This study examines the role of the Connected Learning Initiative (CLIx) in transforming English Language Teaching (ELT) through digital innovation, particularly in underserved regions of India. The research explores the following question: How does CLIx contribute to bridging educational gaps in ELT through ICT-enabled Open Educational Resources (OER)? The primary aim of this study is to evaluate the effectiveness of CLIx in enhancing student learning outcomes and teacher professional development through interactive, technology-enabled pedagogies. The objectives include analysing the impact of blended learning and constructivist methodologies on English language acquisition, assessing CLIx interventions\\\' scalability, and understanding the collaborative networks\\\' role in sustaining digital education initiatives. This research adopts a qualitative methodology, incorporating a detailed analysis of CLIx reports and secondary sources about the CLIx implementations in government schools across Chhattisgarh, Mizoram, Rajasthan, and Telangana. Data collection methods include document analysis of curriculum materials and policy reports. The study also engages with secondary sources, including reports from the Tata Institute of Social Sciences (TISS). The findings indicate that CLIx successfully integrates digital tools with pedagogical frameworks to foster communicative competence in English, critical thinking, and 21st-century skills. The initiative's emphasis on multilingual delivery and constructivist approaches enhances accessibility and engagement, particularly for students from marginalised communities. The research highlights the effectiveness of teacher training programs in equipping educators with digital competencies, thereby promoting sustainable pedagogical innovation. Leveraging ICT-enabled resources, CLIx serves as a scalable model for equitable and technology-driven ELT interventions in developing educational contexts.
B.Saroja Naik (Thu,) studied this question.