ABSTRACT
Digital affairs and engagement are increasing day by day, and various sectors and spaces are using digital tools, techniques, and technologies. As a fact, the teaching-learning process and moreover the education sector have become high-end technology-specific in the recent past. The emergence oftechnology and related issues lead to many innovative concepts as well as domains, namely e-learning, online education, education technology, virtual education, and blended learning. Initially, only education technology or e-learning was considered as a concept. But the gradual involvement of other areas led the concept of digital education under one roof. Later on, this was also called as digital learning. Digital education has emerged as an interesting academic innovation. It has become a field of study in the recent past. Some of the international universities have already started to offer educational programs and allied courses not only doctoral but also bachelors and master’s degrees, including their subfields and allied areas (mentioned above) in the digital format. Moreover, digital education also offers courses in different subjects and in a concentration and/or a major. Due to its enormous potential, digital education is considered an important research area in many research centers and universities. It is worthy to note that the research degrees, namely PhD 256and even professional doctorate degrees, have started in many countries with the help of digital education. This study is concentrated on the contribution of digital education, in the recent past, in master’s degrees and doctoral degrees. With adopting specified research methodologies, this chapter highlights these issues. Moreover, the chapter also describes the foundation, nature, characteristics, and the role digital education has played in the recent past. It also mentions about the future growth and stakeholders in this field, including the technologies involved and possible educational programs in the context of India and developing countries.
