Cybersecurity in Digital Education in the Context of Developed India 2047: Challenges, Policy Dimensions, and Future Directions
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2026
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| _version_ | 1866901193248210944 |
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| author | Kumar, Santosh |
| author_facet | Kumar, Santosh |
| contents | <p> The national vision to establish India as a “developed nation” by 2047, digital education (DE) is pivotal for knowledge-based economic growth, human resource development, and social inclusion. The National Education Policy (NEP) 2020 emphasizes the integration of digital technologies, online learning, artificial intelligence, and data-driven educational models to enhance learning outcomes. This study examines the necessity of cybersecurity (CS) in digital education (DE), identifies key challenges, explores policy dimensions (PD), and outlines future directions (FD) within the context of Developed India 2047. Adopting an analytical and descriptive approach, the study critically reviews secondary sources, including government reports, policy documents, academic research papers, and security assessments of digital education (DE) platforms. Findings reveal that, while digital education (DE) has expanded rapidly, cybersecurity (CS) risks—such as data breaches, cybercrime, cyberbullying, online fraud, and adverse effects on learners’ mental health—are increasingly prevalent. Effective mitigation requires integrating cybersecurity (CS) into educational policy, curriculum design, institutional administration, and teacher training. Urban institutions show relatively higher awareness, whereas rural and marginalized areas face significant challenges due to limited infrastructure, trained personnel, and awareness programs. Addressing these issues holistically through policy, capacity building, technological safeguards, and inclusive strategies is essential to ensure secure, sustainable, and high-quality digital learning, thereby supporting the vision of a Developed India by 2047.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18946722 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Cybersecurity in Digital Education in the Context of Developed India 2047: Challenges, Policy Dimensions, and Future Directions Kumar, Santosh <p> The national vision to establish India as a “developed nation” by 2047, digital education (DE) is pivotal for knowledge-based economic growth, human resource development, and social inclusion. The National Education Policy (NEP) 2020 emphasizes the integration of digital technologies, online learning, artificial intelligence, and data-driven educational models to enhance learning outcomes. This study examines the necessity of cybersecurity (CS) in digital education (DE), identifies key challenges, explores policy dimensions (PD), and outlines future directions (FD) within the context of Developed India 2047. Adopting an analytical and descriptive approach, the study critically reviews secondary sources, including government reports, policy documents, academic research papers, and security assessments of digital education (DE) platforms. Findings reveal that, while digital education (DE) has expanded rapidly, cybersecurity (CS) risks—such as data breaches, cybercrime, cyberbullying, online fraud, and adverse effects on learners’ mental health—are increasingly prevalent. Effective mitigation requires integrating cybersecurity (CS) into educational policy, curriculum design, institutional administration, and teacher training. Urban institutions show relatively higher awareness, whereas rural and marginalized areas face significant challenges due to limited infrastructure, trained personnel, and awareness programs. Addressing these issues holistically through policy, capacity building, technological safeguards, and inclusive strategies is essential to ensure secure, sustainable, and high-quality digital learning, thereby supporting the vision of a Developed India by 2047.</p> |
| title | Cybersecurity in Digital Education in the Context of Developed India 2047: Challenges, Policy Dimensions, and Future Directions |
| url | https://doi.org/10.5281/zenodo.18946722 |