Authors :
Saranya K. S.
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/rnuhnt3u
Scribd :
https://tinyurl.com/29ejfxab
DOI :
https://doi.org/10.38124/ijisrt/26mar780
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
In today's fast-paced digital age, mobile devices and internet access have become influential tools for driving social
change, particularly in marginalized communities. This research investigates how Information and Communication Technology
(ICT) is altering the educational and social environment for tribal students in Wayanad District, Kerala. Given the substantial
tribal population grappling with geographical isolation and limited availability of conventional educational resources, the spread
of mobile phones and internet connectivity has opened new avenues for learning, communication, and empowerment.
The research examines how tribal students in Wayanad use mobile technology and online platforms for education, skill
development, and social interaction. It assesses the impact of digital access on their academic performance and aspirations,
gathering primary data through surveys, interviews, and focus groups. The study identifies challenges such as poor connectivity,
digital literacy gaps, and affordability that hinder effective ICT adoption. Findings reveal the potential and limitations of mobile
phones and internet access in bridging educational and social gaps. The paper concludes with recommendations for enhancing
digital infrastructure and implementing targeted policy interventions to foster inclusive development in tribal regions.
References :
- Census of India. (2011). District census handbook - Wayanad. Government of India. https://censusindia.gov.in
- Government of Kerala. (2023). Kerala tribal development report 2023. Scheduled Tribes Development Department.
- Kumar, S. (2020). ICT and educational development among tribal students in India: A study on digital inclusion. International Journal of Social Science and Economic Research, 5(8), 2512–2520.
- Ministry of Tribal Affairs, Government of India. (2022). Digital India and tribal welfare programs. https://tribal.nic.in
- Sasidharan, K. (2021). Mobile phones as learning tools: A study among tribal youth in Kerala. Journal of Media and Communication Studies, 13(2), 34–42. https://doi.org/10.5897/JMCS2021.0342
- UNESCO. (2020). ICT in education: A tool for bridging the digital divide. https://unesdoc.unesco.org
- World Bank. (2021). Digital opportunities and challenges in rural India. https://www.worldbank.org/en/topic/digitaldevelopment.
In today's fast-paced digital age, mobile devices and internet access have become influential tools for driving social
change, particularly in marginalized communities. This research investigates how Information and Communication Technology
(ICT) is altering the educational and social environment for tribal students in Wayanad District, Kerala. Given the substantial
tribal population grappling with geographical isolation and limited availability of conventional educational resources, the spread
of mobile phones and internet connectivity has opened new avenues for learning, communication, and empowerment.
The research examines how tribal students in Wayanad use mobile technology and online platforms for education, skill
development, and social interaction. It assesses the impact of digital access on their academic performance and aspirations,
gathering primary data through surveys, interviews, and focus groups. The study identifies challenges such as poor connectivity,
digital literacy gaps, and affordability that hinder effective ICT adoption. Findings reveal the potential and limitations of mobile
phones and internet access in bridging educational and social gaps. The paper concludes with recommendations for enhancing
digital infrastructure and implementing targeted policy interventions to foster inclusive development in tribal regions.
