Nature-based solutions: A New Approach to Climate Change and Biodiversity Loss By Rizwan Uz Zaman and Dr Golak B Patra, Bikash Kalita

Abstract

In recent times, Nature-based results (NBS) have surfaced as innovative strategies for communities to enhance profitable adaptability by employing ecosystem services. These approaches offer multiple profitable benefits, including job creation, bettered water access, enhanced agrarian yields, and increased climate adaptability. NBS also play a pivotal part in mollifying climate change through carbon insulation and flood tide control. Successful NBS systems precisely balance both ecological sustainability and community profitable requirements. This case study examines colourful recent NBS enterprises by governmental and non-governmental associations in Assam, pressing their effectiveness in erecting community adaptability while delivering environmental benefits. The exploration explores how NBS induce green employment openings that strengthen community adaptability and cover original ecosystems. While some jobs directly stem from NBS systems, others arise from increased eco-friendly profitable conditioning in the region also, the study emphasizes NBS’s part in women’s commission through stable income generation and bettered capacity to repel climate and profitable shocks. This exploration aims to support colourful Sustainable Development Goals and align with the Assam State Action Plan on Climate Change.

Keywords: nature-based results, carbon insulation, climate change, sustainable development

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Perception of Pre-service Teachers towards Blended Learning in Teaching-learning Process By Ghazala Parveen

Abstract

To meet the evolving demands of modern society, blended learning is a model that combines online and offline methods of teaching and learning. Blended learning increases engagement, interaction, flexibility, and improved learning outcomes. The policy documents NEP-2020 and the University Grants Commission’s circular emphasize the importance of blended learning in creating engaging and challenging learning experiences, highlighting the need for technology integration and teacher empowerment. This study explores the perceptions of pre-service teachers towards blended learning and aims to identify the benefits and challenges associated with this approach. Descriptive research was conducted, and the sample includes 50 final-year B.Ed. (general) pre-service teachers of the Department of Teacher Training & Non-Formal Education, Jamia Millia Islamia. The researcher developed a questionnaire with the help of related literature on the benefits, and challenges of blended learning and collected the data through a Google Form questionnaire. The major findings for the benefits of blended learning perceived by pre-service teachers include enhanced engagement, personalized learning experiences, and cost-effectiveness. However, challenges related to limited access to technology, technical glitches, and maintaining strong student-teacher relationships were identified. This research paper underscores the significance of blended learning in teacher education programs and provides valuable insights for educators, institutions, and policymakers. Future research can explore additional perspectives, including a larger sample size, and examine the long-term effects of blended learning on teacher development and practices. 

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Life Style and Attitude towards Sustainable Development Goals among Prospective Teachers at Secondary Level By Sreevidya R. and Dr. Mubi K. Mohamed Ali

Abstract        

The 2030 agenda for sustainable development adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. Essentially the agenda contains 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries, developed and developing in a global partnership. Sustainable development is an organized factor that leads to keeping renewable and restricted recourses on earth. Sustainable living means understanding how the lifestyle choices impact the world around us and finding ways for everyone to live better and lighter. Sustainable living and lifestyles for the first time appear in the Sustainable Development Goals. Change in attitude towards sustainable development (SD) means a change in one’s feelings towards the issues related to environment, society, or economy. This study discusses the role of different lifestyles and attitude of   prospective teachers at secondary level for achieving sustainable development goals. The present study is being conducted in Thrissur District in Kerala. For the study, the investigators adopted the survey method and data was collected from five B.Ed. colleges in Thrissur district by using stratified random sampling technique. The tools used were lifestyle scale and self-made questionnaire for study the attitude of   prospective teachers at secondary level towards sustainable development goals. The sample is selected from 300 students from five B.Ed. colleges in Thrissur district. On the basis of analysis, the investigators concluded that there is a significant difference in the mean scores of   prospective teachers at secondary level regarding lifestyle and attitude towards sustainable development goals. The study proved to be a great asset in the field of sustainability and sustainable development goals. Training institution is to be provide preservice training to   prospective teachers at secondary level, so that they could guide students to follow sustainable life style. Courses are to be developed by which pupil teachers could become more responsible in achieving the target of SDG by 2030.

Keywords: lifestyle, attitude, sustainable development goals

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Nurturing Students Engagement: An Educator’s Role in Fostering Autonomy, Competence, and Relatedness in Teaching-Learning Process By Saroj Rani

Abstract

Student engagement is critical to establish knowledge during the learning process. The teaching content combined with mere instruction and student not at the centre produces learners who are passive followers without any feeling of involvement. Moreover, lack of autonomous institutional environment mars their self-esteem. Low connectedness means low satisfaction that gives way to ‘amotivation’ that is directly proportional to stunting performance. Reduced motivation and minimal participation of learners proves fatal to their sense of fulfilment. However, the positive environment supports successful transition of knowledge, values and beliefs and strengthens their psychological needs but creating conducive learning environment for promoting learners’ motivation is a big challenge for today’s educators when they have to stick to fixed theories and practices. Numerous theories show that learners feel motivated when teachers provide them autonomy and present their content in a way that soothes their psychological needs and keeps them engaging. With the motive to know the nature of learners’ attitudes concerning their engagement and to know the way to help them in the enhancement of internalization of the same for their knowledge enrichment, well-being and adjustment in life and with research question ‘Which ways should be adopted by educators in motivating students in Indian classrooms in a modern, challenging and dynamic world?’ I undertook ‘Deci & Ryan’s Self Determination Theory’ (SDT) with three components mainly competence, relatedness and autonomy. I used survey method with questionnaire and in-depth interviews with focus groups in this qualitative study so that results obtained from their views in their answers can be used to make institutional climate conducive to promote their outcomes; findings from the study would be beneficial for the future educators to keep them updated and be ready to perform their function accordingly.

Keywords: motivation, engagement, autonomy, internalization, self-esteem, competence

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Computer-Based Programmes to Improve Communication with Children with Special Needs: Cerebral Palsy By Ramesh

Abstract

This research paper focus children with special needs their problems and current status and how we use of computer-based programmes better communication with children with special needs special reference to cerebral Palsy. 

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E- learning: Impact on Psychosocial Competence By Ms. Rajwinder Kaur and Dr. Gagandeep Kaur

Abstract

E-learning or digital learning is the need of the technologically dominated twenty first century in which every bit of knowledge is on the scrolling of the finger. Students of every level of education are much more interested in e- learning due to its numerous advantages and the learning at individual pace is the topmost one. Moreover, at a time when much of the population is practicing social distancing due to the spread of COVID-19, the disease caused by a novel coronavirus, losing direct connection with friends, colleagues and extended family have an impact on the psychosocial competence of the majority of the population. Due to this situation every sector of the society is facing unavoidable changes so as in case of Education. Disclosure of educational institutions has led to a shift in mode of education from offline to online education. In general, humans are social creatures and value their relationships with other people.  Due to this shift and growing need of e- learning, students are facing many challenges and these challenges are having direct and indirect impact on their psychosocial competence. This article will discuss about the online education, social distancing and its impact on psychosocial competence of the students as well, as teachers.

Keywords: psychosocial competence, e- leaning, challenges

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An Introduction of Inclusive Education By Rajesh Kumar Pathak

Abstract

Inclusion is both a cycle for and a result of understanding, accepting, and esteeming contrasts among the present schoolchildren and youth. It is possibly both a cycle and a result of achieving civil rights and value for our general public.

Inclusion we should exchange past the way of talking and the discussion of philosophical moral, legal issues. Perhaps or not these matters are resolved or not, we should acknowledge the way that incorporation is here. The situation is an unavoidable truth in our state-funded schools and will remain so for a very long time to come. Regardless of whose perspective eventually wins, most would agree that there will be emotional changes over the course of the following of an inordinate length of time in just how and particularly anywhere we teach understudies with handicaps.

Perceptive the significance of inclusion, now figure out the idea of inclusion in the area of training. The idea of inclusion be presented in 1948 with the statement taken by the UN General Assembly on the International Bill of Rights, it perceived that all people are conceived permitted and approached with respect and privilege. This statement generally tries to manage the matter of discrimination at all stages in each aspect of the public.

Keywords: inclusion, social justice, equity, ‘inclusion’ in education, academic skills

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Impact of Competency Based Education on Learning Outcomes By Prashasti Singh and Dr. Kalpana Thakur

Abstract

This research abstract synthesizes findings from a literature review on the impact of Competency-Based Education (CBE) on learning outcomes. CBE, characterized by its focus on mastering specific competencies, is a learner-centric approach gaining traction across diverse educational contexts. The literature review spans K-12 education, higher education, vocational training, and professional development.

Key themes emerge, highlighting the positive influence of CBE on learning outcomes. In K-12 settings, personalized pacing and tailored instruction enhance student success. In higher education, the emphasis on competency mastery aligns with the cultivation of measurable, applicable skills. Vocational and professional development literature underscores the role of CBE in fostering job-ready skills and workplace readiness.

Formative assessments, immediate feedback, and adaptive learning technologies within CBE frameworks are identified as crucial contributors to improved learning outcomes. Challenges, including the need for faculty training and addressing equity concerns, are also recognized.

This abstract provides a concise overview of the literature, contributing insights for educators, policymakers, and researchers interested in optimizing instructional models to enhance learning outcomes through Competency-Based Education.

Keywords: competency-based education, learning outcomes, literature review, educational contexts, student success

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Transforming Education: A Journey Towards Transgender Inclusion By Prakasha C.

Abstract

There has been a rising acceptance in recent years of the significance of cultivating inclusion in education, with a special emphasis on transgender inclusion. Transgender people have a gender identity that differs from their biological sex. Gender identity is a person’s internal perception of gender, which may or may not correspond to their biological sex based on physical traits. Transgender people were listed as a third group in the 2011 census, but the Indian Supreme Court approved them as a third gender in 2014. The transgender population in India is estimated to be 4, 87,803, with a literacy rate of 57.06%. The article emphasizes the need for transforming education to create a more inclusive environment for transgender individuals. It highlights the importance of dismantling discriminatory practices, fostering awareness, and creating a curriculum that reflects gender diversity. It also highlights the role of teacher education in creating an inclusive learning environment and the importance of professional development programs for educators. The article also advocates for the creation of safe spaces within educational institutions and supports the psychological and emotional well-being of transgender students through support networks, counselling services, and anti-bullying initiatives. The article argues that transforming education towards transgender inclusion is a moral imperative and a strategic investment in the future, empowering transgender students to thrive academically, emotionally, and socially.

Keywords: transgender, inclusive, gender identity, curriculum. marginalization

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Exploring Participatory Pedagogy for Cultivating Inclusivity in Classroom By Prabhleen Saini

Abstract

The effectiveness of the teaching-learning process and the classroom environment is dependent on the pedagogical strategies employed by the teachers. Further factors influencing the efficacy of pedagogical approaches include a teacher’s expertise, subject-matter knowledge, and teaching abilities (bridging the gap between theory and practice) and also the skill to identify the diverse needs of her students. More comprehensive results are obtained when a teacher utilizes a more engaging teaching approach. One such pedagogical approach is participatory pedagogy where students are involved using active learning styles and these styles are designed according to students’ learning preferences. This pedagogical approach helps in nurturing inclusivity by catering to the needs of diverse learners, encouraging every student to learn and making them develop a sense of responsibility for their learning. This research paper focuses on the theoretical aspect, features, and various strategies to enhance outcomes of participatory pedagogy and significance of participatory pedagogy.

Keywords: participatory pedagogy, inclusivity, universal design of learning, collaboration, experiential learning

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