E-Content and Electronic Technologies in Geography Education: A Study of Teaching–Learning Practices in Higher Education Under Nep-2020

The rapid digital transformation of education is fundamentally altering teaching and learning processes. In geography, which has traditionally relied on cartography, fieldwork, and spatial analysis, the integration of e-content and technology presents both significant opportunities and notable challenges. The National Education Policy (NEP – 2020) in India prioritizes digital pedagogies, learner-centered approaches, and technology-enabled learning environments. This study investigates the perceptions, utilization, and benefits of digital resources among teachers and learners in higher education geography classrooms. Data were collected from university students and faculty to evaluate the effectiveness, accessibility, and limitations of digital teaching tools (Means et al., 2014; Mishra & Koehler, 2006). The findings indicate that e-content enhances conceptual understanding, supports spatial thinking, and increases engagement (Redecker, 2017; Sharma & Mishra, 2021). However, infrastructure deficiencies, gaps in digital literacy, and insufficient training impede optimal utilization (UNESCO, 2021; Selwyn, 2016). The study concludes with recommendations for policy, professional development, and resource planning to advance technology integration in geography education under NEP-2020.