The Phygital Anganwadi

In India, Anganwadi centers (AWCs) are responsible for providing preschool education to children aged 3–6 years under the Early Childhood Care and Education (ECCE) program. The Indian government has initiated efforts to digitize AWCs by equipping them with digital tools, including smartphones, and providing digital content for classroom teaching. In this study, we explored the on-ground realities of blended teaching and learning at AWCs in rural Delhi. We examined new possibilities, advantages, and favorable outcomes, as well as the challenges of integrating digital teaching tools in a physical teaching and learning environment. The Technological Pedagogical Content Knowledge (TPACK) framework served as a theoretical foundation. In this empirical study, we adopted an exploratory research design to collect qualitative data. We selected a sample of sixteen AWCs from rural villages in Delhi, India, using a multistage sampling method, and conducted semi-structured interviews with sixteen Anganwadi workers (AWWs). We analyzed the datasets thematically. Three key themes emerged along with various subthemes. This study found increased use of smartphones, televisions, and Bluetooth speakers, along with innovative teaching–learning materials (TLMs) while conducting activities and play-based teaching-learning. We found AWWs using audiovisual content via mobile apps such as the Poshan Tracker App and YouTube. WhatsApp-based communication has increased between parents and AWWs, and information exchange on innovative teaching techniques has increased among AWWs. Blended teaching techniques are achieving favorable outcomes by making learning playful and increasing student retention, attention, attendance, and enrollment. However, challenges, including limited training, financial constraints, heavy workload, and limited digital infrastructure, hinder the effective implementation of ECCE programs.