Section Article

STUDENTS’ VIEWS AND EXPERIENCES WITH EDUSAT-BASED INSTRUCTIONS
Author(s): Vikas Yadav

Abstract
The integration of EDUSAT-based instruction in educational systems has transformed the way students engage with learning materials academic interactions and pedagogical experiences. As India’s first satellite dedicated to education EDUSAT was envisioned to enhance access to quality learning bridge geographic barriers support remote and rural learners and introduce technology-enabled instructional approaches. Understanding students’ views and experiences with EDUSAT-based instructions is essential for evaluating the effectiveness accessibility motivation levels and perceived learning outcomes of satellite-mediated teaching. This study explores how students interpret experience and respond to EDUSAT models of learning focusing on engagement clarity interactivity technical challenges instructor presence support systems and overall satisfaction. Drawing upon interdisciplinary literature published up to 2018 this research examines pedagogical theories student-centered frameworks technology-in-education models and digital-learning perspectives. The findings suggest that students experience EDUSAT-based learning as a mix of opportunities and challenges. While many appreciate the availability of high-quality lectures multimedia content structured delivery and equitable access across regions others highlight concerns regarding limited interaction technological disruptions and reduced personalization. The paper argues that student identity digital readiness learning environment socio-economic background and institutional infrastructure significantly shape their experiences. Ultimately analyzing students’ perspectives on EDUSAT-based instruction helps strengthen digital education policies enhance instructional design improve engagement strategies and support inclusive education.