| Abstract | The rapid acceleration of digital education in India—particularly after the COVID-19
pandemic—has dramatically reshaped the educational ecosystem. While technology has
enabled increased access to content, personalized learning, and efficiency, it has also
ushered in profound ethical challenges. These include digital addiction, erosion of
teacher-student relationships, cultural homogenization, inequitable access, data privacy
violations, and the prioritization of profit over pedagogy. In response, this chapter
proposes a value-driven framework rooted in ancient Indian philosophical traditions to
humanize digital education.
Drawing from the foundational concepts of Dharma (ethical duty), Seva (selfless service),
Vasudhaiva Kutumbakam (the world as one family), Ahimsa (non-harm), and
Antahkarana Shuddhi (purification of the inner faculties), the chapter presents a vision of
ethical digital pedagogy that fosters both academic excellence and moral development.
These principles, long central to India’s educational heritage, particularly in the gurukul
system, offer time-tested guidance on harmonizing technological advancement with
human well-being.
The chapter explores how these philosophical values can be translated into practice
through digital tools and pedagogical strategies. It examines examples such as “Tech
Free Tuesdays” in progressive Indian schools, AI-based reflection prompts grounded in
Upanishadic inquiry, and vernacular-first content delivery through platforms like
DIKSHA. A central case study highlights the Bengaluru-based ed-tech startup Gurukul
AI, which integrates traditional Indian ethics with adaptive learning and AI. Through
features like “Karma Points” (rewarding peer help), “Dharma Check-ins” (mindful
learning pauses), and guardian reports that prioritize wellness over scores, the platform
demonstrates how ancient wisdom can shape 21st-century innovation.
Quantitative and qualitative data from pilot implementations are presented to support the
efficacy of such value-based systems. Results include improved learner empathy,
increased academic retention, reduced screen dependency, and more engaged parental
involvement. The chapter also addresses implementation challenges—such as resistance
from investors prioritizing profit metrics and the need for teacher retraining—and offers
concrete policy suggestions.
By advocating for an “ethics-by-design” approach, training teachers as modern “Dharma
Gurus,” and reviving storytelling and experiential learning through Panchatantra-inspired
ed-tech, this chapter reimagines education as a pathway to vidya not just information, but
wisdom that enlightens the individual and serves society.
In conclusion, the chapter argues that Indian philosophical ethics, far from being
antiquated or irrelevant, are essential to shaping a future where technology supports
human flourishing. With thoughtful integration, digital education can become not just a
means of academic instruction, but a transformative force for cultivating integrity,
empathy, and a sense of global belonging in young learners.
Keywords—Digital Learning, Ethiclearn’s, Pathway to Vidya, Vasudhaiva
Kutumbakam.
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