This study examines aspirational inequality among rural and urban B.Ed. students in the context of the digital era. Aspiration level plays a significant role in shaping the professional goals and future success of prospective teachers. However, disparities in digital access and exposure have created noticeable differences in the aspirations of students belonging to rural and urban backgrounds. The present study adopts a descriptive survey method and includes a sample of 240 B.Ed. students selected through stratified random sampling, ensuring equal representation from rural and urban areas. Standardized tools were used to measure aspiration level, while a self-developed scale assessed digital exposure. Statistical techniques such as mean, standard deviation, t-test, and correlation were employed for data analysis. The findings indicate that urban students demonstrate a higher level of aspiration compared to their rural counterparts. Additionally, a positive relationship was observed between digital exposure and aspiration level. The study highlights the need to bridge the digital divide in order to reduce aspirational inequality and ensure equitable opportunities for all learners in teacher education programs. The results have important implications for educational policy, curriculum design, and teacher training institutions in promoting inclusive and digitally empowered learning environments.
Dr. Aruna Bajpai (Wed,) studied this question.