competence, careless digital overload . Divided attention can cause the decline in teaching quality.

The article identifies neuro management as a medium of interaction that identifies how institutional digital culture determines the motivation of educators, the ability to control attention, cognitive flexibility and resilience, thus affecting their digital competency. Comparative institutional view emphasises long-term inequalities between government and non-government institutions in terms of infrastructure delivery, professional growth, organisational freedom and leadership. The study does not provide empirical results but formulates a hypothesis-based conceptual framework that is to be followed by future comparative empirical studies.

The article is valuable with the fact that it incorporates neuro management in the discussion of digital competency, contextualizing digital transformation in Indian institutions of higher learning, and provides a theoretically sound basis of the empirical study. The implications of the research to educational policy, teacher development, and future research are addressed in accordance with the national initiatives, including the National Education Policy (NEP) 2020.