Education
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Attitudes of Science Teachers Towards Inquiry-Based Methods
This study explores the attitudes of secondary-level science teachers toward inquiry‑based teaching methods, aiming to understand their perceptions, beliefs, and readiness to implement such pedagogies in classroom settings. Inquiry‑based methods emphasize student‑centered exploration, critical thinking, and…
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Evaluation of In-Service Teacher Training Under SSA
This study evaluates the effectiveness of in‑service teacher training programs implemented under India’s Sarva Shiksha Abhiyan (SSA) between 2013 and 2016. Focusing on both the design and delivery of training modules, the research examines how such…
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Pedagogical Content Knowledge Among B.Ed. Graduates
This study investigates the level and nature of Pedagogical Content Knowledge (PCK) among Bachelor of Education (B.Ed.) graduates. PCK, conceptualized by Shulman (1986), represents the unique blend of subject-matter expertise and pedagogical skill that allows teachers…
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Perceptions of Pre-Service Teachers About Inclusive Classrooms
Inclusive education—wherein learners of diverse abilities, backgrounds, and needs learn together in the same classrooms—has gained recognition worldwide as both a human right and a driver of educational quality. This extended abstract elaborates on the theoretical…
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Subjective vs. Objective Assessment in Remote Teaching
The accelerated shift to remote teaching, driven by global crises and technological advancements, has fundamentally transformed educational assessment practices. This study provides a comprehensive examination of subjective versus objective assessment methods within remote learning environments, elucidating…
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Rubric-Based Grading in Online Project-Based Learning
Rubric-based grading in online project-based learning (PBL) environments has garnered significant attention for its potential to address long-standing challenges in assessment transparency, consistency, and learner engagement. This enhanced abstract elaborates on the context, methods, findings, and…
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AI-Driven Student Performance Prediction Models in EdTech
Artificial intelligence (AI)–driven student performance prediction models have emerged as a transformative force in educational technology (EdTech), enabling instructors, administrators, and learners themselves to harness data-driven insights for personalized learning pathways. By leveraging advanced machine learning…
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Data-Driven Learning Outcome Mapping in Digital Education Systems
This manuscript explores the design, implementation, and evaluation of data-driven learning outcome mapping within digital education systems. By leveraging analytics and visualization techniques, educators can align curriculum content, instructional strategies, and assessment methods with predefined learning…
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Student Collaboration in Virtual Group Projects
This study delves deeply into the multifaceted dynamics of student collaboration within virtual group projects, situating the inquiry against the backdrop of rapid expansion of online and blended learning modalities. Over the past decade, educational institutions…