INDIAN EDUCATIONAL REVIEW
type: channel
description: The Indian Educational Review is a bi-annual journal, brought out by the National Council of Educational Research and Training (NCERT), New Delhi. The Journal publishes articles and researches on educational policies and practices and values material that is useful to practitioners in the contemporary times. The Journal also provides a forum for teachers to share their experiences and concerns about schooling processes, curriculum, textbooks, teaching-learning and assessment practices.
publisher: National Council of Educational Research and Training, New Delhi.
language: en
publication name: INDIAN EDUCATIONAL REVIEW
issn: 0019-4700
items: Adaptation of Indian Folk Games to Enhance Physical Activity and Academic Performance in School-going Children with Cerebral Palsy (Aged 5–18 Years)
items: 360-Degree Assessment Practices at the Secondary Stage: A Study of Teachers’ Perceptions
items: Teachers’ Awareness, Perceptions, and Professional Development towards Game-based Learning in Primary School Mathematics: A Needs Analysis
items: Effectiveness of Problem-based Learning on Mathematisation of Middle School Students
items: Challenges and Strategies in Leadership and Management: Insights from Principals of Eklavya Model Residential Schools
items: A Study on the Status and Perspectives on Inclusivity of CWSN Students
items: Editorial
items: Table of Contents
items: ABOUT THE JOURNAL
items: Developing Science Process Skills of Secondary Students through an E-content Package
items: Exploration of Culturally Relevant Teaching to Develop Science Process Skills and Knowledge among Tribal School Students of Class VI in the State of Madhya Pradesh
items: Mental Health in Bhartiya Perspective and its Implications
items: Odyssey of Childhood from the Pages of August Kranti A Narrative of Students’ Participation
items: Teachers’ Perception towards STEM and VMC in SoSEs of Delhi An Exploratory Study
items: Physical Access of Children with Disabilities to Inclusive Schools A Survey from Haryana State
items: Educational Experiences of the Mising Tribe Learners of Majuli An Exploratory Study
items: Table of Content
items: About the Journal
items: Challenging Behaviours in Middle Grade Students
items: A Critical Analysis of the D.El.Ed Curriculum of Assam with Special Reference to Integration of ESD and GCED Themes
items: Effect of Design Thinking Method on Academic Achievement, Creativity and Digital Skills in Science among Middle Stage Students
items: A Study on the Pedagogical Practices of Science in Various Indian School Systems
items: Stakeholders’ Perspectives on the Gunotsav Programme in Assam
items: Examining Student Feedback Preferences in Inclusive Classroom Environments
items: Shiksha: Bharatiya Paripekshya
items: EDITORIAL
items: TABLE OF CONTENT
items: Potential of Participatory Communicative Approach School Education Scenario in Sikkim

Adaptation of Indian Folk Games to Enhance Physical Activity and Academic Performance in School-going Children with Cerebral Palsy (Aged 5–18 Years)
type: item
description: The World Health Organization (WHO) reports that physical inactivity accounts for approximately 6 per cent of global deaths, making it the fourth leading risk factor for mortality worldwide. Engaging children and young adults in regular participation in physical activity is crucial not only for improving health but also for promoting social development. Physically active children tend to demonstrate higher academic achievement, enhanced self-confidence, better social interactions, and an improved quality of life (Zayed et al., 2024). Children with disabilities, including Cerebral Palsy (CP), face unique challenges in maintaining physical activity. The Rights of Persons with Disabilities Act, 2016, recognises multiple disability categories ranging from visual impairments and mobility issues, to neurological and genetic conditions; covering 7 to 21 types of disabilities. Children with CP, with an estimated incidence of approximately 1.5 to 2.5 per 1,000 live births, often encounter additional hurdles, such as sensory, perceptual, cognitive, communication, and behavioral challenges. Despite many children with CP being academically capable and attending mainstream schools, their participation in physical activity is limited due to factors like lack of interest, time constraints, inadequate professional support, infrastructural deficits, and societal attitudes.
subject: ERIC PROJECTS
  topic: section
subject: WHO
  topic: keywords
subject: Children with disabilities
  topic: keywords
subject: physical activity
  topic: keywords
subject: academic performance among children
  topic: keywords
creator: Mansoor Rahman A
creator: Kavitha Raja
rights: Copyright (c) 2026 INDIAN EDUCATIONAL REVIEW
date: 2026-04-07
publication date: 2026-04-07
starting page: 119
ending page: 127

360-Degree Assessment Practices at the Secondary Stage: A Study of Teachers’ Perceptions
type: item
description: The National Educational Policy (NEP) 2020, suggests that assessment should be holistic, 360-degree, and multidimensional; reflecting students’ progress in great detail and the unique abilities and learning outcomes of each student across cognitive, affective, and psychomotor domains. The researchers aimed to examine the degree to which current assessment practices at the secondary school level align with the 360-degree assessment process. A mixed-method research design was used to analyse the data collected from 140 students and 35 teachers. The students’ and teachers’ responses were collected through questionnaires and a semi-structured interview schedule was used to collect data from the teachers. It was found that the responses of teachers and students were not consistent; even the teachers’ responses through the questionnaire and interview process were not aligned. In the response to the questionnaire, it was evident that teachers are using most of the above-stated assessment practices. However, during the interview, it was revealed that the current assessment practices are mainly based on traditional assessment methods, i.e., oral and pen-and-paper tests. Other assessment practices are not given due consideration in making progress reports. Teachers pointed out that it is difficult to make holistic progress cards because of time constraints, high workload, high student-teacher ratio, and low involvement of parents in the teaching-learning and assessment process. As the assessment process is an integral part of the teaching-learning process there is a need to train teachers and focus on fostering teachers’ positive attitude towards various assessment practices for holistic development of the students
subject: RESEARCH PAPERS
  topic: section
subject: 360-degree Assessment
  topic: keywords
subject: Holistic Progress Card
  topic: keywords
subject: Formative Assessment
  topic: keywords
subject: Secondary Education
  topic: keywords
subject: Summative Assessment
  topic: keywords
creator: Anamika Mishra
creator: Ankita
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07
starting page: 97
ending page: 118

Teachers’ Awareness, Perceptions, and Professional Development towards Game-based Learning in Primary School Mathematics: A Needs Analysis
type: item
description: This study explores primary school Mathematics teachers’ perspectives on the use of Game-based Learning (GBL), as an instructional strategy. Using a survey design, data were collected from 149 Mathematics educators in Vadodara through a structured questionnaire comprising Likert scale items. The study aimed to assess teachers’ awareness, perceptions, willingness, confidence, prior experience, and views on the need for further training and research related to GBL in Mathematics. Findings revealed that while most teachers are aware of GBL and believe in its potential to enhance student engagement, many lack confidence and adequate training to implement it effectively. Teachers expressed strong interest in professional development and emphasised the importance of access to quality resources. The study also highlights the necessity of aligning GBL strategies with constructivist principles and real-life applications to make Mathematics more meaningful for students. Based on the insights gained, the study offers recommendations for policy makers and school leaders to support the integration of GBL in primary Mathematics education through targeted training, resource development, and ongoing research. These findings contribute to understanding the support systems required to enhance Mathematics learning through innovative and student-centred teaching approaches.
subject: RESEARCH PAPERS
  topic: section
subject: Game-based Learning
  topic: keywords
subject: School Mathematics
  topic: keywords
subject: Professional Development of Teachers
  topic: keywords
creator: Sapna Pravin Iyer
creator: Karanam Pushpanadham
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07
starting page: 78
ending page: 96

Effectiveness of Problem-based Learning on Mathematisation of Middle School Students
type: item
description: The present study examines the effect of problem-based learning on mathematisation of middle school students. Experimental method followed by a pre-test and post-test control group design was employed. Forty four Grade 8 students, age ranged from 11 to 14 years, from a rural middle school, located in a district of Bihar were selected in the experimental and control group randomly. The experimental group students were taught by real-world problem-based mathematics activities, and control group by the traditional method. Self-developed mathematisation ability and mathematical intelligence tests were used to collect the data from the participants. Analysis of covariance and t-test were used to analyse the data. The findings of the study revealed that, real-world problem-based mathematics learning significantly enhanced the process of mathematisation, along with its dimensions namely understanding, organising, transforming, employing, and generalising than the traditional method. The findings underscore the significance of integrating real-world mathematics problems in school Mathematics curricula to enhance mathematisation process of students. Every teacher should learn how to mathematise, internalise it, and subsequently transact the procedure which should be reflected in the Mathematics curriculum.
subject: RESEARCH PAPERS
  topic: section
subject: Real-world Problems
  topic: keywords
subject: Problem-based Learning
  topic: keywords
subject: Mathematisation and School Mathematics
  topic: keywords
creator: Tarun kumar Tyagi
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07
starting page: 60
ending page: 77

Challenges and Strategies in Leadership and Management: Insights from Principals of Eklavya Model Residential Schools
type: item
description: Principals of Eklavya Model Residential Schools (EMRS) face significant challenges, including inadequate infrastructure, teacher shortages, financial constraints, and socio-cultural barriers. This study explored these challenges through descriptive research, employing a structured questionnaire to gather data from 30 respondents in leadership roles across the EMRS. The findings revealed scarcity in staffing, resource management, and gaps in governance, which impede the delivery of quality education. Additionally, behavioral issues among students and limited community participation complicate school operations. Despite these challenges, notable achievements, such as high success rate in the board examinations and innovative academic programmes underscore the transformative potential of effective leadership. This research emphasises the need for systemic reforms, including timely fund allocation, capacity-building initiatives, and streamlined governance, to enhance the operational efficiency and impact of the EMRS. By aligning with Sustainable Development Goal (SDG) 4, and the equity, inclusion, and quality imperatives outlined in the National Education Policy (NEP) 2020, the findings highlight the critical role of adaptive and collaborative leadership in empowering tribal communities through education. These insights provide a roadmap for policymakers and educators to foster a more inclusive and equitable educational landscape. These findings suggest systemic changes are necessary, including prompt fund distribution, National Education Society for Tribal Students (NESTS) centred governance, transparent policy frameworks, and continuing capacity-building programmes.
subject: RESEARCH PAPERS
  topic: section
subject: Eklavya Model Residential Schools
  topic: keywords
subject: Tribal School Leadership
  topic: keywords
subject: Educational Quality
  topic: keywords
creator: Dipak Karmakar
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07
starting page: 35
ending page: 59

A Study on the Status and Perspectives on Inclusivity of CWSN Students
type: item
description: The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. This paper critically reviews the education landscape in India, focusing on the status and perspectives on inclusivity of CWSN students, as well as enrolment and drop-out rates across various grades. The research population included students, school administrator staff, teachers, and parents. Data was collected through UDISE+, semi-structured interviews, and questionnaires specifically designed for the target groups. With the NEP 2020 prioritising inclusivity in schools, this study examined the challenges, from both the supply and demand sides, of the teaching-learning process for CWSN. Addressing these challenges is essential for providing the necessary support and resources required, to achieve the NEP objectives. The investigation highlighted the importance of increasing teacher awareness and training to effectively support students in inclusive classrooms. Findings also revealed that many students drop out at different educational transition levels due to supply-side barriers, including inadequate infrastructure and a shortage of specialised educators. Nonetheless, some caregivers and guardians appreciated the recommendations outlined in NEP 2020 and expressed optimism that schools would proactively work to enhance inclusivity and address these pressing concerns.
subject: RESEARCH PAPERS
  topic: section
subject: CWSN Students
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: NEP 2020
  topic: keywords
creator: Debyani Mukherjee Rawal
creator: Deepika Pradeep Chaurasiya
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07
starting page: 5
ending page: 34

Editorial
type: item
subject: EDITORIAL NOTE
  topic: section
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07
starting page: 3
ending page: 6

Table of Contents
type: item
subject: TABLE OF CONTENTS
  topic: section
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07

ABOUT THE JOURNAL
type: item
subject: ABOUT THE JOURNAL
  topic: section
rights: Copyright (c) 2026
date: 2026-04-07
publication date: 2026-04-07

Developing Science Process Skills of Secondary Students through an E-content Package
type: item
description: Introduction Historically, school science teaching emphasises on the development of process skills. UNESCO (Bangkok, 1978) has recommended understanding science processes as one of the most important objectives of the integrated science programmes, followed in the middle school classes (Grades 6, 7 and 8) of Indian schools. While planning the Integrated Science Curriculum for the middle school students (Grades 6, 7 and 8) of Indian schools, NCERT, New Delhi, has identified the process approach as one of the core elements of the science course. To fulfil the objectives, the contents of the system are to be selected and presented in such a way that it would influence the brain, heart and hands of the learners. A thorough study of the document ‘Integrated Science Curriculum: An Introduction’ (NCERT, 1982) states, “A science curriculum must stress more on the processes than the products of science”. An innovative application in the teaching and learning process is e-content. This may be computer-based, including text, video, audio, animation and graphics. The e-content is mainly viewed as a way to preserve and carry forward the cultural or historical heritage, disseminate lifestyle, scientific, educational and business information in a digitalised format, or provide user-interactive service. The e-content is valuable to the learners, and helping to all individualised instructional systems teachers. E-learning is a process, and e-content is a product. This teaching approach has become an answer to the complicated modern, social, and economic conditions, and an exploding population. An e-content package can be used as a teacher in a virtual classroom situation. Using e-content, time and money can be minimised required in the teaching process. Facilitating individualised learning, creating interest and maintaining it among the students is a significant concern for the science teachinglearning process.
subject: ERIC PROJECTS
  topic: section
creator: P.S. Sreedevi
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31
starting page: 117
ending page: 123

Exploration of Culturally Relevant Teaching to Develop Science Process Skills and Knowledge among Tribal School Students of Class VI in the State of Madhya Pradesh
type: item
description: The National Education Policy (NEP) 2020 emphasises on the developing ‘process’ and the ‘product’ of science to adopt learner centred pedagogy. The policy recommends the incorporation of local and indigenous knowledge, culture and cultural ethos in the curriculum and pedagogy. Indian society is multicultural and the classrooms are culturally diverse in nature. Therefore, a science teacher should be aware about students’ cultural background, knowledge, attitude and cultural responsiveness. The pedagogy should be adopted according to the nature of classroom diversity to meet the learning needs of students with culturally different backgrounds. Children can actively participate in learning science by conducting experiments and activities to develop scientific knowledge and skills.
subject: ERIC PROJECTS
  topic: section
creator: Ramesh A
creator: P.S. Sreedevi
rights: Copyright (c) 2025 INDIAN EDUCATIONAL REVIEW
date: 2026-01-19
publication date: 2026-01-19
starting page: 109
ending page: 116

Mental Health in Bhartiya Perspective and its Implications
type: item
description: The concept of mental health is comprehensively given in the ancient Bhartiya scriptures like Patanjali Yoga Darshan, Charaka Samhita, Sushruta Samhita, Ashtanga Hrudayam and Shrimad Bhagavad Gita. The Bhartiya perspective is given less priority in current mental health research and practice. This paper focused on the study of mental health from the Bhartiya perspective, and some implications have been drawn. According to the Bhartiya perspective, a person’s mental health is determined by blissfulness, happiness and peace of mind. The analysis reveals that practising the foundations of Bhartiya philosophy of life results in balancing one’s mental health. A person’s philosophy of life has an impact on their mind, way of life and behaviour.
subject: RESEARCH PAPERS
  topic: section
subject: Mental Health
  topic: keywords
subject: Bhartiya Perspective
  topic: keywords
creator: Rita A Parmar
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31
starting page: 91
ending page: 108

Odyssey of Childhood from the Pages of August Kranti A Narrative of Students’ Participation
type: item
description: The freedom struggle of India had many phases and personalities, both known and lesser known, who contributed in making the movement memorable for all time. In the Quit India Movement, popularly known as the August Kranti, the students and children played a significant role. The government records, private paper, oral accounts and newspaper clippings mention their engagement with different phases of the movements. However, the spaces allocated to them are often minuscule. The names of some of the children who laid down their lives are sometimes referred to, but very often the finer details of their roles are often glossed over. Nevertheless, the manner of their participation did capture the attention of authorities, and thus, the names of the few who became the legend makers for all time are mentioned. In this paper, an attempt has been made to weave the role of the students in varying age groups and to discuss the nature of their involvement in different provinces.
subject: RESEARCH PAPERS
  topic: section
subject: August Kranti
  topic: keywords
subject: Swaraj
  topic: keywords
creator: Gouri Srivastava
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31
starting page: 70
ending page: 90

Teachers’ Perception towards STEM and VMC in SoSEs of Delhi An Exploratory Study
type: item
description: The Government of Delhi established Schools of Specialised Excellence (SoSEs) in 2021 to serve students with an interest and aptitude in specialised domains. These institutions offer a variety of disciplines, like Science, Technology, Engineering and Mathematics (STEM) education, humanities, 21st century skills, armed forces, performing and visual arts from Grades 9 to 12. This study aimed to explore teachers’ perception towards STEM and Vidya Mandir Classes (VMC) initiatives in SoSEs and identified the facilities and support services available in SoSEs, including challenges faced and adopted coping strategies of teachers. Questionnaires, semi-structured interviews, observation and focus group discussions were used to analyse data qualitatively. Further findings were analysed in categories like teachers’ perception towards access to STEM education and improvisation of VMC at SoSEs, teachers’ points of view towards the aim and nature of VMC versus mainstream education, challenges faced by regular teachers of SoSEs in connection with VMC classes. Most SoSE teachers viewed STEM education and VMC as a positive initiative to assist parents who could not afford the high costs of private coaching so that their children could pass competitive exams, such as IIT JEE, NEET, etc. Additionally, SoSE teachers also faced challenges like managing timetables, negotiating between NCERT textbooks and competitive reading material of VMC, and their own identity and responsibility. The study suggests recruiting or hiring teachers with an advanced understanding of STEM-related content and pedagogy. It also indicates a requirement to conduct VMC classes offline, beyond the school boundary so that learners can derive maximum benefit and balance with mainstream regular courses.
subject: RESEARCH PAPERS
  topic: section
subject: Stem Education
  topic: keywords
subject: Schools of Specialised Excellence
  topic: keywords
subject: Vidya Mandir Classes
  topic: keywords
creator: Sunita Singh
creator: Deepika Pradeep Chaurasiya
creator: Rashmi Pal
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31
starting page: 49
ending page: 69

Physical Access of Children with Disabilities to Inclusive Schools A Survey from Haryana State
type: item
description: Inclusive education for children with disabilities is a key initiative under the Samagra Shiksha Abhiyan. One of the basic requirements for inclusive education is ensuring barrier-free access to schools. This paper presents the findings of a research study aimed at assessing the extent to which schools in Haryana have achieved barrier-free access. The study sampled 84 schools across four districts in the state, selected using a multistage random sampling technique. A survey method was used to conduct an infrastructural audit, employing a self-developed accessibility checklist. The data were analysed using descriptive statistics. The results indicate that the overall situation regarding physical access to schools is disappointing and needs significant improvement. Schools have largely failed to comply with statutory provisions that ensure adequate access for children with disabilities to drinking water areas, ramps, stairs and toilet facilities, independently and safely. The study recommends increasing awareness and understanding among school administrators, school management committees, special educators, civil engineers and other construction personnel about the norms and standards established by the government for creating accessible school infrastructure
subject: RESEARCH PAPERS
  topic: section
subject: Physical Access
  topic: keywords
subject: Children with Disabilities
  topic: keywords
subject: Inclusive Schools
  topic: keywords
creator: Sandeep Berwal
creator: Yad Ram
creator: Jasmer Singh
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31
starting page: 27
ending page: 48

Educational Experiences of the Mising Tribe Learners of Majuli An Exploratory Study
type: item
description: The Mising Tribe, an Indo-Mongoloid group in Assam, dominates the socio-cultural landscape of Majuli island. The educational status of the Mising Tribe was discouraging, compared with the rest of the population. This research study aimed to explore the educational experiences of learners from the Mising community and the factors influencing their experiences. The study used a qualitative paradigm. The participants from the Mising community of fifth, sixth, seventh and eighth standards from Assamese vernacular-medium government secondary schools were selected through incidental sampling. The sampled teachers were interviewed with the highest density of Mising Learners from the Uttar Kamalabari cluster and Madhya Majuli Cluster to gather data for the research. The parents who gave their consent were also interviewed. The findings revealed that the learners from the Mising community in Majuli face significant barriers to education due to flooding disruptions, lack of mother tongue instruction, inadequate school infrastructure and socio-economic hardships. Limited awareness of government schemes, gender biases and low parental support further hindered their consistent attendance and academic progress.
subject: RESEARCH PAPERS
  topic: section
subject: Educational Experience
  topic: keywords
subject: Mising Tribe
  topic: keywords
subject: Learners
  topic: keywords
subject: Exploratory Study
  topic: keywords
creator: Moni Monjuri Phukan
creator: Subhash Chander
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31
starting page: 9
ending page: 26

Editorial
type: item
subject: EDITORIAL NOTE
  topic: section
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31

Table of Content
type: item
subject: TABLE OF CONTENTS
  topic: section
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31

About the Journal
type: item
description: The Indian Educational Review is a bi-annual journal, brought out by the National Council of Educational Research and Training (NCERT), New Delhi. The journal publishes articles and researches on educational policies, practices and values material that is useful to practitioners in the contemporary times. The journal also provides a forum for teachers to share their experiences and concerns about schooling processes, curriculum, textbooks, teaching-learning and assessment practices. The views expressed by individual authors are their own and do not necessarily reflect the policies of the NCERT, or the views of the editor. ©2025*. Copyright of the articles published in the journal will vest with the NCERT and requests for reproducing the material should be addressed to the Academic Editor
subject: ABOUT THE JOURNAL
  topic: section
rights: Copyright (c) 2025
date: 2025-01-31
publication date: 2025-01-31

Challenging Behaviours in Middle Grade Students
type: item
description: This study intended to explore the challenging behaviours of students at the middle stage of schooling. The methodology adopted was exploratory. Five schools in five educational blocks of five districts from each of the five regions of the country were selected through the multistage stratified random sampling technique. A self-designed, standardised, bilingual, 90-item, three-point rating behavioural checklist was used. Altogether, 1728 students of 540 academic classes were observed by the pre-oriented teachers using participatory and uncontrolled method of observation. The findings revealed that 64 students were exhibiting challenging behaviours of different nature and severity. The most common was lying or twisting the truth to benefit oneself, followed by screaming, pushing others, escaping from assigned responsibilities, etc. Destructive, self-stimulatory and behaviours injurious to others were found more common among students with hearing and visual disabilities while distracting and withdrawal behaviours were more prominent in students with low vision, having a history of mental illness and learning disabilities. Teachers were found to be ignorant of these challenging behaviours, causing continuous disturbances in the classrooms. It was recommended to design an effective classroom-based positive behavioural teacher mediated intervention programmes for reducing the challenging behaviour and assisting students in learning and overall development.
subject: RESEARCH PAPERS
  topic: section
subject: Behaviours
  topic: keywords
subject: Challenging Behaviours
  topic: keywords
subject: Inclusive Classroom
  topic: keywords
subject: Behaviour management
  topic: keywords
creator: VINAY KUMAR SINGH
creator: LATIKA
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 128
ending page: 140

A Critical Analysis of the D.El.Ed Curriculum of Assam with Special Reference to Integration of ESD and GCED Themes
type: item
description: The National Education Policy (NEP) 2020 highlighted the importance of developing knowledge, skills, values and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being in its vision statement and has underlined the role of teachers in realising this vision. Driven by this context, this study examines the degree to which ESD and GCED themes are incorporated into Assam’s Elementary Teacher Education Curriculum, employing the adapted Curriculum Analysis Coding Tool from the International Bureau of Education (IBE) and the Global Education Monitoring Report (GEMR). The analysis covers four areas, viz., the inclusion of cognitive content, learning domains, suggested pedagogical approaches and suggested assessment practices related to ESD and GCED. The findings reveal that in most of the courses in the analysed curriculum, the themes related to ESD and GCED are under-represented. Only very few themes found a place in the curriculum, and those were also not comprehensively covered. The study highlights the importance of a holistic curriculum for the initial teacher education programme, along with orientation and support for teacher educator implementation.
subject: RESEARCH PAPERS
  topic: section
subject: D.El.Ed Curriculum
  topic: keywords
subject: Education for Sustainable Development
  topic: keywords
subject: Global Citizenship Education
  topic: keywords
subject: Curriculum Integration
  topic: keywords
subject: GCED Pedagogy
  topic: keywords
creator: VIJAYAN K
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 105
ending page: 127

Effect of Design Thinking Method on Academic Achievement, Creativity and Digital Skills in Science among Middle Stage Students
type: item
description: The current study examines how middle-stage students’ academic achievement, creativity and digital skills in science are affected by the design thinking method. A sample of 100 eighth-grade students from two separate schools were selected by the Simple Random Sampling method; fifty each in the experimental group and control group. The investigator followed the five-step design thinking model of Hasso Plattner–2005 to teach the students, which included Empathy, Define, Ideate, Prototype and Test. A hybrid mode of Learning was followed to conduct the study. In the first three steps (Empathy, Define, Ideate), students deal with the community members through environmental activities and find out the solution to the problem through brainstorming sessions in the last two steps (Prototype and Test), students create the prototype in a digital form based on the provided solution and then teacher provided feedback in an online mode. Miro boards were used by the students to design a project in the prototype stage and then the teacher provided feedback to the students. The pre- and post-tests were analysed statistically using Mean, SD, T-Test and ANOVA to assess students’ academic achievement, creativity and digital skills in science. The results of this study demonstrated a positive and significant difference between students who were taught the Design Thinking technique and those who were taught the conventional way, which helped to develop the student’s creativity, digital skills and learning of science
subject: RESEARCH PAPERS
  topic: section
subject: Design Thinking Method
  topic: keywords
subject: Creativity
  topic: keywords
subject: Digital Skills and Academic Achievement
  topic: keywords
creator: NAVDEEP KAUR
creator: MONKIA RAI
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 74
ending page: 104

A Study on the Pedagogical Practices of Science in Various Indian School Systems
type: item
description: This qualitative comparative study on the pedagogical practices of science in Indian schools explores the differences in the science teaching practices at the various school boards and compares them with standard science pedagogy. Thirty selected teachers from multiple schools, which followed various state, central and international board curricula, were telephonically interviewed for the study and a Qualitative Comparative Analysis (QCA) of the data was conducted. The study gives insights into activity-oriented learning, argumentative learning practices, school environments, teachercentred teaching and exam-oriented learning practices in Indian schools. Some practices help develop scientific literacy in students and others ruin the urge to explore and think independently. The science teaching practices studied here come under the umbrella of hands-on activities, peer collaboration and the use of argumentation. Conclusions are drawn to recommend administrative-level reconstruction of the school science classrooms, including activityoriented and argumentative learning, the need to maintain a constructive, fearless school environment and essential modification, and improvement in the pedagogical practices according to standard science pedagogical practices. The paper also discusses the importance of quality improvement in teacher training programmes and the necessity of adopting new pedagogical practices for teachers.
subject: RESEARCH PAPERS
  topic: section
subject: Science Pedagogical Practices
  topic: keywords
subject: Qualitative Control Analysis
  topic: keywords
subject: Teacher Training
  topic: keywords
creator: JEENA ANNE K
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 49
ending page: 73

Stakeholders’ Perspectives on the Gunotsav Programme in Assam
type: item
description: Quality education is fundamental in realising human potential, fostering societal equity and strengthening national development. However, the current state of education in most of the schools in India falls short of delivering adequate learning experiences, resulting in dropouts at the school level (ASER Report, 2024). The Government of Assam responds to this challenge by organising the Gunotsav programme annually to improve children’s learning outcomes and raise the overall quality of school education. This flagship initiative by the Department of School Education of the Government of Assam encompasses all Government, Provincialised, Tea Garden Model Schools, Tea Garden Managed Schools, Adarsha Vidyalayas, Kasturba Gandhi Balika Vidyalayas and Netaji Subhash Chandra Bose Avasiya Vidyalayas of Elementary and Secondary levels. Hence, the study attempted to assess the initiative and its impact by exploring the perspectives of external evaluators, teachers and community members involved in implementing the Gunotsav programme. Its goal was to identify strengths, weaknesses and areas for improvement. Results revealed several positive aspects of the programme that bolster the state’s school education while also shedding light on its limitations. Further, it accentuates the necessity for governmental agencies to address the programme’s limitations and implement remedial actions that align with the principles of research aimed at informing policy and practice.
subject: RESEARCH PAPERS
  topic: section
creator: GEETA RAI
creator: SANJIB MALO
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 22
ending page: 48

Examining Student Feedback Preferences in Inclusive Classroom Environments
type: item
description: This research delves into the feedback preferences of students in inclusive classroom settings, focusing on Grades VI to VIII students in Kendriya Vidyalaya Schools in Chennai. Researchers collected data from 576 participants using a self-response questionnaire. The results showed a variety of preferences among students. Further analysis reveals that both male and female students share similar feedback preferences across all dimensions (audience, mode and amount). No statistically significant differences emerge, suggesting that gender minimally influences feedback preferences in inclusive classrooms. Likewise, comparisons between non-CWSN and CWSN students demonstrated remarkably similar feedback preferences, indicating that the presence of special needs does not significantly affect their preferences. Considering the student category as the baseline, no significant disparities were identified between the non-CWSN and CWSN students in their feedback preferences. This study imparts valuable insights, emphasising the need for educators to adopt a balanced approach to feedback delivery, incorporating both oral and written feedback, alongside detailed error correction guidance
subject: RESEARCH PAPERS
  topic: section
subject: Teacher Feedback.
  topic: keywords
subject: Student Preferences
  topic: keywords
subject: Inclusive Classroom
  topic: keywords
subject: Children with Special Needs
  topic: keywords
creator: B. UMESHKUMAR SHARMA
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 9
ending page: 21

Shiksha: Bharatiya Paripekshya
type: item
description: he chapters are well organised from historical perspective, definition of Shiksha, philosophical foundation, social contexts, linguistic framework, health and education (Ayurveda) curriculum and pedagogy, Acharya (A model teacher) and their training, arts and sciences, assessments, Indian research methodology, goal of education, educational models of Rabindra Nath Tagore, Sri Aurobindo and Mahatma Gandhi. In short it is an encyclopedic reference book on Bharatiya Education. This will surely be a useful guide to all those who want to understand and implement NEP 2020. At its core, this book is an inquiry into the history of the process of learning in Bharat. The work opens by revisiting the words of Maharishi Kan.āda: “Yato abhyudayanih. śreyasasiddhih. sa dharmah.” (The means through which both Abhyudaya (material prosperity) and nihśreyasa . (spiritual welfare), are attained is called Dharma.) This aphorism encapsulates the dual objective of education in ancient Bharat: The Pursuit of both worldly progress and spiritual enlightenment. The author tries to connect ancient wisdom with modern imperatives, most notably the need to counter the dependency on Western paradigms. The book situates itself as both a scholarly investigation and a call for a shift in the educational paradigm. Further, it connects the goal of NEP 2020 with potential practices drawn from the accumulated knowledge of experience. One of the book’s significant strengths is its rigorous engagement with primary sources. The book starts from the Vedic sources such as RigVeda, Upanishads and other later texts and concludes with the various models propounded by Swami Vivekananda, Sri Aurobindo, Rabindra Nath Tagore and Mahatma Gandhi. The book has plenty of references from every field of knowledge. One such example of pedagogy is from Mundaka Upanishad, where the sage Shaunak inquires Rishi Angira about the means to know everything, a dialogue that defines knowledge into Para Vidya (knowledge of the ultim…
subject: BOOK REVIEW
  topic: section
creator: B.P. BHARDWAJ
creator: PARUL SINGH
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20
starting page: 141
ending page: 144

EDITORIAL
type: item
subject: EDITORIAL NOTE
  topic: section
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20

TABLE OF CONTENT
type: item
subject: TABLE OF CONTENTS
  topic: section
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20

ABOUT THE JOURNAL
type: item
subject: ABOUT THE JOURNAL
  topic: section
rights: Copyright (c) 2024
date: 2025-11-20
publication date: 2025-11-20

Potential of Participatory Communicative Approach School Education Scenario in Sikkim
type: item
subject: ERIC PROJECTS
  topic: section
subject: Sikkim
  topic: keywords
subject: Communicative Approach
  topic: keywords
creator: PEMA LAMA
rights: Copyright (c) 2023
date: 2025-11-20
publication date: 2025-11-20
starting page: 159
ending page: 162