The Universal Scholar Journal

Abstract

Drawing on cultural gene theory, this study examines the cultural origins, conflicts, and evolution of higher education digitalization in India across four dimensions: educational objectives, educational management, educational subjects, and educational practice. The findings indicate that India's “Brahman-Atman” philosophy has shaped four major cultural origins in higher education: the “Dharma” norm, the “Guru-Śāstra” system, the “purity” orientation, and the “cultivation” metaphor. In the process of digitalization, the “Dharma” norm gives rise to tensions between instrumental rationality and the principle of prioritizing duty over profit, evolving through the integration of nationalism and individualism. The “Guru-Śāstra” system generates conflicts between technological centralization and institutional autonomy, gradually developing through a balance between centralized and democratic governance. The “purity” orientation creates tensions between educational equality and religious hierarchy, evolving from a knowledge-based hierarchy toward technological equality. Meanwhile, the “cultivation” metaphor highlights the tension between the “digital Leviathan” and the essence of education, ultimately developing into a balance between preserving educational essence and enhancing educational quality. This study calls for greater attention to the cultural tensions associated with the large-scale implementation of digital technologies in higher education and emphasizes the importance of preserving the cultural essence of education throughout the digital transformation process.

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Cultural Gene Perspectives on the Digitization of Indian Higher Education: Origins, Conflicts and Evolution