Building 21st Century Skills Through Digital Storytelling By Nishi Gupta

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Abstract

Digital Storytelling is a new upgraded version of traditional storytelling which is becoming popular with the time. The young generation is surrounded by digital gadgets in their daily life. So it is necessary for the teachers also to get familiar with the digital concepts that can be used for the learning of students. Digital storytelling is one of those digital concepts. It has many pedagogical benefits and helps in engaging students in their learning. In addition, it helps in building 21st century skills of the students which is the need of the hour. NEP 2020 also talks about the importance and need of learning 21st century skills by our future generations. The current paper describes the concept of digital storytelling and 21st century skills from the lens of different frameworks. Also, the paper sheds light on the different ways through which digital storytelling helps in building 21st century skills of the students. The paper highlights the need of introducing digital storytelling in all educational institutions in order to enable the young people to learn required 21st century skills.

Keywords: Digital storytelling, 21st century skills, pedagogical benefits, digital concepts, NEP 2020, teachers

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AI Technologies as Pedagogical Tools for Teaching and Learning Physics By Sreedevi.S and Dr.Aswathy K S

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Abstract

The integration of Artificial Intelligence (AI) in physics education has emerged as a transformative approach, reshaping traditional teaching and learning practices. This review examines recent research on AI applications across primary, secondary, and higher education levels, focusing on tools such as generative AI models, intelligent tutoring systems, interactive simulations, and adaptive learning platforms. Findings indicate that AI enhances conceptual understanding, supports personalized learning, and promotes active, inquiry-based engagement among students. Furthermore, AI tools assist teachers in lesson planning, assessment, and identifying misconceptions, thereby improving instructional effectiveness. Despite these benefits, challenges related to infrastructure, teacher preparedness, ethical concerns, and equitable access persist, highlighting the need for pedagogically informed implementation strategies. This study underscores the potential of AI to create interactive, student-centered, and data-driven learning environments while identifying research gaps for future investigation.

Keywords: Artificial Intelligence, physics education, generative AI, interactive simulations,   pedagogical innovation

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Sustainable Curriculum Mapping: Assessing the Alignment of NCERT Science Textbook with Green Skills among Students at Middle School Level By Ms. Alka Verma

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Abstract

Green skills are an important prerequisite for transitions to sustainability. Development of green skills helps in establishing the framework for building a sustainable future. It further encourages learners to act and behave in a way that promotes sustainable development. Adaptation of analytical approaches to global environmental issues and their resolutions can only be achieved by developing green skills among learners. Including consciousness about environmental issues in the education system can be an aspect of promoting green skills and it can be achieved at the ground level by including related concepts in textbooks. New NCERT textbooks based on the recommendation of NEP 2020 and NCF-SE 2023 tries to capture the essence of education for sustainable development. Keeping the same in mind, this paper tries to identify teaching-learning material and platform provided by NCERT Science textbook of class 6th in order to develop green skills among students. Content analysis technique was used to fulfill the objective. Data obtained were analyzed by using thematic analysis technique and themes were identified. Key findings of the study suggested that new NCERT Science books is designed to facilitate a platform for instructions and hands-on activities that can help in the development of green skills among students

Keywords: Green skills, sustainability, development of skills, NCERT, science textbook, environment, content analysis

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Flipped Learning: A Paradigm Shift in Instructional Design By Dr. M Ponnambaleswari and Raghu K.S

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Abstract

Since the past decade, the flipped learning model has emerged as a convincing alternative to traditional lecture-based instruction, moving foundational content delivery outside the classroom and leveraging class time for active, collaborative, higher-order learning tasks. This article presents a thematic review of the conceptual foundations, instructional-design implications, empirical results, challenges, and future directions of flipped learning as a paradigm shift in instructional design. Drawing on recent literature from secondary education, it outlines how flipped learning restructures learner as well as instructor roles, necessitates new design models, and offers both opportunities and cautions. The review also synthesises empirical findings across disciplines and contexts, addresses obstacles such as student self-regulation and technological infrastructure, and suggests future research paths including adaptive analytics, flipped 3.0 models, and equity considerations. For instructional designers, educators and institutions, the flipped-learning paradigm demands holistic redesign rather than mere inversion of lecture videos. This shift has important implications for pedagogy, curriculum, and institutional support.

Keywords: flipped learning, flipped classroom, instructional design, active learning, Bloom’s taxonomy, technology-enabled learning

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Enhancing Collaboration and Critical Thinking Skills Through Strategies: Role of Flexible and Inclusive Classrooms Ms. Mahalakshmi Anand And Dr. Reni Francis

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Abstract

This study investigated the role of flexible and inclusive classroom environments in supporting collaboration and critical thinking among Grade 7 learners. Students engaged in collaborative learning activities across multiple disciplines, designed to foster teamwork and independent thinking. They were introduced to thinking strategies and structured templates, with assigned roles to enhance individual accountability and self-directed learning. Simple classroom design modifications improved collaboration, promoted inclusivity, and created greater opportunities for effective learning. Guided by collaborative learning principles, both the environment and pedagogical strategies worked together to enhance critical thinking and collaborative skills. The findings highlight the importance of thoughtfully designed classrooms and structured thinking strategies in developing essential 21st-century skills in young learners.

Keywords: Flexible and Inclusive Classrooms, Collaborative learning, Critical Thinking

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Streamlining Educational Horizons: An Exploration into the Technology-Integrated Pedagogy of Learning and Teaching By Ms. Binta Elsa Biju

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Abstract

The integration of technology into the learning environment is rapidly reshaping traditional pedagogical approaches, providing new avenues to enhance engagement, personalization, and accessibility. This paper investigates how integrating technology into teaching practices reshapes education, with particular focus on the movement from conventional instructor-led models toward more learner-centered approaches supported by digital tools. The methodology employs a comprehensive review of extant literature focusing on models like the TPACK framework and blended learning strategies, coupled with the analysis of successful large-scale technology adoption methods and approaches in the field of education. Key findings indicate that effective technology integration significantly correlates with increased student motivation, improved collaborative skills, and a more adaptive learning experience tailored to individual student paces. However, challenges in the realm of digital equity and the necessity for continuous professional development of educators will essentially remain unchanged. The paper concludes that a strategically planned, pedagogically informed approach to technology integration is essential for modern learning environments to fully realize their potential in expanding and democratizing educational opportunities. It is obviously a seminal component for future-proofing education and to equip students to meet the demands of a technologically advanced world.

 Keywords: Technology integration, pedagogical approaches, TPACK framework, blended learning, digital equity

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Impact of Augmented Reality while Teaching English Alphabet to a Child with Moderate Intellectual Disability: A Case Study Conducted in Kerala Savitha K. K. and Renumol V. G.

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Abstract

Children with ID have low learning capabilities, they need extra care and support in their learning process. This paper describes a case study conducted using Augmented Reality-based intervention, to teach the English alphabet to a child with moderate ID. The participant was a 12-year-old boy with a mental age of 5 and the study observed the impact of AR in the learning process of this child. The methodology was a pretest-posttest intervention. During the intervention, three parameters – interest, attention, and engagement – of the participant were assessed and found that AR-based training made a positive change on these parameters. After the intervention, a posttest was conducted to assess his memory retention and learning outcome and found that the AR intervention was effective in improving both these parameters. Hence, the results of this study warrant further exploration of AR in the learning process of children with ID.

Keywords: Intellectual disability, augmented reality, moderate id, attention, english literacy, memory retention, engagement

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Integrating Artificial Intelligence for Personalized Learning in Higher Education By M.Shanmugapriya and Dr.K.Jeyaraman

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Abstract

The integration of Artificial Intelligence (AI) in higher education has redefined how learning experiences are designed, delivered, and assessed. AI-driven personalized learning systems are increasingly used to adapt instruction to individual learners’ needs, preferences, and progress patterns. This article explores the role of AI in enhancing personalization within higher education, emphasizing the pedagogical, technological, and ethical implications. Drawing from recent studies (2022–2025), it discusses how AI-based adaptive platforms, chatbots, and predictive analytics are shaping learner engagement, academic performance, and faculty support. The article also highlights challenges such as data privacy, digital equity, and ethical governance, while proposing a roadmap for sustainable and human-centered AI integration. The paper concludes that AI, when implemented thoughtfully, can transform higher education into a more inclusive, adaptive, and student-centered ecosystem.

Keywords: Artificial intelligence, personalized learning, adaptive systems, higher education, educational technology, data analytics.

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Enhancing Conceptual Understanding through Advance Organizers in Student-Centered Pedagogies By Dr. Janaki M and Ms. Rashmi N

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Abstract

The Advance Organizer Model (AOM), developed by David Ausubel, can be effectively integrated into student-centered pedagogies to enhance conceptual understanding. Rooted in Ausubel’s theory of meaningful learning, the advance organizer serves as a cognitive bridge connecting prior knowledge with new information. Student-centered pedagogies emphasize active participation, autonomy, and knowledge construction, aligning well with the cognitive scaffolding provided by advanced organizers. The study blends theoretical perspectives demonstrating how advanced organizers promote meaningful learning, active engagement and cognitive structuring– fosters deeper understanding, long-term retention, and meaningful learning. The paper concludes that when thoughtfully applied within student-centered frameworks, advanced organizers empower learners to construct knowledge independently and deepen conceptual understanding across disciplines. The combination of structured cognitive support and student-entered engagement provides an effective framework for developing conceptual clarity in contemporary classrooms.

Keywords: Advance organizer model, student-centered pedagogies, conceptual understanding, constructivism, meaningful learning

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Greening Teacher Education: A Meta-Analysis of Campus Sustainability Initiatives By Papanna K R and Dr. Shashikala M S

Leave a Comment on Greening Teacher Education: A Meta-Analysis of Campus Sustainability Initiatives By Papanna K R and Dr. Shashikala M SVOLUME 14, Volume 14 Issue 1 (December 2025)

Abstract
The integration of sustainability principles into teacher education has emerged as a strategic imperative to develop environmentally conscious educators capable of shaping sustainable societies. Campus sustainability initiatives provide both a practical and pedagogical platform for modeling environmentally responsible behavior among pre-service teachers. This meta-analysis synthesizes empirical studies, institutional reports, and policy documents published between 2010 and 2025 to critically examine the design, implementation, and impact of green campus initiatives in teacher education institutions worldwide. The study focuses on four key dimensions: green infrastructure, energy efficiency, waste management, and the integration of sustainability into pedagogical practice. Findings indicate that while technological and infrastructural interventions such as renewable energy installations, energy-efficient systems, and eco-friendly building designs have gained momentum, the translation of these practices into curriculum and teaching remains inconsistent. Evidence suggests that programs combining infrastructure upgrades with curricular integration and participatory learning opportunities lead to greater improvements in pre-service teachers’ knowledge, attitudes, and environmental behaviors. The meta-analysis also identifies critical challenges, including funding limitations, faculty training gaps, and insufficient student engagement, which hinder the full realization of green campus potential. The study concludes by advocating for a holistic framework that synergizes infrastructural, curricular, and behavioral interventions, thereby fostering a culture of sustainability within teacher education institutions and ensuring the preparedness of future educators to lead in environmental stewardship.
Keywords: Green infrastructure, energy efficiency, waste management, pedagogical integration, campus sustainability

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