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The technology-supported education systems seamlessly integrated throughout the globe in response to the demands of post COVID-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students' Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape.

India's growing economy and population proves its significant stake in the Artificial Intelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of COVID-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of AI in India's education sector through various policy measures. According to the findings, AI increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

The period of a child's growth and development that is most notable is from 0 to 8 years old. These are the years when all that is learned is laid down. Putting strong foundations in place today will yield big dividends later. Greater learning in the classroom and better educational results have a positive social and economic impact on society. Children who get early childhood education (ECE) have a strong foundation, which increases the effectiveness and productivity of every subsequent educational stage. The goal of the current study was to determine the pre-primary teachers' level of awareness regarding early childhood education, given their critical position in the field. To determine the level of knowledge of early childhood education (ECE) among teachers employed in pre-primary institutions in Bengaluru city, the study used a survey approach and a custom application. A sample of 106 teachers were drawn through cluster sampling. The study found out that the demographic variables like locality, marital status and teaching experience have no influence on the awareness of ECE among pre-primary teachers. The study found that 10% of teachers have average awareness, 31% have good awareness, 37% have very good awareness and 22% have excellent awareness of ECE. Thus, close to 90% of them are found to have better awareness of ECE. This means that preprimary teachers are well aware of the nature, learning needs etc. of children and also methodology of teaching and evaluation. In spite of better awareness of ECE found in teachers, the study comes out with few of educational implications in order to regulate and sustain the awareness of ECE among them and also in proper handling of children.

This study focused on the perception of the students on entrepreneurship education. Entrepreneurship education is considered an effective tool for influencing students' learning orientation and expression. This study examined the effects of entrepreneurship education and learning on the entrepreneurial implementation intentions of students at the Universities. This study employed an explanatory method. For the study, 600 questionnaires were collected from north Indian university students. Multiple regression was used for the analysis of the study. The results showed that teaching methods significantly impact entrepreneurship stimulate students' interest and enhance students' knowledge innovation for business start-ups. The findings of the analysis also revealed that practical activities are mainly based on vocational skill activities, the teaching methods should contain extensive attention to critical thinking and idea generation activities as graded mechanisms of the degree program. It was also recommended that engagement of students with entrepreneurial development initiatives provided by institutions should involve students across all degree levels. Therefore, to increase the prospect of assignation in entrepreneurial activities after graduation students should generate viable business ideas, identify market gaps, engage in business startups, and practical business plans, and engage in invention and innovations. [Note: The page range (143-156) shown on the PDF is incorrect. The correct page range is 143-155.]

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

The paper examines how new age pedagogies and neoliberal policies consciously work towards "naturalizing" English language's hegemony in institutions of Higher Education (IHE) in India. An ethnographic study the paper foregrounds the precarious positioning of non-English Indian languages "vis-à-vis" the pervading discourses of internationalization and education as job/skill oriented. Hegemony of English in the present is coupled with a restructuring of language departments as well as fleeting market demands for human capital. The paper also brings into question the role of the Internet and related technologies in reorganizing the linguistic dynamics of HE. Instead of democratizing, the Internet produces new monopolies in knowledge production, controls knowledge traffic from global North to South and further legitimizes the language hegemony. The paper argues that, in the last two decades, the neoliberal rupture has been leading HE institutions to a death of vernaculars within their physical, cultural and academic spaces.

Contribution: This article proposes a new theoretical model with a goal to develop future human computational thinking (CT) in foundational computer science (CS) education. The model blends six critical types of thinking, i.e., logical thinking, systems thinking, sustainable thinking, strategic thinking, creative thinking, and responsible thinking into the design of a first-year undergraduate programming course. The study describes a creative blended pedagogy that embeds the proposed model into the course plan. Background: The emergence of artificial intelligent systems such as large language models from a knowledge provider perspective, coupled with a gradual change in post-pandemic outlook of education challenge the relevance and raises concerns about the future of education. The 21st-century human CT requirements, viz., learning to code (skill) and thinking computationally (competency), will be inadequate in the future. Moreover, there is substantial evidence which shows that most introductory programming courses fail to integrate critical elements like ethics and responsibility as part of the course. Intended Outcomes: The authors anticipate experiential learning models such as this has immense potential to future-proof CS education, as well as make future software engineers responsible citizens. Application Design: The proposed model blends six types of thinking into the design and activities of the course. The underlying theoretical basis of these activities revolve around three key principles: 1) experiential learning; 2) self-reflection; and 3) peer learning. Findings: This case study from a liberal educational institution in India qualitatively shows evidence of students developing six critical elements of thinking that shapes their future CT ability.

Machine learning (ML) is increasingly utilized in the development and assurance of safety-critical systems (SCSs) nowadays, much like other complex problems. Safety is the topmost priority in SCS, hence, developers who are working in this area must possess extensive knowledge of both ML and SCS. This article presents a methodical investigation that surveys engineering students and professionals in the industry to identify the disparities between the knowledge of students and the industry's expectations during interviews with undergraduate (UG) and postgraduate (PG) students. The research questions (RQs) were developed based on the student's proficiency in ML and SCSs, as well as the industry's expertise in these areas. These questions were then analyzed to determine the factors contributing to the knowledge gap. In this study, a rigorous survey was carried out using two sets of questionnaires. The first set was distributed among UG and PG students from various government-sponsored and top private institutions in India who were preparing for job interviews. The second set was distributed among industry experts involved in recruiting these students. The responses from both sets of questionnaires were thoroughly analyzed to assess the students' knowledge against the industry's expectations for superior post-placement performance. The study revealed a substantial gap between the students' knowledge and the industry's expectations, underscoring the critical need for students to acquire a comprehensive understanding of SCSs and ML applications to effectively meet the industry's requirements upon joining the organization.

As universities shifted to online education with the onset of the Coronavirus Disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students were more motivated to learn and share their learning, and they could also successfully engage in recognising and addressing group dynamics, thereby cultivating more than just subject knowledge. This finding aligns with existing scholarship and the paper adds to research about pedagogy and assessment via digital education in the Indian context, which is still upcoming.

We are two women international students from the Global South, situated in Turkey and the U.S. respectively. In this article, we utilize autoethnography to critically reflect on our intellectual, emotional, linguistic, and cultural growth during a virtual exchange program that we participated in during the COVID-19 pandemic. Through this co-exploration, we re-reflect on and analyze our experiences as participants in a COIL program to consider, more broadly, the evolution and trajectory of virtual mobility in an uneven knowledge landscape. Collectively, we improved our English language skills through our exchange, while simultaneously resisting a deficit orientation of English language learning. We also expanded our epistemic and discursive horizons, learning about the vibrant and thriving cultural traditions, thought traditions, and religious/spiritual traditions of Turkmenistan and India, our home countries. Through technologies such as Zoom and WhatsApp, we discovered each other's personalities and backgrounds, centering sisterhood along the way. We framed our analysis through a critical internationalization perspective, delineating the challenges and limitations of virtual exchanges and arguing for equitable, transformative exchanges that honor southern epistemologies.

Digital games are increasingly used in education to boost engagement and reduce stress. Digital game-based learning (DGBL) has improved the learning experience. However, further investigation is needed to determine the specific impact of commercially available, off-the-shelf (COTS) video games on English language skills. This study provides a comprehensive overview of DGBL literature, specifically focusing on how COTS games enhance English language skills in ESL and EFL classrooms. The systematic review methodology, following PRISMA guidelines, involved searches across database like Scopus, Springer, Science Direct, and Web of Science, and other sources, and 16 articles were selected for detailed analysis from 19,201, screened articles. The systematic review examines the positive impact of commercial games on improving English language skills , identifying different game genres, and elements and linking game elements with the four perspectives of game-based learning (GBL): affective, motivational, cognitive, and socio-cultural, highlighting their direct contribution to English language skills development. This study contributes to ongoing discussions on innovative pedagogical methods to meet learners' evolving needs in a technologically advanced educational landscape. The study provides valuable insights for policymakers, educators and researchers by highlighting the potential of commercial video games in enhancing English language learning.

Online courses have become increasingly popular in education and professional development because of their user-friendliness, accessibility, and ability to provide specialized training beyond formal education for workforce preparation. We demonstrate the efficacy of using a Massive Open Online Course (MOOC) to teach specialized engineering concepts through the case study of a multi-body gravitational dynamics course; this topic is not typically taught in undergraduate courses but essential for specialized roles in aerospace engineering. Our use of MOOCs to bridge the knowledge gap between engineering education and practice represents a critical advance in tools for workforce preparation. Our MOOC, Designing the Moonshot, was released to the public in June 2021 and again in June 2022 as part of an international virtual event entitled OrbitCamp (originally called AstroCamp) where we collected data from a sample of 840 participants to study learning gains through pre-post testing and retention. Participant drop-off rates were steep (66% of participants did not complete the first module) but lower among men and those with higher degrees. Statistical analysis demonstrated that participants gained significant knowledge on the 12 (of 14 total) learning outcomes for which sample sizes were sufficient. Some of this knowledge was retained three months after OrbitCamp. These results support the use of MOOCs as a tool for furthering the expertise of the engineering workforce in highly specific domains.

This paper reviews a two-day workshop held in the eastern part of Assam, India in 2020, aimed at enhancing English communication skills among rural school teachers in India. The workshop was facilitated by experienced educators and a Global Teacher Grant recipient. The workshop facilitators collaborated with language specialists to deliver comprehensive English as a Second Language (ESL) training for teaching emergent bilingual students (EBs) and using innovative strategies and technology to overcome geographical barriers. This review presents a contextual background, literature review, observation tools for evaluating workshop activities, and findings. It highlights the necessity for continuous teacher support and professional development for literacy teachers. Insights from the review contribute to a professional development program for ESL and English Language Arts and Reading (ELAR) teachers in Texas, with an emphasis on improving students' language proficiency through innovative instructional approaches.

Developing a professional STEM workforce with a high degree of intercultural competence is essential in today's globalized world.To this end, Higher Education Institutions incorporate reflection to help students make meaning of their learning experiences. In this study, we investigated the development of intercultural and teamwork skills among undergraduate first-year STEM students enrolled in a global living- learning community. The goal of the community was to help students develop intercultural competence and teamwork skills by engaging them in active learning environments and reflection. The study used an inductive thematic approach to characterize the impact of the learning community on intercultural competence and teamwork skills.The themes for intercultural competence showed that students develop cross-cultural communication skills, cultural self-awareness, and respect for people from other cultures. The themes for teamwork indicated that students learned to work in multicultural teams and developed the ability to recognize cross-cultural conflict and manage time. An additional theme of a sense of belonging emerged during the analysis; students mentioned that they felt a sense of connectedness and made new friends. Overall, the results of the study underscore the importance of reflection, engaging students in a living-learning community, and fostering intercultural competence and teamwork skills in first-year students. Also, the development of a sense of belonging among first-year students highlights the value of embedding reflection and creating living-learning communities within higher education settings.

Open educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021-2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types.

Recent studies have indicated that digital platforms cannot amalgamate learning solutions for students with learning disabilities. In this paper, we provide a comprehensive overview of the literature on the topic and methods to elaborate on earlier studies on learning disabilities. These findings can help new researchers develop effective techniques to improve learning skills, and cognitive development and motivate teachers toward remediation programs to overcome the problem of learning disability.

Digital modules typically refer to self-contained units of online learning materials designed for specific topics or learning objectives. The researcher developed digital modules for three specific math units and conducted a three-week experiment in six schools in three districts of Punjab. The purpose of the study was to find the effectiveness of digital modules. The study revealed a statistically significant difference in gain achievement scores and posttest achievement between the experimental and control groups. The t statistic for gain achievement scores was 2.41, indicating a p-value of 0.016, and 2.70 for posttest achievement. This suggests a significant difference in learning outcomes between the two groups.

Drawing from the rich cultural heritage and diverse historical contexts of Nepal, India, Sri Lanka, and Myanmar, we examine how teachers adapt traditional and modern pedagogical methods in response to linguistic and cultural diversity. Colonial legacies in Sri Lanka and Myanmar, along with Nepal's shifting sociopolitical climate, offer insights into the evolving identities of educators amidst systemic educational changes. The role of civil protests is analyzed as a catalyst for educational transformation, with particular emphasis on recent teacher demonstrations in Sri Lanka, underscoring the potential of disruptive movements to spur positive change. This analysis aligns Fullan's principles with South Asia's ongoing educational reforms, highlighting the resilience and adaptability of teachers in navigating cultural, historical, and political intersections.

Undergraduate academic achievement serves as a vital measure of higher education standards. The impact of perceived social support on academic outcomes has gained considerable attention. Nevertheless, existing studies have shown varied results regarding its correlation with undergraduate achievement, and the moderating effects remain unclear. This research utilized a meta-analytic method to comprehensively assess the link between perceived social support, including its subtypes (teacher, peer, and parental support), and undergraduate academic achievement. It further explored how variables like gender, economic level, cultural background and academic achievement measurement type function as moderators. The analysis incorporated 27 studies, resulting in 41 distinct effect sizes across 31,019 undergraduate participants. The results indicated a positive but modest correlation between perceived social support and academic achievement, with teacher support having the strongest effect among subdimensions. Moreover, the moderating effects of contextual and demographic factors on the support-achievement relationship exhibited variations across different subdimensions of perceived social support. This study provides essential empirical evidence about the complex mechanisms linking perceived social support with academic outcomes, offering theoretical and practical guidance for educational policy and future research.

The purpose of this study was to compare the different levels of teacher competence and self-efficacy among secondary school teachers. A comparative survey method for descriptive research was used. A total of 147 secondary school teachers were selected through a random sampling method. Analysis of variance was used for data analysis. The key finding of this study is that among male and female teachers with high, moderate, and low competency levels, there are no significant differences in self-efficacy. Government teachers show no significant differences in self-efficacy with respect to their competence levels, but private teachers show an apparent pattern. Private teachers differ only in terms of high and low levels of self-efficacy; neither high nor medium self-efficacy levels differ from one another.

This theoretical research article delves into the necessity of embracing digital pedagogy as a transformative force for girls' education in contemporary India. This study is grounded in three main objectives: (1) assessing the current state of girls' education in India, (2) exploring the potential benefits of digital pedagogy, and (3) understanding the challenges in implementing digital pedagogy. This study aims to unravel the unique dynamics surrounding the educational landscape for girls. Through a comprehensive analysis of the literature and theoretical frameworks, this article seeks to illuminate how digital pedagogy can catalyze girls' empowerment, addressing the multifaceted challenges that hinder their educational advancement.

This meta-analysis examines gender differences in acculturative stress among international students. Despite numerous studies on cultural adjustment, inconsistencies persist regarding gender differences in acculturative stress. This study synthesizes findings from 12 empirical studies. Comprehensive searches across databases, including institutional libraries, Google Scholar, PsycINFO, ScienceDirect, and ResearchGate, were conducted. Studies were categorized by geographic location, publication type, sample size, instruments, and participant age. The meta-analysis revealed no significant differences in acculturative stress levels between male and female international students. These findings suggest the need for further research on gender differences and other variables related to acculturative stress. Understanding these variables could enhance interventions and support international students' well-being and adaptation. [Note: The page range (141-158) shown on the PDF is incorrect. The correct page range is 141-157.]

Science, technology, engineering, and mathematics (STEM) education has gained popularity as an interdisciplinary approach that combines these subjects into a single curriculum. STEM concepts align with the competencies the contemporary workforce requires, making it a desirable education model to foster twenty-first-century skills. The dynamism of the metacognitive awareness of science teachers in STEM has not been the subject of serious research. This study explores the metacognitive awareness level of science teachers in STEM, and the results are average. A gap exists between the living culture and the learning culture of students in this digital era. STEM is a new way of learning and comprehending in terms of a sustainable future.

In this paper, we examined the relationship between social networking sites (SNSs) and the coping strategies international students adopt amidst cultural shocks in India, particularly in the vibrant locale of Chandigarh. The study scrutinizes pivotal factors that influence international students' SNS use and creates and validates an instrument that measures this relationship. Grounded in the uses and gratifications theory (UGT), this research introduces an instrument -- the Social Capital Assessment Scale and Inventory (SCASI), which was developed via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The research concludes that SNSs play a pivotal role in the globalization of information, encompassing education, knowledge dissemination, interactivity, and cultural exchange in geographically diverse countries such as India.

This paper examines the gendered experiences of female students in Indian law schools, highlighting the influence of societal norms and patriarchal expectations on their education and career choices. Despite the growing presence of national universities offering legal education, women continue to face significant challenges rooted in traditional gender roles. These societal pressures often dictate the professions deemed appropriate for women, reinforcing male-dominated norms and limiting their professional autonomy. Through an analysis of the experiences of female law students, this study sheds light on the structural barriers they encounter both within educational institutions and in broader society. The findings emphasize the need for systemic changes at the home, workplace, and societal levels to create a more equitable environment for women pursuing careers in law.

Digital addiction has become an intriguing concern over the recent years because of the rapid explosion of gadgets and other online platforms attracting youth to spend most of their time online. Excessive use of digital platforms has been associated with many psychological issues. The results revealed significant correlations among digital addiction, depression and stress among both males and females. Males were more likely to be digitally addicted than females were. In contrast there were females on the depression scale. The study emphasises the need to implement robust policies for schools and other educational institutes to make healthy practices for using digital media and to create alertness regarding the adverse effects of digital addiction over mental health.

In the present study, the researcher aims to investigate the impact of school adjustment and study habits on English language achievement among senior secondary students. This study is contrary to expectations; neither school adjustment nor study habits individually demonstrated a significant correlation with English language achievement. However, the combined effect of both factors revealed by regression analysis was significant at the 0.05 level, suggesting that they collectively contribute to predicting English language proficiency. These findings highlight the complex interplay of factors that influence language learning and the importance of considering multiple influences beyond individual variables.

Using a multistage sampling technique, the students completed the self-constructed Identification Battery on Comorbid Conditions (IBCC), which assesses 10 disorders, including dyslexia, dysgraphia, dyscalculia, dysphasia, dyspraxia, anxiety, attention deficit hyperactive disorder (ADHD), obsessive-compulsive disorder (OCD), autism, and tic disorder. The results revealed that 20.66% of the students exhibited comorbid conditions, with dyscalculia being the most prevalent, followed by dyslexia and others. Comorbid conditions varied, with some students having different combinations of disorders. The Jammu district had the highest prevalence. This study emphasizes the importance of early diagnosis and intervention, highlighting the need for increased stakeholder awareness to address these issues effectively.

Academic compliance is originally an externally handled action, which means that students tend to follow the directions provided to them by various authorities such as teachers, administration, and so forth. Modern trends in education are based on the principal assumption that students can make choices that are in their best interest. In this context, it is proposed that if the issue of academic compliance, which is originally an externally handled action, becomes a function of students' agency, it may lead to improvement in many aspects of students' overall academic engagement and performance. The present study aims to understand the influence of students' personal agency on their academic compliance within the context of higher education institutions in India, from the regions of Delhi and National Capital Region (NCR), Mumbai and Pondicherry. Employing an embedded mixed-method design, the current research integrated a matched pair scenario experiment regarding students' compliance towards timely submission of assignments, along with content analysis of descriptions provided by participants about their perception towards compliance. The findings revealed a significant increase in academic compliance among students exposed to interventions aimed at enhancing their personal agency through dimensions of personal agency: shared practices and socialization in the institution. The content analysis underscored the multifaceted nature of compliance, highlighting factors such as acknowledgement of personal efforts, compliance to authority, importance of academic performance, and a perceived lack of concern for peers as determinants of compliance.

The pandemic has affected the social, economic, political, and psychological as well as physiological well-being of an individual. Due to technological advancements, it was comparatively easy to adapt to these clouds of change, and the education field was not an exception. The researchers have observed this not only in letter but in spirit during the pandemic through the new way of teaching and learning, that is, the Online Learning Mode. This paper aims to study the impact of place of residence on English language acquisition and the social and psychological health of engineering students in Online learning mode. A structured questionnaire was designed for this study. A total of 245 participants who are presently pursuing engineering in online learning mode participated in the research. The study revealed that the place of residence had no influence on English language acquisition but significantly impacted engineering students' social and psychological health.

This article reflects on a week-long staff professional development program at Tezpur University), Assam, India, conducted during mid-December 2023. As a focus of the professional development, staff from the Cultural Studies Department along with visiting academics and staff from other departments at Tezpur University learned how to teach community dance to their master's students in 2024. Embedded into this learning was a transformational pedagogical approach to teaching that offered an alternative to direct knowledge transmission. Khedkar & Nair (2016) commented on the value of this pedagogical approach, noting, "Transformative pedagogy is defined as an activist pedagogy combining the elements of constructivist and critical pedagogy that empowers students to critically examine their beliefs, values, and knowledge with the goal of developing a reflective knowledge base, an appreciation for multiple perspectives, and a sense of critical consciousness and agency. (p.232)." Outcomes have been drawn from the participants' personal reflections. All the participants responded with enthusiasm to the new ideas and learning that came from the week of professional development. Enthusiastic engagement and enjoyment observed during the sessions suggest that their positive reflections were honest and open according to the guidance they had been given. We reflect on the learning that emerged from this, both for the participants and the facilitator.

This study examines the direct and indirect effects of some affective constructs, such as self-efficacy (SE), mathematics anxiety (MA) and mathematics interest (MI) on algebraic problem solving achievement (PSA). The sample of the study consists of 400 class IX secondary school students in Morigaon district of Assam, India. The instruments employed in this investigation were the SE scale, the MA scale, the MI scale and the algebraic PSA test. The relationship between affective constructs and PSA in algebra is investigated using two-stage structural equation modeling. The results reveal that SE is the only affective construct that had a direct effect on algebraic PSA, while MI has an indirect effect on algebraic PSA through SE. Also, MA has an indirect effect on algebraic PSA through MI and SE. The findings suggested that mathematics educator should adopt innovative strategies to make the subject matter more interesting and increase students' self-efficacy, which may reduce math anxiety. These will assist the students in enhancing their problem-solving abilities and their achievement.

Inclusive education has grown into a worldwide process of educating all students, confirming a commitment to universal guidelines and values of inclusiveness and diversity. It involves recognizing and eliminating roadblocks that limits students, especially disadvantaged ones, from participating and flourishing in their endeavors. More importantly, the complexities of diversity concerns have improved as the concept of inclusive education has shifted its emphasis from facilitating children with disabilities towards educating all students. Inclusive pedagogy serves EVERY learner with individual differences, engaging everyone despite their socioeconomic status, capacities, native tongue, cultural background, religion, gender, racial background, disabilities etc. promotes their worth, egalitarianism, and equity for everyone. It supports and values everyone who participates in a classroom and acknowledges that we all learn from one another even the teacher, who can learn from the students. Inclusive pedagogy welcomes various cultures, creates suitable atmospheres for the interaction of div ew erse opinions, and assigns different tasks that require students to reflect thoughtfully regarding equitable and multicultural issues. Government initiatives and policy serves as the best practices for the nation. As beautifully quoted by Kothari Commission (1964-66), 'Destiny of a nation is shaped in its classroom'. Individuals with Disabilities Education Improvement Act (IDEIA) in 2004, students of differently-able are to be enlightened in an atmosphere that is least restrictive (LRE) alongside classmates without special needs in the nearby schools to fullest extent with appropriate measures in educational system. Certain Pedagogical Practices can be employed in the classroom instead of just teaching syllabus through talk-chalk method to cater the needs of everyone in order to develop them fully so that they ALL can become future contributors of the society, nation and world. A promising approach with utmost dedication towards these future generations has to be implemented religiously by mentors every day in the classroom to uplift them, energized them towards their own goals by not following the traditional approach 'One Size Fits All'.

This article examines the independent and interaction influence of organizational climate and the type of autonomous colleges on the academic performance of students. Organizational climate encompasses various elements such as leadership styles, communication patterns, and staff morale, collectively shaping the institutional environment. Autonomous colleges, with their capacity for innovation in curriculum design, pedagogical methods, and assessment practices, provide a unique context for this analysis. To explore the effect, researchers employed a quantitative approach, surveying 480 students across 12 colleges (both government and non-government) in Odisha, India. Questionnaires assessed student perceptions of organizational climate and academic achievement. Additionally, researchers collected student result sheets and surveyed college staff to gain a well-rounded perspective on the college climate. Data analysis using ANOVA and Scheffe tests identified significant effects. Major Findings of the study confirm that a positive organizational climate, regardless of college type, is associated with higher student academic achievement. Interestingly, students in government autonomous colleges achieved higher scores than those in non-government ones. The most significant finding, however, is the interaction effect. Students in government autonomous colleges with a strong learning environment achieved the highest scores, while those in non-government autonomous colleges with a weak environment achieved the lowest.

Purpose: The aim of this study was to compare the various classroom management Strategies used by different school teachers in India. Objectives: In this study researcher wants to find out comparisons on various dimensions of the classroom management strategies. Also, find out that which type of school is better in classroom management between Institutional Type, locality and Level of Education. Design: In this Study, a quantitative research approach was used. The descriptive research method was applied in this strategy. The researcher employed the survey method to gather data from the respondents for the descriptive approach. Chi-square test statistics is employed as analysis techniques. In this study there were 292 teachers employed as sample. The researcher selected the sample by Purposive random sampling technique. Conclusions: The data shows that difference between classroom management strategies used in different Indian schools. It's concluded that Private, Urban and Secondary level Indian schools have better classroom management strategies than other school.

This study considers the experience of education abroad alumni through a social justice lens. We leverage literature that places systemic change at the fore, underscoring the importance of addressing deeply ingrained attitudes, behaviors, and perceptions that perpetuate systemic inequalities or hinder progress. Practitioners and scholars have called into question the problematic, essentialist roots of study abroad while advocating for increased accessibility to education abroad. Building upon this priority, this article is oriented with a critical consciousness framework. The findings show the profound transformative impact of the study abroad experience on the personal lives of alumni, the level of career integration in their professional development, and the direct correlation between program design as it relates to social justice orientations. This project addresses a gap in the scholarship by focusing on longitudinal, qualitative data for action and the influence of alumni in increasing access to education abroad for the next generation.

The incorporation of computer technology in higher education has experienced substantial expansion and evolution in recent years. This study aims to examine the possibilities and problems that emerge throughout the integration process. Through an analysis of the multifaceted components associated with integrating computer technology within higher education, this study attempts to elucidate the prospective advantages and challenges encountered by educational institutions, instructors, and learners. The study relies on an examination of pertinent academic literature, case studies, and empirical research. This study identifies and assesses various significant opportunities, such as accessibility to educational resources, personalized learning experiences, enhanced engagement and collaboration, and the acquisition of crucial digital skills that arise from the integration of computer technology. Furthermore, this study delves into the possible beneficial implications of computer technology on the efficacy of institutions, cost-efficiency, and administrative functions. Incorporating computer technology in higher education poses several challenges, such as the digital gap, concerns about privacy and data security, the necessity for faculty training and support, alterations in pedagogy, and the possible diversions that may arise due to technology that require careful consideration. The study suggests a thorough examination of the many opportunities and challenges that are involved with technological integration in higher education.

Scheduling of practice to create a spacing effect has been observed to lead to superior retention of L2 vocabulary and grammar. Two of the various methods of scheduling L2 task practice discussed widely in recent times are interleaving and blocking. In a desirable difficulty framework, both of these methods have been recommended for task repetition practices aimed at learning L2 vocabulary and grammar. Used at the appropriate level of difficulty both have been observed to facilitate the automatization and proceduralization of linguistic knowledge. Keeping two groups of 44 Indian adolescent English as L2 learners under interleaved and blocked conditions during a three-month-long task repetition practice program, the present study attempted to measure the difference in the effect of interleaving and blocking on the retention rate of English vocabulary and grammar. No statistically significant difference in the effect of these two methods on the retention of English vocabulary and grammar was recorded in a repeated measures ANOVA test (p=0.17, F=2.05, d=0.09) conducted on the pre-test, intermediate test, and post-test scores of the participants. Both groups continued to demonstrate limited flexibility and appropriacy in word choice and rare instances of complex forms and structures of sentences in English throughout the three tests.

This study applied a case study approach to explore the participation experiences of children with physical disabilities in a community school in Mumbai to understand how schools might improve their students' meaningful participation and social interaction. This study identified three categories of focus: (1) physically accessible and safe school spaces, (2) informal spaces for community and social engagement and socialization, and (3) future directions for school design. We offer specific recommendations for school designers to value children's voices and incorporate their disability-related needs in the design of school spaces. We outline key design considerations to create safe, accessible, and engaging school spaces.

This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.

This article describes the findings of a study on the correlations between English as second language (ESL) motivation, understood as a product of the stimulus appraisal system, and writing proficiency in English among undergraduate Indian ESL learners. The principal objective of the study was to analyze the correlation between the undergraduate Indian ESL learner's motivational sub-checks/constructs, constituted using the stimulus appraisal (SA) theory of affect, and their writing proficiency in English. Additionally, it also attempted to understand the influence of sex and academic disciplines on the correlations. An ESL motivation survey was conducted using a modified version of the Attitude and Motivation Test Battery (Gardner, 1985) on students (N>350) studying in undergraduate programs in the academic disciplines of engineering, humanities, and medical sciences selected using criterion-based sampling, followed by a writing proficiency test in English. It was observed that need/compatibility factors did not significantly correlate with ESL writing proficiency in any of the three subsamples. ESL classroom-related factors within the pleasantness/novelty construct, on the other hand, significantly correlated with ESL writing proficiency. It is hoped that the insights obtained in the study should potentially help design more empirically informed pedagogical methods of ESL teaching.