International Journal of Teacher Education Research Studies (IJTERS)
The International Journal of Teacher Education Research Studies (IJTERS) is a prestigious academic platform dedicated to advancing teacher education through innovative research and cutting-edge studies. The journal serves as a valuable resource for educators, researchers, and policymakers who are committed to enhancing the quality of education in today’s world. With a global reach and a strong focus on maintaining high academic standards, it serves as an indispensable tool. IJTERS adheres to the policies and ethical standards prescribed by the UGC-CARE, ensuring academic integrity and scholarly excellence. Being a well-known publication in the field of teacher education, the International Journal of Teacher Education Research Studies offers the latest research findings, theoretical insights, and practical applications in teacher preparation, professional development, and classroom practices. This journal offers a thorough examination of the latest trends and obstacles in the field of education. Thanks to its multidisciplinary approach and diverse range of perspectives, it provides valuable insights and solutions to tackle these issues. The International Journal of Teacher Education Research Studies maintains a strong commitment to academic excellence and rigor in the selection and review of articles. This is made possible by the involvement of a distinguished editorial board consisting of renowned scholars and experts in the field of teacher education. Authors are encouraged to submit their original research manuscripts, literature reviews, case studies, and theoretical essays that make valuable contributions to the advancement of knowledge and practice in teacher education. If you have a strong background in research, are actively involved in education, or are a graduate student interested in teacher education, the International Journal of Teacher Education Research Studies offers a wide range of valuable insights, concepts, and motivation to help you expand your knowledge and skills. Join our community of dedicated individuals who are passionate about shaping the future of education through teacher education. Working collaboratively, our goal is to achieve the highest standards and create a dynamic atmosphere that benefits both academics and professionals. Title International Journal of Teacher Education Research Studies (IJTERS) Frequency Quarterly ISSN 3049-1614(ONLINE) Publisher Eduschool Academic Research and Publishers Chief Editor Dr. Premachandran P Copyright Eduschool Academic Research and Publishers Starting Year 2024 Subject Education Language English Publication Format Online Email Id info@eduresearchpublication.com,ex_editor@eduresearchpublication.com Website www.eduresearchpublication.com Address Eduschool Academic Research and Publishers, Airport Road, Nayathode Kavala, Angamaly -72, Kerala, India. Submission Link www.eduresearchjournal.com/index.php/ijters/sub
Eduschool Academic Research and Publishers
Flipped Classroom Instruction and Student Learning Outcomes in Secondary Science Education: A Quasi-Experimental Mixed-Methods Investigation
This study examined the effects of flipped classroom instruction on student learning outcomes in secondary science education in the Philippines, using a quasi-experimental pretest–posttest nonequivalent control group design embedded within a qualitative case study framework. Two hundred (200) Grade 10 and Grade 11 science students from two public secondary schools were assigned to an experimental group (n = 102) receiving flipped classroom instruction and a control group (n = 98) receiving conventional lecture-based instruction across a 12-week intervention period. Quantitative instruments included validated pre- and post-tests of science achievement, conceptual understanding, and critical thinking, as well as self-report scales measuring student engagement and academic self-efficacy. Results of analysis of covariance (ANCOVA) and mixed-model repeated measures ANOVA revealed statistically significant and practically meaningful gains in all outcome variables for the experimental group compared to the control group (F values ranging from 22.47 to 48.37, all p < .001; Cohen's d ranging from 0.59 to 1.31). Qualitative thematic analysis of 32 semi-structured student and teacher interviews yielded five core themes: autonomy and ownership of learning, enhanced classroom interaction quality, transformation of the teacher role, technology access inequity, and increased cognitive demand. These findings collectively demonstrate that flipped classroom instruction, when implemented with robust instructional design and institutional support, substantially improves secondary science learning outcomes. Equity implications and recommendations for scaling flipped learning in resource-constrained educational contexts are discussed.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
The International Journal of Teacher Education Research Studies (IJTERS) is pleased to present this issue, which brings together significant scholarship addressing the evolving realities of teacher education, school systems, and learner wellbeing. The contributions in this volume explore education from multiple vantage points psychological, institutional, technological, and policy-driven. The opening study highlights the transformative potential of Transactional Analysis–based group training in nurturing self-esteem among college students, reminding us that teacher education must remain deeply connected to the emotional and psychological health of learners.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Digital Pedagogical Competencies among Pre-Service Teachers: A Systematic Review and Meta-Synthesis of Empirical Studies (2018–2024)
The rapid digitalization of education, accelerated by the COVID-19 pandemic, has intensified the need for pre-service teachers to develop robust digital pedagogical competencies. This systematic review synthesizes empirical research published between 2018 and 2024, examining the nature, development, and assessment of digital pedagogical competencies among pre-service teachers globally. Following PRISMA guidelines, 78 peer-reviewed studies were identified from SCOPUS, Web of Science, ERIC, and Education Source databases. The review employs thematic synthesis to analyse theoretical frameworks, competence dimensions, influencing factors, and assessment approaches. Findings reveal that the Technological Pedagogical Content Knowledge (TPACK) and European Framework for the Digital Competence of Educators (DigCompEdu) dominate the conceptual landscape, though significant variations exist in their operationalization. Five major influencing dimensions emerge: training and curriculum design, psychological factors including self-efficacy and attitudes, institutional support systems, ethical and critical digital literacy, and individual characteristics. The COVID-19 pandemic catalysed significant competence development but also exposed disparities in readiness and access. Evidence indicates that while pre-service teachers demonstrate adequate foundational digital skills, gaps persist in pedagogical integration, ethical awareness, and critical evaluation of digital resources. The review identifies methodological limitations in existing research, particularly the predominance of self-reported measures and cross-sectional designs. Recommendations emphasize integrated curriculum approaches, authentic technology-enhanced practicum experiences, and alignment with frameworks like India's National Education Policy 2020 to prepare future teachers for technology-rich classrooms.
Digital Infrastructure Inequality: Mapping the Technology Readiness Gap Between Urban Privatand Rural Government Schools
This study examines the digital infrastructure gap between urban private schools and rural government schools, focusing on technology readiness as a determinant of educational equity. Using a mixed-methods approach combining quantitative infrastructure audits across 150 schools and qualitative interviews with 60 educators, this research reveals significant disparities in computer access, internet connectivity, digital content availability, and teacher technological competency. Urban private schools demonstrate a Technology Readiness Index score of 78.4 compared to 32.1 in rural government schools, representing a 46.3-point gap that perpetuates educational inequality. Findings indicate that infrastructure deficits in rural schools correlate strongly with limited student digital literacy, reduced engagement with technology-enhanced learning, and constrained educational outcomes. The study proposes a comprehensive framework for bridging this gap through targeted policy interventions, infrastructure investment, teacher training programs, and public-private partnerships. Implications extend to educational policymakers, school administrators, and technology providers seeking to advance digital equity in education.
Teacher Attrition in Government Schools: A Mixed-Methods Study of Occupational Stress, Compensation, and Career Mobility
Teacher attrition in government schools represents a critical challenge to educational quality and system sustainability. This comprehensive review synthesizes current research examining the complex interplay between occupational stress, compensation structures, and career mobility patterns that drive teacher departure from public education. Analysis of national data reveals that while overall attrition rates have remained relatively stable at approximately 8% annually, significant disparities exist across school contexts, with high-poverty schools experiencing turnover rates exceeding 20%. The review integrates quantitative findings on burnout prevalence (25-74%), stress levels (8-87%), and compensation gaps with qualitative insights on working conditions and professional satisfaction. Key findings indicate that occupational stress, characterized by workload intensity, administrative burdens, and inadequate support, serves as a primary predictor of burnout and subsequent attrition. Compensation emerges as a critical but insufficient factor, with teachers earning 19% less than comparably educated professionals in other sectors. Career mobility patterns reveal that teachers in high-need schools, beginning teachers, and those in shortage subject areas face elevated attrition risk. The conservation of resources theory and job demands-resources model provide theoretical frameworks for understanding how resource depletion accelerates burnout and turnover. Policy recommendations emphasize comprehensive approaches including competitive compensation, enhanced working conditions, strengthened induction and mentoring programs, and strategic differentiation of pay structures to address persistent staffing challenges in underserved schools.
A Trend Analysis of Teacher Retention and Attrition Patterns in Government Schools: Evidence from National Educational Statistics (2015–2023)
Teacher retention and attrition represent critical challenges in the Indian education system, particularly within government schools. This study employs a secondary data analysis approach to examine longitudinal trends in teacher workforce dynamics across Indian government schools from 2015 to 2023. Drawing upon data from the Unified District Information System for Education Plus (UDISE+), Parliamentary Standing Committee Reports, and Ministry of Education statistics, the research investigates patterns of teacher vacancies, contractual employment, regional disparities, and their implications for educational quality. The findings reveal persistent structural challenges including approximately 10 lakh vacant teaching positions, disproportionate distribution between rural and urban areas, and an increasing reliance on contractual teachers. The study identifies key factors influencing attrition including inadequate compensation, limited career progression, excessive administrative burden, and geographical deployment concerns. Regional analysis demonstrates significant interstate variations, with states like Bihar, Uttar Pradesh, and Jharkhand accounting for over half of total vacancies. The research contributes to policy discourse by recommending evidence-based interventions aligned with the National Education Policy 2020, emphasizing the urgent need for systematic recruitment, improved service conditions, and rationalized teacher deployment strategies to achieve the envisioned pupil-teacher ratio of 30:1.
Enhancing Self-Esteem through Transactional Analysis Group Training among College Students in Kerala
Background: The manner in which individuals perceive and evaluate their own worth constitutes a fundamental determinant of mental wellness and scholastic achievement among university learners. Within Kerala's educational landscape, characterized by heightened academic rivalry, numerous students grapple with diminished self-regard. The Transactional Analysis (TA) theoretical model presents a viable approach for bolstering self-worth by fostering enhanced personal insight and relational effectiveness. Objective: The present investigation sought to examine the influence of a TA-grounded group intervention program on self-regard among undergraduate learners in Kerala, India. Method: A quasi-experimental methodology incorporating baseline and post-intervention assessments with a comparison group was implemented. Eighty undergraduate learners from liberal arts and science institutions in Kerala were allocated to either a treatment condition (n = 40) or a comparison condition (n = 40). Treatment recipients engaged in eight TA-based group sessions lasting 90 minutes each, convened biweekly across a four-week duration. Self-regard was quantified utilizing the Rosenberg Self-Esteem Scale (RSES). Results: ANCOVA findings revealed statistically meaningful between-group disparities at the post-intervention assessment, F(1, 77) = 45.67, p < .001, partial η² = .37. The treatment group exhibited marked enhancement in self-regard indices (baseline M = 18.45, SD = 4.32; post-intervention M = 26.78, SD = 3.89), whereas the comparison group manifested negligible variation (baseline M = 18.12, SD = 4.56; post-intervention M = 18.89, SD = 4.23). Conclusion: These outcomes furnish robust substantiation for the efficacy of TA group programming in augmenting self-worth among Kerala's collegiate population. Such findings carry significant ramifications for psychological counseling provisions and wellness initiatives within academic establishments throughout the region.
It is with great pleasure that we present the latest issue of the International Journal of Teacher Education Research Studies (IJTERS)—a scholarly platform dedicated to advancing critical inquiry and innovation in global teacher education. This issue brings together a collection of thought-provoking research contributions that address the dynamic challenges and transformative possibilities shaping education in the 21st century
Beyond Time-Based Metrics: Authentic Assessment in Competency-Driven Learning Environments
Traditional educational assessment models rely heavily on time-based metrics such as seat time, credit hours, and semester completion rates, which often fail to accurately measure student learning and competency acquisition. This paper examines the transition toward authentic assessment frameworks in competency-driven learning environments, analyzing how these approaches better align evaluation practices with actual learning outcomes. Through a comprehensive literature review and theoretical analysis, this study explores the characteristics, implementation strategies, and challenges of authentic assessment in educational technology integration contexts. The findings suggest that competency-based authentic assessment offers more meaningful evaluation of student learning by focusing on demonstrated mastery rather than time spent in instruction. However, successful implementation requires significant technological infrastructure, faculty development, and institutional culture change. The implications for educational practice include the need for redesigned assessment systems that prioritize learning evidence over temporal constraints, ultimately leading to more personalized and effective educational experiences.
Copyright (c) 2025 Praseeda V (Author) https://creativecommons.org/licenses/by/4.0
The Role of Inclusive Education in Promoting Social Equity: A Critical Analysis of Policy, Practice, and Outcomes
Inclusive education represents a fundamental shift from traditional segregated educational models toward comprehensive systems that accommodate all learners regardless of ability, background, or circumstance. This paper examines the role of inclusive education in promoting social equity through a critical analysis of theoretical frameworks, empirical evidence, and policy implementations. Drawing from disability studies, social justice theory, and educational research, this analysis demonstrates that inclusive education serves as both a mechanism for immediate educational equity and a catalyst for broader social transformation. The evidence reveals that while inclusive practices show significant promise in reducing educational disparities and fostering social cohesion, their effectiveness depends critically on adequate resource allocation, teacher preparation, and systemic support structures. Key findings indicate that successful inclusive education initiatives require comprehensive policy frameworks, community engagement, and sustained commitment to equity principles. The implications suggest that inclusive education, when properly implemented, not only benefits students with disabilities but enhances educational outcomes and social understanding for all learners, contributing to more equitable and cohesive societies.
Hybrid Learning Architecture: Building Resilient Educational Systems After COVID-19
The COVID-19 pandemic fundamentally disrupted global educational systems, necessitating rapid transitions to remote learning modalities. This study examines the development and implementation of hybrid learning architectures as sustainable solutions for building resilient educational systems in the post-pandemic era. Through a mixed-methods approach combining systematic literature review, institutional case studies, and stakeholder surveys (n=1,247), this research investigates the critical components, implementation strategies, and effectiveness measures of hybrid learning frameworks. Findings indicate that successful hybrid learning architectures require five core elements: technological infrastructure integration, pedagogical framework adaptation, institutional policy alignment, stakeholder engagement protocols, and continuous assessment mechanisms. Results demonstrate that institutions implementing comprehensive hybrid architectures showed 34% improvement in learning continuity metrics and 28% increase in student satisfaction scores compared to traditional single-modality approaches. The study identifies technological equity, faculty development, and institutional change management as primary implementation challenges. Implications suggest that hybrid learning architectures represent not merely crisis responses but fundamental paradigm shifts toward more flexible, accessible, and resilient educational delivery systems. These findings contribute to educational technology literature and provide actionable frameworks for institutional leaders developing post-pandemic educational strategies.
The Cognitive Science of Deep Learning: Neural Networks in Educational Achievement
This paper examines the intersection of cognitive science and deep learning technologies in educational contexts, investigating how artificial neural networks can enhance educational achievement through cognitively-informed design principles. The research question addresses whether deep learning systems that incorporate cognitive science principles demonstrate superior educational outcomes compared to traditional algorithmic approaches. Using a theoretical framework grounded in cognitive load theory, dual coding theory, and connectionist models of learning, this analysis synthesizes current research on neural network applications in education. The methodology employs a comprehensive literature review combined with theoretical analysis of cognitive-neural network alignment. Findings suggest that deep learning systems designed with cognitive science principles show significant promise in personalizing learning experiences, optimizing cognitive load, and improving learning outcomes. However, substantial gaps remain in understanding the precise mechanisms through which artificial neural networks can effectively model human cognitive processes in educational contexts. The implications extend to educational technology design, cognitive science research, and pedagogical practice, suggesting a need for interdisciplinary collaboration to fully realize the potential of cognitively-informed artificial intelligence in education.
Copyright (c) 2025 Sandra Charly (Author) https://creativecommons.org/licenses/by/4.0
Awareness on Competency Based Teaching: A Comparative Study Among Student Teachers in Kerala and Kenya
This research examines the practice and awareness of competency-based teaching (CBT) among Kerala, India, and Kenya student teachers. Data were gathered from 86 student teachers using a survey design that compared the two regions. The survey consisted of 15 items assessing awareness, the effect of teacher education programs, and the effect of practical training sessions on CBT awareness. Findings regarding essential components reveal stark differences between the two regions. Student teachers from Kerala had higher CBT awareness, with a mean of 13.67 compared to 9.91 for Kenya. Better training programs for teachers were also in place for Kerala, with higher scores of impacts (mean of 5.6) compared to 3.7 for Kenya. Practical training sessions were also better in Kerala, with higher scores (mean 4.60) than in Kenya (Mean 2.72). Statistical comparison through t-tests confirmed these differences to be significant, as well as the effectiveness of Kerala’s education policies compared to Kenya’s. These findings indicate that Kenya needs to reorganize its education to enhance its CBT awareness and implementation. Emulating Kerala’s strategy would enhance education performance as well as prepare teachers for competency requirements in the present.
Copyright (c) 2025 Dr Ismail Thamarasseri (Author) https://creativecommons.org/licenses/by/4.0
The International Journal of Teacher Education Research Studies (IJTERS) continues to serve as a critical platform for exploring and addressing key challenges and innovations in the realm of education. This issue showcases a diverse range of studies that illuminate the evolving dynamics of teaching and learning in a rapidly changing world.
The Effectiveness of Microlearning and Spaced Repetition in Knowledge Retention Across Different Age Groups: A Comparative Analysis of Cognitive Performance and Memory Consolidation
This study examines the effectiveness of microlearning and spaced repetition techniques on knowledge retention across three distinct age groups: young adults (18-25 years), middle-aged adults (35-50 years), and older adults (65 years and older). Using a mixed-methods experimental design with 240 participants, this study investigates how age-related cognitive changes affect learning outcomes when employing contemporary pedagogical approaches. Participants took part in structured learning sessions that incorporated microlearning modules and spaced repetition algorithms across four knowledge domains. The results show significant age-related differences in retention rates, with young adults demonstrating optimal performance in microlearning conditions (retention rate: 87.3%), middle-aged adults thriving in combined microlearning-spaced repetition protocols (retention rate: 82.1%), and older adults benefiting the most from extended spaced repetition intervals (retention rate: 74.6%). These findings have important implications for educational technology design, corporate training programs, and lifelong learning initiatives, highlighting the need for age-adaptive learning architectures in contemporary educational contexts.
Teacher Well-being and Its Relationship to Student Achievement and Classroom Climate: An Empirical Analysis of Mediating Mechanisms
Teacher well-being has emerged as a critical factor influencing educational outcomes, yet the precise mechanisms through which it affects student achievement and classroom climate remain underexplored. This study examines the relationship between teacher psychological well-being, job satisfaction, and burnout levels with student academic performance and classroom environmental quality. Through a mixed-methods approach incorporating quantitative survey data from 847 teachers across 156 schools and qualitative interviews with 32 educators, this research identifies significant positive correlations between teacher well-being indicators and student achievement outcomes (r = .43, p < .001). The study reveals that teacher emotional regulation, instructional enthusiasm, and classroom management effectiveness serve as primary mediating variables. Findings suggest that teachers with higher well-being scores create more supportive learning environments, demonstrate increased pedagogical creativity, and maintain stronger student relationships, directly impacting academic outcomes. Implications for educational policy, professional development, and systemic support structures are discussed.
Reimagining Assessment: Alternatives to Standardized Testing that Better Measure 21st-Century Competencies
The proliferation of standardized testing in educational systems worldwide has created a paradigm that prioritizes measurable outcomes over holistic learning experiences, failing to capture the complex competencies demanded by 21st-century society. This paper examines the theoretical foundations underlying current assessment practices and proposes a comprehensive framework for alternative assessment methodologies that better align with contemporary educational goals. Through critical analysis of existing assessment paradigms and examination of emerging alternatives, this study argues that authentic assessment, performance-based evaluation, and competency-based frameworks offer superior mechanisms for measuring critical thinking, creativity, collaboration, and communication skills. The research synthesizes educational theory with practical implementation strategies, demonstrating that alternative assessment methods not only provide more comprehensive evaluation of student capabilities but also enhance learning outcomes through improved pedagogical alignment. The implications of this analysis extend beyond individual student assessment to encompass systemic educational reform, teacher professional development, and policy restructuring necessary to support authentic learning environments.
Effective Implementation Strategies for Trauma-Informed Teaching in Diverse Classroom Settings
The increasing recognition of trauma's pervasive impact on student learning has necessitated the development of trauma-informed pedagogical approaches. This paper examines effective implementation strategies for trauma-informed teaching practices in diverse classroom settings, addressing the complex intersections of trauma, culture, socioeconomic status, and developmental needs. Through analysis of current research and theoretical frameworks, this study identifies key implementation strategies including: comprehensive educator training, culturally responsive trauma-informed practices, multi-tiered support systems, and collaborative school-community partnerships. The paper argues that successful implementation requires systemic approaches that acknowledge diversity while maintaining core trauma-informed principles of safety, trustworthiness, peer support, collaboration, empowerment, and cultural humility. Findings suggest that effective trauma-informed teaching implementation depends on institutional commitment, ongoing professional development, and adaptive frameworks that respond to specific community contexts. The implications extend beyond individual classroom practices to encompass school-wide policy reforms and community engagement strategies essential for sustainable trauma-informed educational environments.
Copyright (c) 2025 Subhamol V R (Author) https://creativecommons.org/licenses/by/4.0
Role of Grandparents in Early Childhood Development: Analysing the Impact of Changing Family Structures on Intergenerational Learning and Socialization
The evolving role of grandparents in early childhood development has garnered significant attention in recent years, particularly as shifts in family structures continue to reshape the way children are raised. As the traditional multi-generational household gradually gives way to more nuclear family units, the dynamic between grandparents and grandchildren has undergone profound transformations. In the past, grandparents played a central role in child-rearing, offering emotional support, cultural continuity, and life lessons that shaped the development of the younger generation. However, the increasing prevalence of nuclear families, combined with rising geographic mobility and work-related pressures, has led to a reduction in intergenerational interactions, potentially affecting the social, emotional, and cognitive growth of children. This paper seeks to explore the multifaceted contributions of grandparents, particularly in fostering intergenerational learning, providing emotional stability, and facilitating socialization processes in early childhood. By addressing the advantages and potential drawbacks of grandparental involvement, the study highlights how these familial shifts have impacted the way children learn, develop resilience, and establish their identities. Through a comprehensive examination of both the positive and negative consequences of grandparental participation, this paper underscores the importance of nurturing intergenerational bonds for the holistic development of well-rounded, resilient individuals. The findings contribute to a deeper understanding of how family dynamics shape the early childhood development process in today’s rapidly changing society.
Copyright (c) 2025 Alan Yohannan, Muhammed Shafy, Ismail Thamarasseri (Author) https://creativecommons.org/licenses/by/4.0
We are pleased to present this new issue of the International Journal of Teacher Education Research Studies (IJTERS), a platform dedicated to advancing scholarly work in the field of teacher education, pedagogy, and educational innovation. This edition features a diverse collection of articles that contribute to the continuous development of educational theory, practice, and policy, with a focus on equipping educators to meet the dynamic needs of learners and society.
Copyright (c) 2025 Premachandran P (Author) https://creativecommons.org/licenses/by/4.0
Girls' Education in Rural India: Barriers, Challenges, and Policy Interventions
This paper examines the multifaceted challenges that continue to hinder girls' education in rural India, despite significant policy interventions and improvements in overall educational indicators. Drawing on empirical evidence from various studies conducted between 2010 and 2024, this research analyzes the persistent socio-cultural, economic, and infrastructural barriers that disproportionately affect girls' access to quality education in rural areas. The study identifies key obstacles including gender-based discrimination, early marriage, safety concerns, poverty, and inadequate school infrastructure. It further evaluates the effectiveness of major policy initiatives implemented by the Indian government and non-governmental organizations over the past decade. Findings suggest that while enrollment rates have improved, significant gaps remain in retention, transition to secondary education, and learning outcomes. The paper concludes by proposing a comprehensive framework that integrates targeted policy interventions, community mobilization strategies, and economic incentives to address the specific challenges faced by rural girls. This research contributes to the ongoing discourse on educational equity and gender equality in developing contexts, with specific implications for educational policy reform in India.
A Study on The Self Efficacy Among Graduate Student Teachers of Kerala
Self-efficacy refers to an individual's belief in their ability to successfully accomplish a specific task or achieve a goal. It is a key concept in psychology, introduced by Albert Bandura, and influences how people think, feel, and behave. High self-efficacy leads to greater motivation, resilience, and willingness to tackle challenges, while low self-efficacy can result in self-doubt and avoidance of difficult tasks. In this paper, the Investigator tries to analyze the level of self efficacy among graduate student teachers of Kerala. The study also highlighted to check whether there is any significant difference in the level of self efficacy among graduate student teachers based on the sub samples Gender and Locale. The findings of the study revealed that the graduate student teachers of Kerala have an average level of self efficacy and also that the self efficacy level doesn’t depends on the locale and gender of the total sample. The study suggested that the educational system, curriculum planners and policy makers should take into consideration the implications arising from the study and have to inculcate the elements of self efficacy purposively in the teaching - learning process of teacher education following hidden curriculum plans.
Copyright (c) 2025 Subhamol V R, S Shobhana (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of Brain Gym Strategy on Achievement in Social science Among Secondary School Students
Students' performance in social science classes at the secondary level was examined in this research to determine whether the Brain Gym method improved their grades. Using a quasi-experimental design, seventy students from St. Mary's HSS School in Vallakom were split into two groups: one to act as the subject of experimentation and another to act as a control. The participants in the experiment engaged in Brain Gym activities, whereas the control group adhered to conventional Activity-Oriented Methods. Pre-test and post-test evaluations assessed students' accomplishments in multiple cognitive domains: recall, comprehension, application, and analysis. The findings indicated that the Brain Gym strategy significantly enhanced students' academic performance in social science, with notable improvements observed in all cognitive components assessed. Better engagement and learning outcomes were found when physical movement was incorporated into educational practices, according to the study. Next, we talked about what this means for administrators, parents, and teachers, and we proposed some studies to look at how well Brain Gym works in the long run and how we can adapt it to different subjects and student populations.
Copyright (c) 2025 Anushamol MS, Ismail Thamarasseri (Author) https://creativecommons.org/licenses/by/4.0
Tech and Integrity: Exploring the Intersection of Tech and Ethics
With the rapidly revolutionizing technological advancements, artificial intelligence and emerging technologies are finding strong footprints in all possible domains of life, leading to transformative industrialization and daily life. The article also serves to explore the major drivers of educational tech upsurge, fostering responsible innovation and digital citizenship. However innovative and life-transforming these technologies may be, they are prone to potential ethical interrogations which require cautious attention. This article dives into examining the different ethical considerations especially for digital educational solutions and suggests further directions of research in ethical considerations. By giving due regard to these ethical considerations and finding justified ways to address them, we can offer better directions to sail through the darker shades and the brighter tones presented by the emerging technologies, thus establishing a balanced and innovative future for both the teaching and the learning community at large.
Copyright (c) 2025 Revathy K (Author) https://creativecommons.org/licenses/by/4.0
Achieving Comprehensive Quality in Higher Education Institutions According to the Performance Competencies of University Teaching Staff
The ongoing criticism of higher education institutions for producing low-quality work that does not meet the demands of the job market led to the introduction of the Total Quality Assurance Concept in these institutions. A member of the teaching staff, or faculty, is a crucial cog in the wheel of higher education's declared mission. To evaluate his teaching profession in light of the requirements of the century and become an input to attain quality assurance in Higher Education, he must limit his tasks, responsibilities, and competencies that should be found in a faculty. This poses a problem that could influence society's construction. That is why we set out to address these questions in our research: What are the roles of a faculty member and his tasks that should be performed at University? How can faculty members be involved in ensuring quality in institutions of higher learning? How did the reasons and procedures used to establish faculty professions impact the assurance of quality in higher education? The analytic descriptive method of research is applied in introducing the concepts, experiences, studies and attitudes in this respect and fulfill the answer to the three afore posed questions. As for the first question, the many responsibilities of faculty members are laid out in response, along with the skills that should be present in a academics to successfully carry out his responsibilities. For the subsequent question, it's clear that the programs, curricula, teaching staff, university buildings, student support, evaluation procedure, and feedback make up Total Quality. The relationship among these criteria and the faculty effect the performance development in their institutions, and this will help them to reach beyond their traditional skills and tasks in their job and achieve quality assurance and provide funding resources for the institutions. In response to the third question, it is found that faculty development should be built on a strategy plan taking into account the effecting factors, involving faculty in planning the training programs to meet their needs and funding, and emphasizing the importance of training as a promotion prerequisite for the faculty. In the light of these findings, suitable conclusions and recommendations are put forward in terms of developing faculty teaching performance and achieving Total Quality.
Safa Tariq Habeeb Mohammed Hussain Garma
Copyright (c) 2025 Dr. Safa Tariq Habeeb Mohammed Hussain Garma (Author) https://creativecommons.org/licenses/by/4.0
Development of XAI Based Model for Prediction of Heavy Impact Rain Using Satellite Data Using Machine Learning
This paper develops an Explainable AI (XAI) model to predict heavy rainfall using satellite data. Forecasting significant rainfall occurrences is crucial for alleviating the detrimental impacts of severe weather phenomena, including floods, landslides, and infrastructure damage. Traditional weather forecasting models, although effective, often lack the fine resolution and adaptability needed for precise predictions, especially in localized areas. Moreover, many machine learning (ML) models, though promising in their predictive power, operate as "black boxes," providing limited interpretability of the underlying processes that lead to predictions. This poses challenges when stakeholders, such as meteorologists, disaster management agencies, and policymakers, require clear explanations to trust and act upon the predictions. This seminar explores the development of a novel Explainable AI (XAI)-based model designed to predict heavy impact rain events using satellite data in conjunction with machine learning techniques. The model leverages a comprehensive array of satellite observations, including atmospheric parameters (e.g., temperature, humidity, pressure), cloud properties (e.g., cloud density, type, and altitude), and surface conditions (e.g., sea surface temperature, vegetation indices). These factors are included into sophisticated machine learning algorithms, such as Convolutional Neural Networks (CNNs) and Recurrent Neural Networks (RNNs), to elucidate spatial-temporal correlations essential for predicting rainfall events. This work's primary contribution is the application of XAI techniques to demystify the decision-making process of the ML models. By utilizing methods such as SHAP (Shapley Additive Explanations), LIME (Local Interpretable Model-agnostic Explanations), and attention mechanisms, the approach delivers not only great accuracy in forecasting heavy rainfall but also interpretable insights into the principal elements influencing the predictions. For instance, XAI techniques can emphasize the significance of specific cloud forms, humidity levels, or temperature gradients in forecasting extreme rain events, enabling experts to understand why and how certain weather phenomena are likely to occur.
The Role of Emotional Intelligence in Enhancing Teaching Competency, and Student Engagement Among Pre-Service Teachers
This research examines how pre-service teacher’s emotional intelligence (EI) affects their ability to teach, and how it helps them engage their students. Emotional intelligence, which includes abilities like empathy, self-awareness, and interpersonal communication, is essential for good classroom management, and instruction. Using a mixed-methods approach, the study looks at how pre-service teachers with higher EI exhibit improved classroom interactions, instructional tactics, and adaptability, which improves student participation, and learning results. The importance of including emotional intelligence training in teacher education programs is highlighted by the findings, which will enhance student engagement, and teaching effectiveness, and eventually raise the standard of education. Policymakers, educators, and researchers can all benefit from this study's insightful recommendations for improving teacher preparation programs.
Dr. Safa Tariq Habeeb Mohammed Hussain Garma
The Impact of Multiple Intelligences on Teaching Competency and Self-Efficacy in B.Ed. Trainees: A Study in the Indian Context
This research investigates the influence of multiple intelligences on teaching competency, and self-efficacy among B.Ed. trainees in the Indian educational context. Using Gardner's theory as a framework, this research explores the interplay between various intelligence types, and their impact on the professional skills of future educators. A mixed-methods approach was adopted, involving surveys, interviews, and observational data. The findings reveal a significant correlation between specific intelligences, such as interpersonal, and intrapersonal skills, and enhanced teaching performance. Implications for curriculum design, and teacher training programs are discussed.
Copyright (c) 2025 Subhamol V R, Dr.S.Shobhana (Author) https://creativecommons.org/licenses/by/4.0
Impact of Digital Pedagogy on Student Engagement in Higher Education
Higher education has seen a revolution, because to digital pedagogy, which offers creative ways to engage students, and improve their educational experiences. This article examines how digital pedagogy affects student engagement, highlighting how it may be used to develop interactive, personalized, and flexible learning environments. Through the use of digital tools, teachers may provide real-time feedback, facilitate collaboration, and serve a variety of learning requirements. Its efficacy must be guaranteed, though, by addressing issues like digital fatigue, technological obstacles, and unequal access to resources. The article's conclusion provides solutions for these problems, emphasizing the value of a blended learning strategy, and fair access to technology.
Exploring the Effectiveness of Inclusive Education Practice in B.Ed Programs
The effectiveness of inclusive education practices in Bachelor of Education (B.Ed) programs is examined in this study, with a particular focus on how they affect teacher candidate’s preparedness to handle diverse classroom needs. The study looks at the pedagogical strategies, training modules, and institutional support offered in B.Ed programs to prepare future teachers for inclusive teaching. Inclusive education emphasizes the integration of all students, regardless of their abilities, disabilities, or backgrounds, into mainstream classrooms. Administrators, faculty, and teacher candidates are surveyed, and interviewed as part of a mixed-methods strategy to get their opinions. The findings show that although B.Ed programs are progressively embracing inclusive approaches, obstacles such a lack of practical experience, a lack of funding, and inadequate faculty training make them less successful. To ensure that inclusive education is implemented successfully, the study emphasizes the necessity of a thorough curriculum reform, improved support networks, and focused teacher training. These results offer useful information to educators, and legislators who want to promote inclusive, and equitable learning environments.
Copyright (c) 2025 Jaina Paul, Dr. R. Jeyanthi (Author) https://creativecommons.org/licenses/by/4.0