Limited Reach of Smart Classrooms in Jammu and Kashmir Schools

Srinagar, India Aug 18, 2026 ALN: Rural Jammu and Kashmir is leading the Union Territory’s smart classroom expansion, but the overall reach of digital infrastructure remains limited, with only 2,783 of 24,228 operational government-run schools equipped with smart classrooms.

The data shows that 2,422 rural schools have the smart classroom facility compared to 361 urban schools, while 7,890 teachers were trained in digital pedagogy, digital teaching methodology and use of technology during 2025-26. This disparity in access to digital resources between rural and urban schools raises important questions about educational equity in the region.

Computer facilities are available in 6,203 schools, or around 25.6 percent, while 8,550 schools, accounting for about 35.3 percent, have internet connectivity, according to details accessed by Rising Kashmir. The statistics reveal a significant gap in technological access, which is crucial for modern education. The disparity is particularly pronounced when examining the distribution of computer facilities and internet connectivity across urban and rural areas.

The rural-urban divide is particularly notable. Of the 2,783 schools with smart classrooms, 361 are in urban areas and 2,422 in rural areas. Computer facilities are available in 644 urban and 5,559 rural schools, while internet connectivity is available in 577 urban and 7,973 rural schools. This trend indicates that while rural schools are receiving more smart classroom facilities, they still face challenges related to internet access and overall digital infrastructure.

The figures assume significance as Jammu and Kashmir has been pursuing digital transformation in school education, including the expansion of ICT labs and smart classrooms. The Union Ministry of Education prioritizes 100% internet connectivity in secondary and senior secondary schools to bridge the digital divide and support modern learning. This initiative is part of a broader national strategy to enhance educational outcomes through the integration of technology in teaching and learning processes.

The data on teacher training, however, shows some improvement after a sharp decline. As many as 97,141 teachers in J&K were trained in digital pedagogy, digital teaching methodology and use of technology in 2020-21, followed by 84,882 in 2021-22. The number fell to 1,483 in 2022-23 and 401 in 2023-24. This sharp decline in the number of trained teachers raises concerns about the sustainability of digital education initiatives in the region. Training numbers subsequently increased to 6,443 in 2024-25 and 7,890 in 2025-26, indicating that efforts to strengthen teachers’ digital skills have resumed, albeit from a low base.

The fluctuations in teacher training figures highlight the importance of consistent investment in professional development for educators. A recent NCERT-published study on rural schools in Jammu Division also identified inadequate ICT infrastructure, internet connectivity problems, and limited teacher training as key barriers to technology adoption. This study underscores the necessity of addressing these barriers in order to facilitate a more effective integration of technology into the classroom.

The Jammu & Kashmir government has planned further expansion of digital infrastructure, including ICT labs and smart classrooms, under its education initiatives. However, the challenge remains to ensure that this expansion is effectively implemented and that it reaches the most underserved areas. The gap highlights the need to ensure that the expansion of digital teaching is matched by reliable internet, computers, and smart classroom facilities, particularly in schools serving remote and rural communities.

In addition to the immediate need for infrastructure improvements, there are broader implications for educational policy in Jammu and Kashmir. The disparity in digital access could perpetuate existing inequalities in educational outcomes, particularly if rural students are unable to access the same resources as their urban counterparts. Policymakers must consider not only the installation of technology but also the ongoing support and training necessary to ensure that teachers can effectively utilize these resources to enhance student learning.

Moreover, as the world increasingly embraces digital learning, the importance of equipping students with digital literacy skills cannot be overstated. These skills are essential for success in a rapidly changing job market and for participating fully in a digital society. Therefore, addressing the digital divide in Jammu and Kashmir is not just an educational issue, but a critical step towards fostering economic development and social equity in the region.

As the Jammu and Kashmir government moves forward with its plans for digital education, it is essential that stakeholders, including educators, parents, and community leaders, are involved in the decision-making process. Their insights can help ensure that the digital initiatives are aligned with the needs of students and the realities of the local context. By fostering collaboration and engagement, the government can work towards creating a more inclusive and effective educational environment that harnesses the potential of technology to benefit all students.