The past pandemic has solidified the necessity of digital tools in education even further, as during COVID-19, the concept of digital mode for education was not a choice but the only available option. In the Indian context, emerging digital connective technologies and educational innovations triggered the traditional pedagogical teaching and learning approaches to revamp and adapt technology-enabled methods. This paper discusses the changes, challenges, and adaptations faced by teachers in pedagogical, technological, and administrative approaches to implementing virtual education. Data were collected using a self-developed questionnaire and interviews from 69 teachers, comprising 65.22% females and 34.78% males; 73.92% were from rural areas and 26.08% from urban settings. The results showed that background variables play an essential role in adapting the technology-enabled teaching-learning approach, as experienced teachers (Over 15 years) find it difficult to change and adapt; the study showed that female teachers face more difficulties. The findings showed that the major challenge was the unavailability of adequate digital infrastructure and network, which limits internet access. This study advocates for proper capacity-building programs for teachers and infrastructure in remote schools for smooth network and connectivity.
Kumar et al. (2025) studied this question.