Search

The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment.

The 'See the World -- Winchester' programme was funded by the UK Turing scheme in 2021-2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons.

The main goals of Sarva Shiksha Abhiyan (SSA) are to achieve primary education for all school children aged 6-14; reduce gender, regional and social spaces, and complete 100% retention of school children. Although, some obstacles and lacunas are pointed out here and there. Therefore, this paper attempted to analyze infrastructure facilities, academic facilities, community participation, and co-curricular activities from the stakeholders in the primary schools of Mahaboobnagar, Nalgonda, and Ranga Reddy under the Jurisdiction of Telangana state. The survey found that 70% of Heads of Institutions agree with SSA plans.

The article examined the effectiveness of using summative evaluation in developing a deep understanding and critical thinking skills among secondary school students. Preparing questions which contain an explanation of concepts in the question paper helps the students to develop a deep understanding and critical thinking skills while answering. The answers of the students were analyzed both quantitatively and qualitatively. The researchers identified five themes based on Bloom's theory of cognitive taxonomy to explore the critical thinking skills of the respondents. There were five components: comprehension, application, analysis, synthesis, and evaluation. Content analysis indicated that the above method limits the confirmation bias. A comparison of answers to three tests in history showed a significant difference (p < 0.01) between the control group (N = 151) and experimental group students (N = 129). Adding positive or negative content in the description of concepts in the essay question influences the response.

Purpose: This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom. Design/methodology/approach: This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers. Findings: The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom. Social implications: Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society. Originality/value: Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.

This paper studies mathematics learning gaps within Indian children at two points in time. Dividing them into two groups, better performing and the rest, we investigate the causes of the difference in the average learning gap between them at those two points. We explore this question using the threefold Blinder-Oaxaca decomposition at these survey points (collected over a gap of four years). We find that when the children were younger the private schooling effect was the core contributor towards this learning gap. When these children got older, the effect vanished and the gap in average years of schooling, which has magnified during this time between these groups of children, contributes most to this learning gap.

The paper, based on a primary survey, explores the inequalities in access and household investment on the market-based 'supplemental educational services' (SESs) in post-compulsory school education (i.e. secondary level of education) in Haryana, a northern state in India. We find that around 44% of students access SESs in secondary education in Haryana, and it varies considerably across socioeconomic groups such as class, caste and gender. Results from the two-step Heckman selection model suggest that access to and household investment in SESs is significantly determined by household factors and school characteristics. We also find that SESs in Haryana are not homogenous, vary widely in content delivery and private costs. Nearly 56% of the students (mainly from socio-economically underprivileged groups) attend the low-cost and low-quality private tuition centres, while their better-off counterparts attend the more organised medium- and high-cost tuition services, and this widens the already existing inequality in educational opportunities in the state. The study suggests to stringently regulate the flourishing commercial SESs market to minimise growing educational inequality in the state.

In the last few decades, universities in India have witnessed the joining of a record number of students from marginalized communities and oftentimes struggle. This expansion of access has brought about changes within classrooms and college campuses, sometimes giving rise to contention and causing numerous conflicts as well. Centered around my experiences of teaching in a working-class college in Bangalore, a metropolitan city in Southern India, this paper offers reflections on education in challenging circumstances. Further, the essay explores the possibilities of democratic pedagogic practices through the theoretical framework of Maitri.

Purpose: This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC). Design/methodology/approach: This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique. Findings: The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB. Originality/value: This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

Sexual health education among adolescents with intellectual disabilities is an area of concern among parents and educators. Special educators play a vital role in teaching sexual health and safety to their students with disabilities. The present study explores special educators' concerns in teaching sexual health among adolescents with intellectual disabilities. The participants included 35 special educators working with adolescents with intellectual disabilities in India. Summative content analysis of the data collected using a semi-structured interview schedule highlights the neglect of the issues related to sexual health among adolescents with disabilities. Special educators reported the challenges in providing sexual health education. Teachers lacked skills in imparting sexual health education. Developmentally and culturally appropriate sexual health education can help adolescents with a disability learn healthy life skills. The paper emphasizes the need for professional support and training among special educators on sexual health education.

The introduction of computers in Indian schools runs parallel with the development of a digital divide in the country. In addition to the formal ways in which government policies shape access to computers in schools, deeper informal cultures of the state and schools shape opinion about these technologies. In this paper, we examine three levels of these informal cultures: political cultures and their perceptions of technology; bureaucratic cultures, which are distanced from schooling realities; and classroom teaching-learning practices, where digital inequalities add to pre-existing educational inequalities. For examining the interplay of the informal cultures, we scale down from the national level to examine the case of West Bengal, a state in eastern India. The state has been one of the strongholds of Left politics in India. Drawing upon its experiences, we explore the linkage between political ideology and the social embedding of resistance to computers.

Purpose: The purpose of this paper is to examine the nexus of social support (SS), work-life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach: The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings: The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications: This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value: This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees.

Purpose: The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context. Design/methodology/approach: This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established. Findings: The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy. Research limitations/implications: This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run. Practical implications: The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run. Originality/value: The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches.

Research exploring the influences of cultural experiences, future imaginations and aspirations on the formation of pedagogy among immigrant Early Childhood (EC) educators remains scarce. This collaborative autoethnography (CAE) is about the first author's pedagogical journey. Educated and trained in India as an EC educator, the stories shared in this paper offer insights into how the first author navigated and negotiated her understandings of pedagogies from padhana, a more traditional Indian focused pedagogy to 'Western' play-based pedagogy. Using photo-elicitation techniques from visual images as data and Appadurai's theoretical framework on cultural global flows, the changes and continuities of conceptions of pedagogy influenced by cultural experiences, future imaginations and aspirations are explored. The iterative process supported by CAE helped redefine understandings about pedagogies, teacher identity and EC education.

Purpose: This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams. Design/methodology/approach: This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data. Findings: There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include "pedagogy, validity, reliability," "practicality," "security," "facilitating condition" and "intention," The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams. Research limitations/implications: This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research. Originality/value: This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are "pedagogy, validity, reliability," "practicality," "security," "facilitating condition" and "intention." Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.

Purpose: The purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era. Design/methodology/approach: The applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents. Findings: The model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage. Research limitations/implications: The results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher--student interaction in the online learning mode. Originality/value: This is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005.

This paper presents a study which was done to investigate schoolteachers' discourse on morality. The teachers used three dimensions to construct and present their discourse on morality: food, religion and relationship. These teachers were drawn from different types of private and public schools in Delhi, the capital of India. The teachers considered religion as a defining aspect of their lives and associated morality with it in an intricate manner. They taught in schools that did not impart religious education; however, their own religious beliefs formed a strong and reliable reference point for their professional role.

Purpose: The present paper concerns the domestic and international accreditations of business schools to find the commonalities in various accreditation standards. The study also addresses cost involvement and comparisons between various accreditations. Design/methodology/approach: The research examined the requirements, methods and preparations for many national and international accrediting authorities. The accreditation criteria, history and guidelines were collected from secondary data sources. The content analysis was used to draw conclusions about the similarities and differences between the data sources and identify any differences and similarities between various accreditations. Findings: The study found commonalities across accreditation standards and cost analyses, helping institutions achieve suitable accreditations. To unify the administrative procedure at the institutional level and reduce duplicates for schools seeking multiple accreditations, similarities in all accreditation requirements are analysed. The comparison helps organisations determine which accreditation standard best suits their needs and goals. Schools with limited budgets might compare accreditation costs to determine which are worth pursuing. Research limitations/implications: This study is limited to comparing a few accreditation bodies related to management education. In future research, the study may be extended to other areas. The use of the approach developed in this study for evaluating accreditation agencies of different streams, such as engineering, science and medicine, will be the study's future implications. Practical implications: The research indicates that schools can streamline accreditation by identifying commonalities, aligning procedures, comparing standards and conducting cost assessments. These insights aid efficient accreditation and inform accrediting bodies' framework enhancements. Standards facilitate global performance comparisons. Originality/value: This is likely the first study to compare Indian and international accreditations using the accreditation frameworks and cost analyses using comparative analysis. The study recommends strategies for achieving academic benchmarks through continuous improvement activities and success in international competition.

The COVID-19 pandemic is redefining the practices of higher education in an unprecedented way. E-learning can guarantee the right to higher education during the pandemic to the students of higher education and hence its adoption in teaching learning is now inevitable. The readiness of higher education faculty members towards E-learning is explored in this paper. The paper also presents about the impact of demographic factors (Age, Gender and Discipline) as predictors variables and the influence of their interaction on the criterion variable i.e., E-learning readiness. A self-developed inventory was used to collect the data about E-learning readiness of faculty members. Seven research hypotheses were framed and tested using 4 X 2 X 3 Factorial Design ANOVA. The findings revealed that there is a need to improve the E-learning readiness of faculty members of higher education. Also, it was discovered that there is no significant difference in the mean scores of E-learning readiness of faculty members with respect to their Age, Gender and Discipline to which they belong. Further it is also observed that the second order interaction effect among the Age, Gender and Discipline has a significant influence on E-learning readiness of faculty members of higher education.

In the Indian higher education (HE) setting, what 'academic freedom' of students and faculty members constitutes has not been discussed in detail. As a result, many faculty members and students have discerned 'academic freedom' as freedom from external control and influence. It is noticed that faculty members and students are often misinterpreting and misconstruing the concept of 'academic freedom' as 'legal freedom' and confused it with 'civil and political rights'. This creates a hurdle to achieve the aims and objectives of Indian HE institutions. Against this backdrop, the paper discusses the concept of 'academic freedom' and its importance in the higher education setting. It examines the relationship between 'academic freedom' and 'university autonomy' in the Indian context. It discusses the HE institution's social responsibilities concerning the notion of 'academic freedom'. It delineates faculty member's and student's academic freedom in the Indian higher education setting. It submits that 'academic freedom' is not to be treated as 'legal freedom'. But it is an essential requisite for quality teaching-learning activities, productive and rewarding research works in higher education. The paper adopts a qualitative methodology that subsumes descriptive, evaluative, and interpretative approaches to derive its conclusion.

This special issue of the Whole Earth Papers contains a series of articles expressing views about world order from the perspective of India. The first three articles discuss a world view of non-duality stressing the unity of the universe; the need to establish universal social justice in a world whose limited resources are unjustly divided; and the possibility of considering alternative world models based on minimization of collective violence and maximization of social and economic well-being. Another article suggests a recreation of modern culture by incorporating aspects of eastern cultures into the predominant western culture which permeates the world. Technology and economic priorities should be tempered by recognition of the worth of the individual. Another article discusses the world's developing consciousness about the roles of technology, power, and knowledge in influencing the future. Also included are excerpts from the writings of Indian philosophers and politicians such as Ghandi and Nehru, and reviews of books by Indian authors on the topics of world order and the future. (AV)

This article is based on a case study conducted at a government (state-run), girls' secondary school in a low-income neighbourhood in New Delhi that was conducted in March, 2012, two years after the Right of Children to Free and Compulsory Education Act (RTE) came into force. The study examined how RTE and its related reforms were being implemented, with the objective of gaining insights into how education objectives and the curriculum were being implemented at the school and how its teachers approached the implementation of the curriculum. Findings of this investigation are presented here in relation to the systemic issues of "teacher professionalism" and "high teacher-pupil ratio". The findings present some insights into the effects of a significantly high teacher-pupil ratio on educational outcomes and on the professionalism of teachers.

Education possesses the potential to combat the prevailing systemic inequities in societies through policy interventions aimed at creating inclusive societies. Several studies since independence have critically analysed the indifferent nature of the education system towards certain groups and sections. Despite a rights-based approach to educational access, the data still shows that some social, religious, economic groups and girls are striving for basic educational access. The silent arrival (without any political dialogue) and approval of NEP have left all to accept the policy as it is, leaving no room for any discourse (New education policy 2020: what is concealed and what is unveiled. The New Leam 20). The most recent data available at the national level (UDISE, 2018--2019) also confirms that irrespective of decades-old commitment to equitable education, the social, gender and economic gaps in the education system still exists. The major objective of this paper is to analyse the shift in policies relating to the educational statuses of disadvantaged sections of society in the Indian post-independent era with a major focus on NEP 2020. Primarily based on analysis of all the major educational policies, this paper tries to develop an argument around the policies and how far it has led to un-democratization of education by reinforcing the exclusion of certain groups from the education system. This has been substantiated by the secondary data, which categorically highlights the gaps which exist in the educational access by different groups. The findings reveal that the policies have played a detrimental role in intensifying the already existing inequalities. Further, the children who access and complete the school education constitute a homogenous group and not all children from diverse group enrol for and complete the education.

In second or foreign language (SFL) education, oral corrective feedback (OCF) is widely used to individually correct students' erroneous utterances during classroom hours. However, students cannot have sufficient opportunities for oral production and personalized feedback during classroom hours if a class is large-scale with many students. This paper addresses the lack of OCF opportunities in a large-scale class, assuming the causes to be the severe time constraints and the teachers' labor intensiveness in examining students' utterances and generating OCF. This research proposes using computer-mediated feedback (CMF) outside classroom hours to complement OCF in an online, semiautomated, and scalable fashion. This paper implements Oral Repetition Practice (ORP) Gym to provide students with sufficient opportunities for speaking practice through two types of CMFs; Hybrid Recast to enhance the recognition of errors and Explicit Error Correction to make errors detectable and correctable. Online External Assistant (OEA) is a mechanism used to increase the amount and quality of feedback by distributing the workload for scoring and generating CMF. The evaluation was conducted as a classroom observational study by introducing ORP Gym to a spoken Japanese SFL basics course with 55 students at an Indian university. Compared with the students who did not utilize ORP Gym, those who utilized ORP Gym performed more ORP and exhibited significant score improvement in the posttest. This research contributes to enabling CMF in large-scale SFL classes and empirically and statistically proving the improvement of the learning effect, including uptake and repair, by CMF using ORP Gym and an OEA.

[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] We present the pedagogical design and implementation of "ESSENCe": Experimental problem solving using Staging, Scaffolding, Embedded information sources, iNstruments, and Collaboration. Research in experimental physics requires problem-solving skills that include designing investigations, developing instrumentation techniques, troubleshooting, planning data analysis, and evaluating experimental outcomes. Most of these skills can be taught at the undergraduate level but are unfortunately skipped in traditional cookbook-recipe style labs. Since many physics experiments require electronics, the ESSENCe pedagogy presented here has been developed in the context of undergraduate electronics laboratory courses. The goals of ESSENCe labs are to help students apply their theoretical knowledge of electronics to hands-on open-ended experiments, understand properties of physical systems and limitations of measurements, and to learn how to work with sophisticated instruments used in experimental research. ESSENCe emphasizes collaboration with peers and teaching assistants. This paper presents the results of ESSENCe implementation in a sophomore undergraduate analog electronics lab of 45--60 students over multiple years in a top-ranked technological university in India. A mixed methods study was conducted to analyze students' development of experimental problem-solving skills through repeated measures of performance on experimental tests and video analysis of students working on the experiments. We found statistically significant improvement in students' experimental problem-solving skills over the course of a semester. The study also analyzed students' perceptions about the benefits and challenges of the open-ended collaborative lab.

Purpose: To continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes. Design/methodology/approach: A 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions. Findings: This paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation. Originality/value: This international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

Purpose: In the two consecutive surveys conducted by the authors in 2015 and 2018, it was found that out of a total of 810 and 1008 Indian higher educational institutions, only 54 and 63 institutions (6.67 and 6.25%) were led by women, 725 and 934 institutions (89.51 and 92.7%) were led by men and 31 and 11 (3.83 and 1.1%) were reported to either have no information about their leaders or those posts were vacant (Banker and Banker, 2017; EduShine Report, 2015 and 2018). The current study is a follow-up attempt so that the knowledge around the status of women academic leaders in Indian higher education (2021) can be upgraded. This paper aims to discuss the aforementioned issue. Design/methodology/approach: The qualitative exploratory research approach was followed for conducting the study. Findings: It was found that out of the current total of 1151 Indian higher educational institutions, still only 110 (9.55%) are led by women, 1031 (89.57%) are led by men and for 10 institutions (0.86%) data on leadership is unavailable. Important contextual inferences have been made in the discussion section followed by the concentrated literature around the possible reasons for such low representation of women leaders in the global higher education sector. Research limitations/implications: One possible limitation of this study is that it does not provide an idea about why there is the highest women leadership in central institutions and the lowest in INIs. Taking the contextual factors into consideration, an extended exploration could have been made of different facilitators and barriers for each type of Indian HEI. The author invites future researchers to conduct this inquiry and come up with certain remedies, which is also one of the limitations of this study. Different enablers and disablers can be found through different primary and secondary research. Practical implications: Increased women leadership will bring diversity in the institutions' modus operandi and impact their culture in a great way. It is the prime responsibility of women to break the glass ceiling and come out of their shells. Family responsibilities contribute to their career stress in a great way, and women may balance their personal and professional lives by creating a sound support system in their family. Utilizing domestic help services will liberate them partially from their routine and unimportant duties. This will allow women to focus on more important work related to their careers. Trending nuclear families is also one of the major contributors to low women leadership; joint family pattern may benefit women to nurture and build their career keeping their sanity intact. Institutional decision makers and other stakeholders at work will be sensitized toward different barriers experienced by not only women leaders but also women in lower positions. Men at work across the levels are responsible for creating a more inclusive and conducive workplace for women. Inclusive workplace policies will render women equal opportunities and fair rewards. Ensuring unbiased and prejudice-free work culture will have a positive impact on the self-efficacy level of women which can be validated through their performance. Social implications: Slow and steady efforts consciously made by both men and women in the workplace for the betterment of women may progressively help overcome the social preconditioning at a macro level. Originality/value: All the studies reported in this paper have been sequentially conducted and are unique in the Indian higher education system.

Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled in their classroom practices in relation to meeting diverse learner needs and exclusionary practices were further amplified for children with disabilities. Teachers were unwilling to take responsibility for the learning of children with disabilities, expressing significant concerns about their own preparedness, while highlighting the lack of effective and appropriate support structures. The paper concludes by drawing attention to the pressing need for effective teacher professional development opportunities and other support structures, to provide quality education.

Scholars have long critiqued points of view in which monolingual perspectives are seen as normative in research on multilingualism. In relation to this "monolingual orientation," however, in which monolingualism is perceived to be the implicit norm, less work has been dedicated to methodological challenges. As disciplinary perspectives on language in Linguistics and related fields move further towards the de-emphasizing and deconstructing of the boundaries between named linguistic varieties, this paper addresses some issues that come up in operationalizing this in our research. It does so through self-reflexivity, from a primarily Sociolinguistic and Applied Linguistic point of view, by addressing monolingual perspectives found in data on a project on multilingual practices in India. It focuses more narrowly on the ethnographic field notes from the research context. With discourse analysis, these are looked at through the lens of the monolingual orientation, with a particular focus on language ideologies and the compartmentalization of named-language varieties. Ideologies in the data are discussed in relation to their bearing on methodology in transcribing, coding, and the framing of research questions. This paper explores the tensions between evolving theoretical perspectives and on-the-ground research practice, concluding by proposing questions for reflection.

The paper underscores the need for including assertiveness skills training for international business students amidst the growing demand for other interpersonal skills such as empathetic communication, strong listening capabilities, conflict handling, and tackling difficult conversations. While these skills increasingly dominate the screening criteria of recruiters, making these the most "sought after" employability skills across the globe, the authors contend that appropriate assertiveness is a critical skill especially in cross-cultural communication contexts to establish strong interpersonal relationships and align communication to the globally accepted norms of organizational behavior. The paper provides practitioners with insights to design an assertiveness teaching module and outlines a portfolio of experiential learning activities and approaches including assignment design, module architecture, deliverables and rubrics, models and frameworks, and role-play resources that can be used to impart assertiveness training. It further discusses the implications for curriculum design and presents a case for adopting an integrative approach to teaching appropriate assertiveness, embedding it across other communication modules to strengthen the efficacy of learning.

In the wake of many emergent challenges facing higher education institutes (HEIs), this paper investigates the role of student empowerment in achieving desirable academic and experiential outcomes. Drawing on the self-determination and ownership theories, the study explores how students' satisfaction and perceived learning can be improved through their involvement in various activities within and beyond classrooms. It is further posited that such involvement encourages empowerment and fosters psychological ownership, which is critical for meeting the aforementioned holistic outcomes. The study deploys a mixed-method research design and uses Structural Equation Modeling (SEM) to analyse the data collected from the sample of 428 students. Besides supporting the majority of the proposed hypotheses, the results establish psychological ownership to be a crucial link between student empowerment and educational outcomes. More significantly, the findings demonstrate the importance of carefully considered and planned involvement practices in achieving such outcomes. To this end, the paper discusses and offers several recommendations and implementation pathways that could potentially serve as a playbook for the instructors and administrators at various HEIs.

Mathematics education in India is offered in one of the 22 officially recognized state languages or in English even though there are at least 270 languages with more than 10,000 speakers each. Caste, a deep-rooted structure that stratifies Indian society, is integrally linked to shaping state languages. There is minimal research from India that looks at language and mathematics education and practically none that factors in caste. Focusing on Tamil Nadu, a state with a history of anti-caste movement on the one hand and pure Tamil movement (a movement that sought to create a Tamil language with no words from other languages) on the other, this conceptual paper seeks to explore this dimension. More specifically, by using caste as an analytical framework, and by drawing on examples from the mathematics textbooks published by the Tamil Nadu State Board of Education and the experience of a few teachers and learners, the paper seeks to make a theoretical argument that the use of pure Tamil in mathematics textbooks has negative implication for socio-culturally and economically marginalized students who are solely dependent on textbooks as the only source for learning mathematics. There is a strong need for carrying out empirical work that would highlight the nuances and complexities involved in realizing 'mother tongue' education in mathematics, particularly for those who belong to marginalized caste-class backgrounds, and we hope that such work would emerge in the future.

This paper examines the work of Kashmiri theatre-maker Arshad Mushtaq in the context of the political turmoil in Kashmir. It argues that Mushtaq's theatre practice challenges the India's attempt to assimilate Kashmir into its national cultural framework. Focusing on three of Mushtaq's plays rooted in collective memory, the paper examines how his work resists cultural appropriation and disrupts the notion of normalcy imposed by the state. It discusses how Mushtaq's work dislodges state-approved cultural conditions, using a unique blend of politics and aesthetics to create a powerful voice of protest.

Adult learning involves the analysis and synthesis of knowledge to become competent, which cannot be assessed only by traditional assessment tool and didactic learning methods. Stimulation of higher domains of cognitive learning needs to be inculcated to reach a better understanding of the subject rather than traditional assessment tools that relies primarily on rote learning. So, there is need for an alternative assessment tool. Hence, we conducted a study where we used case-based examination methodology. This study was conducted on 226 1st year MBBS students in Maulana Azad Medical College, New Delhi (India). Based on their compiled internal assessment marks according to monthly formative assessment, students were categorized into 3 groups (I: 0-7; II: 8-14; III: 15-20) marks out of 20 marks respectively. Two sets of question papers were set by three examiners, on the same topics carrying 50 marks each. The first set was based on traditional assessment tool (Paper-A) with recall questions and second set on case-based assessment method (Paper-B). Out of 226 students, 146 were males and 80 were females. For all groups, marks (mean ± SD) in Paper B were found to be higher (18.40 ± 4.29, 30.01 ± 4.12, and 40.33 ± 1.15) as compared to paper A (10.88 ± 4.34, 21.96 ± 7.34, and 31.50 ± 6.94) respectively. However, we found that there was significant (p < 0.001) difference in group I & II, whereas with group III, difference was found to be insignificant. Hence, we concluded that students performed better in case-based assessment rather than traditional method due to their direct involvement. Thus, for better memory and deeper learning the subjects can be assessed by case-based assessment method.

Purpose: Higher education institutions aim for the holistic development of students to cope with the changing global context. The present study aims to devise a model of leadership development among higher education students by validating the model conceptually and testing it empirically. Attributes of Spiritual Intelligence (SI) are empirically evaluated for leadership development post its conceptual validation. Design/methodology/approach: This article examined current theoretical frameworks and gaps in the literature. A total of 810 students were approached from Indian Higher education institutions for study. Data has been examined using the exploratory and then confirmatory factor analysis techniques to check the validity and reliability of the measuring instrument. Findings: The empirical findings confirm that the eight new spiritual intelligence attributes defined and validated through this study can have a significant impact on the leadership development of higher education students. Practical implications: Educational researchers have often found the construct of spiritual intelligence challenging to comprehend and implement in higher education institutions. The present study findings can be of great value to higher education institutions that will recognize the importance of spiritual values in holistic development including leadership development. Originality/value: This paper initiates and validate a universal set of attributes of spiritual intelligence in the higher education domain that can be useful for leadership development. The uniqueness of this paper lies in the fact that the eight new attributes of SI defined are easy to comprehend and practical to use in daily academic life, and can be used by HEIs students irrespective of their spiritual beliefs. A validated model at one university could be replicated at other universities in India and around the world, not only for students but also for educators and administrators as well.

Purpose: The purpose of this paper is to discuss the challenges the author had encountered and the counter-strategies she had adopted to overcome them while conducting ethnography for the first time during her doctoral research. In this paper, the author hopes to provide guidance for future researchers by discussing the role she played in her research, the experiences she gained as a result of it, the difficulties she faced and the strategies she employed to overcome these difficulties. Design/methodology/approach: Following the social constructionist perspective, this paper analyses the experience that the author had gained during her field study. As a novice researcher, the author entered the field to study the relationship between caste and occupational mobility. The caste that she had selected was the Kansari caste to which the author belongs. Therefore, her position as a researcher while conducting ethnography became a crucial part of the methodological challenges the author faced. While insider ethnography has its advantages and disadvantages, this paper does not discuss these aspects of the methodology. Instead, it discusses how, as a novice researcher, the author had to negotiate her position as an insider and outsider. Findings: While analysing her experience as a novice researcher, the author found that her journey of conducting insider ethnography was of rediscovering herself as a Kansari as well as a researcher. Through this research, the author found that as an insider ethnographer, certain strategies had to be adopted in the field by the researcher to be objective and unbiased throughout the research process. For example, whenever the author conducted an interview, she tried to try to say less, listen more and be as objective as possible, without allowing her preconceptions to influence the information she gathered from the field. Originality/value: This is an original paper based on the primary data collected by the author.

Purpose: This paper aims to explore how the student fund managers perceive the benefits of being part of the fund. Furthermore, this paper examines the country-specific challenges of setting up and managing a student-managed investment fund (SMIF) in India. Design/methodology/approach: Qualitative content analysis technique is used to identify, compare and retrieve critical themes about the present state of SMIF clubs in India. The data collection method involved structured, in-depth online interviews with ten student fund managers from various higher educational institutions in India. Findings: Some of the study's key findings indicate that the existence of SMIFs as part of learning facilitates group decision-making and peer learning. Additionally, this study brings to light specific issues related to registration, incorporating real-world practices and integrating SMIF into the academic curriculum. Social implications: The outcomes of this study shall be of use to students and the teaching fraternity across Indian colleges and universities who aspire to set up SMIFs as part of experiential learning. This study will also help existing SMIF clubs in India understand how their counterparts work and can consequently improvise their organizational structure and functioning. Originality/value: To the best of the authors' knowledge, this is the first interview-based evaluation of the present structure of SMIFs structured as clubs in India.

The objective of this paper is to explore the role of e-learning in attaining sustainability goals in education, i.e., Education for Sustainable Development (ESD). It examines the inclusion of e-learning solutions in the current education system leading to sustainable educational institutes and contributing to attaining ESD. Further, it highlights the challenges faced by educational institutes in implementing e-learning solutions. Through a thematic and critical review of past literature in the area of sustainability, e-learning, higher education, and potential challenges, 23 papers have been shortlisted for the current research. As the concept of sustainability in the Indian Education System is still nascent, the paper presents a holistic review of the literature to adhere to Sustainable Development Goals (SDG)-4 in Indian Higher Education System. The paper illustrates that implementing e-learning solutions in higher education through its curriculum, teaching-learning pedagogies, and innovative technologies can help higher education institutions (HEIs) to contribute toward ESD.

This paper examines the status of vocational education and training (VET) in India, amid the Indian government's focus on vocational education in schools to increase their employability. The authors discuss the challenges associated with the VET through socioeconomic implications especially for the marginalized population. The paper highlights the gaps between the aims of VET and Sustainable Development Goals 4 to access equitable and quality education and Sustainable Development Goal-8 for achieving a decent job amid the contrasting development through reduced public funding in education including VET. The paper observes an overlapping of general and vocational education and lower employment. The paper suggests sincere engagement of public and private stakeholders to provide VET to aspirants irrespective of any discrimination. Finally, the paper recommends higher public funding to create a stronger robust VET system and to offer more inclusivity and quality education and training for all.

In recent years, youth across the planet have begun to mobilise, motivated by the perceived injustices associated with the causes, consequences and politics of climate change. However, education systems lag behind, preoccupied with the "what" and "how" of climate change, rather than engaging it as a social issue in which students themselves are implicated. In this paper, we share the results of our participatory research exploration into youth and climate change through an international education project, in which 99 students from 13 countries joined virtually in a climate change learning experience, culminating in the collaborative development and presentation of a White Paper to the 2018 IPCC Cities and Climate Change Conference. Grounded in a critical global citizenship education framework, this project provides a site to explore climate change education from the perspectives of diverse youth, who inform possibilities for climate change education that addresses justice, individualisation and emotionality.

Purpose: The main objective of the present research is to depict the experience of challenges and opportunities for virtual accreditation peer review team (PRT) visits. COVID-19 has changed higher education delivery. Higher education accreditation and PRT visits have become online. The lockdown forced schools and accreditation agencies to cancel or change visit arrangements. PRT visits could not be stopped during the COVID-19 pandemic, but accrediting agencies needed to review programme quality to meet standards. Design/methodology/approach: Eight former and present accreditation specialists were interviewed. The researchers described the challenges and opportunities in virtual accreditation visits (VAV). Also, the authors have explained their own experience of coordinating on-site and virtual accreditation visits. Using the NVIVO tool, the experts' replies are transcribed and categorised as challenges and opportunities. Findings: The findings will help the professionals and academicians better prepare for, plan and execute virtual PRT visits for accreditation agencies and schools. The results revealed that the evaluation and accreditation outcomes are similar for virtual and physical accreditation visits. Finally, the findings suggest that accreditation agencies and schools need to adopt a hybrid site visit model for accreditation visits. Practical implications: The school can prepare better for virtual PRT visits by identifying the challenges and opportunities ahead of time. The finding may motivate authorities to schedule meetings in different time zones, prepare document evidence rooms, save money, time, and travel time, and benefit the environment by eliminating paper printing, fuel use, and paper printing. Originality/value: This research is unique and noteworthy since accreditation organisations, PRT members and schools are uncertain about virtual visits. This may be the first paper in this domain to assist accreditation organisations and institutions review accreditation visits online or in hybrid mode.

Purpose: Indian government initiated several skill development policies and different types of vocational education and training (VET). Yet the participation in skill education is low because of poor labour market outcomes. This paper aims to calculate returns to skill education to understand the type of training that will have better labour market outcomes. Design/methodology/approach: In this paper nationally representative data from the periodic labour force survey (PLFS), collected by the national sample survey office for 2017-2018, are used to estimate the returns to formal and non-formal VET obtained (after different levels of general education) with the help of Heckman's two-stage method. Findings: Nearly 8% of the working-age population has received some form of VET (mostly non-formal), generating poor returns. For the overall population, formal on-job training (OJT) and full-time VET influence wage positively and significantly. Full-time VET obtained after secondary and below levels of education generates positive returns, whereas part-time VET is profitable only to those without formal education. At the graduate level, technical education obtained along with VET is associated with better wages. Originality/value: In India where a considerable proportion of the workforce is employed in the informal sector, different types of skill training like full-time, part-time and OJT influence labour market outcomes. This finding has policy implication for countries with large informal sector and calls for further research in such countries.

Education acts as an important catalyst for socioeconomic and democratic evolution in society and is a critical tool for building an equitable system. In our paper, we have historicized one of the most important educational policies, viz. Samagra Shiksha Abhiyan (SAMSA) in India that carries large expectations to minimize the educational divide. We have studied the policy through the lens of Political Economy and have further critiqued it through the framework of Critical Discourse Analysis. We find in our paper that the budget allocated to SAMSA was revised in 2022, from its preceding years with a 28 per cent slash. We critically reflect on the principles mentioned in the policy and find that although there has been an attempt to mitigate the hazards of banking education the 'Public-Private Partnership' initiative reinforces struggles for equitable education, and further, the privatization sets the government free from any accountability. Moreover, a constitutional right like the Right to Education (RTE) is not sufficient enough to meet the goals of universalisation of education. Besides, we analyse the principles such as 'Education for All', 'Equity', 'Equal Opportunity', 'Access', 'Gender Concern', 'Centrality of teacher', 'Moral Compulsion', and 'Convergent and integrated system of education management', and argue that although some of the facets of societal structural inequalities are addressed, however, there exists hardly a proper roadmap that could be monitoring the process of creating an inclusive educational paradigm.

The purpose of this paper is to identify the critical factors of e-learning and examine the influence of these factors on learning success among undergraduate engineering students in India. Exploratory research is carried out to determine the critical success factors of e-learning. The data from 307 respondents was collected using an online survey with the snowball technique. The causal relationship between the factors of e-learning and the success of e-learning was tested using structural equation modelling (SEM). The exploratory study identifies control, quality of education, platform design, online peer support, perceived usefulness, diversity of assessment, pricing, effort expectancy, and awareness as the critical success factors. The result indicates control, perceived usefulness, platform design, pricing, and quality of education support e-learning success. The theoretical model presented in this paper is the first of its kind and would enable researchers to understand e-learning from a holistic perspective. The factors developed would act as a guideline for future researchers who would like to analyse e-learning in different contextual settings. This study serves as a potential aid to higher education institutions that encourage e-learning in their curriculums.