Background: Knowledge of digital technology is crucial for everyone in today’s world, as it is leaving an indelible mark on education day by day. Therefore, digital literacy becomes essential for students engaged in research. In light of the impact of technology, the researcher conducted a study to assess the awareness and use of digital resources among the research scholars at SSJ University, Almora, in the hill state of Uttarakhand.
Purpose: The primary objective of the study was to assess the level of awareness and usage of digital resources among the research scholars enrolled in the PhD programme.
Methods: A descriptive survey was employed, given the nature of the study. A sample of 48 research scholars from the social science and science faculties was selected using random sampling, and data were collected using a self-constructed tool, viz., the Digital Awareness and Usage Questionnaire.
Results: After data analysis, it was found that most research scholars have equal awareness of digital resources across specific demographic variables. Some differences were found in the use of digital resources based on family income, gender, and locality. Female and science scholars are integrating digital resources more than their male counterparts. Twenty percent of science scholars fall into the ‘high usage’ category, whereas none of the humanities scholars are represented in this category. Additionally, the low-income group shows 0% representation in the ‘Very High’ usage category. A gap was also observed between awareness and usage: 33% of respondents reported very high awareness, while only 4% reported very high usage. Research scholars are aware of digital resources, but most of them do not use them to the extent of their awareness.
Conclusions: Based on the findings, it is recommended that HEIs should adopt innovative research approaches, strengthen technological infrastructure, integrate digital technology functionally through training workshops for capacity building, and implement policy interventions that focus on digital proficiency and promote digital transmission.
Background: The National Council for Educational Research and Training has released the PARAKH Rashtriya Sarvekshan (Nationwide Survey) 2024 report, summarizing nationwide assessment results conducted on the same day. The report highlights the status of school education in India.
Purpose: The report plays a pivotal role in the landscape of school education. However, there are several points where the national report left unprecedented aspects which need to be tackled timely.
Methods: This article is based on document analysis of the national report. The analysis was done on the secondary data on performance of the learners in the PARAKH Rashtriya Sarvekshan (Nationwide Survey).
Results: This article presents a holistic overview of the PARAKH Rashtriya Sarvekshan 2024 report along with highlighting the marginal gaps where the policy makers can ponder upon.
Conclusion: The findings of the analysis reveal that there exists a significant gap in the learning competencies of learners based on disparities in resource allocation and social inequality, which needs to be addressed urgently. In the context of new results, its significance is evident.
Background: Content and Language Integrated Learning (CLIL) is a teaching methodology that integrates learning subject content with acquisition of proficiency in a foreign language (skills), developing both linguistic and conceptual competence. The approach aligns with the recommendations of the National Education Policy (NEP) 2020, which emphasizes the development of bilingual skills and cognitive abilities.
Purpose: The present study explores the efficacy of CLIL in science teaching, with particular emphasis on its influence on content knowledge, cognitive development, and bilingual language acquisition among pre-service teachers.
Method: A quasi-experimental pre- and post-test single-group design was adopted. The study was conducted on 20 pre-service teachers enrolled in the B.Ed. program at Chitkara University. A mixed-method approach was employed, incorporating both quantitative and qualitative data collection and analysis.
Results: Findings indicated that CLIL enhances vocabulary related to subject matter, deepens conceptual understanding through bilingual instruction, and increases student motivation and interest. It also positively impacts problem-solving skills and overall cognitive development, alongside improving language proficiency.
Conclusions: The study concludes that CLIL holds significant potential to enrich science education by fostering both cognitive and linguistic growth. However, challenges such as teacher preparedness and effective assessment strategies remain. The research highlights the need for further investigation into long-term outcomes and teacher training to maximize the educational benefits of CLIL.
Background: The quality of pre-service teacher education has garnered increasing global attention due to its pivotal role in shaping future educators. Stakeholders’ perceptions—including those of student-teachers, faculty, policymakers, and mentors—provide critical insights into the strengths, limitations, and evolving needs of teacher education programs. Despite extensive research, there remains a lack of synthesized understanding concerning stakeholder perceptions across key dimensions such as technological integration, pedagogical practices, challenges, and professional development within pre-service teacher education from 2000 to 2025.
Purpose: This systematic review aims to analyze and consolidate existing literature on stakeholder perceptions of the quality of pre-service teacher education programs across a 25-year span. The objective is to identify key themes, gaps, and emerging trends to inform policy formulation and institutional reforms.
Methods: Using a systematic search strategy, 731 articles were initially retrieved from five databases: Google Scholar, ProQuest, ScienceDirect, and ERIC. After removing duplicates and applying screening criteria related to relevance, accessibility, and language, 55 studies were selected for final analysis. The review followed PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines, and the data were synthesized thematically, focusing on publication trends, research methods, geographical distribution, citation impact, and core thematic areas.
Results: Findings reveal a fluctuating trend in publication volume, with qualitative methods being the most prevalent. The USA led in both publication count and average citation scores. Stakeholders highlighted several recurring themes, including the potential of technological tools to enhance teaching competence, persistent infrastructural and mentorship-related challenges, the importance of experiential learning, and the need for culturally relevant pedagogical models. Furthermore, gaps in assessment literacy, inclusion training, and technology integration persist despite recognized importance.
Conclusion: This review illustrates the importance of aligning teacher education programs with evolving educational technologies, inclusive pedagogies, and stakeholder expectations. The findings suggest the need for a more integrated, practice-oriented, and culturally responsive teacher preparation framework to meet contemporary educational demands.
Background: Natural phenomenon explanation like eclipse is an important event that needs to be examined among all peers so as to ensure the scientific understanding of these natural happenings in our various environments.
Purpose: This study focuses on investigating the undergraduate physics students’ conception of eclipses formation using a three-tier diagnostic test.
Method: The study was descriptive research of survey type that adopted the usage of a three-tier questionnaire to elicit information about the students’ understanding of eclipses formation. The sample of the study consisted of 80 students (40 physics education students and 40 pure physics students), who were selected through convenience sampling technique. The three-tier diagnostic test consisted of four questions that were on the formation of total solar eclipse, annular solar eclipse, partial solar eclipse, and lunar eclipse, which was used to collect information. Each question consisted of three stages. Descriptive statistics like frequency count, percentage, and pie chart were used to determine the students’ correct conception, misconception, wrong conception, and guess answer
Results: The study found out that 20 students had correct conception, while 42 had misconception of the formation of total solar eclipse.
Conclusion: The study recommended that the study on students’ correct conception and misconception about the natural phenomenon should be carried out often.
Background: Workplace incivility has become a growing concern in healthcare settings, particularly among nursing staff, where interactions with supervisors, patients, colleagues, and physicians can significantly affect psychological well-being and job performance. This study explores the sources and extent of incivility within hospital environments and its influence on nurses’ work engagement.
Purpose: The primary aim of this study is to examine the correlation between workplace incivility—arising from various sources—and levels of work engagement among nursing professionals. It also seeks to identify key predictors of disengagement and highlight critical areas requiring organizational intervention.
Methods: A quantitative research design was employed with a sample of 150 nursing professionals. Data were collected using standardized questionnaires measuring workplace incivility and work engagement. Pearson’s correlation was used to assess relationships between variables, and stepwise regression analysis was conducted to determine significant predictors among the sources of incivility.
Results: The findings reveal a significant negative correlation between workplace incivility and work engagement. Incivility from supervisors and patients emerged as the strongest predictors of reduced engagement levels. These results are consistent with prior studies demonstrating the harmful impact of hostile workplace interactions on employee motivation and performance.
Conclusions: The study highlights the critical role of workplace environment in influencing nurses’ engagement at work. The pronounced effects of supervisor and patient incivility emphasize the need for effective management practices and supportive institutional policies. Addressing these issues can enhance nurse well-being, strengthen engagement, and improve patient care outcomes. The findings contribute to the understanding of organizational behavior in healthcare and offer actionable insights for hospital administrators and policymakers.
Background: Academic resilience is a vital quality that enables students to withstand pressure, recover from setbacks, and remain committed to their learning journeys.
Purpose: This study explored the resilience of prospective teachers in Western Odisha. It also focuses on how demographic factors such as age, gender, and locality impact the academic resilience of prospective teachers.
Methods: A total of 524 prospective teachers were randomly sampled from different teacher education institutions in Western Odisha using simple random sampling. A descriptive survey design and a quantitative method were adopted to collect data using a standardized Academic Resilience Scale. The collected data were analyzed using descriptive statistics and an independent sample t test. The research revealed that resilience emerges not only as a personal strength but also as a response shaped by social and contextual conditions.
Results: The findings suggest that most future teachers display moderate to high levels of resilience, managing academic demands while navigating stress and uncertainty. Age and gender did not significantly influence resilience levels. However, students from urban backgrounds showed greater resilience compared to their rural counterparts.
Conclusions: Based on these findings, this study suggests the importance of developing resilience in teacher education programs, especially in rural communities, through peer support, mentors, and socio-emotional learning. On the other hand, teacher education can contribute not only to academically competent teachers but also to emotionally strong teachers, who can facilitate successive generations to evolve, change, adapt, and thrive during learning and life.
Background: Kenya has transitioned from the long-established 8-4-4 education system to the Competency-Based Curriculum (CBC), sparking widespread debate regarding the effectiveness of their respective grading systems. While the 8-4-4 system primarily emphasized academic achievement through summative national examinations, the CBC emphasizes formative and continuous assessment strategies designed to evaluate a broader range of learner competencies.
Purpose: This study aims to conduct an analytical comparison of the grading systems used in the 8-4-4 and CBC frameworks in Kenya, focusing on their effectiveness, strengths, and challenges in assessing learners.
Methods: A mixed-methods research design was employed. Quantitative data were collected through surveys administered to 67 participants, including 60 teachers and 7 policymakers. Additionally, qualitative data were gathered via interviews with 13 respondents—10 teachers and 3 policymakers. The survey data were analysed using descriptive statistics, while thematic analysis was used to interpret interview responses.
Results: Survey findings revealed that 78% of respondents favoured the holistic and competency-oriented approach of the CBC, with a mean score of 20.23 (SD = 0.92). However, concerns were raised about the inconsistency and resource limitations of the CBC, which averaged a lower score of 16.61 (SD = 2.75). Interviews highlighted the CBC’s flexibility and inclusiveness, as it assesses a range of 21st-century skills such as creativity, collaboration, and problem-solving. Conversely, the 8-4-4 system was appreciated for its structured and transparent grading, though it was criticized for promoting rote learning and lacking practical engagement.
Conclusion: While the 8-4-4 grading system provided clarity and structure, the CBC represents a forward-looking approach by offering a more comprehensive and competency-based learner evaluation. Nonetheless, successful implementation of the CBC depends on addressing critical challenges such as teacher preparedness, resource availability, and standardized assessment criteria. A balanced integration of both systems’ strengths could guide Kenya toward more inclusive and effective learner assessment practices.
Background and Purpose: The purpose of this research was to find out how virtual reality instruction affected students’ conceptual understanding of physics concepts.
Method: This study used a quasi-experimental approach with control groups before and after the test. 117 SSII physics students comprise the study’s sample. chosen at random from two public co-educational secondary schools in the Dutsin-Ma Education Zone. The Physics Conceptual Understanding Test (PCUT) with a reliability of 0.781 was used. Means, standard deviations, and a t-test with independent samples were used to analyze the data (P = 0.05).
Result: In fostering students’ conceptual understanding of physics concepts, virtual reality instruction was found to be more effective than the teacher-centered method. The result shows no significant differences in the conceptual knowledge of male and female students.
Conclusion: To enhance their conceptual understanding of physics, it was suggested that teachers expose their physics students to virtual reality instruction. It was also suggested that it be incorporated into teacher training institutions’ curricula to enhance the conceptual understanding of both male and female students.
Background: Vygotsky’s theory accentuates the importance of social and cultural context and meaning. The newspapers provide contextual, meaningful, and authentic input that makes it easier to understand the passage, syntactical structures, unfamiliar vocabulary, and social and cultural issues as well. Reading newspapers regularly works towards improving learning outcomes and reading comprehension skills.
Purpose: The study was conducted in Malerkotla, Punjab, and explored the effect of gender and English newspaper reading on the reading comprehension of 9th-class students.
Methods: The investigator intended to conduct that study on 100 randomly selected students. But during the experiment some students got absent, so investigators decided to remove the 8 pairs of students. In the final stage the investigator performed an experiment on 42 randomly selected pairs with respect to gender. The study employed an experimental research design, with 84 students from two selected schools using a lottery approach. The experimental group received instruction while dedicating 45 minutes every day to reading newspapers under the supervision and assistance of teachers. Mean, S.D., Levene’s Test of Equality of Error Variances, and balanced two-factor (2×2) factorial design were applied.
Results: The results showed that there is a significant effect of English newspaper reading and gender on the reading comprehension of 9th-class students. Reading comprehension of 9th-class students was found independent of interaction between gender and newspaper reading.
Conclusion: the study indicates that both gender and treatment type significantly affect reading comprehension scores among 9th-class students, with females and the experimental group performing better than their counterparts. Overall, the analysis indicates that both gender and treatment significantly influence the dependent variable reading comprehension, while the interaction between these two factors does not have a significant effect.
