Education In India Research Articles

Teacher perspectives and barriers in implementing inclusive education for Indian children with special needs: A pilot study

AbstractInclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio‐cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed‐methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India.

Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta

Education was a compelling symbol in India’s struggle for independence representing as it did, empowerment, transformation, and liberation. India’s contemporary education system, influenced by neoliberalism has, however, largely focused on curricula, skills, literacy, and educational attainment, while overlooking the concepts of freedom or humanisation advocated by Indian educational philosophers. This article places pre-eminent philosopher of education, Gert Biesta, in conversation with Indian thinker, Jiddu Krishnamurti. The focus of this exchange is to consider, from the perspective of Biesta, the aims and conceptions of education, as proposed by Krishnamurti. Krishnamurti strongly emphasised the importance of a learner-centred approach that would cultivate critical thinking, enable learners to gain a deeper understanding of the integrated processes of life, and provide them an environment for realising their full human potential. The aim of Krishnamurti’s education philosophy was to empower the individual to be free, and capable of dealing with life as a whole, based on the conception of collaborative learning, self-awareness, moral virtues and the ability to live well. Though he acknowledges the importance of technique, curricula, and attainment, Biesta’s approach emphasises that students are not objects who need to be trained. Rather, their development as people with the discernment to know when to act and when to refrain from acting, is a critical function of education. Through its examination of the perspectives of Krishnamurti, from the contemporary standpoint of Biesta’s articulation of the purposes of education, this article argues for the relevance of Krishnamurti’s educational philosophy in India’s current educational realities.

Ethics and Values Matter: The Role of Higher Education

Human existence is a process of learning and development aimed at achieving wisdom, and education has been regarded as the ultimate value system since the birth of culture and way of life for this reason. Education is more than only the acquisition of skills or the gathering of knowledge or news about a topic of interest from others or from other parts of the world. It is not limited to the abilities of obtaining information received and preserved via knowing, or just the exploration of existential problems and familiarization with previously acquired knowledge or data, or with a system of knowledge - but also with the goal of comprehending this cognition. Knowledge is involved with the comprehension of a collection of propositions or concepts. Knowledge can be theoretical and practical, fundamental and abstract, and it may exist in any time period: past, present, and future. However, cognition is always done in the present. Past memories and future prophecies are also remembered in the present, as the ideas flash or surface in the mind. These flashes act as an impetus for our quick determination, allowing us to decide whether or not to undertake anything. However, for the purpose of brevity, I'll lump the two, knowledge and cognition, together under the heading of knowledge. Education fosters the development of talents from all three faculties, as well as wisdom in their right application for the benefit of people and society for creating value and ethics. The goal of NEP 2020 is also having important role in higher education teaching to encourage systematic and focused discoveries and practices that benefit society. Society views higher education institutions as catalysts for the transformation of knowledge into wisdom. The quality, morals, and ethics of higher education institutions are increasingly important in integrating young people into society. A country like India has a large young population, and they are the frontiers of the Indian government's Made in India Initiative. It has been well mentioned that the actual philosophy of education is in the combination of ethics, virtues, values, and the validity of human life, thus it is vital to improve ethical values, philosophical thinking, study, research, and moral growth in the Indian education system.

The Challenges and Opportunities of NEP-2020 in the Reference of Inclusive Education in India: An Overview

The National Education Policy (NEP) 2020 provides a transformative vision for India's education system by emphasizing inclusive education and offering equal learning opportunities for children from varied socio economic, cultural and ability backgrounds. This paper looks at the challenges and opportunities given by NEP 2020 for promoting inclusive education in India. Infrastructure deficiencies, insufficient teacher preparation, and social biases are major hurdles, but policy-driven changes, technological integration, and financial support mechanisms present potential. This report gives an overview of the challenges and opportunities for implementing inclusive education in light of NEP 2020. Poor infrastructure, a lack of specialized teacher training and entrenched social attitudes about disability and marginalization all impede progress. However, opportunities arise as a result of policy-driven efforts, growing use of information and communication technology (ICT), and financing provisions aimed at fostering more equal learning settings. The research emphasizes the need of teacher capacity building, community participation, and long-term policy commitment in overcoming these challenges and realizing NEP 2020's inclusive vision. According to the findings, successful policy implementation requires stakeholder engagement to establish a more inclusive and easier to able education system in India.

A Trailblazer in Anatomy: Madhusudan Gupta and the Historic First Dissection.

The life and accomplishments of Madhusudan Gupta, a significant person in Indian medical history, are discussed in this review article. Born into an aristocratic Bengali family, Gupta initially showed little interest in formal education. However, his enrolment in Sanskrit College and subsequent involvement with Calcutta Medical College (CMC) marked a turning point in his life. Under European guidance, Gupta challenged deep-rooted societal and religious taboos by conducting the first cadaveric dissection in India, a groundbreaking act that significantly advanced anatomical studies in the country. Facing severe opposition, Gupta utilized his profound knowledge of Sanskrit texts to justify the practice of dissection, helping integrate Western medical practices into Indian education. His work not only revolutionized medical education in India but also paved the way for future reforms in the field. Gupta's legacy is honoured through various accolades, including the Pandit Madhusudan Gupta Memorial Lifetime Achievement Award, underscoring his crucial role in the development of modern anatomy and medicine in India.

Validation of the Teachers AI-TPACK Scale for the Indian Educational Setting

Educators work in extremely dynamic and complex classroom environments where they must continuously alter and update their understanding. Specifically, possession of rich, organised, and integrated knowledge from various domains including knowledge on subject-matter, knowledge of students' thinking and learning, and, increasingly, knowledge of technology is essential. By integrating these three aspects, Mishra and Koehler developed the Technological Pedagogical and Content Knowledge (TPACK) framework in 2006 which offers a thorough and comprehensive method for incorporating technology into the education setting. On the parallel, use of information technology has rapidly increased in the field of education, especially with the introduction of Artificial Intelligence (AI). Thus, the Technological Pedagogical Content Knowledge (TPACK) framework needed to be updated to reflect the growing incorporation of AI into educational standards. Hence, investigator Ning and colleagues in the year 2024 built a framework for incorporating AI into TPACK and developed a robust scale titled Teachers AI-TPACK Scale that measures the teachers competencies in incorporating AI into their teaching environment. The objective of this work was to test the validity of the scale in the Indian educational setting. With a sample size of 660 teaching faculties in universities and colleges across India, this study followed the routine stages such as construct validity analysis in the form of Exploratory Factor Analysis using SPSS V27, followed by Confirmatory Factor Analysis in AMOS software. The original scale with 39 items across seven dimensions were retained throughout the validation process and resulted in a high reliability score of 0.907. This provides compelling evidence for the validity and reliability of the teachers AI-TPACK scale in measuring Indian educators' knowledge and skills at the juncture of AI with pedagogy, technology and content. This is currently the only scale available to measure this construct in India.

NEP and Social Development

The National Education Policy (NEP) is a landmark in the history of Indian education that aims to transform the education system by aligning it with the needs of the 21st century. The policy’s focus is on creating an inclusive, accessible, and flexible educational framework that promotes holistic learning and skill development. Furthermore, it emphasizes the integration of technology, value-based education, and the development of critical thinking. This paper delves into the relationship between the NEP and social development by exploring its potential to bridge gaps in society, foster equity, and contribute to overall national progress. By examining the NEP’s provisions, its relevance in addressing social inequalities, and its role in preparing students to meet the evolving needs of the economy, this paper aims to provide a comprehensive understanding of how education reforms can significantly impact societal development. Keywords: National Education Policy, social development, equity, inclusivity, skill development, education reform, holistic learning, digital education

Popular media’s role in fostering sex education in middle schools: A comparative analysis of Netflix series Sex Education and Bollywood film Oh My God 2

India as a country has always been seen as a repository of culture and heritage. The historical ruins, temples, scriptures of this ancient land foster liberty regarding sexuality and its significance in the advancement of civilization. However, sex education is still a taboo and an alien topic in the Indian education system. On the other hand, in the USA, one of the most advanced countries, sex education is a mandate, but sadly, there are middle schools in many states in the USA, which do not ponder over the subject at all.The reason behind this is the fact that there is no unified National Policy regarding Sex-Education in the USA, it is vested with the states individually. The USA government had been promoting ‘Abstinence-only-until-marriage’ (AOUM) education till Obama came. Even after implementing an evidence-based sex education system, the overall status of comprehensive sex education is unsatisfactory in the USA. This research aims at dealing with the issues associated with implementing and practising sex-education in the middle school and how the popular media deals with it and influences it. The paper takes into account the famous Netflix series Sex Education which is hugely applauded for its candid and inclusive approach towards sex and sexuality of teenagers and the recent bollywood film OMG2 which serves as a critique of the Indian education system which fails to provide proper knowledge on the subject and jeopardises the adolescent life.

Paradigm shift from rote learning to critical thinking, experiential learning, and holistic development in the indian education system

Paradigm shift from rote learning to critical thinking, experiential learning, and holistic development in the indian education system

New Education Policy 2020 on Higher Education

The development of an equitable and justice society, the realization of individual potential, and the advancement of national development all depend on education. Providing universal access to quality education is the key to India’s continued ascent, and leadership on the global stage in terms of economic growth, social justice and equality, scientific advancement, national integration, and cultural preservation. The historic and self-proclaimed new national education policy 2020 was unveiled on July 29, 2020. It covers every facet of education in the modern era with an eye toward the future. To actively contribute to the transformation of the nation into a society of equal, sustainable, and healthy knowledge. The National Education Policy 2020 examines the Indian educational system with an emphasis on its traditions, customs, values, and morals. India's education system is still being developed, with entries from his extensive and lengthy past and contributions from numerous scholars worldwide in a range of subjects like astronomy, metalworking, mathematics, medical and surgical science, crafts, architecture, yoga, fine arts, and so forth. The current NEP 2020 objective is to raise the current enrollment rate by offering open, multidisciplinary education to everyone who wants it. The objective of the paper is to focus on the main features of NEP-2020 and its impact on Higher Education.

LEGAL EDUCATION IN INDIA

Legal education plays a crucial role in shaping the future of any country. The legal education imparted in various institutions helps to promote more awareness and civic sense in the citizens of any nation. In India, legal education helped in the proper and just development of Indian society. After the independence of India, various regulatory bodies involved in improving the status of legal education made several reforms, keeping in mind the needs of present stakeholders. In this research paper doctrinal approach is used to gain a proper understanding of current issues and concerns in legal education in India at higher education. The aim of the study is to highlight the importance of legal education in India. Furthermore, it also examines recent legal education reforms in the light of New Education Policy, 2020. Moreover, it also discusses various issues and concerns in legal education in India.

Ambivalent egalitarians? Pietists and the pedagogy of the “Pariah” in modern South India during the nineteenth century

ABSTRACT The pedagogy of the colonising British in nineteenth-century India was critical of traditional Indian education for various reasons. The proselytising pedagogists who viewed the cultural practice of caste as a major stumbling block to their evangelising mission continued to confront the practice, which appeared to have stood on a footing of social equality based on professional attributes. The colonial and missionary agencies often claimed that traditional Indian education revolved around the notion of social reproduction that emboldened caste-centric professions. Consequently, the colonial pedagogists, who were rooted in the principles of pietism, a Protestant movement in seventeenth-century Germany, introduced a new form of education for mind, heart, and hand. In India, the pietist pedagogy since the eighteenth century sought to replace traditional Indian education with Anglo-vernacular-religious education. It also created a controversial discourse of equality among Pariah, a generic term used to refer to all those who were believed to have been excluded from school education. This article shows how pietist pedagogists, widely known for their sense of religious supremacy and racialised pretensions, blended education and the pietist idea of equality before God to “refine” the subaltern social groups. In this way, the colonial pietist pedagogists acted as ambivalent egalitarians in the field of schooling.

Flipped Learning Approach in India - A Systematic Literature Review

This study presents a systematic literature review of research studies conducted on the Flipped Learning Approach (FLA) in India from 2020 to 2024. 4 databases were used to review the research work and findings show that FLA has been well received by the faculty and students after implementation. The research review shows the growing adoption of FLA in the Indian education scenario, efforts of pedagogical application, and the related educational technology to access. A significant research gap is identified in the implementation of FLA at school level, indicating a need for further studies exploring FLA's applicability in primary and secondary education in India. The study concludes that FLA in Indian institutions is growing and being well-received at Higher Education Institutions however needs to be expanded and explored at the school level as well

An Overview on the Philosophy and Educational thoughts of Dr. Zakir Hussain

As an exceptional educator and a selfless nationalist leader, Dr. Zakir Husain has earned a stellar reputation. His contributions to Indian education are now considered seminal. He came to the realization that education was the key to achieving national unity and integrity. Zakir Hussain possessed an uncommon blend of wisdom, knowledge, and pragmatism, making him an authentic embodiment of Indian culture. Zakir Hussain's educational concept protects every facet of life. It shifts between what one might call the "poles of the eternal and the temporal," between a sense of conscience awakening and the ability to use one's skills efficiently, or from conviction to accomplishment. Education, according to his philosophy, is a journey from the shadows into the light, echoing a Platonic idea. Similar to what Kant had done, it acknowledged the intellectual component of education's Aristotelian logic but placed greater emphasis on its moral component. The ideals of Plato, Hegel, and Gandhiji informed Zakir Hussain's humanism, idealism, and liberalism, respectively. John Stuart Mill, who had connected education to the need for pleasure in his utilitarian philosophy, had his views rejected by him. The paper provides a descriptive and exploratory analysis based on secondary sources

Perceived Quality of Higher Educational Institutions in Maharashtra: Students Perspective

In recent times, Indian education system has seen an upsurge in post graduate management institutions due to growing demand of management discipline. Mere existence to function in the system will certainly not help the institutions in the long run. Service quality is often seen as a good competitive strategy that not only service organizations, but also educational institutions worldwide employ to increase their competitiveness in the tertiary sector. Hence, providing quality education is the need to be addressed here. Given a fact that students have become more informative and are exposed to different educational platforms, institutions are readily being at their disposal. The present study was carried out in Maharashtra, India where 26 Institutes from three regions Pune, Nagar and Nashik participated in the study. The objectives of study were to analyze students’ perception on the quality of higher education based on their demographic profile and impact of diverse educational background of students on perceived quality of education. SERVQUAL was used to collect the data. The collected data was analyzed using descriptive statistics viz chi-square eta and regression analysis. The results of the study revealed that students’ perception on the quality of higher education and their gender, graduation and region are independent. There is no impact of diverse educational background of students on perceived service quality of HEIs.

Mohandas Gandhi and the uses of Esperanto

Abstract In the vast literature that deals with Mohandas Gandhi, very little attention has been paid to his opinions on questions of language. This essay studies Gandhi’s use of the international auxiliary language, Esperanto, as a negative example of a way to find a common language. Gandhi was willing and able to collaborate with Esperantists. And yet, Esperanto was repeatedly invoked by Gandhi in order to attack it as an utopian ideal irrelevant in Indian contexts. Gandhi’s arguments against Esperanto established the rejection of an internationalism of which he perceived Esperanto to be a part. His rejection of Esperanto as an artificially constructed language is integral to his failure to acknowledge Hindi’s artificial construction and imposition in South Indian contexts. The Gandhi-led All Indian Education Conference at Wardha (1937) is situated in this essay, therefore, within a wider context of linguistic parochialisms.

An Analysis of the National Education Policy 2020: Aims, Objectives, and Implications for India's Education System

An Analysis of the National Education Policy 2020: Aims, Objectives, and Implications for India's Education System

Skill Education under NEP 2020: A Pathway to Enhanced Employability and Economic Growth

The National Education Policy (NEP) 2020 marks a pivotal shift in the Indian education system by integrating skill education to boost student employability and foster economic growth. This study evaluates the impact of NEP 2020's skill education strategies on job readiness and their broader economic implications. Through policy document analysis, educational frameworks, and empirical data, this research reveals how NEP 2020 aligns educational outcomes with industry requirements. Findings suggest that the policy’s emphasis on vocational training, experiential learning, and competency-based education effectively enhances graduate employability. Additionally, NEP 2020’s focus on lifelong learning and adaptability prepares students for a dynamic job market, contributing to economic development. This paper underscores NEP 2020's role in reshaping India's educational landscape and cultivating a workforce ready for the 21st-century economy. Keywords: NEP 2020, Skill Education, Employability Skills, Hands-on Practice, Transformation, NCERT, NCVT

Educational paradigm shift: Long-term ramifications of COVID-19 in the Indian context

The COVID-19 pandemic has brought about a significant transformation in the global educational landscape, which has far-reaching implications for learning systems. This study focuses on the impact of the pandemic on India’s education sector, exploring its long-term consequences. The research delves into the enduring effects of COVID-19 and how it has reshaped traditional educational methods. The Indian education system has undergone a dynamic evolution, from the rapid integration of digital technologies to the redefinition of pedagogical approaches. The study employs surveys to comprehensively assess the multifaceted dimensions of adaptation. By synthesizing qualitative insights from 386 respondents, the research aims to contribute to a better understanding of the challenges, opportunities, and long-term implications of COVID-19. The hypothesis results show a significant difference among genders for factors 2 (consequences of COVID-19 on teachers, students, and teaching), 3 (impact of COVID-19 on education), and 4 (education system responses to COVID-19). In contrast, factor 3 is significant for education. Likewise, awareness factors 1 and 3 show that factors 1 (policies and strategies on education during COVID-19) and 5 (possible solutions and implementation) are significant for an application. Finally, binary logistic regression demonstrates that for gender factors three, education factors four, and five, online participation is significant for awareness factors one, three, and four. However, all of the factors are insignificant for an application. These findings can guide policy decisions, inform educational practices, and lay a valuable foundation for future research endeavours to shape a resilient, equitable, and innovative educational future.

Digitization on Indian Education System: Role of Social Media

Digitization on Indian Education System: Role of Social Media