📄 Abstract
The COVID-19 pandemic exacerbated preexisting inequities in education, disproportionately affecting marginalized communities. This mixed-methods study examines the dual burden?technological and socioemotional?borne by parents in Mizoram, India, during school closures. Survey data (*n* = 100) and parental interviews reveal that 66% faced inadequate digital access, while 45% lacked devices for multiple children, exacerbating intra-household disparities. Concurrently, 65% of parents reported severe stress from balancing educational supervision with employment, compounded by concerns over children?s mental health (34% anxiety, 67% screen addiction) and academic regression (74% feared learning loss). Despite adaptive strategies (e.g., goal-setting by 69%), systemic gaps in institutional support left parents disproportionately responsible for mitigating crisis impacts. Findings highlight how intersecting burdens of digital exclusion and caregiving strain perpetuate inequality in low-resource settings. The study advocates for policies that concurrently address infrastructure deficits and psychosocial support to enhance resilience in future disruptions.
🏷️ Keywords
📚 How to Cite:
R.Lalhmingsangi, Dr.Lalmuanzuali , DIGITAL DIVIDES AND DUAL BURDENS: PARENTAL CHALLENGES IN REMOTE LEARNING DURING COVID-19 PANDEMIC IN MIZORAM, INDIA , Volume 10 , Issue 7, july 2025, EPRA International Journal of Research & Development (IJRD) , DOI: https://doi.org/10.36713/epra23060