Digital Readiness in Delhi Schools: A Student’s Perspective on Technical Proficiency

Abstract

This study examines the integration of S.T.E.M education and digital literacy in Delhi schools, aligned with India’s National Education Policy (NEP) 2020 vision for multidisciplinary, skill-based learning providing a mixed-methods approach consisting of interviews and a digital literacy survey of 100 students across SoSE (S.T.E.M) and non-SoSE (Non-S.T.E.M) schools, the study further points to systemic challenges and skilling deficits that definitely undermine the policy goals. The really tricky paradox is that while 63% of SoSE students have access to very high-end tools such as Chromebooks and smart labs, critical gaps in digital literacy still exist. All SoSE schools depend on an external partner, Vidyamandir Classes (VMC), for the advanced S.T.E.M. modules- the risk pathway because 85% of principals said that they do not have in-house expertise even if partnerships will end. The gaps in teacher preparedness are well aligned with student difficulties with software management (41%) and troubleshooting (33%). While 87% are proficient in basic navigation of a device, only 31% are able to troubleshoot issues without assistance, and 44% have difficulty distinguishing biased content. Gender imbalances also surfaced, with boys being 22% more confident in hardware tasks than their female counterparts, who reported 18% less engagement in technical troubleshooting. The infrastructure inequities also aggravate the problems: A school with ICT labs shows 42% better troubleshooting skills, though 40.2% of the students are still restricted from accessing those facilities. The study highlights the dominance of examination culture showed by 92% of the teachers teaching to prepare students for NEET/JEE rather than impart applied digital skills, inducing math anxiety (54.6%) and a weak ability to collaborate. Recommendations emphasize curriculum reforms integrating computational thinking, mandatory teacher training in IoT/AI tools, and policy interventions like a Digital Proficiency Index (DPI) for accreditation. The findings underscore the urgency of bridging STEM pedagogy with 21st-century digital competencies to align NEP 2020’s objectives with grassroots realities, ensuring equitable skill development for India’s technology-driven future.