New Delhi: India has made significant progress in expanding digital infrastructure across schools over the past decade, but access to computers, internet connectivity and smart classrooms remains uneven across states, according to NITI Aayog’s 2026 report titled “School Education System in India: Temporal Analysis and Policy Roadmap for Quality Enhancement.”

The report highlights that school infrastructure has improved substantially at the national level, particularly in areas such as electricity, availability of functional computers, internet connectivity and smart-class facilities. However, it also underlines that these improvements are not evenly distributed, with several states and regions still lagging behind in basic digital learning infrastructure.

According to the report, more than one-third of schools in the country still lack functional computers, over one-third remain without internet connectivity, and nearly seven out of ten schools do not yet have smart classrooms. This indicates that while India’s digital education push has gained momentum, the benefits are yet to reach all schools equally.

The availability of functional computers in schools has seen strong growth over the last decade. Nationally, the share of schools with functional computers increased from 26.42% in 2014-15 to 64.7% in 2024-25.

This improvement is important because computers are a key requirement for technology-integrated learning, digital literacy, coding exposure, online content access and future-ready skill development among students.

The report shows that some regions have achieved almost universal coverage. Lakshadweep has reported 100% coverage, while Delhi, Puducherry, Chandigarh, Kerala and Punjab have also reached near-universal levels of computer availability in schools.

However, disparities remain significant. States such as Meghalaya, West Bengal, Bihar, Manipur, Jammu and Kashmir, and Arunachal Pradesh continue to report lower levels of computer access in schools.

Internet access is now central to modern education, enabling students and teachers to use digital learning platforms, online resources, e-content, virtual classrooms and ICT-based pedagogy.

The NITI Aayog report notes that internet connectivity in schools has expanded sharply from 8.05% in the initial years to 63.5% in 2024-25. Despite this improvement, more than one-third of schools still remain without internet access.

One of the report’s striking observations is Karnataka. Despite being India’s leading IT hub, only 50.7% of schools in Karnataka are connected to the internet. This reflects a clear gap between the state’s global technology profile and digital infrastructure availability at the school level.

Smart classrooms are digitally enabled teaching spaces equipped with tools such as projectors, interactive whiteboards, audio-visual systems and access to e-resources. These facilities can make classroom teaching more interactive, visual and learner-friendly.

The report states that the share of schools with functional smart classrooms increased from 14.9% in 2021-22 to 30.6% in 2024-25. However, the overall coverage remains limited, as nearly 70% of schools still do not have smart classrooms.

Chandigarh, Lakshadweep, Punjab, Delhi and Puducherry are among the better-performing regions in smart classroom availability. On the other hand, states such as Meghalaya, West Bengal, Mizoram, Jharkhand, Bihar, Jammu and Kashmir, Manipur, Madhya Pradesh and Uttar Pradesh continue to record low coverage.

The findings are important for India’s education and skill development ecosystem. Digital infrastructure in schools is no longer just a support facility; it is becoming essential for foundational digital literacy, technology-enabled learning, vocational exposure and future employability.

Schools without computers, internet or smart classrooms may find it difficult to provide students with equal exposure to digital learning tools. This can widen learning inequalities, especially for students in rural, remote and economically weaker regions.

For India’s workforce readiness goals, school-level digital access is critical. Early exposure to technology can help students build confidence in using digital tools, understand online learning systems and prepare for emerging job markets where digital skills are increasingly required.

The NITI Aayog report suggests that uniform policy approaches may not be enough to address infrastructure gaps. Since states are at different stages of digital readiness, the report points towards the need for geographically differentiated strategies.

This means states with low computer access may need priority investment in ICT labs, while states with computer availability but weak connectivity may require stronger broadband and last-mile internet solutions. Similarly, regions with limited smart classrooms may need targeted support for digital teaching equipment, teacher training and maintenance systems.

The NITI Aayog 2026 report presents a mixed picture of India’s digital learning landscape. While the country has made measurable progress in school digital infrastructure, the benefits are still unevenly distributed.

For digital education to become truly inclusive, the next phase of policy action must focus not only on expansion but also on equity, quality, maintenance and teacher readiness. Bridging these gaps will be essential for ensuring that students across all regions can access technology-enabled learning and develop the digital skills needed for the future.