Technology-Mediated Learning and the Digital Divide: Challenges Faced by Scheduled Tribe Students in Higher Education in India

Abstract: This study explores the digital learning experiences and challenges faced by Scheduled Tribe (ST) students in Higher education institutions in Assam, India. While the use of educational technology has become central to modern higher education, access and engagement remain uneven, especially for marginalized communities. Drawing on a mixed methods approach, data were collected through structured questionnaires and in depth interviews with ST students across several colleges in Assam. The findings reveal significant disparities in access to digital services, internet connectivity and language friendly learning platforms. Cultural mismatch, lack of digital literacy and minimal institutional support further intensify the learning divide. Despite these barriers, some students exhibited adaptive strategies such as peer learning and mobile based access. The study highlights the urgent need for inclusive digital policies, culturally relevant learning materials and localized support systems. The paper concludes with recommendations for higher education institutions and policymakers to bridge the digital divide and ensure equitable access to technology enabled learning for tribal students.