<![CDATA[DIKSHA, India's largest government-run, multilingual e-learning platform for school education, provides free access to curriculum-aligned instructional content (e-content) and professional development courses (e-courses) for teachers. This study examines the usage and acceptance of DIKSHA based on a survey of 274 teachers from both government and private schools in India. A comparative assessment of engagement with e-content and e-courses was done by analyzing responses across school management types (government/private), locations (rural/urban), and teaching stages. Data were collected using a questionnaire developed based on the Teaching e-Learning Attitude Related Test (TeLRA) scale and the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Results indicate teachers’ general preference to use the platform in school settings. Government school teachers, particularly in rural areas, report higher use of DIKSHA for classroom teaching and lesson planning, while private school teachers engaged more with capacity-building courses. There is a moderate positive correlation between frequency of the platform use and utilisation of both e-content and e-courses. NISHTHA, the flagship teacher training program plays a pivotal role in adoption of the platform among teachers. These findings indicate the need for differentiated content strategies for teachers from different school types, locality, etc. A targeted outreach to government schools for professional development courses and a similar outreach to private schools for classroom use may further enhance the adoption of the platform. These findings will also inform evidence-based UI/UX enhancements and feature designs.]]>
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