The Journal of Indian Education is a peer reviewed periodical published in May, August, November and February by the National Council of Educational Research and Training, New Delhi. The NCERT encourages original and critical thinking in education. The JIE provides a forum for teachers, teacher educators, educational administrators and researchers through presentation of novel ideas, critical appraisals of contemporary educational problems and views and experiences on improved educational practices. Its aims include thought-provoking articles, challenging discussions, analysis, challenges of educational issues, book reviews and other related features.
A Meta-Analysis of the Effect of Private Tutoring on the Academic Achievement of Secondary School Students in India
This study, aimed to conduct a meta analysis on the effectiveness of private tutoring on the academic achievement of students at the secondary stage in India. Fifteen data sets from seven studies published between 2000 and 2024, with a combined sample size of 7,961 students, were included. Using MetaEssentials software and a random effects model, the combined effect size was found to be 0.24, indicating a small positive effect of private tutoring on students’ scholastic gains. The findings suggest that while private tuition may offer a modest benefit, its overall contribution to enhancing academic performance is limited, challenging the often-held perception that private tutoring results in substantial gains in students’ academic achievement.
Prevalence and Comparative Analysis of Depression, Stress, and Anxiety Among Higher Secondary Students in Ukhrul Town, Manipur
Adolescence is characterised by significant physical, psychological, and emotional changes that heighten susceptibility to mental health disorders, including sadness, anxiety, and stress. This is particularly apparent in rural areas such as Ukhrul town, Manipur. This study sought to ascertain the prevalence of these psychiatric problems and to compare them between Grade 11 and Grade 12 higher secondary pupils. A descriptive survey methodology was employed utilising the standardised Depression Anxiety Stress Scale (DASS-42), with a stratified random sample of 300 adolescents from five schools. Data were examined using chi-square testing and percentage analysis. Results indicated that 71 per cent of students encountered sadness, 63.3 per cent experienced stress, and 79.3 per cent suffered from anxiety. Grade 12 pupils exhibited elevated levels of despair and stress compared to Grade 11 students. The research underscores the necessity for schoolbased mental health interventions, early detection systems, and awareness programmes specifically designed for the adolescent demographic in Ukhrul.
Patterns of Exclusion in the Education System: A Case Study of Musahar Children in Bihar
Musahar children come from extremely marginalised socio-economic backgrounds, shaped by chronic poverty, caste-based exclusion, and limited access to education. Their cultural context — — rooted in generations of landlessness and manual labour — deeply influences their daily struggles, including the inability to access basic necessities such as food, clothing, and school materials. These challenges severely affect their participation in school. At the Musahar Toil School, most teachers belong to more privileged caste and class backgrounds. As a result, they often lack the sensitivity or awareness to understand the specific needs and barriers faced by Musahar children. This disconnects leads to exclusion in three significant ways. First, teachers exhibit indifference toward the children’s irregular attendance, failing to explore the socio-economic reasons behind it. Second, they rely on conventional teaching methods that are not suited to first-generation learners. Third, the use of mixed or inconsistent teaching approaches often ignores the children’s cultural context, making learning disengaging and inaccessible. These factors collectively contribute to a growing disinterest in education among Musahar children, resulting in high dropout rates. This paper uses a case study approach to examine how teacher behaviour and classroom practices shape the educational experiences of Musahar children and perpetuate patterns of exclusion.
TLM (Teachers using Teaching–Learning Materials)
Spiritual Intelligence of the Trainee Teachers in Kolkata: The Influence of Gender, Academic Stream, and Family Structure
This study examined the Spiritual Intelligence (SI) of trainee teachers in Kolkata District, West Bengal, focusing on the influence of gender, family structure, and academic stream. A standardised Spiritual Intelligence Scale was administered to a sample of 110 trainee teachers (74 females, 36 males) from various teacher training institutions. Data were analysed using descriptive statistics, Mann Whitney U test and Kruskal Wallis test via MS Excel 2019 and SPSS version 25. Results revealed that 67.3 per cent of participants demonstrated an average level of SI. A statistically significant gender difference was found, with males scoring higher on SI (p < 0.05). No significant differences emerged based on family structure or academic stream (p > 0.05). These findings suggest that while gender influences SI, family background and academic specialisation do not. The study contributes to understanding SI in teacher education and highlights the importance of gender-sensitive approaches in fostering spiritual development in teacher training programmes.
Parental Perspectives in Holistic Assessment: Understanding Primary School Students’ Comprehensive Development
Holistic assessment in primary education has gained prominence as educators recognise the need to evaluate students’ comprehensive development beyond academic achievements. Parental perspectives are crucial for understanding a child’s cognitive, social, emotional, and physical development. This study explores the significance of parental perspectives in holistic assessment to understand primary school students’ overall development. The study aims to examine parental involvement, perceptions, and expectations related to holistic assessment through the descriptive survey method. Data were collected using a self-constructed 5-point Likert scale from 40 parents whose children attended government-aided primary schools in Belda, Paschim Medinipur, West Bengal, India. The findings indicate that 60 per cent of parents reported low participation in school activities, while 67.5 per cent felt uncomfortable communicating with teachers. However, 67.5 per cent agreed that a holistic assessment approach is essential for their child’s overall development, and 85 per cent expected collaboration with schools in creating individualised development plans. The study highlights the need for enhanced parental involvement, effective communication, and structured collaboration between schools and parents to improve holistic assessment practices.
Analysis of Grade 3 Textbook Our Wondrous World with Special Reference to NEP 2020 and NCF-SE 2023
This study concluded a content analysis of the NCERT Grade 3 Textbook ‘Our Wondrous World’, that is, ‘The World Around Us’. Textbook promotes holistic development, incorporating indigenous culture to sustain Indian identities in our young learners. Through content analysis, it was evident that ‘Our Wondrous World’ employs a multidisciplinary approach, featuring vibrant illustrations and engaging exercises. Further, the content textbook fosters a deeper understanding of the Indian Knowledge System, aiming to acquire Indian rootedness and ideal character formation in learners. Content of the textbook has been presented using reflective, inquiry-based, theme-based, activity-based, toy-based, and play-based pedagogy by citing examples in the local context. The textbook acts as a learning resource in promoting an effective learning environment among learners. The present paper discusses about analysis of Grade 3 textbook ‘Our Wondrous World’ with special reference to NEP 2020 and NCF-SE 2023
Transforming Early Childhood Care and Education in Manipur through Art and Play-based Pedagogies under NEP 2020 and NCF-FS 2022
The article discusses integrating art and play-based pedagogies into early childhood care and education in Manipur. It focuses on three key developmental goals: maintaining health and well-being, becoming effective communicators, and evolving as involved learners connected to their surroundings. Using a qualitative methodology and thematic analysis, the study analyses policy frameworks, academic literature, and best global practices to evaluate the alignment of these pedagogical approaches with the objectives of NEP 2020 and NCF-FS 2022. It emphasises the importance of art and play in early childhood development, outlining different types of play and their benefits. The paper provides strategies for implementing these approaches to support physical health, motor skills, mental well-being, language development, multilingual exposure, and experiential learning. Despite challenges like resource constraints and teacher training, the article highlights the new policy framework’s opportunities. It concludes with recommendations for future directions, including research, technology integration, community engagement, and continuous professional development. The paper examines how integrating art and play-based pedagogies is crucial for achieving holistic development in young children and realising India’s vision for high-quality early childhood education.
Effectiveness of Diverse Fun Learning Activities in Enhancing Foundational Numeracy Skills Among Preschool Children with Hearing Impairment
Education is vital for the all-round development of children. It will help them succeed in their life by providing knowledge and skills. Conventional learning methods provide a foundational understanding of mathematical concepts for children with hearing impairments. Still, they often lack multisensory engagement and may not fully address the unique learning needs of these children (Bradley et al. (2008). However, incorporating diverse, engaging, and fun learning activities into mathematical concepts can actively engage children, making learning enjoyable and accessible, which is especially beneficial for children with hearing impairments. So, it is essential to investigate the effectiveness of diverse, fun learning activities in improving the understanding of mathematical concepts among preschool children with hearing impairments. In this study, the term “hearing-impaired” refers to children with hearing loss, specifically with mild to moderate hearing loss, based on the ASHA classification (Clark, 1981). With this background, we have done an experimental research study on 12 control and 12 experimental groups of preschool children, employing both pre-test and post-test assessments to evaluate comprehension levels of mathematics at the preschool level. In the present study, two hypotheses were tested using paired t-tests. The pre-test comparison (Ho1) found no significant difference between the two learning methods, retaining the null hypothesis. The post-test comparison (Ho2) revealed a significant difference, with diverse, fun learning activities proving more effective than conventional methods, thus rejecting the null hypothesis. Our research study highlights the benefits of incorporating diverse, fun learning activities in educational programmes for preschool children with hearing impairment. These activities can improve the comprehension of mathematical concepts, suggesting that educators and curriculum developers integrate engaging and interactive methods into their teaching strategies to improve the learning outcomes of children with hearing impairment. This study also examines instructional strategies tailored to the sensory and communication needs of children with hearing impairment, addressing common learning constraints such as limited auditory access and language delays.
Learner Enjoyment in Gamified and Non-Gamified Pedagogical Approaches: A Comparative Analysis
This study was undertaken to compare how gamified and non-gamified pedagogical approaches affect Learner Enjoyment. The quasi-experimental study utilised a post-test only control group design, involving Grade 9 students (n=80) from a CBSE-affiliated secondary school. Two intact Grades were randomly selected and assigned to either a control or experimental group, with 40 students in each. The experimental group received a gamified pedagogical intervention in Mathematics for a duration of two months. Conversely, the control group underwent traditional, non-gamified instruction on the same subject matter and topics for the same period of time. At the completion of the treatment, both groups were assessed by administering the Learner Enjoyment tool. After analysing the post test data using the t-test, the study’s findings indicated that Learner Enjoyment of the gamified approach is 90.15 on average, significantly greater than that of the nongamified approach, which has a mean score of 60.08. Therefore, the study revealed that, in comparison to the non-gamified educational approach, the proposed gamified pedagogical strategy may be effective in enhancing Learner Enjoyment. The study also examined how gender affects Learner Enjoyment in both gamified and non-gamified pedagogical approaches. It discovered that students who were taught using gamified and non-gamified pedagogical approaches irrespective of their gender, demonstrated the same degree of Learner Enjoyment.
Intervention of a Non-Governmental Organisation and Its Implications for the Education of Slum Children
In this Study, the researcher attempted to find out the educational interventions of NGOs in slum areas in Lucknow city. Along with interventions, the researcher also examines the enrollment of students in schools run by NGOs, significant challenges affecting the education of slum children, and strategies to overcome them. To achieve the mentioned objectives, this study employed a Cross-Sectional Survey Research Design under Descriptive Survey Research Method to examine the NGOs in India focused on marginalised children education in Lucknow. It integrated qualitative and quantitative data triangulation using content analysis and open-ended interviews, revealing insights and classifying them into themes to find NGO practices and challenges in addressing educational disparities. The findings indicate that children residing in slum areas face substantial physical, economic, and social challenges that hinder their educational progress and overall well-being. Many of these children require comprehensive support to address academic and personal development needs. Various non-governmental Organisations (NGOs) actively assist these children, focusing on educational enhancement and character building. As a result of these interventions, children are improving their overall personality development. Despite these NGOs’ various obstacles, they identify and implement effective strategies to overcome these challenges and support the children’s development. This study provides valuable insights for education stakeholders, particularly educators, by promoting inclusive practices within the classroom. It identifies various strategies that can be employed to address the diverse challenges encountered by teachers when implementing inclusive educational principles.
Factors Influencing the Higher Education of First-Generation Learners from Socio-Economically Disadvantaged Groups
Equality of educational opportunities in higher education has been a constant challenge for all. Nevertheless, the situation is rendered even more difficult for First-Generation Learners (FGLs), particularly those belonging to SocioEconomically Disadvantaged Groups (SEDGs). Data was collected from FGLs of five different central universities regarding various aspects that might affect their academic journey in higher education. The gathered data was analysed using factor analysis, and data triangulation was done through Semi-Structured Interviews and Focus Group Discussions (FGDs). The study analysed factors such as higher education goals and aspirations, urban adaptation, institutional support and environment, policy awareness and goals, financial constraints, administrative cooperation, language barriers, and overall satisfaction. It was found that the most prominent ones are financial constraints and administrative support. The study found that the higher education journey of FGLs is significantly influenced by familial financial support, along with government initiatives aimed at aiding their education. FGLs are still lacking an inclusive institutional environment, which plays a crucial role in helping them adapt, overcome mingling challenges, navigate various programmes and activities, and integrate into campus life. The study also found that technology plays an instrumental role among the FGLs in overcoming language barriers and compensating for a weak educational foundation. The study offered suggestive measures at the entry-level to provide them with specialised courses to improve their academic writing skills and overcome language barriers, followed by the mentorship programme with a supportive institutional environment and exposure towards setting their higher aspiration and valuing their culture and ethos during urban adaptation.
Socio-Economically Disadvantaged Groups (SEDGs)
Effect of Modular Intervention on Eighth-Grade Students’ Algebraic Reasoning: A Quasi-Experimental Study
The present study is a quasi-experimental investigation of the effect of a self-developed module on algebraic reasoning among eighth-grade students to improve their algebra learning. The participants were students from both public and private schools within the same district. To test the effectiveness of the module, four schools were selected—two assigned as experimental groups and two as control groups. Students in the experimental groups received modular teaching, while students in the control groups received traditional teaching. The findings were significant and provide valuable insights for classroom teachers and other stakeholders regarding the enhancement of algebraic learning. The results suggest that the module on algebraic reasoning was significantly effective in improving both algebraic reasoning and algebra achievement. It is recommended that the integration of substantial algebraic reasoning activities can have a positive impact on students’ algebraic understanding and, more broadly, on mathematics learning at the middle-school level
Impact of Foundational Literacy and Numeracy Programme Among the Students Studying in Government Schools
The Government of India has launched several flagship schemes and policies to strengthen the education system, with a strong focus on foundational literacy and numeracy (FLN). Key initiatives such as the National Education Policy (NEP) 2020 and the NIPUN Bharat Mission are aligned with the Sustainable Development Goals (SDG) 2030. Launched in July 2021, the NIPUN Bharat Mission aims to ensure that students in Grades 1 to 3 achieve foundational proficiency in language and mathematics by 2026–27. This study evaluates the progress of NIPUN Bharat in Varanasi district, covering 77,109 students across 1,009 government schools during the 2023–24 academic session. Assessments conducted between July and December 2023 indicate substantial improvements in foundational skills. Proficiency in Hindi increased from 25.11 per cent to 81.86 per cent, while mathematics proficiency rose from 27.61 per cent to 82.83 per cent. Overall NIPUN proficiency improved from 23.12 per cent in July to 80.35 per cent in December, 2023. Notably, the Sewapuri block recorded a 64.47 per cent increase, setting a benchmark for grassroots success. Comparisons between school-reported data and third-party assessments validated the accuracy of reporting. The programme’s holistic approach, combining data-driven strategies with innovative teaching practices, has fostered greater confidence and curiosity among students. The findings highlight the transformative impact of targeted interventions and demonstrate the replicable potential of the NIPUN Bharat Mission, for improving foundational learning outcomes nationwide.
Foundational Literacy and Numeracy (FLN)
Sri Aurobindo’s Integral Education Philosophy and the National Education Policy 2020: Towards a Holistic and Transformative Education
The ancient education system of India, was a citadel of knowledge and practices, that not only encouraged humanity but also provided sustainable alternatives for a collective and harmonious life. The very idea of education was rooted in its philosophical aim of enlightenment and raised consciousness. It helped in the holistic development of the physical, intellectual, spiritual, and artistic aspects of life. Several Indian philosophers have illuminated their thoughts on the true essence and meaning of education. One such philosopher is Sri Aurobindo, whose philosophy of integral education is immensely valuable in contemporary times, when an individual’s holistic development is gaining prominence. Education that merely focuses on its instrumental value obscures its fundamental aim, which transcends beyond marks, degrees, and other measurable outcomes. The present paper explicates Sri Aurobindo’s profound thoughts on education and attempts to unfold its overarching significance amidst the backdrop of the changing landscape of education and in the light of the NEP 2020 policy discourse.
A Study on Teachers’ Practices and Perceptions on the Integration of ICT in the Teaching of Vocational Subjects
This study investigates the integration of Information and Communication Technology (ICT) in vocational education within government secondary schools across various regions of India. Using a mixed-methods approach, data were collected from teachers and students in selected vocational schools. The objectives include assessing ICT facilities’ availability, examining teachers’ ICT usage, exploring students’ engagement with ICT, and identifying challenges faced by teachers. Purposive sampling was employed to select schools, teachers, and students. Findings reveal varying levels of ICT infrastructure availability and usage among schools and participants. Challenges such as inadequate training and resource limitations hinder effective ICT integration. The study provides insights into the current state of ICT integration in vocational education, offering implications for policy and practice to enhance teaching and learning processes. It emphasises the importance of addressing barriers to maximise ICT’s potential in vocational education settings.
Integration of Information and Communication Technology (ICT)
Transforming Education in India: A Policy Framework for Rethinking Access, Equity, and Inclusion in Alignment with NEP 2020 and the Vision of Viksit Bharat@2047
India’s educational transformation is central to achieving Vision Viksit Bharat@2047, with the National Education Policy (NEP) 2020 serving as a cornerstone for reforms in access, equity and inclusivity. Despite advancements in enrolment, disparities in infrastructure, digital access and financial allocations hinder progress, particularly in rural and marginalised communities. The fluctuating funding for key programmes, such as Samagra Shiksha and PM POSHAN raises concerns about sustainability, while the reduction of initiatives supporting female and minority education contradicts inclusivity goals. Strengthening digital infrastructure, public-private partnerships and competency-based learning is essential for bridging gaps and ensuring quality education nationwide. Drawing from global models, Finland’s low-stakes assessments and Singapore’s digital literacy programmes offer valuable insights but require contextual adaptation to India’s socio-economic realities. A data-driven, policy-oriented approach with incremental benchmarks is necessary to track progress, refine strategies and allocate resources effectively. Sustained investment and targeted interventions will be critical in building a resilient education system that fosters innovation, social mobility and economic growth. By ensuring equitable access to learning opportunities, India can cultivate a skilled workforce and establish a globally competitive, self-reliant nation by 2047.
Equitable and Inclusive Education as Envisioned in NEP 2020: Experience of Transgenders in Bihar
Inclusive development has been the focus of the Indian Government. ‘Sabka Sath, Sabka Vikas, Sabka Vishwas, Sabka Prayaas’ has become the buzzword. Efforts are being made to mainstream the marginalised sections of the society. In this direction, the introduction of the National Education Policy (NEP) 2020 has been a revolutionary step. This document speaks of equitable and inclusive education as a significant tool in achieving the Constitutional Values of social justice and equality. For the first time, ‘transgenders’ are identified as one of the several ‘Socio-Economically Disadvantaged Groups’ (SEDGs) who are always subjected to stigmatisation and discrimination based on their gender identity. In this paper, the authors have tried to investigate the educational experience of transgenders in Bihar. Using the Snowball Sampling technique, 141 transgenders from 5 districts of Bihar were approached for study. In-depth interviews were conducted and it was found that out of 141 respondents, 112 have studied up to elementary or secondary level. The study revealed several challenges faced by them in getting education because of which they are compelled to discontinue their studies and ultimately, they are forced to do some undignified work, such as asking for badhais, singing-dancing, or as sex workers.
Towards Quality Teacher Education in India: NCTE Regulatory Mechanism, Norms and Initiatives
Teacher education plays a crucial role in shaping the quality of education at all societal levels. It equips teachers with the knowledge, skills and professional values needed to foster student learning and growth. Quality teacher education ensures that educators are not only subject matter experts but also skilled in pedagogy — the art and science of teaching. This includes understanding diverse learning needs, creating inclusive classrooms and applying modern instructional techniques to engage students. A strong foundation in teacher education also helps teachers manage classroom dynamics, address behavioural challenges and create a positive learning environment. In turn, this enhances student success, builds confidence and prepares young minds for future challenges. Teachers with intense training can inspire curiosity, encourage critical thinking and nurture creativity. Fostering the continuous professional development of teachers is another crucial function of teacher education. As societies evolve and new technologies emerge over time, well-trained teachers can also adapt by updating their teaching strategies and remaining lifelong learners themselves. Ultimately, the importance of teacher education cannot be overstated, as it directly impacts the quality of education and by extension, the future of individuals and communities in a nation
Post-Pandemic School Interventions for Coping Behavioural Health Issues among Delhi Secondary Stage Learners: Suggestive Guidelines for Stakeholders
The main focus of this study was to examine the impact of COVID-19 pandemic on the behavioural health of secondary stage learners in Delhi schools and share some suggestive guidelines with all stakeholders. Using a mixed-method approach, the study explored perceptions about behavioural changes among learners, perceived challenges and suggested interventions in post-pandemic school. The study was conducted using the survey method, by randomly selecting three hundred ninth-grade learners from six districts in Delhi using a multistage random sampling process. The study used a questionnaire and focus group discussions as tools to capture learners’ perceptions and challenges. The data analysis involved the use of descriptive statistics and thematic analysis. The study delves into long-term behavioural effects necessitating medical intervention or counselling. This study plays a vital role in understanding the specific behavioural challenges of Delhi school learners during the post-pandemic period as well as addressing issues for all stakeholders by providing critical insights for tailored interventions to support student well-being.
Effect of Adapted Story on Developing Listening, Speaking, Reading and Writing (LSRW) Skills for Preschool Children with Hearing Impairments
Background: Nursery Story and rhymes enhance phonological sensitivity which in turn enhances communication skills and linguistic development. Objective: To identify the effectiveness of adapted story for developing Learning, Speaking, Reading and Writing (LSRW) skills for children with hearing impairments. Sample: Children with hearing impairments at the age of 3 to 4 years availing training at AIISH, Mysuru. Design: One group pre-test post-test experimental design was employed to examine the effect of adapted story on developing LSRW skills at an early age. Results and Discussion: From the observation of the pre-test and post-test result, the result shows that the adapted story is more effective. It implies that adapted story can help develop LSRW skills at an early age through different activities for children with special needs. Conclusion: It can be said that story will be more effective for developing listening, speaking, pre-reading and pre-writing skills with necessary support and facilities
Historical Discourse of Science in India: Colonial Reflections on Present Education System
The pervasive impact of colonisation on today’s education system can be seen through many lenses. Navigating through the journey of science in India during colonial rule, the paper tries to explore the impact of western ideology on the education system of India in contemporary times. The present education system, specifically science education grapples with many issues and challenges that emerged from colonial times. Some problems which require attention in regard to the above discussion are being explored and discussed in the paper.
The proliferation of writings on quality education, along with the call to action associated with the Sustainable Development Goal 4 highlight the immediate need to revamp the teaching and learning processes to cultivate wisdom and build compassion. While it might seem like a blinkered idea to design elixirs to improve the educational system, turning the spotlight on indigenous doctrines creates a trajectory for reducing Western hegemony and promoting meaningful education. The Gurukul educational system, prevalent in ancient India, emphasised mental dexterity, spiritual growth and dharmic practices. In contrast, the dominance of eclectic ideas in later years rendered the prospects of holistic education bleak. Policymakers and educators must calibrate efforts to revamp the curriculum structure and develop human capital to engender hope for a brighter future. This article examines diverse perspectives on education and discerns the building blocks of wisdom. It offers a blueprint for educators to instil the molecules of wisdom in the coming generations to promote sustainable development and create flourishing nations.
A Study on Financial Literacy among Senior Secondary Students: Exploring the Implications and Benefits
This paper explores the importance of financial literacy for school students in India. With the ever-growing complexity of financial systems, it has become crucial for individuals to possess financial knowledge and skills to make informed decisions. However, the lack of financial education in schools often leads to poor financial management and decision-making, resulting in financial insecurity and debt. This paper highlights the study on financial literacy among senior secondary students, exploring the implications, and discussing the benefits and challenges of implementing such programmes. It also analyses the current state of financial literacy among school students in India and proposes recommendations for improving financial education. The paper concludes that providing financial education to school students is essential to equip them with the necessary knowledge and skills to make informed financial decisions, ensuring their financial well-being and contributing to the growth of the Indian economy.
Integration of Folklore in the School Curriculum as Pedagogical Technique: Perception of Elementary School Teachers in Jammu
This study was conducted to highlight the various elements of folklore which can be used as pedagogical techniques for elementary school students. It also spotlights the perceptions of elementary school teachers regarding the use of folklore as an effecive pedagogical technique. Furthermore, this study suggests ways to integrate folklore into the elementary school curriculum as a pedagogical technique. The study was conducted in five educational zones of the Jammu district in which 50 elementary school teachers were selected. Simple random and purposive sampling techniques were used in the study. Self-prepared questionnaire was used by the researchers to understand the perception of teachers regarding the usage of folklore as a pedagogical technique. A descriptive survey method of research was used by the researchers in which a percentage was used to analyse the data given by the teachers. The results of the study reveal that folklore is an umbrella term and its various elements—such as riddles, legends, myths, fables, folk stories, ballads, fairy tales, various foodways and puppetry—can be as pedagogical techniques. The study also confirms that the teachers have favourable perceptions regarding the usage of folklore as a pedagogical technique. Folklore can be utilised across various subjects enhancing childen’s attentiveness and making teaching-learning more interesting. Besides, it also preserves our traditional culture and values with a focus on the integration of emotional, social, moral, and national development among students.
Fostering Resilience in Educational Institutions: Strategies for Sustainable Growth
In today’s dynamic and unpredictable environment, educational institutes face a myriad of challenges that can disrupt their operations and impact their ability to fulfil their core mission of educating students. From natural disasters and pandemics to economic downturns and social unrest, the need for resilience in educational settings has never been more evident. This paper explores the multifaceted nature of resilience in educational institutes, examining its theoretical foundations, practical implications and strategies for implementation. Drawing upon a review of relevant literature and case studies, the paper highlights the importance of adaptability, resourcefulness, collaboration and emotional intelligence in fostering resilience. It also discusses the role of leadership, organisational culture, community engagement and external support systems in enhancing resilience within educational institutes. By offering insights into the complexities of resilience and providing actionable strategies for building resilience in educational settings, this paper aims to empower educators, administrators and policymakers to navigate challenges effectively, and ensure the continuity of learning and achievement for all students.