Digital Pedagogy and Quality Reform: Perceptional Differences between Hindi and English Medium Stakeholders in Senior Secondary Education

Abstract

Digital pedagogy has emerged as a central pillar of educational reform, particularly after the rapid expansion of online and blended learning environments. Quality reform in school education increasingly depends on effective digital teaching practices, teacher readiness, learner engagement, and equitable access. However, perception toward digital pedagogy varies across linguistic and institutional contexts. This paper examines perceptional differences between stakeholders — teachers and students — in Hindi and English medium senior secondary education regarding digital pedagogy and quality outcomes. Anchored in contemporary reform frameworks and NEP 2020’s emphasis on technology integration, multilingualism, and equity, the paper develops a comparative conceptual model explaining how language medium, digital readiness, and pedagogical adaptation influence perceived quality. The study proposes a Digital Pedagogy Quality Reform Framework to reduce perception gaps and strengthen inclusive digital teaching practices. The paper argues that quality reform through digital pedagogy must be linguistically inclusive, equity-driven, and teacher-supported to be effective.