EDTECH PLATFORMS, E-LEARNING AND ENTREPRENEURSHIP IN INDIA: AN EMPIRICAL STUDY ON STUDENT ENGAGEMENT IN THE DIGITAL AGE
DOI:
https://doi.org/10.48165/iitmjbs.2025.SI.1Keywords:
EdTech Platforms, Student Engagement, Entrepreneurial Aspirations, Online Learning Outcomes, Digital EntrepreneurshipAbstract
India’s EdTech industry has emerged as a global powerhouse, revolutionizing learning for over 400 million students, including 40 million in higher education, particularly during the COVID-19 pandemic. While EdTech platforms hold immense potential for digital learning and entrepreneurial skill development, their widespread adoption is hindered by challenges such as the digital divide, limited accessibility, and inadequate infrastructure. This study critically examines the influence of EdTech on student engagement, learning outcomes, and entrepreneurial aspirations within India’s digital education ecosystem.A mixed-methods research approach will be employed, integrating quantitative surveys and qualitative interviews. The study will survey 471 students from K–12 and higher education institutions across metropolitan and semi urban regions of India, alongside 25 EdTech entrepreneurs and 15 operational managers from leading EdTech firms. Data will be sourced from government reports, EdTech industry whitepapers, and academic literature. Descriptive statistics will be used to identify adoption trends to assess the impact of EdTech, while multiple linear regression will analyze the relationship between EdTech usage and student engagement. T-tests and ANOVA will compare engagement levels across demographic groups. PLS-Structural Equation Modelling (SEM) will explore the causal links between digital accessibility, AI-driven personalization, gamification, learning outcomes, entrepreneurial aspirations, and student engagement. Preliminary expectations suggest a strong correlation between EdTech usage and improved motivation, engagement, and academic performance. The study also anticipates higher retention rates than traditional e-learning methods and increased student interest in EdTech-driven entrepreneurship. It will conclude with strategic proposals aimed at filling digital accessibility gaps, improving personalization with AI, resolving parental issues of concern, and integrating entrepreneurial learning models so that the education provided is enhanced and the next generation of digital entrepreneurs is empowered.
References
Akyol, Z., Vaughan, N., & Garrison, D. R. (2011). The impact of course duration on the development of a community of inquiry. Interactive Learning Environments.
Anderson, T. (2017). How communities of inquiry drive teaching and learning in the digital age. In Emerging Technologies in Distance Education.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education.
Baker, J. D. (2010). Instructor immediacy increases student enjoyment and perception of learning. Journal of Online Learning and Teaching.
Banik, B. G., & Gullapelly, A. (2025). AI-powered gamification and interactive learning tools for enhancing student engagement. In Driving Quality Education Through AI and Data Science (pp. 283-310). IGI Global Scientific Publishing.
Bansal, A., Pophalkar, S., & Vidani, C. (2023). A review of the Ed-Tech sector in India. International Journal of Management Analytics (IJMA), 1(1), 63-84.
Bansal, S., Sharma, S., & Kapoor, S. (2023). EdTech in India: Trends, challenges, and future outlook. Journal of Educational Technology.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Bond, M., Zawacki-Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50(1), 12-63.
Borup, J., West, R. E., Thomas, R., & Graham, C. R. (2014). Examining the impact of video feedback on instructor social presence in blended courses. The International Review of Research in Open and Distributed Learning.
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.
Dabral, S. (2023). Leveraging digital innovation for enhanced employee engagement: A theoretical exploration. IITM Journal of Management and IT, 14(1 and 2), 50-55.
Davis, F. D. (1989). Technology acceptance model: TAM. In Al-Suqri, M. N., & Al-Aufi, A. S. (Eds.), Information Seeking Behavior and Technology Adoption (pp. 205-219).
D’Angelo, C. (2018). The impact of technology: Student engagement and success. Technology and the Curriculum: Summer 2018.
Datta, S. (2022). Evaluation and management of language and technology literacy barriers for accessing e-learning services in India. Embracing change in business, management & social sciences, 87.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed, and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, 1-36.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Díaz, S. R., Swan, K., Ice, P., & Kupczynski, L. (2010). Student perceptions of the course and instructor in a blended learning environment. The Internet and Higher Education.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87-105.
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education.
Gupta, N., & Singh, O. P. An analysis of factors related to consumer active participation, brand engagement, and community trust in online food community platforms. IITM Journal of Business Studies (JBS), 97.
Pradhan, P., Mitra, P., Chowdhuri, S., Neogi, B., & Ghosh, S. S. (2021). Postpandemic EdTech (Educational Technology) on perspectives of green society. In Green Technological Innovation for Sustainable Smart Societies: Post Pandemic Era (pp. 39-66).
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online environments. International Journal of Educational Leadership Preparation, 11(1), n1.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-135.
Huang, R., Adarkwah, M. A., Liu, M., Hu, Y., Zhuang, R., & Chang, T. (2024). Digital pedagogy for sustainable education transformation: Enhancing learner-centred learning in the digital era. Frontiers of Digital Education, 1–16.
Iman, M. Z., Asis, A. A., & Rahma, A. U. Z. (2024). Enhancing personalised learning: The impact of artificial intelligence in education. Edu Spectrum: Journal of Multidimensional Education, 1(2), 101-112.
Lim, W. M. (2024). What is qualitative research? An overview and guidelines. Australasian Marketing Journal, 14413582241264619.
Lowenthal, P. R., & Dunlap, J. C. (2018). Investigating students’ perceptions of instructional strategies to establish social presence. Distance Education.
Liñán, F., & Chen, Y. W. (2009). Development and cross–cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory and Practice, 33(3), 593-617.
McAbee, S. T., Landis, R. S., & Burke, M. I. (2017). Inductive reasoning: The promise of big data. Human Resource Management Review, 27(2), 277–290.
Pentaraki, A., & Burkholder, G. J. (2017). Emerging evidence regarding the roles of emotional, behavioural, and cognitive aspects of student engagement in the online classroom. European Journal of Open, Distance and E-Learning, 20(1), 1-21.
Rane, N., Choudhary, S., & Rane, J. (2023). Education 4.0 and 5.0: Integrating artificial intelligence (AI) for personalised and adaptive learning.
Rai, K., & Sharma, M. (2024). Antecedents of AI-driven accounting system usage and its impact on SMEs performance: In the context of Industry 4.0 of India. IITM Journal of Business Studies, 12(1), 93-112.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Richardson, J. C., Maeda, Y., Swan, K., & Ice, P. (2017). Social presence in online learning: A review of research. Distance Education.
Sharieff, M. H., & Suresh, V. G. (2021). EdTech startup and educational transformation ecosystem in India. 3D: IBA Journal of Management & Leadership, 12(2).
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543-553.
Shrivastava, S. K., & Shrivastava, C. (2022). The impact of digitalization in higher educational institutions. International Journal of Soft Computing and Engineering, 11(2), 7-11.
Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. Schunk & B. J. Zimmerman (Eds.), Self Regulation of Learning and Performance.
Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education, 39, 22-32.
Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young children’s screen time and use of digital technology create policy and practice dilemmas. The Journal of Paediatrics, 202, 300-303.
Swan, K., Garrison, D. R., & Richardson, J. (2014). A constructivist approach to online learning: The Community of Inquiry framework. In Emerging Technologies in Distance Education.
Thakur, M., Yadav, M., & Dutta, M. (2022). A study of grievance handling and its impact on consumer perception: The case of Uber & Ola. IITM Journal of Business Studies (JBS), 20.
Veletsianos, G. (2020). Learning online: The student experience. JHU Press.
Vo, H., & Ho, H. (2024). Online learning environment and student engagement: The mediating role of expectancy and task value beliefs. The Australian Educational Researcher, 1–25.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, M. T., Henry, D. A., & Degol, J. L. (2020). A development-in-sociocultural-context perspective on the multiple pathways to youth’s engagement in learning. In Advances in Motivation Science (Vol. 7, pp. 113-160). Elsevier.
Williamson, B. (2019). New power networks in educational technology. Learning, Media and Technology, 44(4), 395–398.
Yaseen, H., Mohammad, A. S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A. A. A. (2025). The impact of adaptive learning technologies, personalised feedback, and interactive AI tools on student engagement: The moderating role of digital literacy. Sustainability, 17(3), 1133.
Yeung, K. L., Carpenter, S. K., & Corral, D. (2021). A comprehensive review of educational technology on objective learning outcomes in academic contexts. Educational Psychology Review, 1–48.
Yeung, W. L., & Ng, O. L. (2023). Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 settings: A systematic review (2010–2023). Computers & Education, 205, 104881.
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.
