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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.

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

India has seen its economic fortunes take off in recent years. Last year, its gross domestic product rose 8 percent over 2004 in response to an expanded manufacturing sector. The country's large English-speaking population is leading India's transition into a world leader in the software services industry. American universities have taken notice, especially of the movement on the technology front. American students are not new to India. It has long been a popular destination for nonprofit work and students of public policy, but now American business schools are realizing the opportunities available in Southeast Asia. As international experience becomes an increasingly vital component of business success, more schools are telling their students to come to class with pen, paper and a passport. It is not just a one-way street. American students are learning first-person about one of the world's fastest growing business powers, and in doing so are becoming more attractive potential employees for those same corporations.

There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

Higher education (HE) in India has seen an exponential growth phase over the last two decades. Challenges of meeting expansion demands along with goals of equity and quality have underpinned discussions on educational reforms as well. The dynamics of market-supported increased access have compromised on goals of equity, whereas the role of technology in assisting growth has been fraught with similar and greater social challenges. A new normal seems to have emerged into the HE landscape across the world in the form of legitimising and rationalising 'digital' as an equal alternative to the face to face. In the context of a developing postcolonial economy like India, this development has further highlighted the contradictory pulls within the emerging aims/purposes of HE. The digital divide even as it impacts or reflects the existing asymmetries in access to resources, also engenders a dilemma with respect to the desired aims of higher education. There appears to be a contingent shift in approach appropriating the discourse of democratisation of knowledge/educational institutions and materially undermining prospects for enhancing social capital of graduates essential for a critical participation in the social, political and economic realm. In this context, the paper aims to problematize the idea of inclusion of the marginalised through digitalisation of education with focus on the pedagogic space and the possibilities for a participatory, mediated, empathetic and empowering pedagogy. The paper begins by contextualising the digital emphasis in the neo-liberal imagination of higher education in India.

This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.

Alphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world's languages, including the languages of the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to the akshara languages. Using the theory and research base of existing letter and akshara acquisition, with teacher education standards for literacy in alphabet-based languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations, such as evaluation of teacher education curriculum and performance, to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source -- pre-service teacher education. While this paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literacy.

Visual representations (and their censorship) are carriers of messages and are powerful tools to invoke discourses. Visuals are not just supplements to written text; rather, these can be read independently as the primary text and are crucial to scientific communication, particularly in life sciences. This paper aims to investigate various textbook depictions of genitalia and examine how ideologies are manifested through visuals in relation to the human body. Here we try to unpack the visual representations of genitalia in different discursive spaces within Indian science textbooks from 6th to 12th grade. We position our study within the hermeneutic methodological landscape and apply the socio-semiotic analytic framework developed by Serafini [Serafini, Frank. 2010. "Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives." "Children's Literature in Education" 41 (2): 85-104. https://doi.org/10.1007/s10583-010-9100-5], consisting of three analytic perspectives: perceptual, structural, and ideological, to interpret the visual images of genitalia and the ideological matrix that produced these images. Our analysis of textbooks' portrayal reveals a tendency to censor or obscure genital depictions. The paper discusses the potential effects of these representations on students' health and relationships with their bodies and argues that they must engage in dialogue with discourses challenging normative understandings of the body and remain open to change.

This paper comprehensively evaluates the online learning experience of secondary and senior secondary school students during COVID-19 in India. Nine hypotheses have been developed to explore the implications of students' online experiences and identify students' learning experiences using online platforms in contrast to their experience in face-to-face learning. Following a quantitative method, the data were collected from students (n = 478) in grades X, XI, and XII from 42 schools in four districts in Himachal Pradesh, India. The chi-square test was used for hypothesis testing. The analysis confirms that though students' social interaction skills, active student participation, and the teachers' feedback are not similar in online and face-to-face learning, creative skill development and active learning, and other measured learning parameters are similar to face-to-face learning experiences, providing reassurance about the effectiveness of online learning. This study also identifies the advantages and disadvantages of online learning. The study offers creative approaches to boost learners' social interactivity and suggestions for curriculum development. The study has identified significant insights about online learning from students' perspectives, which can be considered in developing targeted interventions not only during the disruption of the traditional teaching approach but also as a blended approach to learning. This paper provides statistically tested foresight for the effectiveness of online learning while also offering practical implications for educators and policymakers, informing them for future preparedness.

This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed.

Purpose: Inclusive growth in the education sector is still a major challenge in some countries because of limited access to technologies and internet connectivity, among other reasons. However, as a technology, augmented reality (AR) is expected to be widely used in the field of education in the future. The main purpose of this paper is to explore the use of AR for inclusive growth in education as well as identify the challenges, particularly in countries like India and Tanzania. Design/methodology/approach: This paper applies a systematic literature review by analysing and synthesising relevant documents, mainly journal articles, books and conference papers. Descriptive statistics and cross-tabulation were used for the analysis. Content analysis was used to evaluate the contents of the reviewed literature. Findings: For the use of AR, it is important to have adequate digital infrastructure, access to universal internet or broadband facilities and the digital empowerment of citizens. Major challenges to inclusive growth in education include the lack of trained teacher educators and students' preference for practical or project-based curriculum. Practical implications: Practitioners in both countries may consider the use of AR for inclusive growth in education. Originality/value: This paper specifically examines the use of AR in higher education and the related challenges based on a review of two countries, namely India and Tanzania.

This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of 24 interactive workshops conducted over six days once a month, along with coaching to support implementation, resource packages, a professional learning community, and visits to the host's and participants' settings. Data from questionnaires and audio-visual evidence suggest that participants were able to apply a range of strategies including attention grabbers, energisers, classroom management, and reading fluency strategies to their classrooms. Participants most appreciated the hands-on strategies and contextually relevant resources that were made available at no additional cost as part of the PDP. The paper highlights the need to create and share open education resources (OERs) that all teachers can contribute to and extend the scope of PD programmes to provide follow-up support.

This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes.

Contrary to common assumptions, the vast majority of the world's refugees reside in neighbouring countries in the Global South. This paper explores the complex interaction of global vocational education policies with the local realities of five communities within the under-researched yet highly relevant refugee context of India, across three major cities. It examines whether the stated policy purpose of VET addresses the practical requirements and aspirations of refugees. Drawing on interviews, focus groups, and participatory drawing with 66 respondents from Afghan, Rohingya, Somali, Chin, and Tibetan communities, and staff members from refugee organisations, this paper argues for a move away from the unidimensional goal of economic self-reliance for refugees. By bridging the capabilities approach with intersectionality, the paper calls attention to, and draws policy suggestions for, increment and diversification of VET opportunities to address multiple facets of refugees' lives, and their inclusion in national VET institutions.

This paper presents simple and intuitive strategies for effective online assessment of a freshman engineering course. The proposed strategies for unproctored online exams include creating multiple sets with identical options, using image-format questions, maintaining short duration of exam, and employing a rotational assignment. Unlike a single-set paper where the class average was found to be disproportionately high, the proposed strategies helped in correctly restoring the class average. Feedback and results from 141 students show a significant statistical difference in the scores obtained using the proposed multi-set quiz framework, as opposed to conventional single-set papers. The paper also presents a simple setup of remote proctoring using dual-video and screensharing to replicate in-person classroom exams without the need of commercial proctoring services.

Background: Dealing with uncertainties is inherent in the engineering design process and often poses challenges for young learners. This necessitates providing learners with adequate support to navigate their uncertainties effectively. However, achieving this requires a deeper understanding of the factors influencing learners' uncertainty management processes. Method: In this paper, we analyze learners' framing of uncertain situations in collaborative engineering design tasks. Using the case study method, we explore two framing dimensions--epistemological and positional--to understand their impact on collaborative uncertainty management processes. Specifically, we examine how learners' framing dynamically shifts during uncertainty management activities by analyzing two contrasting cases from a sixth-grade classroom where groups tackled an engineering design problem, employing interaction analysis. Findings: Learners' epistemological and positional framings are intertwined, collectively influencing their own and their team members' uncertainty management actions. Additionally, contextual factors such as mentor intervention, early success, affect induced by prolonged failure, and time constraints can prompt shifts in learners' framing, both in productive and unproductive manners. Contribution: The paper provides nuanced insights into how learners' evolving epistemological orientations and positioning influence uncertainty management, offering practical insights into supporting learners' uncertainty management processes in problem-solving contexts such as engineering design.

Purpose: This research intends to analyse the trend in educational technology (EdTech) over the last 20 years using systematic scientific mapping and bibliometric analysis and how it relates to the Indian context. Considering the anticipated growth in this field over the previous three years post-pandemic, an existing literature analysis is required. This study aims to map the existing intellectual structure in EdTech applications to extend the knowledge base further in this field. This study also intends to research how the Indian education sector compares in terms of the research output for the EdTech sector, considering the increased government focus on online learning as per the education policy in 2020. The study's findings will pave the way for sustainable research that will be extended in the future. Design/methodology/approach: Bibliometric analysis is conducted on the manuscripts extracted from Web of Science databases for the last 20 years (from 2003 to 2023). This study uses a descriptive research approach for bibliometric analysis as, by nature, this is an exploratory investigation, and no physical or existing experiment can be performed on the quantification, characteristic or productivity of EdTech applications. VoS Viewer and R software are extensively considered for a detailed bibliometric analysis. Findings: E-learning, blended learning and distance education emerged as the most frequently used keywords. The results reveal that technology adoption, higher education, technology and modelling are the most researched topics in this field. Research limitations/implications: This research is limited to the last 20 years' database obtained from the Web of Science database and limited to educational, management and operation databases only. Practical implications: The paper intends to analyse the global scenario of EdTech research and ensures that the paper will effectively connect with researchers, educators, policymakers and practitioners from different parts of the world. The results derived from the bibliometric analysis, cluster analysis and identification of key authors, journals and countries can contribute towards the improved contribution in this area. Originality/value: The paper discusses the research in EdTech over the last two decades and effectively tries to bridge the gap in global research. Integrating systematic scientific mapping and bibliometric analysis is an innovative way to assess the growth and impact of EdTech. Considering the post-pandemic scenario and the government's emphasis on online learning, these are consistent with current developments.

This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper also asserts that peace leaders are capable of recognizing the humanity in their opponents and seek a mutually beneficial solution. The three chosen individuals are all recognised as being charismatic leaders who were prominent peace leaders. All were deeply spiritual and practiced meditation and other inner work on a regular basis. They stressed the humanity in their opponents, based on their religious beliefs and the concepts of non-duality and interdependence.

Several communities in India have defined the contours of the extent and quality of women's education based on the shifts in the demands of marriage within the community. The following paper traces a similar pattern in the educational trajectories of first-generation women of the Meena community across the rural and urban areas, to access the state government's women's college in Sawai Madhopur, Rajasthan, India. The relevant data has been collected through fieldwork conducted in Sawai Madhopur in the year 2017. The paper explores the complicity of the women's college with the institutions of family and marriage that result in a complete elimination of the classroom as a meaningful space of learning for women. The paper focuses on these and other such costs that Meena women bear for access to education.

Most of the world's refugees live in Global South countries, where they struggle to find quality education and opportunities for decent livelihoods. This paper explores the underexamined yet highly relevant interlinkage between sustainable livelihoods and adult learning among urban refugees residing in three major cities in India. It speaks to the tight intersection of education, livelihoods and aspirations of five refugee communities: Afghan, Rohingya, Somali, Chin and Tibetan. Building on interviews, focus groups and participatory drawing sessions involving 66 refugee and staff respondents, the study highlights the refugees' extremely limited learning opportunities, which result in low skills and being forced to take discriminatory and undignified work in the informal sector. By integrating the capabilities approach with sustainable livelihoods, the paper argues for more diverse educational opportunities and a broader understanding of refugee livelihoods that goes beyond pure economics to encompass consideration of freedom and human dignity.

This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in-depth semi-structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers' beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the 'need of the hour', which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a 'certainty problematic' as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge and (against climate denialism) certainty about anthropogenic climate change.

This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.

Purpose: This research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient? Design/methodology/approach: The paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance - high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement. Findings: Almost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities. Research limitations/implications: Primary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration. Practical implications: Enhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a decentralised context for teacher competency building. Collaboration, continuous monitoring of the outcomes of professional development programs, and sharing best practices are crucial in improving teacher readiness for digital education. Social implications: Access to tangible resources, such as computers, Internet connectivity and educational software, and developing intangible resources, such as teacher digital competencies, will play a pivotal role in shaping students' learning experiences. By studying the discrepancies in digital resource accessibility and teacher technology adoption, this research endeavours to add to the efforts towards enhancing the educational landscape. Originality/value: This paper seeks to address a critical issue in the Indian education system and contribute to the ongoing effort to prevent the widening of the second and third digital divide in schools, and help achieve UN SDG Goals 4 and 10.

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.

This paper reports the findings from a pre- and post-survey of participants and interviews with a small number of course members. A three-day course of training in qualitative research methods was delivered to a cohort of inexperienced researchers, all of whom were working in the field of special educational needs and disability, in Kolkata, India. The study examines the effectiveness of the training, taking into account the teaching methods used and the structure of the workshop. The findings suggest that emerging researchers prefer a hands-on workshop approach to more traditional lecture delivery of research training. The levels of support provided by tutors and the interaction with practical activities using bespoke resources found favour with participants. Following the training workshop, members expressed greater confidence in their ability to use qualitative research methods and understood the relation of this approach to quantitative studies. Some who completed the course have begun to conduct independent research investigations using the methods taught.