The COVID-19 lockdown (CLP) disrupted education, shifting learning online, a shift that was particularly challenging for rural schools in India. However, over the duration of the CLP, a range of digital technology-enabled teaching strategies (TETS) were introduced into schools. However, the sustainability of these strategies remains largely unexplored. Most global studies focus on technology use in higher education or specific teaching subjects; consequently, the sustainability of TETS in rural schools is largely unexplored. To address this gap, this qualitative case study examined the sustained use of TETS in a rural district of Maharashtra, India, after the CLP. Specifically, it explores technology use among teachers in upper primary grades (grades 5–8; 11-14 age group) and secondary grades (grades 9–10; 15-16 age group).

Research Question: In what ways did upper primary teachers (UPTs) and secondary teachers (SETs) continue to use digital technologies and TETS, and what barriers (external and internal) did they perceive in using TETS in the post-CLP

Method: A qualitative case study was employed. Case studies are valuable for examining how and why phenomena occur, especially in real-life contexts (Yin, 2009), enabling an in-depth, context-rich understanding of contemporary practices through multiple data sources. (Creswell, 2014; Patton, 2015). Semi-structured interviews with 35 UPT and 35 SET were conducted in October 2024 (post-CLP) and analysed using inductive thematic analysis following Braun and Clarke’s (2006) six-step method. Interview and class observation data were translated from Marathi to English, reviewed, coded, and thematically grouped using MAXQDA, ensuring anonymity and accuracy.

Based on interview findings, observations were subsequently conducted on the classroom practice of the four teachers, who reported substantial use of TETS, and on their availability during the visit of the researcher in their geographical cluster. Teachers consented and added the researcher to their classroom WhatsApp groups; only these were observed, including 2 UPT and 2 SET groups over 5 months. (November 2024 to March 2025). WhatsApp group data were analysed by retrieving chat history, organising it monthly, and categorising messages by sender, type, and frequency to identify interaction patterns. Data were analysed using a convergent design without manipulation; reflexivity, analytic distance, co-author discussions, and triangulation ensured transparency and credibility. (Miles et al., 2014; Saldaña, 2021).

Findings: In the Post-CLP, TETS was evident in teaching and learning. The most sustained technologies were WhatsApp, YouTube, and the government-initiated DIKSHA application, which provided resources for teachers, students, and parents. UPTs used WhatsApp mainly for parent communication and administrative document collection, while SETs used it for student interaction, sharing PDFs, and handling administrative tasks. In addition, teachers widely used the YouTube videos and DIKSHA application to access curriculum-based digital content that supplemented face-to-face classroom instruction.

Post-CLP, the government deployed digital whiteboards in schools, which SETs used to display diagrams and animations. Because the boards were predominantly installed in secondary classes, it is not surprising that UPTs used them less.

Both UPT and SET reported similar external barriers to TETS, including poor internet connectivity, limited school Wi-Fi, irregular electricity, and limited formal training in using advanced digital tools, such as digital boards. Internal barriers included fear of using digital technologies, concerns about students misusing smartphones, and lower interest among a few teachers nearing retirement.

Despite barriers, many teachers who were previously unfamiliar or uncomfortable with digital technologies reported increased confidence in independently learning and using new tools after CLP. Teachers felt that technology saved time, reduced workload, and improved students’ learning. Post-CLP digital technology use reflects TETS evolving from an emergency response into a core subject teaching tool. The state should ensure equitable access and strengthen teachers’ digital pedagogy skills.