The paper explores interventions of e-learning in higher education. The perspective that the paper grounds is that the user’s interface with social media is not exclusive of possibilities, it creates unaccountable digital divide as well. Problematizing digital divide in socio-economic terms the paper explores how this viz-a-viz impacts the education sector. Stressing on the need for conscious AI companions, the paper investigates the notion of Digital Citizenship keeping the Indian socio-economic context in perspective. Exploring the idea of Digi -innovation, cataloging initiatives taken by the Government of India in enabling equity in participation and engagement in Indian Digital classrooms, the paper explores the need for innovative teaching pedagogy that is technology-enabled that transforms the Indian classroom. The technopositivist ideology defined as ‘compulsive enthusiasm’ in e-learning in higher education reforms the education sector. The paper explores three different teaching strategies and tools that are tested and tried in Global and Indian class rooms to negotiate questions of ‘inclusivity’ and ‘access’. Analytical Hierarchy Process (AHP) tool is one among the strategies considered, the others being Digitization of Modernism interpreted as ‘digi- flickers’ followed by the third, ‘padlet’ and ‘flip classrooms’ as lived experiences of participation and engagement with technology to facilitate teaching -learning.