Access To Education Research Articles

Assessing the impact of HIV self-testing on diagnosis rates in vulnerable groups in belo horizonte, Brazil: A cross-sectional analysis.

Assessing the impact of HIV self-testing on diagnosis rates in vulnerable groups in belo horizonte, Brazil: A cross-sectional analysis.

A comparative cross-platform study of global and local MOOC providers on educational access and equality

Massive Open Online Courses (MOOCs) have become increasingly popular as a means of delivering education on a global scale. However, comparative analyses across different contexts remain limited. To enhance the effectiveness and inclusivity of MOOCs, it is essential to gain a deeper understanding of course characteristics and learner behaviors in varied educational and cultural settings. This descriptive study compares two distinct MOOC platforms: MITx, a large academic initiative from the United States, and Bilgeİş, a smaller professional development platform from Turkey. The aim is to explore how MOOCs contribute to educational equity, access, and opportunity. The analysis draws on descriptive statistics from 122 MITx courses (with 2.8 million learners) and 100 Bilgeİş courses (with 100,000 learners), focusing on course topics, difficulty levels, and learner demographics such as age, gender, and education level. Findings reveal persistent inequalities in learner participation, particularly by gender and educational background. As MOOCs mature, they appear to attract a broader range of learners, including individuals with lower levels of formal education and older age groups. This trend highlights the potential of MOOCs to serve as inclusive learning environments that support lifelong learning and workforce development. The study underscores the need for standardized metadata frameworks to enable more consistent cross-platform comparisons and recommends regular evaluations to help providers tailor course design and content distribution in ways that promote equitable educational access.

The Role of Virtual Platforms in Shaping Contemporary Islamic Education

with personal mentorship as traditional learning methods. The swift technological progress has dramatically reshaped Islamic learning because it created extensive educational accessibility through digital platform usage together with remote Video classes and Artificial Intelligence educational resources. The research investigates how digital education affects Islamic learning while reviewing its present state along with its future perspective and associated hurdles. Research data collection relies heavily on qualitative techniques that utilize literature reviews combined with studies of prominent digital Islamic learning platforms which include Bayyinah Institute, Al-Maghrib Institute, Seekers Guidance and Islamic Online University. The research analyses the levels of credibility and accessibility while also evaluating engagement factors between digital learning in Islam versus traditional classroom techniques. The existing body of research about Islamic education still leaves a huge space to understand how digital learning affects students in multiple dimensions including their commitment and scholar authenticity when paired with their access to technology in disadvantaged communities. The research on conventional learning structures prevails over studies investigating the impact of online education in the existing academic field. The research establishes a bridge by performing an extensive evaluation of digital Islamic education benefits and weaknesses. Research takes place because digital education platforms have become essential for religious instruction particularly when used by Muslim minorities residing outside Muslim countries and self-directed learners who need flexible learning options. Investing knowledge into the effects these digital tools possess on religious education and scholarly communication will determine upcoming educational guidelines. The research demonstrates that virtual platforms bring many benefits to students, yet students must contend with issues of authenticity and insufficient mentorship along with ideological problems. Combining traditional madrasa education with digital methods creates the best learning system to preserve academic depth of traditional Islamic education through new technological resources. Research adds to academic knowledge by demonstrating the necessity to develop better authentication systems alongside increased digital education skills and joint ventures between traditional Islamic centres and virtual learning environments. Experts should research how digital Islamic education affects individuals psychologically and socially throughout time and how AI technology impacts the customization of Islamic religious content.

Bridging the digital divide in education through automated cloud-based endpoints

This comprehensive article examines how cloud-based endpoint automation can address the digital divide in educational settings. It explores the persistent technological inequalities that disadvantage students in underserved communities and presents cloud-integrated device management as a strategic solution. The article details the technical framework of cloud-based systems, highlighting automated enrollment, remote policy deployment, and centralized monitoring as key components. It analyzes the societal benefits of this approach, including improved educational accessibility, enhanced scalability of technology initiatives, and increased sustainability of device programs. The implementation considerations addressed include data privacy concerns, connectivity requirements, and professional development needs. Looking to the future, the article explores emerging trends such as AI-assisted support and cross-platform integration that will further enhance cloud-based management capabilities. Throughout, the article emphasizes how these technological approaches can democratize access to digital learning tools and create more equitable educational opportunities across diverse socioeconomic contexts

Developing a Multidimensional Framework for Vaccine Confidence: Analyzing Socioeconomic, Cultural, and Psychological Determinants of Vaccine Decision-Making

Vaccine confidence plays a crucial role in determining vaccine uptake and ensuring the success of public health initiatives to prevent infectious diseases. However, vaccine hesitancy remains a significant challenge in many regions, driven by socioeconomic, cultural, and psychological factors. This paper proposes a multidimensional framework to analyze vaccine decision-making determinants, integrating socioeconomic status, cultural values, and psychological influences on vaccine confidence. Drawing from existing theories and models related to health behavior, the paper explores how disparities in factors such as income, education, employment status, and healthcare access shape vaccine perceptions and decisions. Additionally, it examines the cultural beliefs and values that influence individuals' trust in vaccines and their healthcare systems, as well as the psychological mechanisms—such as risk perception, cognitive biases, and misinformation—that contribute to vaccine hesitancy. The findings highlight the need for tailored public health strategies and policies that address these diverse factors to enhance vaccine confidence across different demographic groups. The paper concludes with policy recommendations and strategies for improving vaccine uptake, emphasizing the importance of integrating the multidimensional framework into future vaccine-related research and interventions.

Safety and security challenges of scholar transport in South Africa: An overview

Background: In South Africa, the provision of transport services for learners is crucial for educational access. Although there are policies and legislation designed to ensure the safety and security of learners, numerous problems persist within scholar transport in South Africa.Objectives: The purpose of this study is to understand the provision of scholar transport infrastructure and services in South Africa.Method: This study employed a comprehensive desktop review methodology to scrutinise both scientific and non-academic (grey) literature, aiming to elucidate the complexities surrounding scholar transport in South Africa.Results: The study found widespread reports of reckless driving, unroadworthy vehicles, inappropriate vehicles and traffic accidents involving scholar transport. In addition to safety concerns, the study revealed issues of crime, corruption and mismanagement of funds for scholar transport. These issues often leave disadvantaged learners stranded, vulnerable or worse, dead.Conclusion: The study reveals a complex interplay between policy aspirations and on-the-ground realities, marked by inadequacies in legislation, compliance and enforcement. There is a gap between policy frameworks and their implementation, highlighting a need for a holistic approach to address these challenges.Contribution: This article contributes to the scholarly understanding of transport dynamics in educational access and the geographies of South African children, offering insights into the logistical, safety and security challenges inherent in scholar transport.

Financial toxicity and associated factors among cancer patients attending public hospitals in Ethiopia.

The direct and indirect medical costs of cancer treatment significantly affect the patient's financial well-being. The financial burden is especially high in resource-limited countries, such as Ethiopia, and among patients with low socioeconomic status. This study aimed to assess the magnitude of financial toxicity and associated factors among cancer patients attending public hospitals in Ethiopia. A hospital-based descriptive cross-sectional study design was conducted among cancer patients recruited from in-patient and out-patient adult oncology departments using a consecutive sampling method.Bivariate and multivariate binary logistic regression was conducted to identify factors associated with financial toxicity. This study involved 390 participants (88.2% response rate). Two hundred sixty (66.7%) of the participants reported high financial toxicity, below the recommended COST-FACIT score ≤ 17.5. Low literacy level, low monthly income, unmarried status, shorter time since diagnosis, history of visit to private health care facilities, and not having health insurance were independently associated with increased financial toxicity. Cancer patients receiving treatment had high financial toxicity. A more comprehensive healthcare protection scheme, such as improving education access, ensuring affordable cancer care, providing or facilitating financial support and strengthening a health insurance policy that expands the current benefit packages for cancer patients is required. Studies that include the unique experiences of the patients and theimpacts of financial burdens are warranted.

Capital Market Inclusion Improvement Strategies in Central Kalimantan

The capital market plays a crucial role in driving national economic development, including in the Central Kalimantan Province. However, the level of inclusion in this region remains relatively low, with only 5.19% of the productive-age population registered as investors. This study aims to identify the primary obstacles and propose strategic solutions to enhance capital market literacy and participation in Central Kalimantan. The research employs a library research method, focusing on the analysis of scholarly literature, secondary data, and official publications from relevant financial institutions. Through this approach, the study identifies three major barriers to inclusion: (1) the limited availability of Investment Galleries, particularly in educational institutions; (2) inadequate financial education access in remote and rural areas; and (3) a shortage of certified professionals within securities companies. To address these challenges, three strategic initiatives are proposed: (a) expanding the establishment of Investment Galleries in universities and schools without existing capital market partnerships; (b) implementing consistent financial literacy programs through both offline and online platforms, especially targeting remote regions; and (c) offering initial investment incentives to attract and engage new investors. These strategies are expected to improve financial awareness, broaden public participation, and support sustainable growth in capital market activities across Central Kalimantan, ultimately contributing to greater regional economic inclusion.

Effectiveness of Local Government Led School Management in Boosting Enrolment Rates: Evidence from Nepal

Local government-led school management has emerged as a transformative approach to enhance access, equity, and efficiency in education. In Nepal, decentralization reforms have sought to improve enrollment rates and gender equity, but their long-term effectiveness and challenges have received limited scholarly attention. This study evaluates the impact of local governance on enrollment trends using a mixed-methods approach, analyzing quantitative data from World Bank Indicator (1999–2023) and contextualizing findings with qualitative insights. Fully Modified Ordinary Least Squares (FMOLS) regression was employed to examine long-run relationships and structural changes. The results reveal a significant post- 2017 boost in primary enrollment rates, driven by decentralization reforms, but also indicate a declining growth rate in enrollment thereafter. Regarding the key variables, Net Enrollment Rates (NER), Gross Enrollment Rates (GER), and Gender Parity Index (GPI) demonstrate progress, with GPI achieving parity in primary education by 2012. However, challenges persist, including disparities in secondary education, a decline in secondary GPI, and increasing reliance on private schooling, which raises equity concerns. The FMOLS findings underscore the transformative potential of decentralization while highlighting systemic gaps in retention, public school competitiveness, and regional equity. Strengthening local leadership, addressing socio-economic barriers, and reducing disparities are essential to sustain progress. Nepal’s experience demonstrates that while local government-led reforms can ignite progress, targeted interventions are critical to ensuring inclusive and equitable educational outcomes.

The Impact of Health Education Programs for Pregnant Women on the Reduction of Maternal and Infant Mortality

Maternal Mortality Rate (MMR) and Infant Mortality Rate (IMR) remain significant global health challenges, particularly in developing countries. These rates persist due to disparities in socioeconomic status, education, and healthcare access. A key factor contributing to high MMR and IMR is the lack of knowledge among pregnant women about the importance of prenatal care. Health education is crucial in increasing awareness of pregnancy, childbirth, and infant care, helping women make better health decisions for themselves and their babies. Proper pregnancy checkups are vital for optimizing the first 1,000 days of life and can identify risks such as anemia, malnutrition, hypertension, and infections, allowing timely interventions to prevent complications. However, implementing health education programs faces challenges like limited resources, insufficient healthcare personnel, and restricted access to healthcare, especially in remote areas. Cultural, social, and economic factors also influence pregnant women's participation in these programs. Studies show that health education, particularly through media like videos, has improved pregnant women’s knowledge and attitudes. Prenatal education has also been shown to reduce anxiety, improve mental health, and lead to better birth outcomes. Despite these successes, gaps remain, necessitating further research into effective and culturally appropriate strategies. This review aims to assess the effect of health education on maternal and infant death rates, providing evidence to inform policies and improve healthcare for mothers and babies. The findings will support the development of more effective health programs to reduce mortality and enhance overall maternal and infant health.

Can socioeconomic disadvantage explain cognitive differences in later life? Insights from the Indonesia family life survey

IntroductionCognitive decline, including cognitive impairment non-dementia (CIND) and dementia, is a growing public health concern, particularly in ageing populations within developing countries. Socioeconomic status (SES) is increasingly recognized as a key determinant of cognitive ageing, yet evidence from low- and middle-income contexts remains limited. This study investigates the relationship between SES and later-life cognitive outcomes in Indonesia.MethodsWe analysed longitudinal data from Waves 4 and 5 of the Indonesia Family Life Survey (IFLS), involving 3,087 participants aged 50 years and older at baseline (Wave 4). Cognitive outcomes, including CIND and dementia, were assessed seven years later using an adapted version of the Telephone Interview for Cognitive Status (TICS). Multilevel ordinal regression was employed to evaluate the association between SES indicators at baseline—such as education, income, residential location, and participation in community-based older adults health posts (Posbindu Lansia)—and subsequent cognitive outcomes.ResultsAt follow-up, 38% of the sample exhibited CIND, and 19% were classified as having dementia. Higher levels of formal education, greater income, urban residence, and engagement in Posbindu Lansia activities were significantly associated with reduced risk of both CIND and dementia.DiscussionFindings suggest that SES disparities contribute to cognitive decline in later life. Interventions aimed at improving educational attainment, economic conditions, and community health access among older adults may serve as critical strategies to mitigate the future burden of dementia. Reducing social inequalities in health should therefore be prioritized in dementia prevention policies within low-resource settings.

Analysis of the Financial Literacy Level of Generation Z College Students and Its Implications for the Use of Paylater in the Context of Economic Education

Purpose of the study: Describes the extent to which Gen Z students understand financial literacy and how it is applied to the use of PayLater. Methodology: This study uses a qualitative descriptive approach by providing questionnaires to Gen Z students in the cities of Surabaya, Semarang, Malang, Lumajang, and Jember in April 2025. Main Findings: The results show that the literacy level of Gen Z students is in the medium category. Then, the implication of this literacy level is that many respondents think that the use of paylater tends to influence shopping habits and can also influence lifestyle. Apart from that, regarding perceptions of paylater services as a whole, most respondents tend to choose neutral perceptions rather than positive or negative perceptions. Thus, there needs to be education through formal education, public campaigns, and easy access to financial information for students so that there is a balance between thinking ability and action in terms of financial management. Novelty/Originality of this study: This study develops and expands the theory of financial literacy with Gen Z students as the object of research.

INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN EDUCATION: CHALLENGES AND PROSPECTS

The article highlights the issue of integrating artificial intelligence technologies into the educational process, in particular in the context of higher education. The challenges and prospects of implementing artificial intelligence, as well as its advantages and disadvantages, are assessed. It is noted that the use of artificial intelligence in education is not only an innovative step, but also a strategic decision for preparing young people for the professions of the future. The article discusses the key aspects of using artificial intelligence to personalize learning, adapt to different learning styles, ensure accessibility of education for all students, and optimize learning processes through big data analysis. It is emphasized that various forms of artificial intelligence are designed to facilitate the work of scientists and contribute to the optimization of preparation for classes in teaching activities. The importance of using virtual and augmented reality as modern approaches to stimulate students’ interest in learning, as well as to optimize the process of integrating theoretical knowledge and practical skills, is determined. It is noted that artificial intelligence, thanks to personalized algorithms, adapts educational materials to the individual needs of students, assessing their strengths and weaknesses. The features of the use of artificial intelligence for automating the assessment and analysis of academic results of higher education students are analyzed. A classification of artificial intelligence types by content form is proposed for a better understanding of the possibilities of artificial intelligence technologies in education. Particular attention is paid to the analysis of competence in the sphere of artificial intelligence and the determination of the levels of this competence among educators. The importance of ensuring the ethical use of artificial intelligence is emphasized, in particular to minimize bias and protect student privacy. The strategies and approaches for training educators to use of artificial intelligence are presented. The importance of continuous professional development of educators for the effective integration of artificial intelligence into the educational process is stated.

ОСВІТА ЗАСУДЖЕНИХ В УКРАЇНІ: ПОРІВНЯЛЬНИЙ АСПЕКТ

The features of legal regulation of the educational process in penitentiary institutions of Ukraine are examined in the article, in particular in accordance with the provisions of the Criminal Executive Code, the Law of Ukraine “On Education”, resolutions of the Cabinet of Ministers and other regulatory legal acts. The analysis covers various forms of education: full-time, distance, part-time, external, pedagogical patronage and dual. Particular attention is paid to access to educational, scientific and information resources, including the Internet in a controlled mode, the use of online platforms such as All-Ukrainian School Online, iLearn, Prometheus, EdEra, etc. The research emphasizes that the role of education in condition of deprivation of liberty goes far beyond the formal acquisition of knowledge. It helps to reduce recidivism, develop critical thinking, form new values and motivations for a law-abiding lifestyle, which is the basis for a person’s successful return to society. Education, according to international standards, should be aimed at the full development of the human personality and the formation of respect for human rights and fundamental freedoms (Article 26 of the Universal Declaration of Human Rights, European Prison Rules). As part of the comparative analysis, the article examines the practices of educational activities in penitentiary institutions in European countries, in particular France, Germany and Albania. It is noted that in most European countries there are specialized training programs for different categories of prisoners: adults, women, juveniles, persons with disabilities, representatives of ethnic minorities, etc. In France, for example, up to 28,000 convicts are involved in educational courses every year, of whom more than 800 receive higher education, including by correspondence. In Albania, the educational process is based on an individualized program developed after an assessment of psychological, social, economic and cultural factors for each prisoner. In Germany, more than half of prisoners do not have a basic education, so there is an extensive support system in place: training is provided in specialized centers, with the involvement of specialists, according to an individual schedule. The article also analyzes the current state of the organization of education in penitentiary institutions in Ukraine. As of January 1, 2025, in 77 institutions (including pre-trial detention centers), the general education process covered more than 2,100 people who did not have a complete secondary education. Of these, 2,036 people were actively involved in various forms of education. Minor students are provided with writing materials and limited but controlled access to the Internet for learning. Class schedules are set in accordance with the requirements of the regime and sanitary standards. Especially important is the accessibility of non-formal education, which is implemented both through online resources and in cooperation with public, religious and charitable organizations. Programs focused on the development of life skills, psychological support, and the formation of assertive behavior contribute not only to professional growth but also to strengthening the moral and ethical attitudes of individuals. Such a comprehensive approach to education not only reduces the risks of negative influence of the criminal environment, but also supports the personal development of prisoners while serving their sentence. Key words: penitentiary system, education of convicts, penitentiary institutions, correction, re-socialization, distance learning, non-formal education, legal regulation, criminal executive law, international standards, human rights.

Beyond access: Intersectional challenges for Higher Education success in South Africa

In South Africa, children of single-headed households (70% of whom are Black) have significantly worse educational outcomes than any other demographic. While the impact of family structures has been scrutinised in pre-18 education, it remains understudied concerning access and success in Higher Education. Based on semi-structured interviews with students and alumni raised in single-headed households, this article explores the interplay of family milieu and Higher Education. Using a Bourdieusian framework, authors identify three key configurations between family and Higher Education fields (alignment, fraught (mis)alignment, and parallel fields), which have a long-lasting impact on individual educational trajectories and the fabric of South African society. Black women remain disproportionately disadvantaged in the post-apartheid university, and the family milieu as a key site of intersectional inequalities remains under-researched. This article reveals the structural impact of transgenerational social reproduction in post-colonial societies and argues for a policy shift away from discourses of individual resilience.

Higher education accessibility information in practice. A report on the accessibility of European Universities

Abstract This present study examines the accessibility of European universities for students with disabilities, drawing on two data sources. The first data source, a desk research, examined publicly available information on the websites of 171 universities from 38 European countries. In this desk research, we performed an audit of university websites and analysed the availability of accessibility services. The second data source, an online survey was distributed to accessibility/diversity offices at 124 universities, with full responses received from seven institutions in various European countries. The study reveals a significant disparity in accessibility resources and support services across European regions. Universities in Northern Europe, the UK, and Ireland exhibit a higher level of accessibility, both in terms of website accessibility and the availability of comprehensive support services. In contrast, universities in Eastern and Southern Europe often lag behind, with less visible accessibility information on websites, limited resources for accessibility offices, and fewer assistive technologies available to students. The most common accessibility issues identified on university websites are ambiguous labels, insufficient colour contrast, and poorly structured navigation. These issues can pose significant challenges for students with visual impairments, cognitive disabilities, and other accessibility needs. The study highlights the need for increased investment in accessibility resources and support services across all European universities, particularly in under-resourced institutions and regions. It underscores the importance of ensuring that all students, regardless of disability, have equal access to education and opportunities.

Education Systems in South Korea, Taiwan, and Singapore: A Comparative Policy Analysis

This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.

Predictors of inadequate minimum acceptable diet among infants and young children in Ethiopia: a multilevel logistic regression analysis.

Inadequate minimum acceptable diet is the cause of poor physical and mental development and poses a significant burden among infants and young children aged between 6 and 23 months. The primary purpose of this study was to determine the factors contributing to inadequate minimum acceptable diet among infants and young children in Ethiopia. The 2019 Ethiopian Mini Demographic and Health Survey dataset, with 1,463 weighted samples of children aged 6-23 months, was used. Data management was performed using STATA version 17 software, SAS version 9.4, and multilevel analysis. To investigate the determinant factors, we applied multilevel statistical analysis. Among 1,246 currently breastfed children aged 6-23 months, based on a 24-h recall method, it showed that 1,066 (85.56%), 550 (44.15%), 1,025 (82.24%), and 1,098 (88.09%) of children had inadequate minimum dietary frequency, minimum meal frequency, minimum milk feeding frequency, and minimum acceptable diet, respectively. The multilevel analysis revealed that individual-level factors, such as mothers with primary, secondary, and higher educational levels, middle and richest household wealth, children aged between 12-17 and 18-23 months, received a postnatal check, and having one and three antenatal care follow-up had lower odds of feeding their children with inadequate minimum acceptable diet than their counterparts. At the zonal community level, children residing in urban areas and children residing in zonal communities with a high literacy level were less likely to have inadequate minimum acceptable diet. There is a high magnitude of inadequate minimum acceptable diet intake among children aged 6-23 months in Ethiopia. Mother's education, household wealth, marital status, number of families, age of child, postnatal check, community-level education, living in rural areas, and number of people under the age of 5 were significant factors of inadequate minimum acceptable diet. The findings highlight that, to increase the minimum acceptable diet intake in Ethiopia, policymakers and other stakeholders need to prioritize enhancing household wealth status and improving the accessibility of education.

The WISE Room: An innovative multisensory space for self‐regulation and immersive support for neurodivergent students

AbstractThe evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well‐being. Recognising this gap, the well‐being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in‐situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one‐month reflective follow‐up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students.

E-Learning Apps for English Proficiency- A Prototype from Gujarat

The National Education Policy (NEP),2020 of India emphasizes affordable technology and innovative tools to address the country's educational challenges. E-learning apps have emerged as essential tools for improving educational access and learning outcomes, particularly for English proficiency, which is critical for academic and professional success. The study explores the specific challenges in Gujarat region, where preference for regional language often hinders acquisition of English language education. In response to the growing demand for English proficiency to secure career opportunities, students increasingly rely on e-learning apps during their graduation programme. There is limited research on the effectiveness and engagement levels of these apps within Gujarat's educational context. The study aims to:1) Identify the specific English language learning needs of students at a private university in Gujarat.2) Develop a prototype app tailored to these needs using the design thinking approach, which includes stages such as needs assessment, design and development, pilot testing, feedback incorporation, and final evaluation. The research involved collaboration with students, faculty, and stakeholders to ensure the app's relevance and effectiveness. Findings revealed that the prototype app significantly enhanced English language proficiency, addressing the educational and linguistic context of Gujarat. The study demonstrates the potential of a structured design thinking approach to create impactful e-learning solutions.