Research in education is being conducted in central universities, state universities, deemed-to be universities, private universities, and institutes of India. The Indian education system has not utilized the findings of research in education for improving the teaching-learning process, evaluation procedures, the development of instructional material, curricular as well as co-curricular activities, etc. One of the reasons for not utilizing findings is the quality of research in education. In this paper an attempt was made to peep deep into the quality of research in education conducted at the doctoral level and available on Shodhganga. The criteria used for studying the quality of research in education were wording of title, objectives and hypothesis, sampling techniques, tools, experimental design (only for experimental research), data analysis, and findings. Data were collected from theses of 178 universities in India available on Shodhganga. Each thesis uploaded on Shodhganga was analyzed in respect of the wording of the title of research, the wording of objectives & hypotheses, sampling techniques, tools, experimental design, data analysis, and findings. On the basis of content analysis, it was found that, on the whole, research in education is too weak from all points of view. Thus, there is an urgent need to think of a strategy to be used for improving the quality of research in education.

This world we live in is increasingly prone to rapid technological change, where artificial intelligence (AI) is sculpting what we learn and what we perceive about learning itself. Even though AI is paving the way for individuals to access, analyze, and interpret information, it’s essential for us to remember the root qualities that help students thrive in thinking critically, analytically, and creatively. These high-order thinking skills are uniquely human and are shaping students in a world full of challenges and similar-looking choices.

Background: NETS-T Standards for teachers define the knowledge and skills that teachers or educators need to have in order to successfully and effectively integrate technology in teaching and learning.

Purpose: It is essential for every community to know the status of their teachers’ NETS-T educational technology practices.

Methods: A questionnaire consisting of 6 educational technology factors, with a number of items or performance indicators, under each factor was administered to 76 Grade 10 English medium Secondary School teachers. The sample included 14 male teachers, and 62 female teachers from 11 schools that were conveniently selected.

Results: Findings were that most teachers strongly agree to the items mentioned under the TOC factor and PPP factor, while most of them agreed to the items mentioned under PDL, AAE, SEL, and TLC factors. A significant statistical difference in the distribution of the average scores of items for pairwise comparisons of some schools was found under TOC, PDL, AAE and PPP items.

Conclusions:There was no significant statistical difference in the distribution of average scores of items for pairwise comparisons of schools under SEL and TLC factors.

Background: Mother Tongue Based Multi-Lingual Education (MTB-MLE) is essential to promote inclusive as well as equitable education in multilingual cultures, but it faces mixed perception from stakeholders namely teachers, parents, administrative personnel and students because of various socio-economic and ideological issues.

Purpose: The purpose of this systematic review is to analyze stakeholders’ perception and attitude towards MTB-MLE, highlighting the cause of both support and opposition as well as underlying the difficulties and potential challenges associated with its implementation.

Method: A systematic review of related literature was conducted following the Preferred Reporting Items for Systematic Review (PRISMA). Five databases were searched to find out 26 research articles closely related to perception and attitude of stakeholders towards MTB-MLE published between 20212 to 2024, covering a wide range of geographic regions as well as educational context.

Results: The result shows that MTB-MLE as a medium of instruction at formative years of education among children is widely recognized for its cognitive and cultural advantages. However, there were significant challenges persist including resistance due to superiority of global languages such as English, insufficient teacher training, limited learning resources and other socio-political barriers. Stakeholders’ perception and attitude are influenced by a complex interaction of socio-economic variables, linguistic ideologies and the practical realities of multilingual classrooms.

Background: With the help of social media, web and mobile applications enable library professionals to create and share information about library resources and services on any particular college campus. In this digital era, modern libraries use social media as one of the platforms for knowledge gathering, evaluation, accommodation, and dissemination towards the students’ community.

Purpose: This paper describes the use of social media in undergraduate college libraries for promoting library resources and services.

Method: This study has taken social media applications like WhatsApp, Facebook, and YouTube for a complete study.

Result and Conclusion: The study focuses on involvement and feedback from students for using social media to promote library resources and services, and this can lead to completing this paper in a good manner with good results.

Background: The provision of graded accreditation and autonomy of colleges has been made in the national education policy (NEP) 2020 which will be applicable for all types of higher education institutions in the country. The authors have noticed that there are very few diploma engineering programmes having accreditation and that too will expire for the majority of the programmes in June 2022.

Purpose: To ascertain the awareness of faculty members on the accreditation process was the main purpose of the study. Apart from it, reasons for a very low number of programme accreditation were inferred and suggestions are made for the national board of accreditation (NBA), state government and polytechnics to improve and innovate the quality of diploma engineering programmes to satisfy the future needs of students, employers and society and implement the provisions of NEP 2020.

Method: A descriptive research study was undertaken using the structured and semi-structured instrument designed by the researchers. The responses were collected from 525 principals, heads of departments and faculty members of the polytechnics of the country using Google Form.

Results: It is found that on 95 parameters of the accreditation process the cumulative weighted mean level of awareness of faculty members is more than 60 percent. That clearly indicates that teachers are having in-depth awareness ofthe requirements of the accreditation process but they are achieving the minimum expectable level on various pre-qualifiers, criteria and sub-criteria because of various reasons.

Conclusions: There is a number of other reasons which are abstracting the polytechnic and programmes to qualify for the accreditation. These reasons should be identified and addressed using well-designed quality improvement and innovation interventions at state, polytechnic and faculty members levels.

Background: Systematic collection of scientific evidence on the applicability an usability of model and its components is an important aspect of design and development research.

Purpose: The aim of this study is to determine external validity of the organic reaction teaching model in terms of its practicability and potentiality in enhancing students’ performance scores.

Method: A field testing method was conducted across five matriculation colleges in Malaysia by five (5) experts’ chemistry lectures who implemented a lesson plan developed based on the model’s constructs and then responded to an open ended questionnaire to express their views on the practicability of the model. 40 matriculation Students that participated in the field testing were also evaluated to determine the potentiality of the model on their performance in organic reactions. Four main themes having of many codes and quotations were identified.

Results: The analysis of the results indicates that the model is compatible, clear and flexible for teaching organic reactions. Moreover, the model components have the potential of miximizing students’ academic performance in organic reaction with an overall score of 84.4 % in the organic chemistry tests. Thus, the model was found practicable for teaching and have the potential to minimized students’ common errors in organic reaction mechanisms.

Conclusions: The findings of this study may similarly work as a reference model in developing modules and measuring instruments to reduce errors in other procedural concepts in chemistry and other science-related subjects.

Background: Emotional intelligence and spiritual intelligence are accompaniment to each other for refining human life. Spiritual intelligence builds up moral value, spiritual values and a strong belief system whereas emotional intelligence helps to develop personal relationships with one’s own self, social relationships with others and to manage the emotions.

Purpose: The high school students are facing a major burst of emotions which needs to be channelized to give them the right direction in life. In this, their emotional intelligence and spiritual intelligence play an imperative role. Present research paper is an attempt to explore the relationship between emotional intelligence and spiritual intelligence of high school students. It examines how the spiritual intelligence affects the emotional intelligence of the students.

Methods: This research is carried out on 150 students of 9th standard CBSE affiliated schools. For data collection, Spiritual Intelligence Scales by Misra (2014) and Emotional Intelligence Test by Soni and Sharma (2009) were used. The SPSS software is used for the analysis of the data. Descriptive Statistic: Mean, Median, Mode, Standard Deviation, Skewness and Kurtosis are calculated to check the normal distribution of the data and inferential statistics: Pearson Correlation Coefficient and Regression Analysis are calculated to measure the relationship between the variables under study.

Results: The results of the study reject the null hypothesis and reveal that spiritual intelligence has a significant positive correlation with the emotional intelligence of the students.

Conclusions: The study shows that the students who are spiritually more intelligent have more stable emotions as compared to the other students.

Background: Effective skill development remains an important vehicle for national prosperity. Aswhat appeared to work with their predecessor generation (Gen X) does not have the same results with Millennials many educators today are experimenting with pedagogies to effectively train Millennials. Globally, it is becoming evident that the Millennials in higher education learn very differently than their predecessors.

Purpose: Our study provides comparisons on three learning parameters of learning affectivity, goal orientation and competition between Gen X & Millennials.

Methods: To study whether the learning attributes are similar or they differ across the two generations we compared the means of the three attributes under consideration. Results: We find Millennials to be different from Gen X across the three studied parameters suggesting that teaching pedagogies require a rethink for Millennials.

Conclusions: These results could be useful in designing appropriate teaching pedagogies that are likely to improve Millennials’ learning.

Background: Learning losses does not mean forgetting only curricular learning but slipping back of fundamental learning abilities that learner would have acquired during schooling. School closures in India have severely disrupted learning processes of children resulting in learning losses and social gaps in academic outcomes. Though school closure is a global phenomenon, its adverse effects on learning outcomes are unevenly distributed in the society.

Purpose: The paper aims to trace the phenomenon of learning losses resulting from a prolonged school closures during COVID 19 pandemic at the national level since march 2020.The study further is directed to trace accessibilities and uses of digital resources in India.

Method: The study used secondary sources of data mainly of Bihar to ascertain the trend of learning losses. The data were regenerated to measure the emerging trend. Results: Learning loss was unevenly distributed in the society. Those who were digitally equipped had compensated their learning losses during school closures. The Bihar had mere 5 per cent computer and 15 internet facilities. The rural households had only 3 per cent computer and 13 per cent internet facilities. Primary grade children especially of disadvantaged groups in Bihar suffered more because they have very limited home learning resources. Learning crisis was more prominent at elementary school level where both the home resources and digital tools were inadequate. They spent hours in surfing social media for private purposes. The phenomenon of cyber loafing was widely seen among young students, showing a serious problem of internet abuse by secondary school students.

Conclusion: Despite constraints Bihar managed to continue school learning programme during COVID 19. It had a largest force of digitally-equipped teachers (about 1.25 lakh) known as Potential Learning Community (PLC) who were ready to deliver e-contents to beneficiaries. Teachers established connectivity with parents and learners who had no android mobile. They started running Schools on Mobile (SOM) classes. The paper discusses learning recovery plan such as engaging community, reallocating resources for schools, etc.