Bringing Blended Digital Learning Across 559 PM SHRI Schools in Uttar Pradesh

Every classroom brings together learners with different strengths, learning levels and support needs. While teachers work to meet these diverse needs, providing individual attention to every learner within limited classroom time can be challenging.

Recognising this reality, a large-scale digital learning initiative is being implemented across 559 PM SHRI schools in 75 districts of Uttar Pradesh.

The programme introduces a blended digital learning ecosystem that supports classroom teaching through Personalised Adaptive Learning (PAL) and a Digital Library available on school desktops and computers. This enables students to engage in personalised practice while giving teachers additional digital resources to support everyday classroom teaching.

The initiative brings together PM SHRI schools across Uttar Pradesh, hardware partner and iDream Education to strengthen ICT-enabled teaching and learning in government schools. While schools lead classroom implementation, iDream Education supports the programme through structured teacher capacity building, implementation planning and ongoing guidance to help schools integrate digital learning into their existing routines.

The programme combines two complementary digital learning components.

• Personalised Adaptive Learning (PAL) enables students to begin with a diagnostic assessment, after which the platform recommends personalised practice questions and learning videos based on each learner’s performance. Students progress through a structured learning journey, allowing them to revisit concepts and practise at a pace suited to their individual learning needs.
• Alongside this, the Digital Library provides access to more than 5,000 eBooks, audiobooks and educational videos across over 25 genres through three simple modes—Read, Watch and Listen. Together, these resources encourage both curriculum-aligned practice and independent exploration.

Implementation has been designed around the realities of government schools, recognising that infrastructure varies from one school to another. Rather than focusing on a single model, the programme supports each school in developing an implementation plan that fits its available ICT resources.

Teacher preparation is central to the implementation approach.

It was a five-hour training programme that combined interactive discussions, platform demonstrations and hands-on planning workshops. Instead of focusing only on platform features, every session connects the technology with real classroom scenarios, helping teachers understand how PAL and the Digital Library can support differentiated instruction, independent practice and learner engagement. Schools also prepare their own implementation roadmap, including weekly timetables for PAL sessions, Digital Library usage plans, the nomination of two teacher coordinators and school-specific adoption strategies that can be put into practice immediately.

During implementation, teachers actively participated in planning how digital learning would fit within their existing classroom routines. Schools developed practical usage schedules based on their infrastructure, explored the platforms through guided demonstrations and identified implementation coordinators to support day-to-day adoption. To ensure schools continue to receive support beyond the training sessions, dedicated WhatsApp communities, FAQs and ongoing implementation support channels have also been established.

With school-level implementation plans now in place, the next phase focuses on supporting schools as they begin regular classroom use. Ongoing teacher guidance, implementation support and continuous engagement with school coordinators will help schools embed blended digital learning into everyday teaching while building confidence in the effective use of digital resources.