In a bid to modernise classroom learning and address entrenched educational challenges, 121 tribal schools in Maharashtra are now using TutAR, an augmented reality (AR) learning app developed by Kochi-based startup Infusory, to teach subjects such as science, mathematics, environmental studies and English with three-dimensional visuals, entirely offline and without Wi-Fi or expensive equipment.

Launched as part of the state’s Tribal School Infrastructure Enhancement Program, TutAR aims to tackle long-standing gaps in pedagogy, infrastructure and resource quality in remote tribal classrooms, where traditional teaching has often struggled.

Educators and students report heightened engagement and conceptual clarity, while state officials emphasise the role of technology in realising the goals of the National Education Policy 2020. As the initiative unfolds, it has sparked broader conversations about teacher shortages, systemic inequities and the future of tribal education in Maharashtra.

Bringing Immersive Learning to Tribal Classrooms

In regions where textbooks and visual aids have been limited, TutAR is bringing abstract and complex concepts to life through simple AR experiences. The platform uses on-screen AR technology and works easily on basic tablets, projectors and interactive panels, allowing teachers to project 3D models of the human heart, the solar system, atoms, mathematical equations and more, directly into classrooms.

Infusory’s co-founder Thomson Tom explained that this approach transforms lessons into interactive experiences, enabling students to “see the lessons as well as interact with them”, which makes learning more enjoyable and intuitive. His co-founder Shyam Pradeep Alil highlighted that TutAR is deliberately designed to function completely offline, a crucial advantage for tribal schools where internet connectivity is weak or non-existent.

Officials involved in the rollout say the programme aligns with broader state education priorities and the National Education Policy 2020, which calls for experiential and activity-based learning to make education more engaging, meaningful and accessible.

With TutAR now reaching students from nursery up to Class XII, the project targets a wide age range, reinforcing foundational understanding and fostering curiosity from early years through higher secondary education. This initiative is also being watched closely, as its outcomes may guide future technology-based reforms in other tribal belts across India.

Systemic Challenges Beyond Technology

While TutAR represents a promising classroom tool, Maharashtra’s tribal education system continues to grapple with deep-rooted challenges that extend beyond instructional aids. A persistent teacher shortage in government-run ashram schools residential schools serving tribal communities has led to disruptions in basic classroom delivery, with reports of hundreds of institutions operating without adequate staff, forcing some parents to withdraw their children in protest.

In response, the state government has taken steps such as outsourcing the recruitment of nearly 1,800 teaching posts under the Tribal Development Department and planning to bring art, sports and computer instructors on contract to enhance curricular breadth.

However, some educators and associations argue that these measures may not fully resolve quality gaps unless accompanied by sustainable investment, robust teacher development and community-centred policy planning.

Compounding these structural issues, tribal schools including single-teacher schools in remote districts like Gadchiroli, Amravati, and Yavatmal face challenges related to poor infrastructure, inconsistent electricity, and linguistic barriers, where indigenous languages such as Gondi are frequently spoken at home yet formal instruction occurs in Marathi or English. These conditions not only affect learning outcomes but also pressure families’ educational choices.

Context: Persistent Inequities and Policy Responses

Maharashtra’s tribal education struggles are not isolated. Nationally, residential school models such as Eklavya Model Residential Schools (EMRS) have been expanded to promote holistic, quality education for tribal students, including free boarding, lodging and curriculum-based learning facilities.

The central government has sanctioned hundreds of such schools nationwide, and as of mid-2025 many are operational, offering examples of resource-rich environments intended to bridge systemic gaps in marginalised regions.

Despite policy frameworks and innovations like TutAR and EMRS, tribal communities still contend with broader socio-economic challenges. Internal reports indicate that over the past decade, more than 740 students from residential schools in Maharashtra have died due to malnutrition and health-related issues, underscoring the urgent need for holistic interventions that extend beyond academic improvements to incorporate health, nutrition and child welfare alongside education.

At the same time, government efforts to strengthen teacher quality including making the Teacher Eligibility Test (TET) mandatory for ashram school teachers are underway, though they also carry implications for staffing stability and retention in tribal areas where trained educators have historically been scarce.

The Logical Indian’s Perspective

At The Logical Indian, we welcome innovations like TutAR that harness technology to make learning more accessible, interactive and inclusive especially for children in underserved and remote tribal regions. By adapting to the realities of low-connectivity environments and leveraging simple devices, such tools can enhance engagement and conceptual understanding, empowering learners who have long been deprived of such opportunities.

Yet, technology alone cannot heal systemic inequities. Meaningful education reform in tribal Maharashtra must address the interconnected challenges of teacher shortages, infrastructure deficits, health and nutrition, linguistic inclusion and community participation. Only by bridging these divides, through empathetic policy and sustained investment, can we genuinely unlock the potential of every tribal learner and help them thrive academically and socially.