Indian Higher Education Research Articles

Reconstructions of the Teaching-Learning Methodology in HEIs for the Execution of NEP

National education policy has extended a new dimension of the teaching-learning process. The Higher Education of India wants to replace the old & and traditional education system which is very lengthy and time-consuming as well as not providing shill development, practical knowledge, vocational jobs, and promotion to new startups. The New National Education Policy is bringing employment orientation education and skill development to the new generation. The paper focuses on changing the mode of Teaching -teaching-learning methodology which assists in the Execution of NEP. The doctrinal research methodology was adopted by the author and collected data from legal documents ministry data and internet data. The delimitation of the paper only covers the area of teaching behaviors of university-level teachers. The results of the paper no doubt NEP has played a greater role in enhancing the mindset of teachers in higher education and universities. Now a day’s education learning process is correlated with the Gamification education system.

Enhancing Access, Equity, and Quality in Higher Education in India through Technology and Its Challenges

Higher education in India stands at a pivotal juncture, with technology playing a transformative role in enhancing access, equity, and quality. This paper explores the opportunities and challenges associated with leveraging technology to advance higher education in India. It examines initiatives aimed at expanding access to education, promoting equity among diverse learner populations, and improving the quality of educational experiences through the integration of Information Technology (IT). However, various challenges hinder the realization of these goals, including the digital divide, infrastructure limitations, pedagogical integration, etc. Addressing these challenges requires concerted efforts from policymakers, educators, and stakeholders to ensure that technology-driven initiatives effectively enhance access, equity, and quality in higher education across India.

Overview Policies, Problems and Prospects of Higher Education in India

Indian education system traditionally served a particular segment of the society belonging to selected groups and elites. Colonial rule under the British Government developed concept of a modern state, modern economy and modern education system. After Independence, Jawaharlal Nehru visualized India as a secular democratic state. School curriculum was based on twin themes of inclusiveness and national pride, ensuring that India’s different communities could live together peacefully as one nation. Higher education through institutions like IITs and IIMs formed a major contribution to the Nehruvian vision of a selfreliant and modern India. Drawing on Nehru’s vision and articulating most of his themes, the Kothari Commission was set up in 1964 to formulate a coherent education policy for India. Kothari Commission felt education is meant to improve productivities, promote national and social harmony, consolidate democracy, modernize the country and develop social, moral and spiritual values. Attainment of this objective is possible only through the education policy which would provide free and compulsory education to all children up to the age of 14. According to Kothari Commission, Education policy must feature development of languages, equality of educational opportunities to all social groups and development and prioritization of scientific education and research. The Commission also lay emphasis on the removal of illiteracy and provision of adult education. The theme of the present paper is Policies, Problems and Prospects of Higher Education in India. The main objective of the present paper is to be analyze the policies, problems and prospects of Higher Education in India.

An Analysis on Women Enrolment in Higher Education in India

There is still a gender enrolment disparity in India’s higher education system, despite notable progress. Using a combination of methods for thorough analysis, this study explores the complex interactions between socio-economic, cultural, and institutional barriers preventing women from pursuing higher education chances. Further, this study relies on the issues of Girls are disproportionately affected by ongoing poverty, a lack of family support, and uneven access to high-quality secondary school, which undermines their ambitions for further education. Women students in higher education are marginalized and denied academic opportunities due to inadequate infrastructure, a dearth of gender-sensitive teaching techniques, and a dearth of female role models. Not only is closing the gender gap in higher education morally required, but it is also a calculated investment in the future of India. India can unleash the enormous potential of its female population and move the country toward a more egalitarian and prosperous future by removing the complex hurdles found in this study and putting in place efficient interventions at the individual, and institutional. The simple statistical tools adopted and it was observed from the results that the annual average percentage rate was positive in all the levels of education. Finally, it is particularly noted that the majority of the women were enrolled in Ph.D after integrated and PG Diploma programmes.

Estimation of Psychometric Properties of Leadership Style Questionnaire at Higher Education

This study aimed to validate the Even & David-Hadar (2021) leadership style questionnaire for assessing head leadership in the context of Indian higher education. The three-factor structure (transformational, transactional, laissez-faire) was tested with data from 400 university teachers across science, engineering, humanities, and social sciences from both public and private institutions in Punjab.
 Purposive random sampling was employed in two separate studies (n=200 each). Study 1 utilized exploratory factor analysis (EFA) to reveal three dimensions explaining 65.46% of the variance, with good internal consistency (>0.80). Study 2 confirmed these findings through confirmatory factor analysis (CFA), demonstrating moderate goodness of fit (CMIN/DF=2.114, GFI=0.89, TLI=0.92, CFI=0.93, RMSEA=0.074).
 These results support the validity and reliability of the adapted questionnaire for measuring leadership styles in Punjab higher education. This 15-item, three-dimensional scale can be valuable for addressing behavioral and management issues among university teachers.

Attitude of Muslim Parents Towards Girls Higher Education in India

This review paper discusses Muslim parents’ attitudes about their daughters’ desire to pursue higher education in India. The method used in this study is the use of secondary data gathered from publicly accessible platforms, including reliable articles retrieved using online platforms, including Science Direct, Research Gate, Google Scholar, and Scopus. Initially, 186 papers were screened, and 105 met the requirements to move on to the assessment step. For the 72 papers that made it through the final round of examination, the paper maintains strict standards of accuracy, external validity, citation conventions, and review methods. The results of this review article shed light on the many factors that contribute to the educational crises that Muslim girls in India experience and the crucial role that parental attitudes play in determining their daughters’ academic success. The study emphasizes how socioeconomic factors influence Muslim females’ access to higher education. The report finishes with suggestions on dealing with these problems and encouraging females in India’s Muslim population to pursue higher education.

The Status of Women in Higher Education in India: A Study During 2010-2020

The Status of Women in Higher Education in India: A Study During 2010-2020

Educational foundations for resilient Indian entrepreneurs- An empirical study

This study, conducted within the realm of Indian higher education institutions, explores the intricate nexus between entrepreneurial education and the resilience of entrepreneurs, leveraging the framework of social learning theory. Employing a quantitative methodology, specifically Partial Least Squares Structural Equation Modeling (PLS-SEM), our research uncovers a substantial and positive association between the provision of entrepreneurial education and the cultivation of robust entrepreneurial resilience. This underscores the pivotal role of educational initiatives in bolstering individuals' ability to navigate the multifaceted challenges that entrepreneurship presents adeptly. Furthermore, the investigation identifies emotional intelligence as an intermediary factor in this relationship, underscoring the critical function of emotional understanding in amplifying individuals' adaptability and prowess in the entrepreneurial milieu. These findings carry profound implications for academia and policy formulation, accentuating the imperative of infusing emotional intelligence into entrepreneurship education to empower future entrepreneurs for success within the dynamic landscape of Indian entrepreneurship.

Role of Skill Development in Higher Education in India

Role of Skill Development in Higher Education in India

Inclusive Growth and Sustainable Development: - In Context of Higher Education in India

Education is now seen to be the primary tool for inclusive growth of a country. Because it develops the skills, talents, and knowledge which is necessary for social growth, higher education is vital to society as a supply of skilled human resources and help in sustainable development because higher education enhance the abilities, positive mindset and favorable attitude towards sustainable development. Higher education is a strong instrument for expanding access to highly paid and skilled occupations is higher education, which also contributes to inclusive growth and sustainable development of a nation. Education plays a crucial part in ensuring sustained inclusive growth. The advancement of education is a highway to achieve inclusive growth. The notion of inclusive growth is wide and encompasses both major and small sectors. It encompasses all societal segments, including those who live below the poverty line and several marginalized groups. The goal of inclusive growth is to promote the nation's sustainable development by incorporating all regions and demographics equally and without discrimination. To attain the aim of inclusive growth and sustainable development, education is required at every level of society. The purpose of this research study is to examine how higher education contributes to inclusive growth. This paper is based upon secondary data which is collected from different different online sites and government reports. The highlights of this paper are expansion of higher education in India, new initiative towards inclusive growth and higher education enrollment. Ensuring that males and females have equal access to higher education options is the primary objective. The expansion of every societal segment in the nation is a challenge to the Indian government. The ideal strategy for sustained inclusive growth is to use higher education to assist individuals improves their potential and skills

Artificial intelligence in Indian higher education institutions: a quantitative study on adoption and perceptions

Artificial intelligence in Indian higher education institutions: a quantitative study on adoption and perceptions

Revolutionizing Higher Education in India: The Impact of the National Education Policy-2020

India’s educational policies need immediate restructuring. In the digital age, it is imperative to update the outdated educational system. This alteration is necessary to safeguard employment opportunities and the overall economic well-being. The introduction of NEP 2020 caught several people off guard. The alterations brought forth by NEP 2020 left several educators astounded. This article focuses on the implications of NEP 2020 on higher education, despite the fact that educational policies have had an equal impact on both schools and universities. This study delineates the fundamental constituents of NEP and examines their impact on education. The initiative aims to achieve a 50% enrollment rate by the year 2035.

New Education Policy and its Impact on Higher Education in India

The education system plays a major role in the development of a country. The backbone of developed countries is behind in quality of education, especially at the higher education level. The higher education system is a gateway to the development of a country. A weaker education system leads to creating less development in all aspects of the economic growth of a nation. At the same time, in or to apply, quality education will be provided by quality, qualified and innovative teachers only. The teachers should be competent, qualified and trained professionals to achieve the goal of the New Education Policy. The New Education Policy 2020 (NEP) announced by Sri. Narendra Modi, the Prime Minister of India and it approved by the Union Council of Ministers. The New Education Policy will be applicable throughout India by 2021. The New Education Policy focuses on providing quality, creative thinking, and productive, practically viable educational service to the young minds of India.

National Education Policy (NEP 2020): An Analytical View that Reforms will be Learned in School and Higher Education in India

National Education Policy (NEP 2020): An Analytical View that Reforms will be Learned in School and Higher Education in India

Transnational Perspectives And Diversity In Legal Education: The Role Of Indian Higher Education Institutions

Transnational Perspectives And Diversity In Legal Education: The Role Of Indian Higher Education Institutions

INDIAN HIGHER EDUCATION SYSTEM: ASCENDANCY OF HEGEMONIC CULTURE AND INTERNATIONAL MULTICULTURALISM

Through this study researcher wants to find relationship between two dependent variables, i.e., hegemonic culture and international multiculturalism with that of independent variable, i.e. Indian higher education system. Since it becomes very important to know what effect multiculturalism and hegemonic culture have on our higher education system so that we can have more culturally responsive classroom practices in place. For this research, data was collected from university level teachers working at various positions like Professors, Associate professors, and Assistant professors. Full-time college faculty members made up the bulk of the data collecting samples. The information was gathered using a survey. 
 All dependent variables i.e., hegemonic culture (0.010), international multiculturalism (0.02) have significant positive impact on the independent variable i.e., Indian Higher Education system, it was also observed that hegemonic culture (0.010) have the least impact on Indian higher education system. 
 We see CRT in educational environments as all about leveraging diverse ethnic groups’ culture and experiences to educate more effectively. A culturally responsive classroom must allow children to keep maintaining both their academic success and their cultural identity. This research contributes towards a theoretical framework which is based on CFA Modelling of construct variables. In this we try to find out relationship between dependent variables like hegemonic culture, what is the role of an experienced teacher in facilitating culturally diverse classrooms and international multiculturalism on independent variable i.e., Indian higher education system.

A study on the associations among the factors influencing digital education with reference to Indian higher education

A study on the associations among the factors influencing digital education with reference to Indian higher education

Navigating the digital divide: assessing faculty ICT skills and challenges in shaping the future of higher education in India

This article delves into the transformative impact of Information and Communication Technology (ICT) on higher education institutions in India, particularly in the context of the rapid shift to online classes prompted by the global pandemic. The study focuses on evaluating the Information and Communication Technology skills of faculty members across central universities, government higher education institutions, and state universities. Through a random sample of 220 respondents, the research employs statistical tools, including one-way ANOVA and independent-sample t-test, to discern patterns and variations in faculty ICT proficiency. Notably, the findings underscore the significance of assessing faculty readiness for online teaching, revealing a need for targeted interventions to bridge existing skill gaps. Furthermore, the article delves into the challenges encountered during the transition to fully online classes, examining factors such as age, resource availability, and operational difficulties. The disparities in the adoption of online education between faculty and students are explored, shedding light on the emotional dynamics experienced by educators in this transformative process. Additionally, the study proposes recommendations for fostering 21st-century teaching strategies, advocating for a nuanced approach to faculty development that considers both attitudes and skills. The insights provided aim to inform policymakers, educational authorities, and institutions on strategies to enhance the efficacy of online education and address the evolving needs of higher education in the digital era. In conclusion, this article contributes a multifaceted exploration of the challenges and opportunities posed by the integration of ICT in higher education in India. By providing a nuanced understanding of faculty ICT skills, challenges in online education adoption, and recommendations for the future, the article seeks to be a valuable resource for shaping effective and inclusive strategies for the evolving landscape of higher education.

Digital Citizenship Education in Higher Education: A Study in Indian Perspective

In recent years, higher education in India has undergone significant changes and advancements, particularly with the integration of technology and innovation into the learning process. With the increasing use of digital tools and platforms, individuals must understand the responsibilities and ethics associated with the use of technology. This is where digital citizenship education comes into play. In the context of higher education, digital citizenship education can play a crucial role in preparing students to become responsible and informed digital citizens. The purpose of this study is to examine the technological innovation in higher education in India, with a special emphasis on digital citizenship education, and to analyse the factors that influence its integration. The study aims to provide insights into the challenges and opportunities related to the implementation of digital citizenship education in Indian universities and to make recommendations for its effective integration into the higher education curriculum.

Digitalization Higher Education in India

India is well-progressing towards digital education, backed by rising adoption of digitalization by universities and colleges, increasing internet penetration and soaring demand from students. As per Red Seer Consulting, the online education market (higher education and lifelong learning market) in India is forecast to reach ~ US$ 5 billion by 2025, driven by the government’s focus on designing online education programmes, strengthening digital infrastructure across the country and catering to the rising demand for up skilling among students. This paper presents key initiatives taken by the Indian government to boost digital education in Higher Education.