Indian Journal of Educational Technology
ISSN- 2581-8325 CIET, NCERT has been a premier institution for development and dissemination of resources and techniques related to Educational Technology (ET) for better understanding of teaching-learning at school level. With renewed thrust on educational technology using digital platforms, the need for a quality journal on educational technology in India is felt more than ever. Keeping this in regard, Indian Journal of Educational Technology will be a medium for scholarly presentation and exchange of information between researchers, professionals and practitioners of technology related fields of education. The journal aims at covering disciplinary areas of educational technology (ET) for school education and teacher education. The specific objectives of this journal are: i) to provide an open access journal for sharing updated and peer-reviewed research on Educational Technology for easy access and ii) to promote research on the integration of technology in school and teacher education, promote innovative practice, and inform policy debates on educational technology. This bi-annual open-access online peer-reviewed journal will be a platform for exchange of ideas and would also become a basis for further innovation in ET in school and teachers’ education.
Transforming School Education with Artificial Intelligence (AI): Current Approaches and Implications
Artificial intelligence (AI) has transformed the education system with the help of technology, thus affecting different aspects of human life. This paper gives a general idea of AI in school education in the current scenario, focusing on approaches such as data science, machine learning and deep learning. It explores the historical integration of AI in schools, highlighting initiatives undertaken and approaches related to AI, and emphasises the disciplinary aspect of AI education. The practice of AI in education and its implications such as teacher training, curriculum development, interdisciplinary integration and ethical considerations are discussed in this paper. By examining examples and best practices, this paper underscores the potential of AI to enhance teaching, learning, and administrative processes, while recognising the challenges and ethical considerations that need to be addressed for responsible AI education implementation.
Unleashing the Power of AI: Revolutionising Indian Classrooms with AI-Driven Pedagogical Breakthroughs
Artificial intelligence (AI) is revolutionising education by enhancing accessibility, customisation, and engagement. AI applications, such as virtual tutoring, automation, and adaptive learning, are gaining ground in various domains of education. Forecasts about AI’s journey in education indicate that nearly all educational sectors, from school education to various technical, professional, and non-technical higher education fields, will progressively rely more on AI technologies and tools. The growth of AI technology over time and how it can be utilised in the education sector, ranging from cutting-edge methods of instruction to effective instructional strategies and universal access to education, are addressed briefly in this article. Further, it explores AI’s many potential application-related impacts on Indian education. It has been suggested that challenges such as socio-religious taboos, knowledge gaps, digital divide, shortage of specialists, and inadequate training initiatives must be addressed to incorporate AI technologies ethically in Indian education effectively.
Systematic Review on Enhancing Science Process Skills through Virtual Reality in School Education
Developing science process skills (SPS) is fundamental to fostering scientific inquiry and problem-solving abilities among students. This article presents a systematic literature review (SLR) examining the utilisation of Virtual Reality (VR) technology to enhance SPS in school education settings. The study follows the PRISMA model, employing rigorous methodology to identify and analyse relevant research articles from 2012 to 2022. A comprehensive search across databases, including Scopus, Web of Science, Springer Link, and Google Scholar, initially yielded 933 articles, from which 28 were selected for detailed analysis. The review explores VR applications across elementary, middle, and high school levels, focussing on methodologies, theoretical frameworks, and input/ output devices used in VR-based science education. The findings reveal that VR technology facilitates immersive and interactive learning experiences in various scientific disciplines, such as Botany, Biology, Physics, and Chemistry. Studies demonstrate the effectiveness of VR in enhancing student engagement, comprehension, and laboratory skills through simulations, games, and virtual field trips. The article highlights the potential of VR to transform science education by encouraging deeper understanding, critical thinking, and skill development among students. It recommends further research into optimal VR design, long-term learning outcomes, and issues of accessibility and equity in science education.
Transforming Teacher Professional Development Through Artificial Intelligence
Artificial Intelligence (AI) is set to transform teacher professional development through innovative approaches in personalised learning, collaboration, mentoring, datadriven decision-making, and workload management. As educational systems adapt to technological advancements, AI presents a valuable opportunity to enhance teachers’ professional growth and meet evolving student needs. One significant application of AI is personalised learning. IBM’s Watson Education, for instance, analyses extensive datasets to provide targeted training recommendations aligned with individual teachers’ performance, instructional styles, and professional goals. This tailored approach ensures that professional development is relevant and effective, leading to improved pedagogical methods and classroom outcomes. AI also fosters collaboration through platforms like Microsoft Teams for Education. These platforms use AI to suggest relevant professional development communities and discussion groups based on user interactions, thereby enhancing peer learning and the exchange of best practices among educators. This interconnected environment supports innovative teaching strategies and better student outcomes. In mentoring and coaching, AI tools such as CoachBot offer personalised insights into mentee progress, while TeachFX provides real-time feedback from classroom interactions. These tools improve mentoring effectiveness and expand access to high-quality support, irrespective of location. AI’s impact extends to data-driven decision-making with tools like BrightBytes, which analyse large datasets to inform professional development priorities and resource allocation. However, this integration raises ethical concerns, including data privacy, algorithmic bias, and overreliance on quantitative measures.AI also reduces teacher workload by automating tasks like grading and scheduling. Gradescope exemplifies this by automating grading processes, which allows teachers to focus on instructional improvement and reduces burnout. In conclusion, while AI has the potential to revolutionise teacher professional development, addressing ethical concerns is crucial to ensure its benefits are realised while maintaining teacher autonomy and data protection.
Adoption and Impact of Digital Learning: Insights from Educational Research
This comprehensive study explores the field of digital learning, following its development from Jay Cross’s ground breaking theories in 1999 to its current use and effects on educators and students. The study looks at the fundamentals of digital learning, adoption rates, and the attitudes and opinions of educators and students. It examines the various elements that affect the effective integration of digital learning, including the acceptance of new technologies, instructional approaches, and socioeconomic differences. In addition, it evaluates how the COVID 19 pandemic affected digital learning, explaining the difficulties and possibilities it brought to the field of education. The study emphasises the significance of digital infrastructure, teacher training, and curricular integration in improving digital learning experiences. It emphasises the need to address hurdles, including uneven access to technology, teacher preparedness, and socioeconomic inequality, in order to promote a more inclusive digital learning environment. The paper also makes recommendations for ways to enhance digital learning for teachers and students, focusing on interactive platforms, thorough evaluation techniques, and ongoing improvement goals. Additionally, the study points out important directions for further investigation, such as the ways in which digital learning might advance inclusion and equality, how well it works for kids with special needs, and how it affects students’ social-emotional learning outcomes. The collective outcome of this study endeavours to direct decision-makers, instructors, and interested parties towards improving digital learning methodologies, guaranteeing their effectiveness, inclusiveness, and involvement in the educational environment.
Digital Transformation in Education: A Comprehensive Bibliometric Analysis, Government Initiatives and Challenges
The escalating significance of digital transformation in education signifies a paradigm shift in learning delivery, driven by technological advancements like AI, virtual reality, and data analytics. It aims to enhance accessibility, personalise learning, and foster collaborative experiences. This research explores the evolution of digital transformation research in education, tracing its trajectory from basic tools to comprehensive restructuring. A bibliometric analysis reveals a surge in research publications post 2019, influenced by seminal articles and the COVID-19 pandemic. Citation analysis highlights impactful papers, emphasising the pandemic’s profound impact on digital education. Keyword network maps and cluster analysis unveil research trends, while initiatives in India exemplify government efforts in digital education transformation, ensuring inclusivity and accessibility. Despite digital transformation’s positive impact on education, strategic high-level challenges persist. Resistance to change impedes the adoption of new methods, necessitating effective leadership, pilot projects, and orientation programs. Technology infrastructure challenges, including glitches and data security concerns, underscore the need for investments in stable technologies. Compatibility issues with existing systems and the lack of a clear strategy pose hurdles, emphasising robust planning and phased implementation. Additionally, inferior technology skills and inequality in access necessitate training programs and measures to address socio-economic disparities for successful digital transformation in education.
Toward a Holistic Integration of Digital Technologies in Physical Education: Global Perspectives, Pedagogical Frameworks, and Critical Considerations
Rapid developments in digital technology are transforming how we teach and learn, including in Physical Education (PE). This paper examines the use of digital tools—such as video feedback, mobile apps, social media, virtual reality (VR), and artificial intelligence (AI)—in PE. It offers an overview of key theories, international viewpoints, and practical examples. Drawing on models such as Social Cognitive Theory and TPACK, it explores how technology can enhance motor skill acquisition, enrich assessment practices, and foster self-regulated learning. Case studies highlight the potential for innovative tools to improve motivation, engagement, and skill development, while also identifying key challenges related to resource disparities, teacher training, privacy concerns, and the potential overemphasis on performance metrics. The analysis emphasises that realising the full potential of technology in PE requires a careful balance between innovation and pedagogical intentionality. Strategies for effective professional development, curriculum design, and supportive policies are discussed. This paper articulates a vision for a holistic, ethically grounded, and learner-centred approach to integrating digital tools in PE by situating current practices within historical contexts and emerging trends. It concludes by offering research directions and policy recommendations to ensure that technology serves as a means to enrich, rather than replace, meaningful physical education experiences.
Copyright (c) 2025 Indian Journal of Educational Technology
Nexus: A Brief History of Information Networks from the Stone
Yuval Noah Harari’s Nexus: A Brief History of Information Networks From the Stone Age to AI presents a sweeping historical and philosophical analysis of the role that information networks have played in shaping human societies. Following in the intellectual tradition of his earlier works, such as Sapiens and Homo Deus, Harari offers a broad and interdisciplinary exploration of how human civilizations have built, expanded, and managed information networks from their origins to the present day. In Nexus, Harari traces the evolution of these networks, from ancient mythologies and bureaucracies to modern AI-driven systems, with a critical eye on the tensions between information, truth, and power. Harari’s overarching thesis in Nexus is clear: human history is, to a significant extent, a history of information networks, and these networks have not only facilitated the coordination and growth of societies but also entrenched delusion and misinformation. Harari argues that information does not simply reflect reality; it also creates it by forging connections between individuals and groups. While this argument is compelling, Harari’s analysis also raises significant questions about the nature of truth, the role of technology, and the future of governance in a world increasingly dominated by artificial intelligence.
How have the SWAYAM MOOCs impacted Indian higher education? An inquiry through data mining approach
Examining the phenomenon “How have the SWAYAM MOOCs impacted Indian Higher Education (HE)?” is the study’s goal. The Study Web of Active Learning for Young Aspiring Minds (SWAYAM), a local MOOC platform that houses all Indian MOOCs, is where the data is gathered. The results of the study shed light on a variety of aspects of SWAYAM MOOCs and their worth to the Indian HE. First, there is a noticeable heterodoxy in the nine national coordinators’ contributions to the growth of MOOCs. The National Program on Technology Enhanced Learning and Consortium for Educational Communication are determined to cover about 74 per cent of SWAYAM courses. Second, the length of the courses suggests that students can pick any size of course that is suitable for their academic growth. Thirdly, most courses can be transferred for credit, per academic evaluation. Fourth, HE courses are more likely to be offered (95 per cent) than school education (SE) courses (5 per cent). Fifth, according to the syllabi-formation principle, all of the courses in SE are advanced, but only 13 per cent and 81 per cent of the courses in HE, respectively, are introductory and advanced. Sixth, SWAYAM MOOCs largely meet the demands of students studying science, technology, engineering, and mathematics (STEM).
The Benefits of Social Media Technology (SMT) for Student-Teachers in the B.Ed. Professional Course: Implications for the Classroom
The lines separating virtual and “real-world” communities are collapsing quickly, especially for the younger generation whose existence is heavily influenced by social media technology (SMT). Student-teachers (S-Ts) used popular music, films, websites, videos, newspapers, magazines, and student-made media productions made with video cameras or computers in their B.Ed. classes to spark students’ interest in the subject matter, develop their critical thinking and communication skills, support political activism, or foster social and personal growth. This study focuses on recent initiatives in classroom education and reasons for incorporating social media literacy in B.Ed. through SMT and ICTs in teacher trainees. This study used a quantitative methodology to examine how the SMT is a helping hand in the teaching-learning process in the classroom. The snowball sampling technique was used to choose the sample. A total of 300 trainee student-teachers were chosen. The researcher used a self-standardised five-point Likert scale. The research revealed that SMT exchanges can foster classroom involvement, encourage social and personal development, and enhance communication and critical-thinking abilities. Considering these facts, post-secondary educators ought to start looking closely at the possibility of purposefully and deliberately leveraging the power of these revolutionary shifts in technology use to better meet the requirements of their students and increase their chances of success. The study finds various social media platforms (such as radio, educational broadcasts, internet-connected projectors, various photos, etc.) improved the atmosphere in the classroom and made it healthier and happier. Experienced S-Ts can effectively integrate ICTs through SMT to advance classroom learning. Results also showed that, in most classrooms, the various experiences and activities recommended in the unit were not appropriately implemented. These problems included a lack of ICT tools, a shortage of electric power, and a lack of training and expertise in using ICTs in social media, not permission for social media gadget for S-Ts.
Perception and Acceptance for e-content: A Study on High School Teachers
Technology and education go hand-in-hand nowadays. It is said that people retain 20 per cent hearing; 50 per cent of hearing and seeing; and 100 per cent of hearing and seeing and doing. In the teaching-learning process, students retain more of what they are hearing, seeing and doing. E-content is one such technological tool which a teacher may use in the regular teaching-learning process. The present study aimed to find out perception and the level of acceptance towards e-content among high school teachers. The study also emphasised on comparing the perception and level of acceptance of high school teachers based on the type of school, location and gender of teachers. The researchers applied a convenient sampling technique for selecting the sample for the study. A sample consists of 126 high school teachers for the present study. The present study has shown that the maximum number of teachers holds average perception. An average level of acceptance on the part of the teachers has also been found. No significant difference has been found while comparing the perception and acceptance based on the type of school, location and gender of teachers.
A Conceptual Framework based on Mayer’s Theoretical Framework to make Edutainment Videos for Activity-based Learning in School
National Education Policy 2020 introduced by the Ministry of Education, Govt of India, has given a lot of emphasis to experiential and skill-based learning. Digital technology and the use of digital media as resources could be critical in implementing the NEP 2020 recommendations. The proliferation of digital technology in education has made it easier for the dissemination of effective multimedia instructional designs. This paper investigates ways of making edutainment videos for activity-based learning for the preparatory stage of NEP 2020. In order to understand the theoretical underpinnings of multimedia learning design, a study is conducted of parameters related to Mayer’s theoretical framework. This includes examining the principles for reducing extraneous processing and fostering generative processing, their empirical bases, and their implications for multimedia learning design. These principles are considered in the Indian context and in light of the NEP 2020 recommendations for developing online educational videos. The research used the pedagogical approaches related to content development in conjunction with the theoretical framework of Mayer and the 12 principles to develop a conceptual framework. The framework was designed to make online videos to impart material-based learning as part of art-integrated education for the preparatory stage of the school system in the Indian context. The conceptual framework was developed based on the action research of creating 16 videos by three groups totaling 59 design students. The current study reveals critical parameters related to introductory content, demonstration of material- process, and conclusion. The conceptual framework developed in the context of NEP 2020 for the Indian context is expected to be of use to designers, filmmakers, teachers, etc. to develop relevant online edutainment video content.
Investigating the Incorporation of Robotics, Artificial Intelligence, and Machine Learning Algorithms to Support Hands-on Learning and Adaptive Tutoring Systems in Education
The integration of robotics, artificial intelligence (AI), and machine learning (ML) algorithms in education aims to revolutionise the learning experience by providing enhanced handson learning opportunities and adaptive tutoring systems. This investigation explores the various ways in which these advanced technologies can be harnessed to support and improve educational outcomes. Combining these technologies offers a transformative approach to education, enriching traditional pedagogical methods with interactive, personalised learning opportunities. Robotics enables experiential learning, bridging theory with practice through tangible engagement with robots. AI and ML algorithms, on the other hand, facilitate adaptive tutoring systems that customise educational content and feedback in real-time based on student’s unique needs. This paper explores the potential of such integration, examining its impact on learning outcomes and the development of critical skills. Additionally, it addresses the challenges inherent in implementing these innovations and proposes strategies for effective integration. By investigating the fusion of robotics, AI, and ML in education, this study contributes significantly to understanding how technology can revolutionise teaching and learning processes. It highlights the potential of these advanced technologies to create more dynamic, inclusive, and effective educational experiences.
Generative AI in Academia: Navigating Copyright and Intellectual Property Challenges
Generative artificial intelligence has emerged as a powerful asset in academic research, enabling the independent creation of diverse types of content. These technologies have significantly transformed the methodologies employed in academic inquiry; however, their integration into the educational sphere raises intricate intellectual property (IP) and copyright challenges. This paper investigates the potential issues of managing intellectual property and copyright concerns of generative AI research in academic contexts. It further explores the intricacies of licensing contracts, datasets, ownership, derivative works, fair use, and the enigma raised by AI-generated content. However, several studies have demonstrated that end users of generative AI can issue commands that, when followed, result in works that closely mimic copyright-protected content. Lucchi (2023) raised concerns about AI’s prospects and new applications in various sectors, including replicating human conduct affecting society and law. The paper also delves into appropriate legal implications of ownership of AI-generated content and analyses the risk of copyright infringement of AI-generated content.
Exploring School Teacher ICT Competency, Awareness, and Challenges in using Technology in the Classroom Teaching and Learning: Consequences for Pedagogical Alignment and Policy Frameworks
The present study explores the use of information and communication technology (ICT) skills, awareness, and difficulty faced by school teachers in using ICT for classroom teaching and learning. The objective of the research is to find the current levels of ICT competency among school teachers, to examine the benefits and challenges of using ICT in teaching practices, and to determine the ICT-related training requirements for educators. We self-administered the questionnaire in printed copies to 85 in-service school teachers in the Jaintia Hills District of Meghalaya. Findings show that teachers never use ICT applications for teaching. Another finding indicated that the majority of teachers claimed to be unaware of the Ministry of Education’s digital education initiatives. Overall research findings demonstrate teachers strongly agree on the benefits and challenges of incorporating ICT into teaching practices. Furthermore, school teachers expressed a desire to receive ICT-related training in the future, pedagogical alignment, and policy frameworks to address identified challenges effectively. In conclusion, this study highlights the significance of appreciating the advantages as well as the difficulties of incorporating ICT into instructional strategies.
Preference of Teaching-learning Mode of the Under-graduate Students of India in the Dawn of Adoption of the New Education Policy 2022: A Predictive Analysis
The blended mode of education has been given due importance in the New Education Policy 2022 to provide an adaptive and world-class education system to the new-generation learners of post-pandemic India. However, there is a question of infrastructural preparedness of the educational institutions as well as the mind-set of the students to adapt to this new opportunity as well as challenge. In this connection, the present study is an attempt to identify the probable decisive factors that contribute towards the preference of an under-graduate student among offline/traditional mode, online mode, and blended mode of teaching-learning, through the application of the Multinomial Logistic Regression (MLR) Model. Findings suggest that the choice of the students primarily depend upon their stream of education and their inclination towards technological awareness. The academic institutions can set up their infrastructure on a priority basis and design their respective curricula accordingly.
Empowering Thinkers: Unlocking the Potential of Digital Learning Efficacy in Fostering Critical Thinking Skills
This research examines the impact of digital learning efficacy on students’ critical thinking skills. As digital platforms increasingly shape modern classrooms, students’ ability to effectively engage with these tools plays a key role in developing their capacity to analyse information, assess credibility, and make informed decisions in an increasingly complex digital landscape. Differences in digital learning efficacy are associated with how students interact with digital content, influencing their ability to think critically in a digital learning environment. Using a quantitative methodology, the research surveyed 440 students, assessing their digital learning efficacy with a self-constructed tool and examining critical thinking competencies using the Critical Thinking Scale by Hemant Lata Sharma and Priyamvada (2012). ANOVA and Post Hoc tests were used to analyse differences in critical thinking across varying levels of digital learning efficacy. The results indicated that students with higher efficacy in using digital learning tools demonstrated significantly stronger critical thinking skills. These findings highlight the importance of enhancing digital learning efficacy to improve critical thinking, offering valuable insights for educators and policymakers.
Smart Minds in Math: The TPACK Advantage of Educators’ Cognitive Abilities
With the advent of the 21st century, as in the entire teaching-learning process, the subject mathematics plays a dominant role. It becomes important for mathematics teachers to ensure the optimum learning of students by upgrading their abilities especially in the field of technology. This paper attempts to unlock the impact of cognitive abilities of mathematics educators on their Technological Pedagogical and Content Knowledge (TPACK). The cognitive abilities namely, analytical, evaluative and creative abilities of mathematics educators are explored in the present study in context to mathematics subject. The TPACK test for mathematics teachers and the cognitive factors test are validated instruments used in the study to collect information from 189 elementary mathematics educators of Punjab (India) through a survey method. The data were analysed through percentage analysis, product moment correlation and s-estimation approach of Robust Least Square Regression. In the present study, the cognitive abilities of the mathematics educators are explored extensively. The study unveils the significant impact of cognitive abilities of mathematics educators on their TPACK. It is suggested to take concrete initiatives in the direction of development of cognitive abilities and TPACK among the mathematics educators.
Integrating Gamification into Preschool Concepts: A Developmental Approach
The study titled ‘Integrating Gamification into Preschool Concepts: A Developmental Approach’ has explored the effect of gamification books on preschool children’s learning at Kalamassery, Ernakulam, Kerala, India. The sample for the study was selected using a purposive sampling method. The sample for the study included 70 children belonging to the age group of 3-5 years and 15 teachers. The study investigated the impact of gamification in learning numeracy, literacy, fine motor skills, and social interaction among the preschool children. The results revealed a significant improvement in learning outcomes, engagement, motivation, and social interaction among children, with positive feedback from the teachers. The approach using gamification showed enhanced understanding of educational concepts, fostering improved communication skills, creativity, and self-expression. The result concludes that the gamification approach is a promising tool for preschool education which in turn would help in creating a positive impact on the development of children in early childhood education.
Exploring Gender stereotypical attitude towards using technology in teaching and learning: Perspectives of prospective secondary level school teachers
Over the years, there has been a biased, stereotypical view concerning gender roles and technology use. Despite rigorous policy reforms and implementation in society to spread societal awareness of gender sensitivity and gender inclusion, women’s role in STEM (science, technology, engineering, and mathematics) professions is a matter of great concern. In this regard, teachers play a pivotal role in teaching their students the skills to use technology for educational purposes, along with inculcating values to eliminate gender stereotypical attitudes among them. So, it is much required to explore the prospective teachers’ attitude, who are the future nation-builders, whether they have a gender-stereotypical attitude towards using technology in teaching and learning or not. The piece of research mainly explores the prospective teachers’ overall gender sensitisation as well as their gender sensitisation regarding technology use in teaching and learning. The study also provides a few suggestions that should be included in the B.Ed. curriculum and adopted by prospective teachers to bridge the gender digital divide that exists in people’s minds. The present study follows the descriptive survey method for prospective B.Ed. teachers in Jharkhand, where 400 prospective teachers pursuing B.Ed. courses were selected randomly from 10 teacher training institutions as a sample. The data was collected through circulating questionnaires via Google Forms. Data analysis and interpretation are made by calculating percentages and diagrammatic representations. As a result, it is found that male prospective teachers have a gender stereotypical attitude towards using technology, which is being nurtured by patriarchal society. It is also revealed that the teacher education programme rarely practices the elimination of the digital gender divide from the society which indicates the strong requirement to promote gender sensitisation in society by organising gendersensitive and gender-neutral technological skill development programmes into teacher education courses.
A Study on ICT Integration in Vocational Education: Implications for Student Learning Experiences and Alignment with the National Education Policy 2020
This study investigates the integration of Information and Communication Technology (ICT) into vocational education, aiming to enhance students’ learning experiences and prepare them for the demands of the modern workforce. Utilising a mixed-methods approach, data were collected from vocational teachers and students across various states in India. The study explores the benefits, challenges, and implications of ICT integration in vocational education. Findings reveal that effective integration of ICT can provide interactive and engaging learning environments, addressing disparities in access and usage while boosting students’ confidence and competence in utilizing technology. Furthermore, understanding students’ motivation and providing teacher support are crucial for promoting student engagement and enhancing vocational education outcomes. The study emphasises the importance of tailored teacher training programs and ongoing professional development initiatives to optimise ICT utilisation. Overall, the study underscores ICT’s transformative potential in enriching vocational learning experiences and preparing students for success in the 21st-century workforce.
Prospective teachers’ perception and preparedness towards ICT during virtual school internship
ICT played a crucial role in sustaining education during the COVID-19 pandemic. The study explores prospective teachers’ preparedness and perceived experience towards using ICT during Virtual SIP to attain inclusive classroom set-up. The researchers tried to examine how ICT was used during the pandemic to enhance students’ potential and realise changes in classroom procedures during SIP. The perceptions of prospective teachers were collected from the Department of Education of the Five Central Universities of India. The result was analysed under two themes, i.e., awareness and preparedness of prospective teachers towards ICT and Understanding the role of ICT in accomplishing inclusion in Virtual SIP. The result revealed that while prospective teachers understood the connection between ICT and inclusion well, their use of ICT tools in virtual SIP was limited due to the digital divide, lack of resources, poor internet access, low parental support, and student inattentiveness. Some central universities provided training and resources to enhance ICT awareness among prospective teachers. The study recommends professional training in ICT to create an environment where teachers can seamlessly integrate ICT into education.
Prompt Engineering with ChatGPT - A Paradigm Shift in Education: A Guide for School teachers
Advancements in the area of Artificial Intelligence (AI) significantly impacted education in the era of the fourth industrial revolution. ChatGPT is an AI-powered application designed to generate chat responses in a conversational style, paving the way for flexible and responsive education to become mainstream. Various research on ChatGPT has sparked debates about its potential implications to support education for providing adaptive and personalized environments. This ongoing descriptive study analysed the use of ChatGPT by 24 school teachers who participated in a course in the first step of study. It aimed to evaluate teachers’ initial knowledge regarding ChatGPT, particularly its educational applications and potential advantages, before their course. Based on connectivism learning theory the present study sought to pinpoint effective prompts that teachers could incorporate into their teaching methods. Furthermore, it aimed to gauge the impact of the course on enhancing teachers’ awareness and understanding about ChatGPT, basically prompt engineering with its possible applications. The data was collected from base survey, feedback form, discussion forum and assignments and analysed using the descriptive method. The first step of the study revealed that teachers have minimal baseline knowledge of ChatGPT but after the course they found ChatGPT as their virtual teacher assistant. It emphasises the importance of preparing teachers for a paradigm shift in education. The study found a direct correlation between cognitive engagement and interaction levels of connectivism theory. However, as interaction levels increase, participant involvement tends to decline.
Shadow Education and Online Learning in Pre- and Post- Pandemic Contexts: Experiences of Parents in a Resettlement Colony of Delhi
This study seeks to understand the educational experiences of parents from marginalised and vulnerable communities, within the context of the COVID-19 pandemic, in a resettlement colony in Delhi. The study examines shifts in shadow education in preand post-pandemic times, how marginalised families in a Delhi resettlement navigated school closures and online learning, and how these shifts reinforced exclusion and privilege based on parental ability to support children’s education. This qualitative study used purposive sampling to select 46 parents (15 fathers, 31 mothers) to provide insights on availing private tuitions for children. It is observed that despite the adoption of online mode of learning during the pandemic and its subtle normalisation in the postpandemic period, parents from the marginalised backgrounds seems to be compelled to turn to relatively affordable [in-person] private tutoring services to address the learning loss experienced by their children due to the school closures. Pandemic-related school closures have further accelerated the proliferation of shadow education in Delhi, embedding it more firmly within the post-pandemic educational order as families at the margins increasingly seek supplementary academic support to bridge the learning gaps children suffer.
A Study of Cyber Safety Awareness among Students and Educational Initiatives
In the digital era, cyber safety education in schools has become paramount in ensuring the ethical use of technology and responsible digital citizenship among students. Technological integration in education demands a safe online environment for students. Moreover, after the COVID-19 pandemic, an exponential increase in the use of the internet in India can be observed, as a hybrid model of teaching-learning has been implemented since then. With an increase in the usage of the internet and technological advancements in the field of education, the risk of cybercrime and online threats has also increased. Thus, cyber safety awareness is crucial as students are exposed to a variety of online risks. This research delves into various aspects of cyber safety education in schools, its significance in making students robust and responsible netizens, and the role of educators in fostering a safe online environment. A survey was conducted to assess cyber safety awareness among middle and secondary-level students of two age groups (12-15 years and 15-18 years). The result of the survey revealed that the majority of students were not well aware of safe internet use and digital practices. Cyber safety awareness was low among middle-grade students of the age group (12-15) in comparison to secondary-level students of the age group (15-18). The study emphasises incorporating structured cyber safety education in school curricula and building teacher capacity through continuous professional development, leading to the development of responsible, informed, and digitally resilient citizens.
Teacher Professional Development in Technology-Enhanced Learning Environments: Successful Models for Indian Educators to Succeed in Digital Classrooms
This paper describes contemporary models of teacher professional development (TPD) in technology-enhanced learning environments in the Indian education sector. With digital adoption in education continuing at a fast rate, particularly post COVID-19 pandemic and introduction of the National Education Policy 2020, there is a pressing need to reframe how teachers develop technological pedagogical content knowledge. Through systematic review of existing literature and case study analysis in diverse Indian learning contexts, this study finds best models and frameworks that facilitate teachers to build digital competence. Effective TPD programs, as mentioned in this study, consist of continuous learning paths, communities of practice with collaborative interaction, contextualisation of technology integration, and reflective practice. The paper presents a comprehensive TPD framework to suit the country-specific socioeconomic and infrastructural challenges of the Indian education system to maintain the global best practices of digital pedagogy. Based on the evidence in this study, this paper presents an integrated technology-based Teacher Professional Development (TPD) framework to address the unique requirements and problems of the Indian education system.
A Children-based Survey on Virtual Schooling/ Classrooms and Psycho-social Impacts Thereof in Elementary Education in Northeast India
This study aims to assess the impact of virtual schooling on learning outcomes for elementary school children, particularly from marginalised social and economic groups, in eight aspirational districts across the North-East Region: Namsai (Arunachal), Hailakandi (Assam), Chandel (Manipur), Ribhoi (Meghalaya), Mamit (Mizoram), Kiphire (Nagaland), Gyalshing (Sikkim), and Dhalai (Tripura). This paper evaluates schools’ preparedness for online teaching and examines the impact of COVID-19 on the psychosocial well-being of elementary school children. The study used a mixed-methods approach, collecting both quantitative and qualitative data from Class VII and VIII students during the 2022-23 academic year. Schools were randomly selected based on administrative support, and the study focused on assessing systemic readiness, teaching quality, and the achievement of desired learning outcomes. The key concerns in online learning include the psychological well-being of students, the lack of essential infrastructure like devices and internet connectivity, and challenges such as network issues, material difficulty, distractions, and a preference for in-person learning. Addressing these requires creative, engaging teaching methods, robust support systems, and adapting teaching to meet students’ needs. Teachers need strong communication skills and updated ICT resources. Ensuring students are prepared and educating parents to foster a conducive home learning environment is also important. Social isolation and the need for better interaction between students and teachers can be mitigated through ICT tools. Effective assessment methods, such as assignments and objectivebased evaluations, are necessary to gauge learning while minimising dishonesty.
Bridging the Digital-Language Gap: School Education in Rural and Urban Assam
The proliferation of Information and Communication Technology (ICT) has given prominence to the digital divide discourse, which has become a subject of global concern. The multifaceted issue of digital divide and inequality is ingrained in broader cultural and socio-economic systems. These frameworks interact to create various opportunities and obstacles for various students in terms of access, understanding and effective use of digital technology for learning. Against this backdrop, this study also examines the relationship between linguistic proficiency as a form of cultural capital and digital divide in technology adoption among students in vernacular medium schools in Jorhat district of Assam. It finds that proficiency in dominant languages used in digital educational content and technological interfaces significantly enhances students’ access and agency over technology and broader digital communities within their respective actor-networks which not only results in better academic performance but also helps in accumulation of further cultural capital. Conversely, lack of proficiency in these languages among rural and tribal students hinders their ability to engage with technology for educational purposes. Further, lack of cultural capital among teachers and parents represents critical gaps in the actor-networks which hinder technology adoption among rural and tribal students.
Status of Indian Higher Education Institutions Online Preparedness for Implementation of the Instructional Design
Instructional design (ID) plays a critical role in improving the quality and efficacy of higher education by focusing on teaching methodology and needs of learners. Indian higher education system faces issues like limited availability of resources, and a lack of readiness for the digital age. This study examines the status of instructional design in Indian higher education and assesses its readiness for online learning through a survey of 848 faculty members across various Indian states and union territories, the study examines the implementation of ID principles, identifies barriers to adoption, and evaluates institutional preparedness for online and blended learning models. Findings reveal a mixed landscape of institutions have policies favourable to online education, 33.5 per cent offer only partial support, and 6.4 per cent lack favourable policies. There are infrastructure gaps; near 32.1 per cent of institutions have the facilities needed for online learning, while 8.8 per cent lack. Another issue is internet connectivity; 49.2 per cent of respondents said they had strong connectivity, 43.2 per cent said they had moderate connectivity, and 6.6 per cent said they had no connectivity. Learning Management Systems (LMS) are implemented only at 29.1 per cent of institutions. Additionally, Instructional Design faculty training and awareness is also insufficient. Although there has been progress, the study finds that there are still large gaps. To build a more successful and equitable higher education system in India, study recommends better infrastructure facilities, strong policy frameworks, faculty training be given top priority, and the significance of ID be made more widely known.
Technology Acceptance in Developing Critical Thinking Ability: Evidence from Preparatory Stage Students
This paper aims to explain the role of technology acceptance in the development of students’ critical thinking skills. Based on Technology Acceptance Model (TAM) and relevant pedagogy theories this study examines the influence of perceived usefulness, perceived ease of use and actual intention to use technology. A mixed-method approach combining structured surveys and classroom observations was essential to explore the complex interplay between technology engagement and cognitive skill development. The findings showed a significant positive relationship between students’ acceptance of technology and critical thinking ability. Students who believe technology to be useful and easy to use are more likely to exhibit inquiry, analysis, and collaborative problem-solving. Key enablers of sustained engagement and reflective learning include teacher facilitation and interactive digital environments. The study calls on curriculum designers to introduce intuitive and goal-oriented technology tools to ensure that they are in line with learning outcomes. We should prioritise strategies that increase digital engagement and critical thinking in teacher training. Educational institutions need to foster the acceptance of technology by demonstrating its educational value. This study provides an understanding of the long-term impact of technology acceptance in influencing cognitive development and problem-solving skills for the younger generation.