Contemporary Relevance Of Krishnamurti’s Educational Ideas In The Digital Age

Abstract

 The rapid expansion of digital technologies has transformed contemporary education, creating unprecedented opportunities for information access while simultaneously introducing challenges such as distraction, psychological conditioning, and superficial learning. Against this backdrop, Jiddu Krishnamurti’s educational philosophy centered on self-knowledge, freedom from conditioning, holistic development, and inquiry-based learning offers a timeless framework for rethinking teaching and learning practices. This study examines the extent to which teaching faculties in Palghar District are aware of Krishnamurti’s educational ideas and investigates how these principles are integrated into digital-age classroom practices. Using primary data from 120 respondents, the research evaluates differences in awareness based on demographic factors and explores the relationship between awareness, integration, and the perceived challenges of applying Krishnamurti’s ideas in technology-driven environments. The results reveal significant variations in awareness across age and qualification levels, with older and more highly qualified teachers demonstrating deeper understanding of Krishnamurti’s educational philosophy. Correlation analysis indicates a strong positive relationship between awareness and integration, suggesting that greater familiarity with Krishnamurti’s ideas enhances educators’ ability to apply them in digital teaching. Conversely, perceived challenges show a moderate negative correlation with integration, implying that as teachers adopt Krishnamurti’s principles, the difficulties associated with digital distractions and conditioning decrease. The study concludes that Krishnamurti’s ideas remain highly relevant in the digital era, offering valuable guidance for promoting reflective, meaningful, and student-centered learning. These findings highlight the need for teacher training programs that incorporate Krishnamurti’s insights to strengthen pedagogical effectiveness in modern educational contexts.