Background: It is well known that reflective thinking is a major aspect of efficient teaching and career development. Reflective capacity as developed in the pre-service phase plays an important role in equipping student teachers to respond to issues in the classroom.
Purpose: The objective of the current study was to analyze the levels of reflective thinking among student teachers with respect to the specific variables, including gender, locale, academic stream, and academic achievement.
Methodology: The research design was a descriptive survey design. The random sampling method was used to sample 360 student teachers in the teacher education institutions of Amritsar district in Punjab. A self-developed reflective thinking scale was used with four dimensions, viz., ability to self-assess, awareness of own teaching skills, developing lifelong learning skills, and belief about self and self-efficacy, to gather data. Percentage analysis and chi-square tests were used to examine the distribution and association of reflective thinking levels across demographic variables.
Findings: The results indicated that most of the student teachers had a moderate level of reflective thinking, with only a relative few having high or low levels of reflective thinking. The findings show that the student teachers have reflective thinking, which needs to be systematically reinforced by the teacher education programs.
Conclusions: The study concludes that reflective thinking in student teachers is still in its developing stage; there is a need to make deliberate and organized pedagogical interventions in teacher education programs. This research also notes the importance of incorporating reflective practices like reflective journaling, reflective mentoring, and guided self-reflection into pre-service teacher training to promote professional readiness.
Background: Knowledge of digital technology is crucial for everyone in todayâs 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 âhigh usageâ category, whereas none of the humanities scholars are represented in this category. Additionally, the low-income group shows 0% representation in the âVery Highâ 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: Community engagement has emerged as one of the future directions of higher education extension. Community engagement helps to build the community, as well as the social and economic foundations that support equity and diversity in higher education and offers opportunities for people to participate in a democratic way. Community engagement encompasses a range of approaches, including consultation, co-operation, and participation. It is imperative to understand that it requires community support for effective implementation. Why should one be involved in community engagement? To effectively meet the diverse needs of the community; to help people develop a sense of ownership and accountability in terms of giving back to society; to take pride in service to the community; to take on the challenge of solving community issues collectively; to access funding to conduct initiatives for the community; and to make the work happen in reality in a practical way.
Purpose: Through this research, the researcher addresses the innovative and best practices of community engagement in universities in India, with a special focus on universities in Maharashtra, and compares these policies and practices (innovative and best) among state, private, and deemed-to-be universities.
Method: A comparative method was used by the researcher. The sample of the study consisted of 9 states, private, and deemed-to-be universities selected by the researcher, and under these universities, community engagement practices of 5 departments were studied for the identification and comparison of best and innovative policies and practices of community engagement.
Result & Conclusion: Through this research study, the researcher concluded that the majority of universities do not have a formal policy for community engagement, but programmes/activities are organized through the National Service Scheme (NSS) and Student Welfare Department (SWD) extension programmes. Also, there is no formal course/unit/module on community engagement. The researcher also concluded that, as there is no set policy with regard to community engagement, there is no mission or vision for incorporating community engagement into postgraduate courses.
Background: National Education Policy 2020 is one of the most radical changes in the Indian system of education in the twenty-first century. It seeks to revolutionize the education system through holistic learning, interdisciplinary knowledge, vocational integration, and digital innovation, and reinforce basic literacy and numeracy. The inclusive policy will also focus on inclusivity, multilingual education, social-emotional development, as well as conserving the cultural and intellectual traditions of India. The policy aims at providing equitable and quality education to all learners by aligning it with other global education systems like Sustainable Development Goal 4.
Purpose: This essay is a critical analysis of NEP 2020 commitments and implications in Indian education. It tries to examine the philosophical underpinnings, policy agenda, and transformational opportunities of the reform and determine the structural and institutional obstacles that can influence its effective execution.
Method: The research takes a conceptual and analytical approach through an extensive literature review of academic literature, policy documents, and secondary sources on education reform in India. Government reports, international policy frameworks, comparative education studies, and empirical results of organisations like UNESCO and the Organisation for Economic Co-operation and Development (2019), NITI, are the key sources. It is also through analysis that international education systems like Finland, Singapore, and Japan have been compared and insights into the system have been provided.
Results: The results indicate that NEP 2020 provides a paradigm shift with its foundation of literacy, experience-based learning, vocational experience, the introduction of technology, and cross-disciplinary education. The study, however, finds that there are major problems of implementation such as teacher readiness, infrastructural differences, digital divide, language policy issues, and coordination among states.
Conclusion: NEP 2020 has great potential to transform Indian education into a more inclusive, flexible, and globally competitive system. However, it will require long-term investment, capacity building on the part of teachers, institutional preparedness, and joint working of policymakers, teachers, and communities to change policy vision into effective practice in the classroom.
Background: Teacher professional development is a significant factor in the quality of the education system. Ethiopia continues to improve its educational institutions and develop teachers; however, the Somali Regional State faces several challenges, including inadequate institutional support, delayed and low salaries, inconsistent training programs, insufficient student motivation strategies, and inadequate learning environments.
Purpose: This study examines the significance of teacher professional development in sustaining an efficient educational system in the Somali Regional State of Ethiopia, with a specific focus on the influence of institutional support, motivating promotion, and recognition of teacher professional development.
Methods: A quantitative cross-sectional design was used to gather information from 265 teachers in the Somali Regional State of Ethiopia using a structured questionnaire instrument, which was analyzed in SPSS and PLS to investigate the relationships among factors of challenges in teacher professional development.
Results: The result highlights effective teacher professional development, which requires the successful integration of institutional support and specific conditions. The findings demonstrate that the latent constructs explain more than 50% of the variance in the observed indicators. Examination of the measurement model suggests that the constructs also demonstrate adequate indicator reliability, internal consistency, and convergent validity. The strong outer loadings, high CR and rho-A values, and adequate AVE scores all together suggest that the measurement instruments have psychometric validity appropriate for examining structural models.
Conclusion: The study concluded that, for the classroom process to become even more efficient, it should focus on professional development using technology and on increasing teachers’ abilities. This is a big deal for policymakers, school leaders, and sector professionals in their efforts to ensure the efficiency of teaching within educational institutions.
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. Stakeholdersâ perceptionsâincluding those of student-teachers, faculty, policymakers, and mentorsâprovide 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 studentsâ 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 studentsâ 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 studentsâ 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 studentsâ 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 nursesâ work engagement.
Purpose: The primary aim of this study is to examine the correlation between workplace incivilityâarising from various sourcesâand 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. Pearsonâs 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 nursesâ 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.
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