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VOL. 5, ISSUE 2 (2023)
Teaching anthropology in digital India: virtual fieldwork, simulation pedagogies, and online learning environments
Authors
Sadhna Verma
Abstract
Anthropology education in India has historically emphasized immersive fieldwork, participant observation, and community engagement, particularly among tribal and rural populations. With the onset of the 21st century and the transformative effects of digital technologies, global connectivity, and the COVID-19 pandemic, the discipline has entered a new pedagogical phase. This paper critically examines how anthropology education in India has adapted through the integration of virtual fieldwork, simulation pedagogies, and online classrooms. It explores digital tools such as virtual reality (VR), augmented reality (AR), artificial intelligence (AI), gamification, and collaborative learning platforms that have enhanced experiential learning, intercultural competence, and research skills. Drawing on Indian-specific case studies, including initiatives at Jawaharlal Nehru University (JNU), Banaras Hindu University (BHU), University of Lucknow, and Indira Gandhi National Centre for the Arts (IGNCA), as well as government-led programs such as SWAYAM, DIKSHA, and the National Digital Library of India, the study demonstrates how digital pedagogies are reshaping anthropology education. Challenges such as digital inequity, linguistic diversity, ethical dilemmas in indigenous research, and the authenticity of virtual experiences are also critically analyzed. Global comparisons with the UK, USA, and Japan highlight both convergences and distinct Indian trajectories. The paper concludes that digital pedagogies should not replace traditional methods but instead complement them, creating a blended model that prepares students for interdisciplinary, technologically integrated, and ethically grounded research in the 21st century.
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Pages:73-75
How to cite this article:
Sadhna Verma "Teaching anthropology in digital India: virtual fieldwork, simulation pedagogies, and online learning environments". International Journal of Educational Research and Development, Vol 5, Issue 2, 2023, Pages 73-75
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