Digital Teacher Professional Development Through Diksha: A Study Of Nishtha 2.0 And Pedagogical Transformation In Aspirational Districts Of Andhra Pradesh

Abstract

The present study explores digital teacher professional development through the DIKSHA platform with special reference to NISHTHA 2.0 and its role in promoting pedagogical transformation among secondary school teachers in aspirational districts of Andhra Pradesh. NISHTHA 2.0, introduced under the framework of the National Education Policy (NEP) 2020, aims to strengthen teachers’ pedagogical competencies, classroom practices, and professional skills through technology-enabled training modules. The study adopts a descriptive survey methodology and focuses on secondary school teachers working in government and government-aided schools who have undergone NISHTHA 2.0 training through DIKSHA. Data were collected using structured questionnaires, teacher self-appraisal scales, and classroom observation schedules. The findings reveal that DIKSHA-based professional development positively influenced teachers’ instructional planning, classroom management, learner-centred teaching practices, and ICT integration. Teachers demonstrated improved awareness of competency-based education, inclusive teaching strategies, and interactive classroom practices. However, challenges such as inadequate digital infrastructure, internet connectivity issues, and limited implementation of critical thinking and collaborative learning activities were also identified. The study concludes that NISHTHA 2.0 has significant potential to improve teacher performance and pedagogical practices in aspirational districts. The findings provide valuable insights for policymakers, educational administrators, and teacher educators for strengthening future digital professional development initiatives.