LANGUAGE IN INDIA

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Volume 25:10 October 2025
ISSN 1930-2940

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Smart Learning for Marginalized Tribes: A Study on Digital Tools in Irula Education

Sudharsini K and
Girishwar. T Ph.D. Research Scholar (FT)

Abstract

In this digital era education is a fundamental right, yet it is not an easy access to many facing significant barriers for quality education, peoples in marginalized communities like the Irula tribe of Tamil Nadu. Digital learning is revolutionizing education and as a transformative tool in bridging educational gaps for indigenous communities. This paper explores the role of e-learning and technology integration to Irula community education, dealing how far digital platforms, learning through smart phones, and government initiatives have enhanced their literacy level. Despite these potential benefits, challenges exist like low infrastructure, lack of digital literacy, and economic constraints obstruct their widespread learning adoption. The paper emphasizes case studies of digital developments, including online learning programs and mobile classrooms, which have shown gradual growth in educational outcomes. Additionally, dealing with digital contents that ate culturally relevant and align with Irula tribes linguistic needs. Through analyses and identifying the areas to be developed the study advocates for inclusive policies, sustainable technology incorporation and training teachers for improving digital literacy. The findings state that needs for collaborative actions of involving government agencies, NGO's and interested private institutions who come forward to make sure the equitable digital access for learning. Ultimately, incorporating technology to Irula tribe for their education will empower their community, preserve their cultural, and improve their socio-economic background.

Keywords:Digital Learning, E-learning, Irula Tribe, Tribal Education, Technology Integration

Introduction

Education is a powerful tool to improve our socio-economic background, still lots of people from indigenous communities, remain periphery of mainstream education, including the Irula tribe of Tamil Nadu. The Irula's, have strong history that they are relied on oral tradition rather than formal education; they are commonly known for their tradition and closely connected with nature. While government and few NGOs (non-governmental organizations) gave an attempt to improve their literacy rate, faced systematic challenges like poverty, regional isolation, and language barrier persist. Digital learning has emerged to with potential challenges to overcome these challenges by providing equitable education and opportunities such as online education, mobile classroom, e-learning are capable of bridging the gap of educational divide among Irula children. Tamil Nadu government initiated smart classrooms, mobile based education, campaigns for digital literacy to incorporate technology into their education and improve literacy rate of Irula people's education. However, challenges like lack of infrastructure, and low digital literacy present among both teachers and students remains significant hindrance. The study deals with the impact, advantages and challenges of digital learning on Irula education. Further, it explores successful case studies, implementation barriers; suggest techniques to make an inclusive digital learning environment. Through this technique, research underscores technology not only improves their literacy rate but also preserves their culture and identity in developing digital world .

Education among the Irula Tribe

Irula tribe's oral tradition and their relationship with nature have historically shaped their education system. They are most resident of Tamil Nadu and some parts of Kerala; they usually rely on experimental learning rather than formal schooling. As commonly said to be semi-nomadic community they are deeply rooted with nature and expertise in herbal medicine and snake-catching and agriculture being down over generations. However, mainstream education system is not promising in accommodating their linguistic and cultural uniqueness, leading to high dropout rates in Irula communities (Kumar and Devi 78). Government has initiated to improve the literacy rate among tribal communities and established tribal schools and midday meal schemes which received a high welcome in beginning. The Tamil Nadu government has launched various programs like Ekalavya Model Residential Schools and Sarva Shiksha Abhiyan, focusing on integrating formal education for tribal children. However, access to education remains a challenge due to socio-economic barriers, geographic isolation, and linguistic differences. Many Irula students find it difficult to adapt to Tamil- or English-medium instruction, leading to disengagement and early dropout (Sundaram 32). The lack of trained teachers who understand tribal cultures further exacerbates the problem. Thus, alternative approaches such as digital learning have been explored as a potential solution to bridge this gap.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sudharsini K
Assistant Professor, Department of English,
Suguna College of Arts and Science, Coimbatore
&
Girishwar. T Ph.D. Research Scholar (FT)
PG and Research Department of English,
Chikkanna Government Arts College, Tiruppur
girishwarmoorthy@gmail.com
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