Provision Of Education Research Articles

Training Needs of Ward Education Officers for Ensuring Quality Education a Study of Primary Schools in Mkuranga District, Tanzania.

This study was set to find out the training needs of Ward Education Officers` in ensuring Quality Education in Tanzania. It mainly focuses on determining WEO`s supervisory training needs that will enable them to ensure quality education provisions in schools in Mkuranga District, highlighting the challenges that WEO's face while carrying out supervision of schools and establish the remedial measures to the identified challenges WEO's face in Mkuranga District. The study sample comprised of 26 informants made up of 25 WEO`s and 1 District Education Officer (DEO). A concurrent transformative mixed method approach was applied because each method of data collection complements each other. Questionnaires and interview guide questions were used to collect data from the respondents. The reliability of quantitative data was established through Cronbach- Alpha where by (r=0.828 for WEO`s questionnaire) while reliability for qualitative data was established through trustworthiness. Quantitative data was analyzed by using descriptive analysis to generate frequency, means and percentages by using the Statistical Package for Social Science (SPSS) version 25 Computer while Qualitative data was analyzed thematically and presented in words by verbatim quotations. The study concluded that, WEOs are facing the challenges that hinder their ability to provide effective supervision for ensuring quality education in schools. Such major challenges include lack of training, inadequate resources and lack of cooperation from the community in which they work. WEOs are in dire need for training in order to enable them supervises school for ensuring quality education. The study therefore recommends that, the program designers plan for supervising training to the WEOs either before being appointed or the inset training if they want WEOs to fit into there jobs. Also WEOs should only be selected among teachers who have the knowledge of education management and supervision.

An exploration of teacher and school-based nurse perceptions of current HPV education offered to students 15-16 years old in post-primary schools in Northern Ireland, UK.

Human papillomavirus virus (HPV) is highest among young adults 15-24 years old. High-risk strains are responsible for the development of cancers including cervical, vaginal, vulvar, anal, oropharyngeal and penile. Despite HPV school-based vaccination programmes in the UK, HPV vaccination uptake rates continue to fluctuate due to misinformation and vaccine hesitancy post COVID-19. The aim of this study is to explore perceptions of post-primary school teachers and nurses regarding the current HPV education provision and the need to provide HPV education to students 15-17 years old when they are most likely to be becoming sexually active. A qualitative study was conducted using online semi-structured interviews between February-August 2022 with post-primary teachers and nurses in Northern Ireland, UK. Stratified random sampling was used to contact schools to recruit participants. Recruitment continued until data saturation was reached. Braun & Clarke's six-phase framework for reflexive thematic analysis was used to analyse the data. Twelve teachers and six nurses participated in the study. Four themes arose based on the analysis including 1) the importance of HPV education 2) self-consent to the HPV vaccine 3) design of the HPV education and 4) delivery of the HPV education. Identified barriers to implementation of HPV education included lack of parental education, religion and the conservative culture of Northern Ireland. Participants perceived HPV education to be poor or non-existent in their schools but placed high importance on this education. They indicated that a non-judgemental health professional would be the ideal person to deliver interactive HPV education as part of a mandated spiral curriculum. HPV education at 15-17 years old provides students with an opportunity to learn about their HPV risk, their HPV vaccination status and an opportunity to self-consent to the HPV vaccine. The Education Authority and Department of Health should support health professionals to deliver consistent robust HPV health information to students of this age.

Mapping the Fetal Alcohol Spectrum Disorder Continuum of Care Across the Military Health System.

Although a leading cause of developmental disability in the United States, many individuals with fetal alcohol spectrum disorders (FASDs) do not receive a timely diagnosis, are misdiagnosed, or are never diagnosed. Prevention, diagnosis, and clinical management of FASD have not been previously studied in the U.S. Military Health System (MHS), where nearly 1 million of the nation's children receive health care. To address this gap, we undertook an environmental scan of the clinical guidelines, services, programs, educational resources, and policies within the MHS pertaining to alcohol use (AU), AU disorder (AUD), prenatal alcohol exposure, and FASD. From March to June 2023, we undertook an environmental scan of MHS clinical guidelines, services, programs, educational resources, and policies that address AU, AUD, prenatal alcohol exposure, and FASD. We identified multiple resources that attended to AU and AUD before and during pregnancy in the MHS. However, despite numerous resources for other neurodevelopmental disorders, we did not find any MHS-specific resources that address diagnosis and management of FASD. Findings suggest opportunities to raise awareness, educate providers, and improve guidelines, policies, and practices in the MHS.

Comprehensive Study of Factors Affecting e-Learning Participant Satisfaction: A Study on Online Pendidikan Profesi Guru at Ibn Khaldun Bogor University

E-learning has evolved from being optional to indispensable in contemporary education due to advancements in technology and the evolving educational landscape. The growth trajectory of e-learning is poised to accelerate further, with projections indicating a user base of approximately 21.6 million by 2029. This study examines the environmental factors of e-learning that influence participant satisfaction in the Pendidikan Profesi Guru (PPG) Program at Ibn Khaldun University Bogor that is held via e-learning, currently conducted with 147 respondents. This research employed a quantitative method with nine variables, including one dependent variable, participant satisfaction in e-learning, and eight independent variables representing factors affecting satisfaction. Data were analysed using Partial Least Squares (PLS) and multiple linear regression analysis. The study found that all independent variables positively influence partici-pant satisfaction in e-learning, with 4 variables significantly af-fecting satisfaction: e-learning flexibility, technology quality, in-ternet quality, and interaction in the e-learning environment. The implications of this study extend beyond the PPG Program, suggesting relevance to other educational and training initiatives conducted via e-learning. Researchers propose further exploration of additional influencing factors to enhance the comprehensiveness of future studies. In conclusion, as e-learning continues to gain prominence, addressing the identified environmental factors becomes crucial for insti-tutions striving to deliver high-quality educational experiences. By adapting to these insights, educational providers can better meet the diverse needs of learners in the digital era, thereby fostering an inclusive and effective learning environment conducive to en-hanced participant satisfaction and educational outcomes.

Parent Education and Counseling (PairEd-C) Intervention to Improve Family-Centered Care: Protocol for a Prospective Acceptability Study Using the Theoretical Framework of Acceptability.

Family-centered care (FCC) is an intervention approach based on a respectful relationship between family and health care providers (HCPs) to ensure the health and well-being of children and their families. Although HCPs have a better perception of FCC, the level of its implementation is low. Reasons for low implementation include limited understanding, lack of training, and lack of implementation guidelines and tools to support implementation. Thus, we developed the Parent Education and Counseling (PairEd-C) intervention to improve FCC in pediatric oncology settings and assess its acceptability. The objective of this study is to assess the prospective acceptability of the PairEd-C intervention using the theoretical framework of acceptability (TFA) in the pediatric oncology department in a tertiary hospital in Ethiopia. The study was conducted using an exploratory qualitative study design. We aimed to recruit 10 to 15 participants for the in-depth interview. The study participants were health service leaders working in child cancer, HCPs, social workers, and parents of children with cancer. The intervention was developed using the integration of the first phase of the Medical Research Council (MRC) framework for developing and testing complex interventions and the behavior change wheel (BCW) framework. The main PairEd-C intervention components align with the intervention functions of education, persuasion, training, environmental restructuring, modeling, and enablement, which were intended to improve FCC in the pediatric oncology unit by providing structured and comprehensive education and counseling of parents of children with cancer. The intervention was implemented by providing training for the health care team, facilitating discussion among HCPs and setting a shared plan, improving the commitment of the health care team, providing education for parents, improving parents' capacity to attend the intervention sessions, arranging discussion among parents of children with cancer, and provision of education and counseling on distress. The HCPs working in the unit received training on the designed intervention. The trained educators and the health care provider delivered the intervention. Data will be analyzed using deductive thematic coding with a framework analysis technique based on the 7 TFA constructs. Atlas ti. version 9 will be used for data analysis. Funding was acquired in 2017, and ethical clearance for conducting the study was obtained. We conducted the interviews with the study participants from December 2023 to January 2024. As of the acceptance of this protocol (June 2024), 12 study participants were interviewed. The data analysis process was started subsequently, and the manuscript will be completed and submitted for publication in early 2025. This acceptability study is expected to show that the designed intervention is acceptable to study participants, and the findings will be used to improve the intervention before progressing to the next step of our project. DERR1-10.2196/54914.

Meningkatkan Hasil Belajar Peserta Didik Kelas VII pada Materi Kemampuan dan Keterbatasanku Melalui PBL di SMP Negeri 02 Ketungau Hilir Tahun Ajaran 2024/2025

The provision of high-quality education is significantly influenced by key factors, specifically educators and students. Competent educators are likely to cultivate quality individuals, adhering to the philosophy that "people can only share and give to others what they possess." In the teaching and learning process, one of the key elements that facilitates successful learning is the Problem-Based Learning (PBL) model, which significantly enhances student independence, interest, and motivation in their educational pursuits. According to observations conducted by researchers at SMP Negeri 02 Ketungau Hilir, particularly in class VII, it has been determined that in Catholic Religious Education, teachers predominantly employ teacher-centered learning methods and have yet to implement the Problem-Based Learning (PBL) model. This approach has adversely impacted student learning outcomes, resulting in the failure to meet minimum completion criteria. Based on the findings from data analysis and discussions in this study, it can be concluded that the results regarding the enhancement of learning outcomes indicate a sustained improvement in Cycle II, where student performance rose by 82% from Cycle I to 100%. The average student score increased from 79.06 in Cycle I to 84.37 in Cycle II.

Meningkatkan Kemampuan Bernalar Kristis Melalui PBL Berbantuan Audio Visual pada Peserta Didik Kelas VIII SMP Santo Yusup Bandung

This research project aims to ascertain the efficacy of the PBL model in enhancing critical reasoning abilities among students at SMP Santo Yusup Bandung. The research is based on the identification of issues pertaining to student engagement, particularly the tendency of students to exhibit minimal attention and participation during classroom discussions. Another issue pertains to cognitive processes, whereby students are prone to being unduly influenced by information that they initially encounter, without engaging in critical reasoning to seek further evidence. Furthermore, learners are inadequately trained in the analysis of information. This research employs a classroom action research design, comprising four phases: planning, implementation, observation, and reflection. The research was conducted in two cycles at Santo Yusup Junior High School in Bandung. The participants were students in class VIIIA, and the material covered was Jesus Proclaimed the Kingdom of God Through Parables and Miracles. The research was conducted in September 2024. The data collection techniques employed included observation, field notes, and the documentation of students' abilities to reason critically. The data analysis employed descriptive qualitative techniques. The findings of the initial cycle of research indicated an enhancement in the capacity to reason critically and a heightened level of student engagement. However, these outcomes did not yet align with the anticipated objectives. In Cycle II, there was a notable enhancement in both critical reasoning and affective learning. The research results demonstrate a 40.12% increase in critical reasoning and learner involvement in Catholic Religious Education. It is hoped that the PBL approach will foster a more active and collaborative learning atmosphere, in alignment with the objectives of the Merdeka Curriculum and the values espoused in the Pancasila Learner Profile. It is anticipated that this research will contribute to the provision of holistic and meaningful education for learners.

Divergent Pathways in North–South Education Policy Development in Ireland in the 1920s: Exploring the Influence of the First Ministers for Education on Both Sides of the Border

ABSTRACT A long tradition of both State and religious interest and support characterised provision for education on the island of Ireland from the 1700s. Following the partition of Ireland in the 1920s, the newly created political entities of the Irish Free State and Northern Ireland forged separate and distinct education policy trajectories that largely reinforced and propagated the dominant identity in each jurisdiction. This article explores and assesses the contributions of the first Ministers for Education in the Irish Free State and in Northern Ireland in the 1920s, Eoin MacNeill and Lord Londonderry, respectively. A particular emphasis is placed on their influence, impact and legacy on primary education policy development and enactment. Ultimately it could be argued that both Ministers can be characterised to a certain extent as political failures in terms of introducing and embedding education policy that aligned with their personal or political ambition and ideology.

Relegated to the Sidelines: A Qualitative Inquiry of Gatekeepers' Perspectives and Values of Physical Education for Disabled Children.

Several institutional aspects within the U.S. public school system impede the delivery of adapted physical education (APE) services to disabled children, including a lack of understanding and prioritization of these services by the special education team and a lack of qualified APE professionals to deliver these services. Thus, we conducted a qualitative inquiry grounded in a critical-ableism perspective to explore special education gatekeepers' experiences and perspectives of APE. Gatekeepers included parents, physical educators, and school administrators. Using a reflexive thematic analysis, we developed four interrelated themes: (a)disregard, negative, and charity mindsets toward disability; (b) systemic challenges in valuing and prioritizing APE; (c)presence as inclusion: (un)intentional marginalization in physical education; and (d)physical education for my child was a nightmare. These findings illustrate the complexities around the provision of physical education and APE to disabled children.

Chronic pain in pediatrics

This paper provides an overview of pediatric patients suffering from chronic pain and the best practices for treating this challenging patient population. With newer technologies and therapies emerging for pediatric patients in chronic pain, there are now opportunities to provide comprehensive therapies that lead to long-term improvements in outcomes. The paper discusses alternatives to opioid therapies in order to provide an overview of treatments for pediatric patients with chronic pain. It also explores best practices for opioid management and the newest devices as direct therapies for pediatric chronic pain patients. The paper extensively discusses multidisciplinary clinics, opioid alternatives, and interventions, and includes resources for patients, families, and healthcare providers for further education.

Assessment of Textbook Content and Teachers’ Competence in Climate Change Education at the Primary Level

Abstract This study aims to examine the climate change education (CCE) provision in grade 5 textbooks (science and social studies) and the competence of teachers in teaching CCE in a primary girls’ schools in Skardu, Baltistan, Pakistan. It employs mixed-method research that uses both qualitative and quantitative approaches to gather data. The first phase of the study involved collecting qualitative data to examine the provision of CCE content in selected textbooks taught in grade 5. The researcher adapted an interview questionnaire to assess the competence of teachers teaching in 38 schools. The provision of themes and topics based on the seven principles of climate literacy given by the U.S. Global Change Research Program was identified by using latent content analysis (LCA). The study concludes that science and social studies textbooks lack the incorporation of CCE content of principles 1, 4, 6, and 7. Furthermore, the majority of teachers have not received training to use digital media and apply activity-based methods to engage campus and community support for CCE. The study also found that the selected schools lack school planting campaigns, CCE committees, and CCE walks. Above all, the respondents possess conflicting views about whether climate change is a natural or human-contributed phenomenon. Significance Statement Like other countries around the globe, Pakistan is the victim of climatic disasters which have disastrous effects on the economy, agriculture, healthcare, and weather conditions. These effects are exacerbated by lacking awareness, attitudinal issues, and poor pro-climate-supported practices at the academic and societal levels (Asian Development Bank 2022). Awareness, knowledge, and a supportive environment during childhood form attitudes and promote practices that have lasting impacts throughout the life of the individual (Gulraiz and Ali 2021). Therefore, children need to learn and adopt proclimate lifestyles, such as observing cleanliness, practicing planting, and judicious use of energy resources. With this background, we assessed the textbooks based on seven principles of climate literacy given by the U.S. Global Change Research Program (USGCRP 2009) and observed that principles 1, 4, 6, and 7 are not adequately addressed in science and social studies textbooks taught in public schools. Moreover, teachers have not received training to use digital media and gather campus and community support, and they have a stereotypical understanding of climate change. The study possesses significant implications for curriculum revisions and elementary education management to address the gaps relating to climate change education (CCE).

Impact of developmental language disorders on mental health and well-being across the lifespan: a qualitative study including the perspectives of UK adults with DLD and Australian speech-language therapists

ObjectiveThis study aims to explore the educational, occupational and socioemotional experiences of people with developmental language disorder (DLD) across the lifespan to gain insight into risk and protective factors for...

Physical activity and social-emotional learning in Canadian children: Multilevel perspectives within an early childhood education and care setting

Early childhood education and care programs can support physical activity and socio-emotional skills development. However, limited research has investigated the longitudinal associations between these constructs and whether they vary across child-specific and classroom-wide levels of analysis. The present study evaluated three-month trajectories of social and emotional competencies, with an emphasis on associations with physical activity. Participants were children enrolled in a licensed not-for-profit early childhood education and care provider in Canada. Educators (n = 37) across 22 classrooms completed monthly assessments of children (N = 235) from January–March 2020. Intraclass correlation coefficients revealed that significant variability in socio-emotional strengths could be attributed to between- and within-classroom differences (21 % and 47 %, respectively), and change over time (32 %). In three-level random-slopes growth curve models, socio-emotional strengths increased over time, with significant between-classroom differences in initial averages and rates of change. Child-specific and classroom-average levels of physical activity were also associated with socio-emotional strengths. These findings underscore the importance of considering child and classroom differences in early learning contexts. Moreover, incorporating physical activity in these settings holds promise as an accessible strategy to support children’s social and emotional development.

Supporting Law Student Wellbeing: Integrating Trauma-Informed Practices in Legal Education

Sensitive course content pervades all courses in a law degree and is one of many diverse and complex factors impacting law student wellbeing. This article defines sensitive course content and examines its effects through the lens of trauma, particularly vicarious and collective trauma. It explores two examples from Australian universities where trauma-informed practices were integrated into the legal curriculum. Incorporating trauma-informed practices offers numerous benefits: it supports the mental wellbeing of law students, enhances their employability and destigmatises conversations around this critical issue. However, implementing these practices in legal education faces challenges, such as the diversity of legal practices, institutional constraints and law school culture. Legal education providers must lead the way in mitigating the impacts of sensitive course content by integrating trauma-informed practices and conducting further research to support law student wellbeing.

CLOSING THE TALENT GAP: A PROPOSED MICRO-CREDENTIAL MODEL IN MALAYSIAN FORMAL EDUCATION

The global talent gap is a consequence of skills mismatch among job seekers. Although micro-credentials appeared to be a potential solution to narrow the talent gap, it is unclear how they can be effectively implemented in a structured academic pathway. The purpose of this study is to explore the potential of a proposed micro-credential model for formal education via the Accreditation of Prior Experiential Learning Micro-credentials (APEL.M), to support the talent gap challenges faced by companies in Malaysia. The study used a qualitative case study method with data collected mainly from a focus group discussion among relevant faculty heads, administrators, and senior management team members. The findings indicated that despite potential challenges and issues towards implementing the new micro-credential model, the proposed model is significant for policymakers, higher education providers, and industry stakeholders interested in addressing the talent gap and creating alternative pathways to formal academic qualifications.

Diversity, Equity, and Inclusion Initiatives from Providers of Continuing Pharmacy Education

Abstract: Although continuing education (CE) plays an important role in educating health care providers on diversity, equity, and inclusion (DEI), little is known about the DEI initiatives promoted and implemented by providers of CE. Surveys were electronically administered to accredited pharmacy continuing education providers (CEPs) from 2021 to 2023. Survey items were assessed providers' current efforts and best practices for incorporating DEI into organizational culture and educational programming. Frequencies and percentages were calculated for categorical responses, and a general interpretivist approach was used to code open-ended response items and describe themes. Overall, 50 and 33 responses were received in 2021/2022 and 2023, respectively. The most common step taken by programs to advance DEI was to engage pharmacists and/or pharmacy technicians in DEI discussions. Qualitative analysis described categories and themes as follows: best practices (CE programming DEI strategies, organizational DEI strategies), DEI goals (mission statement and DEI strategic plan, developing CE, continuing pharmacy education committee and task force, and faculty development and guidance), and accrediting body support (sharing best practices and training and technical support). Although CEPs described current efforts and best practices related to DEI in CE, organizations involved in CE accreditation can continue to explore ways to support DEI initiatives.

How do clinical placements influence the career decisions of new-graduate physiotherapists in Australia? A qualitative exploration.

The variables that contribute to positive and negative experiences of clinical education amongst student physiotherapists are well established. Multiple stakeholders are invested in the ongoing success of physiotherapy clinical placements given workforce challenges within the profession and the emerging relationship between clinical placements and new-graduate recruitment. However, little is known about the relationship between clinical placement experiences and the career decisions of new-graduate physiotherapists. To explore the influence of clinical placement experiences on new-graduate physiotherapists' career intentions and decision making. A qualitative study which used a general inductive approach. New-graduate physiotherapists (n = 18) were recruited through a snowball sampling approach and participated in semi-structured interviews. Ethical approval was obtained from The University of Queensland. Four overarching themes were generated; (1) clinical placements impact career decisions, (2) placements as a trial for future employment to identify professional preferences, (3) feeling valued as a team member, and (4) clinical educators' shape placement experiences. Clinical placements play a significant role in directing new-graduate physiotherapists' careers, with clinical placement viewed as an opportunity to explore one's career options. A complex interplay of clinical and nonclinical variables was acknowledged by new-graduates, with positive experiences during clinical placements considered to increase new-graduate physiotherapist intentions to work in similar settings or contexts. Factors that contributed to positive experiences included accessible mentorship from clinical educators with regular feedback, and opportunities for the students' contribution and clinical capacity to be acknowledged and valued. Recommendations are made for creating supportive workplace environments for clinical education and include prioritizing supportive mentorship. Clinical placement providers intending to recruit new-graduates who have attended their workplace as students may benefit from implementing strategies that assist students to feel supported as valued members of the team. Additionally, the findings of this study may guide education providers when considering the training delivered to new and existing clinical placement sites with the aim of providing supported student learning environments.

Iranian English as a Foreign Language (EFL) teachers' professional development needs in educational contexts: Exploring the challenge of reflective practice.

This study investigated Iranian, English as a foreign language (EFL) teachers' attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy-based instruction. It compared their views in the two key higher education provider contexts of the university and institute. In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the Teacher Reflectivity questionnaire, and Part C focused on the Classroom Assessment Preferences Survey Questionnaire for Language Teachers. Also, part D administered the Teachers' Beliefs Inventory for Strategy Instruction. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach's alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample t-test and ANOVA. Also, Pearson product-moment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant. As shown in findings, a statistically significant and positive correlation was found between the teachers' reflective teaching scores and classroom assessment preference scores (r=0.473, p0=.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; p=0.434). Similarly, there was no statistically significant correlation between the teachers' attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, p=0.752). As shown, no statistically significant difference was observed between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (p<0.05). This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students' improved language learning outcomes.

SIMULASI JARINGAN VPN ROUTER DENGAN METODE LINK STATE ROUTING PROTOCOL DI SMK KORPRI MAJALENGKA

At this time the progress of information technology is growing so rapidly. The internet is a product of advances in information technology that can be accessed by anyone and anywhere. The increasingly sophisticated information technology helps a lot in human life today, but not a few also have a negative impact on the individual and group levels. Therefore, it is necessary to have a data and information security system. SMK Korpri Majalengka is an education provider institution in Majalengka Regency that has not carried out a data communication security system that is not optimal, such as confidential data that can still be accessed by just anyone. The agency needs a local network that has a wide range, cannot be accessed by just anyone, but only people who have access rights are connected to the local network so that agency security can be maintained properly. To solve this problem, a Virtual Private Network (VPN) network is needed. Therefore, the author intends to answer the above problems by simulating the "VPN Router Network with the Link State Routing Protocol Method" with the aim of maintaining the data and information security system at SMK Korpri Majalengka Regency.

A STUDY OF POPULAR ONLINE EDUCATIONAL PORTALS (WEB APPS) IN INDIA

This research paper investigates the landscape of popular online educational portals in India, examining their features, user engagement, and impact on learning outcomes. As the demand for digital education surges, especially post-pandemic, platforms like BYJUS and Unacademy have emerged as significant players. The study employs a study of secondary data from the selected portals. Key metrics analysed include user accessibility, content variety, pedagogical effectiveness, and user satisfaction. Findings reveal a diverse range of educational resources tailored to different learning needs, highlighting the effectiveness of interactive tools and personalized learning paths. A Modern-Day Approach: The NEP 2020 has a special focus on online education. Universities and institutions like NITs and IGNOU will be conducting pilot research studies to maximize the benefits of digital learning in India. Online tools and platforms like DIKSHA and SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) will be upgraded with new insight into training content, in-class resources, assessment aids, profiles, etc. that will allow seamless interaction. It also focuses on the creation of public digital and interoperable infrastructure that can be utilised by multiple platforms. NEP 2020 emphasizes the creation of virtual labs wherein students can practice their theoretical knowledge and make course content available in different languages. The newly renamed Ministry of Education proposes to set up a dedicated unit for the promotion of digital learning. The dedicated unit will comprise experts from the field of education, educational technology, administration, and e-governance who will focus on the online learning needs of both the school and higher education. More emphasis will be given to online assessment and examinations. The present age is driven by digital technology and the whole globe comes under the influence of the Internet and the World Wide Web. The internet equipped both the education seeker as well as the education provider and laid them together under the virtual roof. Due to this, the concept of virtual classrooms is already popularized across the globe. Therefore, in the modern era, the role of online technology in providing education is vital and with its flexible nature online educational technology has gained popularity. The online education is now more accessible to the less privileged groups in comparison to the centralized classroom education system.