Emotional Growth Research Articles

Restructuring Indian Higher Education System through RUSA

Social transformation and human development are measured through education, it serves as a benchmark for both individual progress and overall societal shifts. Education is a dynamic aspect of the individual that influences the individual's mental, emotional, physical, and social growth. The growth and development of a nation are considerably enhanced by the higher education system. It facilitates the acquisition of lives for members of society, promotes healthy development, and enhances the overall potential of the nation. Higher education should be pursued with the goals of improving the lives of people and contributing to the overall strength of the nation. It is for the purpose of instilling in each individual member the high standards of behaviour and conduct as well as the integrity of their personality. During the past decade, the education sector has become increasingly important in the process of economic planning across the world's emerging nations. Due to strategic planning and a wider vision that correlated economic development to transformations in the education sector, in particular higher education and research, in order to become globally competitive, the economies of these countries progressed from developing to advanced during this time period. The higher education sector in India is in a state of transition despite the numerous new programmes and reforms that have been implemented by both the national and state governments with intervention from the private sector. The Rashtriya Uchchatar Shiksha Abhiyan (RUSA), also known as the National Higher Education Mission is a flagship programme by the government of India that was put into action as part of the 12th Five Year Plan for higher education in India. This initiative is being taken with the goal of elevating the standard of higher education across the country. The primary focus of this paper will be on the role of RUSA in restructuring Indian higher education system.

Childhood-onset systemic lupus erythematosus: characteristics and the prospect of glucocorticoid pulse therapy.

Childhood-onset systemic lupus erythematosus (cSLE) is an autoimmune disease that results in significant damage and often needs more aggressive treatment. Compared to adult-onset SLE, cSLE has a stronger genetic background and more prevalent elevated type I Interferon expression. The management of cSLE is more challenging because the disease itself and treatment can affect physical, psychological and emotional growth and development. High dose oral glucocorticoid (GC) has become the rule for treating moderate to severe cSLE activity. However, GC-related side effects and potential toxicities are problems that cannot be ignored. Recent studies have suggested that GC pulse therapy can achieve disease remission rapidly and reduce GC-related side effects with a reduction in oral prednisone doses. This article reviews characteristics, including pathogenesis and manifestations of cSLE, and summarized the existing evidence on GC therapy, especially on GC pulse therapy in cSLE, followed by our proposal for GC therapy according to the clinical effects and pathogenesis.

Fairy-Tale Design and the Heroine’s Transition to the Ordinary World

Like many of her contemporaries, the fictional works of the Canadian writer Alice Munro can be read as a realistic portrayal of the people from her native Ontario, Canada, describing their set of beliefs, values, dreams, aspirations, fears, and apprehensions. A second way to evaluate this fiction is to approach it from a feminist perspective, shedding light on the question of women’s need to be free from the patriarchal rule. The aim of this article, however, is to consider the function of the fairy-tale framework by which Munro’s short story “Red Dress – 1946” is constructed. This fairy-tale design is considered a point of departure from which the story’s heroine grows mentally and spiritually so that she can get her way into the normal world. In addition to taking a brief look at some of the views offered by Munro’s critics of her writings, it also tries to answer such questions as, what function(s) does this form perform to the story to bring about the heroine’s development? Aside from where the Bildungsroman and fairy tale genres meet and where they deviate, how far are certain traditional fairy-tale elements, such as structure, themes, characterization, etc. significant in bringing about the heroine’s mental as well as emotional growth?

The contribution of art therapy to literacy in diverse and stressed communities in inner city Johannesburg: Case vignettes from the Uhambo literacy programme

This article is about the Uhambo literacy programme and the application of multimodal pedagogies in an art therapy ‘open studio’ after-school programme. Low literacy levels were identified by Lefika La Phodiso Community Art Counselling and Training (Lefika) – an arts therapy organisation serving at-risk children from Johannesburg’s inner city, as well as other communities through the application of community art counsellors after their training. A literacy programme, Uhambo, was developed to support the aim of improving literacy among the children attending Lefika’s after-school programme. Lefika’s open studio provides a therapeutic and safe space for children from Johannesburg’s inner city. The Uhambo programme incorporates elements of the open studio, offering a focused integration of visual and verbal literacy. The two presented case vignettes from the programme explore how the groups were both therapeutic and educational, addressing emotional growth and improved literacy and learning using attachment theories and storytelling as frameworks. Drawing on attachment theories in psychodynamic literature, the article shows how adaptive art therapy programmes can give children agency to make meaning, increase confidence and pleasure in their artmaking and storytelling as well as improving learning outcomes, building resilience and creativity.

RELATIONSHIP BETWEEN TEACHER-PARENTS INTERACTION AND STUDENT’S PERFORMANCE AT SECONDARY SCHOOL LEVEL IN DISTRICT FAISALABAD

The relationship between parents and teachers has a significant impact on pupils' achievement. The contact between a student's home and school has a big impact on their personal, social, and emotional growth. The teacher and parent discussing the students' academic progress can help them study more and produce better academic results. In District Faisalabad, Pakistan, the study was undertaken to determine the "relationship between teachers-parents interaction and student's performance at secondary level in tehsil Faisalabad city." Parents are the children's primary educators. The study area was decided upon as Tehsil Faisalabad. The study was restricted to the 20 secondary schools (10 public and 10 private). A simple random sample procedure was used to choose the 150 students and 100 teachers that participated in the research project. To gather the data, a well-designed questionnaire was created. SPSS, the data were examined using a social science statistical technique and draw conclusions and suggestions. 90% of respondents believed that parents should always participate in school activities. According to the study's findings, 61% of teachers and 54% of students stated that their school held PTM once a month. The majority of responders (50.7%) felt that teachers should be contacted directly to discuss students' progress. The majority of students (74%) and instructors (70%) supported the nuclear family structure since there are fewer disruptions to students' schoolwork in this type of household. The majority of students (74%) and teachers (71%) agreed that an urban environment has a substantial impact on pupils' performance. The teachers' and students' mean values (M= 4.6200, SD=.52762) of the respondents were most in agreement about the impact of family income on student achievement. Higher parental education levels, according to 50% of respondents, have an impact on how well students achieve. Keywords: Teacher-parents interaction, Students, performance, Meeting, involvement.

Assessment of Physical and Mental Health of Children Living in Orphanages in Islamabad- A Cross-Sectional Survey

Background: Childhood holds immense significance in shaping the physical, mental, and emotional growth of children. Orphaned children face heightened susceptibility to encountering various physical and mental health challenges, thereby depriving them of the opportunity to experience optimal well-being throughout their childhood and beyond. Pakistan is home to an estimated 4.6 million orphaned children, with the majority being under the age of 17. The objective of the study was to assess the mental and physical health of children living in orphanages of Islamabad and Rawalpindi. Methods: A descriptive cross-sectional survey was conducted on a sample of 110 children aged 7 to 18 years, living in orphanages of Rawalpindi and Islamabad to assess their physical and mental health. Anthropometric measurements were taken and the presence or absence of anxiety was determined by using the “Revised Children Manifest Anxiety Scale” (RCMAS) questionnaire. Results: 50% of the study population was underweight based on their BMI, while 46.36% had normal weight and 1.82% were overweight or obese. Out of the 33 male participants, 20 were found to be underweight. The results of the RCMAS scoring revealed that 20.9% of the children had anxiety, with a higher prevalence among females as compared to males. Conclusion: Prevalence of underweight was found to be higher among male orphans. Female orphans were more likely to experience anxiety and depression as compared to males.

An Analysis of Movement Activities Curriculum and Achievement of Sustainable Development Goals in Kenya

Research has shown that Physical education (PE) and sports programmes, currently referred to as Movement activities in the lower primary Competency Based Curriculum (CBC) in Kenya, impacts on the physical, mental, social and emotional growth of individuals. The programmes produce individuals who are competent, confident and endowed with knowledge, skills and attitudes for lifelong physical activity. To some extent, the programmes contribute to societal development, which leads to the achievement of Sustainable Development Goals (SDGs). The aim of the current analysis was to find the extent to which movement activities in CBC is geared towards the achievement of the SDGs using Posner’s curriculum analysis framework. Research findings show that the curriculum is committed to achieving the SDGs for instance, good health and quality education. Maintaining the commitment and determination in implementing the movement activities curriculum will go a long way in actualizing the SDGs in Kenya.

IMPACT OF EFFECTIVENESS OF THE EARLY CHILDHOOD EDUCATION (ECE) CLASSROOM LEARNING ENVIRONMENT IN GOVERNMENT GIRLS’ SCHOOLS OF NASEERABAD ZONE

The early childhood education is the period of human life (first eight years) is important for emotional growth, cognitive and physical development of child. The main objectives of the study to check the effectiveness of the early childhood education early childhood education of classroom learning environment is provided that students learning. The population of the study, there were total (428 schools in 6 districts) UNICEF started the practicing early childhood education but researcher selected Naseerabad zone for this purpose. There were 30 schools of Government girls Naseerabad zone. Data collected from semi-structured interview and observations, data was analyzed through thematic analysis, the findings of research. There were very less facilitates for the early childhood education teachers, there was no specialized two-year training offered, according to 2009 National Education Policy. It was also noticed that more extra rooms required for early childhood education. There was only one classroom in schools that has been designated as child-friendly and set aside for early childhood education classrooms, so that government must start the early childhood education trainings on regular bases and arrange the activities corners in the classrooms for the students.

Enhancing Legal Awareness Among High School Students through Education and Counselling: A Case Study at SMA Negeri 45 Maluku Tengah, Indonesia

This article presents a case study conducted at SMA Negeri 45 Maluku Tengah, Indonesia, focusing on the implementation of an educational and counselling program aimed at increasing legal awareness among high school students. The study utilized a participatory action research approach, with KKN (Community Service Program) undertaken by students from Universitas Pattimura. The research objectives were to develop students' understanding of the importance of education and counselling in promoting legal awareness, shape their attitudes towards law compliance, and motivate them to achieve their aspirations. Through the integration of theoretical knowledge and practical engagement, the program aimed to instill a sense of responsibility and prevent negative behaviors and exposure to harmful influences. The findings indicated that the program successfully increased legal awareness among the students, resulting in improved behavior, mental resilience, intellectual growth, and emotional well-being. This study highlights the significance of education and counselling initiatives in cultivating legal consciousness among high school students, serving as a guide for educators and relevant stakeholders. The implications of this research emphasize the need for further exploration and implementation of similar programs to foster positive attitudes towards the law and encourage personal development among youth, ultimately contributing to a just and law-abiding society.
 Indonesia is a country that is based on law, therefore all citizens in it are obliged to comply with existing laws, and have the right to receive legal protection in accordance with applicable laws and regulations. Awareness of the law among high school students, so that it can motivate and become an image for students to avoid negative traits and avoid promiscuity. thereby increasing the spirit in terms of mental, intellectual and emotional. And provide motivation in achieving every goal.Highlight:
 
 Importance of Education and Counselling: The integration of education and counselling programs plays a crucial role in increasing legal awareness among high school students, enabling them to understand the significance of law in their lives.
 Character Development: The programs aim to shape the behavior and characteristics of students, fostering a sense of responsibility, compliance with the law, and motivation to achieve their aspirations.
 Mental, Intellectual, and Emotional Growth: By enhancing legal awareness, students experience an overall improvement in their mental resilience, intellectual capacity, and emotional well-being, contributing to their personal development.
 
 Keyword:
 Legal Wareness, Education and Counselling, High School Students, Community Service, Character Development.

Enhancing Legal Awareness Among High School Students through Education and Counselling: A Case Study at SMA Negeri 45 Maluku Tengah, Indonesia

This article presents a case study conducted at SMA Negeri 45 Maluku Tengah, Indonesia, focusing on the implementation of an educational and counselling program aimed at increasing legal awareness among high school students. The study utilized a participatory action research approach, with KKN (Community Service Program) undertaken by students from Universitas Pattimura. The research objectives were to develop students' understanding of the importance of education and counselling in promoting legal awareness, shape their attitudes towards law compliance, and motivate them to achieve their aspirations. Through the integration of theoretical knowledge and practical engagement, the program aimed to instill a sense of responsibility and prevent negative behaviors and exposure to harmful influences. The findings indicated that the program successfully increased legal awareness among the students, resulting in improved behavior, mental resilience, intellectual growth, and emotional well-being. This study highlights the significance of education and counselling initiatives in cultivating legal consciousness among high school students, serving as a guide for educators and relevant stakeholders. The implications of this research emphasize the need for further exploration and implementation of similar programs to foster positive attitudes towards the law and encourage personal development among youth, ultimately contributing to a just and law-abiding society.
 Indonesia is a country that is based on law, therefore all citizens in it are obliged to comply with existing laws, and have the right to receive legal protection in accordance with applicable laws and regulations. Awareness of the law among high school students, so that it can motivate and become an image for students to avoid negative traits and avoid promiscuity. thereby increasing the spirit in terms of mental, intellectual and emotional. And provide motivation in achieving every goal.Highlight:
 
 Importance of Education and Counselling: The integration of education and counselling programs plays a crucial role in increasing legal awareness among high school students, enabling them to understand the significance of law in their lives.
 Character Development: The programs aim to shape the behavior and characteristics of students, fostering a sense of responsibility, compliance with the law, and motivation to achieve their aspirations.
 Mental, Intellectual, and Emotional Growth: By enhancing legal awareness, students experience an overall improvement in their mental resilience, intellectual capacity, and emotional well-being, contributing to their personal development.
 
 Keyword:
 Legal Wareness, Education and Counselling, High School Students, Community Service, Character Development.

Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.

Children's heavy reliance on screen media has raised serious public health issues since it might harm their cognitive, linguistic, and social-emotional growth. This study examines the effects of screen time on many developmental domains and covers management and limitation techniques for kids' screen usage. Screen media has a wide range of cognitive consequences, with both beneficial and detrimental effects noted. Screens can improve education and learning; however, too much time spent in front of a screen and multitasking with other media has been related to worse executive functioning and academic performance. As screen time reduces the amount and quality of interactions between children and their caregivers, it can also have an impact on language development. Contextual elements like co-viewing and topic appropriateness are key in determining how language development is impacted. Additionally, excessive screen usage has detrimental effects on social and emotional growth, including a rise in the likelihood of obesity, sleep disorders, and mental health conditions including depression and anxiety. It can obstruct the ability to interpret emotions, fuel aggressive conduct, and harm one's psychological health in general. Setting boundaries, utilizing parental controls, and demonstrating good screen behavior are all techniques that parents may use to manage children's screen usage. We can reduce the possible negative impacts of excessive screen time and promote children's healthy development and well-being by increasing knowledge and encouraging alternative activities that stimulate development.

From “Confusion” and “Fear” to “Broadened Horizons.” Students’ Transformative Experiences in Two Higher Education Contexts: Argentina and Sweden

This article explores students’ experiences of intellectual, social, and emotional growth during the first year at university and the extent to which these experiences can be considered transformative (Mezirow, 1981). The study is a qualitative interpretive multiple-case study built on semi-structured interviews with students in two higher education contexts, Argentina and Sweden. The results show that most students experience similarly interrelated changes concerning self-confidence, knowledge- and language-abilities, critical thinking, and values and beliefs. For some students, these changes lead to profound shifts in how they perceive themselves and their possibilities. Such transformative experiences are emancipatory and empowering, giving students more control over their lives. Other students are gradually changing, experiencing growth in knowledge, literacy, and self-confidence. However, they do not yet experience profound changes in their worldview and how they perceive themselves. Contextual factors related to family life and future profession affect the significance students attach to experienced changes.

A grassroots antiracist program: The motivation and perceived growth of participants in a community-based, intergroup dialogue program.

In the United States, racial segregation still organizes the social lives of most people. This segregation of social life continues reinforcing attitudes and behaviors that sustain racial injustice in the United States. Given the longstanding structural forces sustaining the segregated status quo, why do certain individuals seek out opportunities for 'intentional integration'? And what happens when they do? This qualitative study interviewed racially diverse participants in a community-developed, sustained, and strategic intergroup dialogue program called Touchy Topics Tuesday (TTT), located in St. Louis, Missouri. Overall, participants (N = 30) described three interwoven motivations for involvement in the program-a catalytic moment, a long-term commitment mindset, and/or the influence of their social network. Of all these, participants' social network was the predominant motivating force for individuals across racial lines. Participants also reported three main categories of outcomes: intellectual growth, emotional growth, and relational growth. Each of these categories encompass both attitudinal and behavioral changes. The article interrogates these major findings in the context of the intergroup dialogue literature and studies of attitude change and psychotherapy.

SOCIAL-EMOTIONAL LEARNING IN ARTS EDUCATION

The importance of arts education cannot be overstated, as it allows students to express themselves creatively and develop essential skills such as critical thinking and problem-solving. However, there is a growing concern that current arts education primarily focuses on knowledge acquisition and skill development while neglecting the emotional needs of students. In this paper, we explore the issue of utilitarianism in current art education and how current arts education neglects the emotional needs of students. Utilitarianism, which prioritizes the usefulness of education over its intrinsic value, often leads to a narrow focus on developing technical skills and knowledge at the expense of students’ emotional needs. We introduce the concept of socio-emotional learning and its impact on arts education. Socio-emotional learning is an educational method that promotes emotional growth, cooperative learning opportunities, and intuitive insights through arts integration. We argue that socio-emotional learning can help students better understand themselves and others and lead to more meaningful and fulfilling artistic experiences.

Relationship Between Parenting and Social Emotional Development of Children Aged 3-4 Years in Tenam Village, Muara Bulian District

This research is motivated by the low social emotional development of children. This is evident from the fact that there are still a lot of kids who can't cooperate with friends, who don't want to share with friends, who want to win at all costs, and who are less receptive to their environment. This investigation will: 1) Take a look at the explanation of parental care for kids between the ages of 3-4 years. 2) See a summary of the social and emotional growth of kids between the ages of 3-4 years. 3) Seeing the relationship between parenting and social emotional development of children aged 3-4 years. This study's methodology is a quantitative, correlational technique. In this study, a total of 60 women with children in the age range of 3 to 4 years lived in Tenam Village, Muara Bulian District. Researchers frequently employ cluster random sampling. Strategies for gathering data in the form of a questionnaire. Techniques for data analysis use Product Moment and percentage calculations. The results of the study show that: 1) The description of parental care for children in Tenam Village is categorized as good. 2) The description of the social emotional development of children aged 3-4 years in Tenam Village is categorized as not good. 3) There is a relationship between parenting and social emotional development of children aged 3-4 years in Tenam Village.

Cybergogy untuk Implementasi Pembelajaran PAI yang Bermakna

This paper aims to review the literature to propose a meaningful PAI learning paradigm in the context of cybergogy learning interaction. The demands of ICT needs and the meaningfulness of learning increasingly urge innovation and futuristic learning reconstruction. Empirically, since the Covid-19 pandemic passed, the challenges of PAI learning do not only include the planning, implementation and evaluation of blended learning but also the meaningfulness of learning interactions to achieve the expected goals. The cybergogy model carries aspects of knowledge (cognitive), social and emotional interestingly tracing its conceptual relevance, adaptation and implementation in learning PAI meaningfully. In addition to achieve the goal of meaningfulness of PAI learning, it is also expected to create a comfortable online learning (good online learner) in the integration of digital technology. This paper is developed through the method of reviewing relevant literature from various scientific sources with a literature approach, the data is collected and analyzed descriptively and then a paradigm is proposed that is worthy of being informed and proposed as a finding. Concept of cybergogy is actually relevant to be implemented in PAI learning, having a connection of concepts and principles to create meaningful learning, emphasizing cognitive engagement, strengthening social and emotional values of students. The meaningful PAI learning and the context of cybergogy emphasize careful interaction, namely the identification of various relevant contexts, the learning objectives are achieved comprehensively, namely the development of knowledge and continuous emotional and social growth in line with Islamic teachings. In addition, it is necessary to pay attention to pedagogical and technical principles, holistic and integrative approaches, so that they can be widely considered for learning.

Analyze Social Behavior in Autistic Children by Using Theory of Mind

A complicated heterogeneous disorder, autism spectrum disorder (ASD) impacts verbal and nonverbal communication, social relationships, as well as social and cognitive activities. The study of the theory of mind (ToM) entails the observation, comprehension, and interpretation of mental states and the behaviors they produce. ToM and ASD are closely related. The ToM exam is frequently failed by kids with ASD. Currently, scientists have discovered a link between ToM, social-emotional development, and cognitive development in kids with ASD. ToM was successful in predicting with precision the limitations of autistic patients' social skills, creative abilities, and communication. However, the causes of autism are still largely unknown because of the disorder's complicated behavior and polygenic disorders. The purpose of this paper is to investigate how ToM affects the social, emotional, and cognitive growth of children with ASD. The study uses Empathizing-systemizing (E-S) theory to explain the non-social and social traits of autistic children and describes how ASD children make moral decisions from the perspective of cognitive and social development.

Associating Growth Mindset with Emotional Intelligence and Why It’s Needed for Professional Identity Formation

Nurturing professional identity formation (PIF) is incumbent for the future of a pharmacist. The process of PIF incorporates norms, roles, and expectations of the profession into existing identities. This process can be particularly challenging when there are conflicting identities that provoke strong emotional experiences. Emotions are driven by beliefs and thoughts which serve as the catalyst for our reactions and behavior. Dealing with strong emotions can be uncomfortable, requiring proper regulation and management. Emotional intelligence and a growth mindset are fundamental traits that significantly influence a learner’s ability to navigate the emotional complexities and thoughts associated with PIF. Although there is some evidence in the literature on the benefits of cultivating emotionally intelligent pharmacists there is a paucity of information on its association with growth mindset and PIF. Emotional intelligence and growth mindset are not mutually exclusive traits and development of both is needed for a learner’s professional identity.

Hematopoietic Cell Transplantation Patient-Caregiver Dyad Perspectives on Participation in a Digital Storytelling Intervention: A Qualitative Approach

Storytelling has long been considered an effective means of communication, allowing the teller to process their emotions in light of particular life challenges. Effects on the listener also have been demonstrated to be beneficial, especially if the listener is faced with a similar life challenge. Less is known regarding the potential effects of storytelling on listening dyads and opportunities for joint processing following exposure to relevant stories. We sought to study these phenomena in the context of hematopoietic cell transplantation (HCT), a demanding medical procedure requiring intensive informal caregiving and thus great patient-caregiver entwinement. The purpose of this qualitative descriptive study was to explore participants' perceptions of a 4-week web-based digital storytelling (DST) intervention using both quantitative ratings of acceptability and qualitative coding of interviews conducted after intervention completion. A total of 202 participants (101 HCT patient-caregiver dyads) were recruited from the Mayo Clinic Arizona and randomized into either a DST arm or an Information Control (IC) arm. Participants in the DST arm rated the acceptability of the intervention and were asked to participate in a 30-minute phone interview to discuss their experience with the DST intervention. All interviews were recorded and transcribed verbatim and imported into NVivo 12 for coding and analysis, using a combination of deductive and inductive approaches to organize the data, create categories, and develop themes and subthemes. A total of 38 participants (19 HCT patient-caregiver dyads) completed the post-intervention interviews. Patients were 63% male and 82% White, 68% received allogeneic HCT, and their mean age was 55 years. The median time from HCT was 25 days (range, 6 to 56 days). Caregivers were mostly patients' spouses (73%) and female (69%), with a mean age of 56 years. In general, the 4-week web-based DST intervention was well accepted and liked by both patients and caregivers regarding the duration, dyadic participation, and convenience of participating in the intervention at home. Patients and caregivers who completed the DST intervention indicated that they were satisfied with the intervention (mean score, 4.5 of 5), were likely to recommend it to others (mean score, 4.4), would watch more stories (mean score, 4.1), and that the experience was worth their time (mean score, 4.6). Major themes that emerged from the qualitative analysis included (1) building communal connection through engaging with the stories; (2) positive emotional growth after HCT; (3) value of gaining the other's perspective; and (4) impact of open communication on the patient-caregiver relationship. A web-based DST intervention provides an attractive format through which to deliver a nonpharmacologic psychosocial intervention to HCT patient-caregiver dyads. Watching the emotional content in digital stories may help patients and caregivers cope with psychoemotional challenges together and provide an opportunity for emotional disclosure. Further work on determining optimal paths to disclosure is warranted.

F-FNC: Privacy concerned efficient federated approach for fake news classification

Fake news and manipulated information affect the social, economic and emotional growth of the world's population.For the identification of fake news, several classification systems are available, but no such system was found fast, secure and reliable as per the need of the hour. In this work, an efficient framework based on the federated architecture for the classification of fake news was proposed, while maintaining the data privacy constraints for sensitive text news datasets. The proposed federated-Fake New Classification (f-FNC) framework utilized the distributed client–server architecture with data privacy of all client or connected edge devices. For the testing and evaluation of the proposed f-FNC framework, the non-identical data was gathered from several online resources and was disseminated in a pre-processed format. To test the validity of federated deep learning models, the experiments were performed under various scenarios such as traditional learning, federated learning single client, and federated learning multi-clients. The performance of f-FNC framework was evaluated through various computational parameters such as accuracy and loss validation along with available resource parameters including CPU and RAM utilization. It was observed from the resultant outcome that the proposed f-FNC framework worked significantly well in both single-client and multi-client (N-clients) scenarios in comparison to traditional distributed deep learning based classifiers. The additional features of low cost and data-privacy of edge devices with limited resources made this proposed framework unique and the best alternative to existing fake news classifier tools.