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After years of mandatory remote education, there is still a question that remains to be answered: “Is the online medium inclusive enough to be deemed a solution?” As classrooms relocate to onlineenvironments and pedagogies rely on technologies, it becomes imperative to ensure that no one isleft behind and education remains accessible to every learner. The issue of the universality of accessto technological resources in India mingles with various socio-economic disparities that hinder thesuccessful implementation of online education. This chapter attempts to analyze and bring forwardthe factors that may contribute to the stark contrasts regarding the practicality of the onlineeducation scene in India, including accessibility, gender, socio-economic factors, and policy issues. Inmitigating the impact of an educational disruption (e.g., global health crisis) as well as the futureadoption of online instruction, this chapter summarized the topics that need addressing into themes:content understanding, learning outcomes, technological, pedagogical, and behavioral.

Kerala is one of the many states in India which allow 50 per cent reservation for women in local self-governance through the Panchayati Raj act of 2005 and hence the representation of women in the same has risen to almost 54 per cent, as of 2015. However the same is not reflected in the upper levels of governance namely state legislature and parliamentary elections despite Kerala being praised as a forerunner of women empowerment in India. The current state legislature has a mere 8 female members out of 141, which was almost the same since the first assembly which had 7 women members. Not to mention the state also send only one member to the Parliament, a numerical trend which has been consistent since 1950. Through this article, I would be examining whether women members of various local self-government bodies (Panchayat, Municipality etc.) have the same agency as that of a man and what are the factors and conditions preventing her from achieving the same