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Arnab Kundu

Bankura University, Education, Alumnus

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Arnab Kundu is an accomplished educator and researcher. His doctoral dissertation from Bankura University is in Educational Technology. He has postdoctoral experience from Tata Institute of Social Sciences. So far, he has authored and published 25 research papers exclusively in SCOPUS indexed international journals from reputed publishers like Springer, Sage, Emerald, Wiley, Inderscience, IGI Global, etc. His research primarily focuses on the challenges faced by rural elementary schools.

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University of Zagreb

Uppsala University

University of East London

Armando Marques-Guedes

UNL - New University of Lisbon

University of Leicester

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

Macquarie University

Universidade Federal do Rio Grande do Sul

Swansea University

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Papers by Arnab Kundu

Transforming EFL Teaching with AI: A Systematic Review of Empirical Studies

International Journal of AI in Education

Behind the empty desks: Teachers' insights into student absenteeism in India

This study explores teachers' perspectives on student absenteeism in India's elementary schools, ... more This study explores teachers' perspectives on student absenteeism in India's elementary schools, with the goal of informing interventions and policies to tackle the issue of empty desks. It examines insights from 10 elementary teachers, gathered through in-depth interviews, focus group discussions, and observations. The findings highlight a concerning trend in students' school absenteeism, revealing alarmingly low daily attendance rates of just 25-30% in many state government-run schools, particularly in rural areas. In stark contrast, private and central government schools enjoy significantly higher student attendance rates. Despite government initiatives addressing historical socioeconomic factors like poverty, communication, or distance, absenteeism persists primarily due to stakeholders' attitudinal integrity issues and a 'poverty of minds', including parental indifference, student demotivation, and falsified school reports. Teachers identified significant academic and behavioural impacts on students, alongside challenges in maintaining continuity and morale in classrooms. It reveals that addressing absenteeism requires a multi-dimensional approach, including school-level interventions, systemic reforms, parental engagement, awareness generation, incentivizing attendance, promoting extracurricular activities, flexible schooling, and ensuring stricter monitoring and accountability. The study underscores the necessity for collaborative efforts to transform schools into inclusive spaces, addressing absenteeism to ensure equitable access to quality education for students and society.

Relationship between Psychological Distress and Teaching Efficacy of Indian Elementary School Teachers: A Moderated Mediation Model

Contemporary School Psychology , 2024

The main goal of this research was to investigate the complex relationships among school teachers... more The main goal of this research was to investigate the complex relationships among school teachers' psychological distress, subjective happiness, workplace happiness, autonomy, and teaching efficacy using a moderated mediation analysis. A random cluster sampling procedure was used to select a total of 321 survey participants (187 male and 134 females) teaching in 100 different government-run elementary schools in India. Self-report questionnaires were used to gather data. Moderated mediation analysis was executed using the PROCESS Macro Model 8 so that the mediators and moderator could function together in the same model. It revealed the prevalence of an acute psychological distress issue among 27 percent school teachers. The average state of happiness and autonomy among them had also been poor. Empirical findings further showed that psychological distress had a significantly negative direct impact on teaching efficacy. Teachers’ happiness (both subjective and workplace) had a significantly negative partial mediation in the association between their psychological distress and teaching efficacy. Autonomy had a negative yet significant moderation on the above three relationship paths between distress and efficacy. In educational settings, understanding these relationship dynamics can lead to more targeted and effective strategies to improve teaching efficacy and overall teacher well-being. It evidenced that promoting happiness and autonomy among teachers is crucial for maintaining good teaching efficacy even in stressful environments.

Psychological impacts of AI use on school students: a systematic scoping review of the empirical literature

Research and Practice in Technology Enhanced Learning, 2025

This systematic scoping review aimed to collate evidence assessing associations between AI use an... more This systematic scoping review aimed to collate evidence assessing associations between AI use and psychological outcomes (including cognitive, emotional, and behavioural responses to these intelligent systems) for school students from preschool (age <5 years), primary school (age 5–11 years), middle school (age 12–14 years), to high school (age 15–18 years). Original empirical studies were identified in seven reliable databases (Scopus, Web of Science, PubMed, PsycINFO, ScienceDirect, IEEE, and ERIC), resulting in 189 eligible studies. From these, we have identified 24 relevant studies reporting students’ hands-on experiential learning outcomes on AI use. Findings revealed that the use of AI in schools can have both positive and negative impacts on the psychological well-being of students. Increased engagement, cognitive achievement, self-efficacy, learning autonomy, and decreased frustration are among the benefits of this strategy; nevertheless, over reliance, anxiety, stress, social isolation, unstable mental health, and moral dilemmas including privacy, bias, and justice are among its drawbacks. Overall, the psychological impacts of AI use among school students are multifaceted, context-dependent and across grades. By carefully considering the design, implementation, and ethical decorum of AI in school education, teachers and policymakers can maximise its benefits by mitigating potential risks in practicing technology enhanced learning.

Indian EFL Teachers' Reflections on Sudden E-Adoption vis-a-vis COVID-19

International Journal of Technology Diffusion, Jan 27, 2023

The COVID-19 pandemic has had a mammoth impact on all spheres of human life-social, cultural, men... more The COVID-19 pandemic has had a mammoth impact on all spheres of human life-social, cultural, mental, and academic-to different degrees. The current study reports the authors' reflection on the Indian EFL (English as a foreign language) teachers' pedagogical challenges and opportunities on a sudden shift towards OTL (online teaching-learning). The qualitative method used here is a content analysis of narrative representations from 50 EFL teachers working in different schools and colleges/ universities referring to their experiences on this unforeseen teaching situation and suggestions for improvement. In-depth analysis revealed teachers' concerns over technical problems, lack of resources, learner motivation, and participation in addition to online assessment. Amidst these limitations, the participants tried to cope with this sudden shift with resilience and often with impromptu solutionsplanning, access to digital equipment, collaboration, and school policy-for improving OTL.

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Journal of school and educational psychology, Apr 10, 2024

This study aimed to investigate the complex psychological mechanism involved in the relationship ... more This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers' autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low.

A moderated mediation model of the relationship between Indian elementary school teachers' autonomy and perceived ease of ICT use

This is an open access article under the terms of the Creative Commons Attribution License, which... more

Elementary Teachers’ Professional Competencies to Meet Educational Innovations: An Analysis of Three Educationally Backward Districts

Asia-Pacific Journal of Educational Management Research, Jun 30, 2022

The professional capacity of elementary school teachers has always been one of the decisive facto... more The professional capacity of elementary school teachers has always been one of the decisive factors in maintaining the quality of education. Unfortunately, many teachers working in remote elementary schools in a developing country like India have not yet adequately responded to the increasing demands of educational innovation. This study investigated the status of the professional competencies of these teachers to meet educational innovations in three educationally backward and underprivileged districts. The study followed a mixed-method approach, combining both the quantitative (questionnaire investigation) and the qualitative (observation and in-depth interviews) approaches, randomly taking 300 elementary teachers as participants. Findings revealed that teachers in these areas still have the limited professional capacity to implement educational innovation such as: using foreign languages or ethnic languages and applying information technology in organizing the effectiveness of educational activities. The four vital factors considered for the professional development of the teachers were found positively correlated to each other which points out the melodious presence of all these factors through suitable planning and thereby creating a better learning future for the students of these far-flung schools.

Digital Pedagogy Before, During, and After COVID-19: Reflections of an Indian EFL Teacher

. International Journal of Bias, Identity and Diversities in Education, 2024

The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, p... more The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has returned to pre-Covid levels. A case study examined an EFL teacher's principles and practices in a rural elementary school, using Farrell's reflective practice framework to understand perceived changes influencing his thoughts, practices, and outlooks. The study reveals that the sudden adoption of digital teaching in schools had no long-term impact. Teachers received a preliminary induction, but there has not yet been any enduring transformation. As a result, following the pandemic, schools have reverted to their previous face-to-face format, abandoning the online learning impulse and environment. It has been discovered that the purported commitments to strengthen the school system's adaptability and resilience to handle any such future tragedies are ineffectual. The return of the previous resistance to digital pedagogy in school had been detrimental to the country's digital learning flight.

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Journal of School and Educational Psychology, 2024

This study aimed to investigate the complex psychological mechanism involved in the relationship ... more This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers' autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low.

A Probe Into Elementary Teachers' Pedagogical Trials in Indian Subcontinent During the COVID-19 Pandemic

International Journal of Sociotechnology and Knowledge Development

The aim of this study was to analyze learning scenarios at the elementary stage during the COVID-... more The aim of this study was to analyze learning scenarios at the elementary stage during the COVID-19 pandemic among seven countries in the Indian subcontinent. The problems teachers have been facing, their responses to these pandemic exigencies, and their basic concerns to resolve. This has been an exploratory study. Qualitative data was collected using purposive sampling via different social media groups using an internet survey as an instrument from forty-nine teachers teaching elementary students. Findings revealed that education delivery has undergone a dissatisfying dramatic change across this region during the time. Especially with the e-penetration in pedagogy. Trials and triumphs faced by teachers and perceived changes in behavior among students were worth exploring to initiate steps for comfortable learning space. The analysis evolved four major themes - challenges of online pedagogy, suggestion for improvement, concerns about students, and pedagogical needs.

Time for Attitudinal Change and Critical Thinking

International Journal of Information Communication Technologies and Human Development, 2022

The main purpose of this empirical study was to investigate the effects of blended learning on st... more The main purpose of this empirical study was to investigate the effects of blended learning on students’ learning attitude and critical thinking. Secondarily to probe into teachers’ perceptions on blending potentials in an underprivileged elementary classroom. A design study was conducted among 50 children from a fifth standard class of a government-run Indian elementary school. Findings revealed a significant difference in students' learning attitude towards the designed courses between the two cycles, in favour of the post blended implantation stage. This difference, which emerged during ten weeks, was found gender-neutral. The blended model was more effective for inspiring students’ critical thinking compared to the traditional learning model. Further, this study exclusively reports a positive correlation between students’ learning attitude and critical thinking faculties. The study concludes that blending was more effective for students’ learning attitude and critical thinki...

Elementary Students' Mathematics Curiosity

International Journal of Virtual and Personal Learning Environments, Oct 26, 2022

This investigation aimed to determine the best pedagogical approach to sustain mathematics curios... more This investigation aimed to determine the best pedagogical approach to sustain mathematics curiosity among elementary students. It reports a comparative pedagogy of three popular modes of course delivery— face-to-face, online, and blended— in terms of their potential to excite students' curiosity. A design study was conducted in a government-run Indian elementary school among 200 fifth-grade students randomly divided into three groups taught in three different modes. Students' levels of curiosity were tested before and after the experimentation. The pre- and post-test data were analyzed quantitatively using one-way ANOVA. Findings revealed that students who taught in the blended mode exhibited the highest level of curiosity compared to the rest of the two modes. The difference in curiosity level between the blended and the face-to-face mode was intense while the difference between the blended and the online mode was weak. Therefrom, the authors conclude that the blended mode could be the most effective pedagogical approach for elementary mathematics to keep students curious.

A Discourse on Cultivating Socio-emotional Well-being of Students and Teachers in School

Education@ETMA, 2022

Well-being is a holistic term that means feeling well after a subjective sense of health, happine... more Well-being is a holistic term that means feeling well after a subjective sense of health, happiness, and prosperity. It depends on good mental health, sense of purpose, and life satisfaction. The purpose of this desk research was to understand the role of social and emotional well-being among school students and teachers at the same time to chalk out schools' responsibility in nurturing well-being among them. Why social and emotional well-being of students and teachers vital for quality education? What does the research say about relationships between the well-being of students and their performance in school? What is the relationship between teachers' well-being and teaching effectiveness? How can teachers and students learn to manage their social and emotional well-being through effective schooling? Findings revealed the eminence of well-being for a positive human life is unquestionable for feeling happy, socially connected, purposeful, and excelled in academics as well. Research in this field has focused on their immense potential in securing academic efficacy among students and teachers. Schools have to play a transformational role to inculcate these among their practices. Finally, this review concludes with a few key take-ways of school practices to nurture the socio-emotional well-being of students and teachers along with a framework for strengthening well-being with the hope of ensuring effective schooling.

Elementary Math Class in Face-to-face, Fully Online, and Flipped Mode: A Comparative Study on Students’ Achievement and Satisfaction

E-Learning and Digital Media, 2023

Development and Validation of a Tool Measuring Administrators’ Attitude Towards Apprenticeship Embedded Degree Program

Journal of Applied Research in Higher Education,, 2023

A Discourse on Teachers' Self-Concept Affecting Their Perceived Ease of ICT Use

International Journal of E-Adoption

The purpose of this study was to review the latest literature on self-concept and to explore its ... more The purpose of this study was to review the latest literature on self-concept and to explore its effect on teachers' perceived ease of information and communication technology (ICT) use. It reports descriptive survey results within the ex-post facto research design conducted among randomly selected 300 teachers of 50 Indian secondary schools. Regression was the main statistical measure used for assessing the percentage of the variance in the dependent variable that the independent variable explains. Findings revealed that teachers' ICT-related self-concept has been a significant predictor of their perceived ease of use (R=.88, R2=.77). For every one standard unit increase of self-concept, the perceived ease of use will be increased by .88 standard units. Based on these findings, the authors proposed a pertinent extension of the TAM3 viewing the complexities of today's e-adoption. The discourse ends with an anticipated counseling framework to fortify teachers' self-co...

Doctoral research in education: a comparative study on Indian and international trends

International Journal of Comparative Education and Development

PurposeIt is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady... more PurposeIt is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities.Design/methodology/approachAdopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison – topic, procedure,...

Challenges of STEM Approach in Higher Education

International Journal of Smart Education and Urban Society

Scientific advancement had been creating wisdom lag in society that demands quality involvement w... more Scientific advancement had been creating wisdom lag in society that demands quality involvement with science at all levels of life. The rapid growth of industrialization, automation, and allied insecurities across the globe requires people educated in a STEM discipline to focus on hands-on learning with real-world applications accosting a variety of skill sets, scientific might, and creativity. But what challenges are being faced in its adoption? How do overcome those challenges? This bibliometric analysis aimed to find the answer to these questions relating to STEM implementation in higher education along with way outs for improvement. Findings revealed a considerable number of deescalating factors such as socioeconomic status of the students, gender biases, lack of teachers’ understanding of STEM, the insufficiency of resources, and the eventual science anxiety. After deep deliberations over past literature, the authors suggest gradually pushing whole STEM education in a project-b...

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

E-Learning and Digital Media

Excellent certificates are not enough to make excellent teachers rather, teaching demands constan... more Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer impl...

Transforming EFL Teaching with AI: A Systematic Review of Empirical Studies

International Journal of AI in Education

Behind the empty desks: Teachers' insights into student absenteeism in India

This study explores teachers' perspectives on student absenteeism in India's elementary schools, ... more This study explores teachers' perspectives on student absenteeism in India's elementary schools, with the goal of informing interventions and policies to tackle the issue of empty desks. It examines insights from 10 elementary teachers, gathered through in-depth interviews, focus group discussions, and observations. The findings highlight a concerning trend in students' school absenteeism, revealing alarmingly low daily attendance rates of just 25-30% in many state government-run schools, particularly in rural areas. In stark contrast, private and central government schools enjoy significantly higher student attendance rates. Despite government initiatives addressing historical socioeconomic factors like poverty, communication, or distance, absenteeism persists primarily due to stakeholders' attitudinal integrity issues and a 'poverty of minds', including parental indifference, student demotivation, and falsified school reports. Teachers identified significant academic and behavioural impacts on students, alongside challenges in maintaining continuity and morale in classrooms. It reveals that addressing absenteeism requires a multi-dimensional approach, including school-level interventions, systemic reforms, parental engagement, awareness generation, incentivizing attendance, promoting extracurricular activities, flexible schooling, and ensuring stricter monitoring and accountability. The study underscores the necessity for collaborative efforts to transform schools into inclusive spaces, addressing absenteeism to ensure equitable access to quality education for students and society.

Relationship between Psychological Distress and Teaching Efficacy of Indian Elementary School Teachers: A Moderated Mediation Model

Contemporary School Psychology , 2024

The main goal of this research was to investigate the complex relationships among school teachers... more The main goal of this research was to investigate the complex relationships among school teachers' psychological distress, subjective happiness, workplace happiness, autonomy, and teaching efficacy using a moderated mediation analysis. A random cluster sampling procedure was used to select a total of 321 survey participants (187 male and 134 females) teaching in 100 different government-run elementary schools in India. Self-report questionnaires were used to gather data. Moderated mediation analysis was executed using the PROCESS Macro Model 8 so that the mediators and moderator could function together in the same model. It revealed the prevalence of an acute psychological distress issue among 27 percent school teachers. The average state of happiness and autonomy among them had also been poor. Empirical findings further showed that psychological distress had a significantly negative direct impact on teaching efficacy. Teachers’ happiness (both subjective and workplace) had a significantly negative partial mediation in the association between their psychological distress and teaching efficacy. Autonomy had a negative yet significant moderation on the above three relationship paths between distress and efficacy. In educational settings, understanding these relationship dynamics can lead to more targeted and effective strategies to improve teaching efficacy and overall teacher well-being. It evidenced that promoting happiness and autonomy among teachers is crucial for maintaining good teaching efficacy even in stressful environments.

Psychological impacts of AI use on school students: a systematic scoping review of the empirical literature

Research and Practice in Technology Enhanced Learning, 2025

This systematic scoping review aimed to collate evidence assessing associations between AI use an... more This systematic scoping review aimed to collate evidence assessing associations between AI use and psychological outcomes (including cognitive, emotional, and behavioural responses to these intelligent systems) for school students from preschool (age <5 years), primary school (age 5–11 years), middle school (age 12–14 years), to high school (age 15–18 years). Original empirical studies were identified in seven reliable databases (Scopus, Web of Science, PubMed, PsycINFO, ScienceDirect, IEEE, and ERIC), resulting in 189 eligible studies. From these, we have identified 24 relevant studies reporting students’ hands-on experiential learning outcomes on AI use. Findings revealed that the use of AI in schools can have both positive and negative impacts on the psychological well-being of students. Increased engagement, cognitive achievement, self-efficacy, learning autonomy, and decreased frustration are among the benefits of this strategy; nevertheless, over reliance, anxiety, stress, social isolation, unstable mental health, and moral dilemmas including privacy, bias, and justice are among its drawbacks. Overall, the psychological impacts of AI use among school students are multifaceted, context-dependent and across grades. By carefully considering the design, implementation, and ethical decorum of AI in school education, teachers and policymakers can maximise its benefits by mitigating potential risks in practicing technology enhanced learning.

Indian EFL Teachers' Reflections on Sudden E-Adoption vis-a-vis COVID-19

International Journal of Technology Diffusion, Jan 27, 2023

The COVID-19 pandemic has had a mammoth impact on all spheres of human life-social, cultural, men... more The COVID-19 pandemic has had a mammoth impact on all spheres of human life-social, cultural, mental, and academic-to different degrees. The current study reports the authors' reflection on the Indian EFL (English as a foreign language) teachers' pedagogical challenges and opportunities on a sudden shift towards OTL (online teaching-learning). The qualitative method used here is a content analysis of narrative representations from 50 EFL teachers working in different schools and colleges/ universities referring to their experiences on this unforeseen teaching situation and suggestions for improvement. In-depth analysis revealed teachers' concerns over technical problems, lack of resources, learner motivation, and participation in addition to online assessment. Amidst these limitations, the participants tried to cope with this sudden shift with resilience and often with impromptu solutionsplanning, access to digital equipment, collaboration, and school policy-for improving OTL.

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Journal of school and educational psychology, Apr 10, 2024

This study aimed to investigate the complex psychological mechanism involved in the relationship ... more This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers' autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low.

A moderated mediation model of the relationship between Indian elementary school teachers' autonomy and perceived ease of ICT use

This is an open access article under the terms of the Creative Commons Attribution License, which... more

Elementary Teachers’ Professional Competencies to Meet Educational Innovations: An Analysis of Three Educationally Backward Districts

Asia-Pacific Journal of Educational Management Research, Jun 30, 2022

The professional capacity of elementary school teachers has always been one of the decisive facto... more The professional capacity of elementary school teachers has always been one of the decisive factors in maintaining the quality of education. Unfortunately, many teachers working in remote elementary schools in a developing country like India have not yet adequately responded to the increasing demands of educational innovation. This study investigated the status of the professional competencies of these teachers to meet educational innovations in three educationally backward and underprivileged districts. The study followed a mixed-method approach, combining both the quantitative (questionnaire investigation) and the qualitative (observation and in-depth interviews) approaches, randomly taking 300 elementary teachers as participants. Findings revealed that teachers in these areas still have the limited professional capacity to implement educational innovation such as: using foreign languages or ethnic languages and applying information technology in organizing the effectiveness of educational activities. The four vital factors considered for the professional development of the teachers were found positively correlated to each other which points out the melodious presence of all these factors through suitable planning and thereby creating a better learning future for the students of these far-flung schools.

Digital Pedagogy Before, During, and After COVID-19: Reflections of an Indian EFL Teacher

. International Journal of Bias, Identity and Diversities in Education, 2024

The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, p... more The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has returned to pre-Covid levels. A case study examined an EFL teacher's principles and practices in a rural elementary school, using Farrell's reflective practice framework to understand perceived changes influencing his thoughts, practices, and outlooks. The study reveals that the sudden adoption of digital teaching in schools had no long-term impact. Teachers received a preliminary induction, but there has not yet been any enduring transformation. As a result, following the pandemic, schools have reverted to their previous face-to-face format, abandoning the online learning impulse and environment. It has been discovered that the purported commitments to strengthen the school system's adaptability and resilience to handle any such future tragedies are ineffectual. The return of the previous resistance to digital pedagogy in school had been detrimental to the country's digital learning flight.

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Journal of School and Educational Psychology, 2024

This study aimed to investigate the complex psychological mechanism involved in the relationship ... more This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers' autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low.

A Probe Into Elementary Teachers' Pedagogical Trials in Indian Subcontinent During the COVID-19 Pandemic

International Journal of Sociotechnology and Knowledge Development

The aim of this study was to analyze learning scenarios at the elementary stage during the COVID-... more The aim of this study was to analyze learning scenarios at the elementary stage during the COVID-19 pandemic among seven countries in the Indian subcontinent. The problems teachers have been facing, their responses to these pandemic exigencies, and their basic concerns to resolve. This has been an exploratory study. Qualitative data was collected using purposive sampling via different social media groups using an internet survey as an instrument from forty-nine teachers teaching elementary students. Findings revealed that education delivery has undergone a dissatisfying dramatic change across this region during the time. Especially with the e-penetration in pedagogy. Trials and triumphs faced by teachers and perceived changes in behavior among students were worth exploring to initiate steps for comfortable learning space. The analysis evolved four major themes - challenges of online pedagogy, suggestion for improvement, concerns about students, and pedagogical needs.

Time for Attitudinal Change and Critical Thinking

International Journal of Information Communication Technologies and Human Development, 2022

The main purpose of this empirical study was to investigate the effects of blended learning on st... more The main purpose of this empirical study was to investigate the effects of blended learning on students’ learning attitude and critical thinking. Secondarily to probe into teachers’ perceptions on blending potentials in an underprivileged elementary classroom. A design study was conducted among 50 children from a fifth standard class of a government-run Indian elementary school. Findings revealed a significant difference in students' learning attitude towards the designed courses between the two cycles, in favour of the post blended implantation stage. This difference, which emerged during ten weeks, was found gender-neutral. The blended model was more effective for inspiring students’ critical thinking compared to the traditional learning model. Further, this study exclusively reports a positive correlation between students’ learning attitude and critical thinking faculties. The study concludes that blending was more effective for students’ learning attitude and critical thinki...

Elementary Students' Mathematics Curiosity

International Journal of Virtual and Personal Learning Environments, Oct 26, 2022

This investigation aimed to determine the best pedagogical approach to sustain mathematics curios... more This investigation aimed to determine the best pedagogical approach to sustain mathematics curiosity among elementary students. It reports a comparative pedagogy of three popular modes of course delivery— face-to-face, online, and blended— in terms of their potential to excite students' curiosity. A design study was conducted in a government-run Indian elementary school among 200 fifth-grade students randomly divided into three groups taught in three different modes. Students' levels of curiosity were tested before and after the experimentation. The pre- and post-test data were analyzed quantitatively using one-way ANOVA. Findings revealed that students who taught in the blended mode exhibited the highest level of curiosity compared to the rest of the two modes. The difference in curiosity level between the blended and the face-to-face mode was intense while the difference between the blended and the online mode was weak. Therefrom, the authors conclude that the blended mode could be the most effective pedagogical approach for elementary mathematics to keep students curious.

A Discourse on Cultivating Socio-emotional Well-being of Students and Teachers in School

Education@ETMA, 2022

Well-being is a holistic term that means feeling well after a subjective sense of health, happine... more Well-being is a holistic term that means feeling well after a subjective sense of health, happiness, and prosperity. It depends on good mental health, sense of purpose, and life satisfaction. The purpose of this desk research was to understand the role of social and emotional well-being among school students and teachers at the same time to chalk out schools' responsibility in nurturing well-being among them. Why social and emotional well-being of students and teachers vital for quality education? What does the research say about relationships between the well-being of students and their performance in school? What is the relationship between teachers' well-being and teaching effectiveness? How can teachers and students learn to manage their social and emotional well-being through effective schooling? Findings revealed the eminence of well-being for a positive human life is unquestionable for feeling happy, socially connected, purposeful, and excelled in academics as well. Research in this field has focused on their immense potential in securing academic efficacy among students and teachers. Schools have to play a transformational role to inculcate these among their practices. Finally, this review concludes with a few key take-ways of school practices to nurture the socio-emotional well-being of students and teachers along with a framework for strengthening well-being with the hope of ensuring effective schooling.

Elementary Math Class in Face-to-face, Fully Online, and Flipped Mode: A Comparative Study on Students’ Achievement and Satisfaction

E-Learning and Digital Media, 2023

Development and Validation of a Tool Measuring Administrators’ Attitude Towards Apprenticeship Embedded Degree Program

Journal of Applied Research in Higher Education,, 2023

A Discourse on Teachers' Self-Concept Affecting Their Perceived Ease of ICT Use

International Journal of E-Adoption

The purpose of this study was to review the latest literature on self-concept and to explore its ... more The purpose of this study was to review the latest literature on self-concept and to explore its effect on teachers' perceived ease of information and communication technology (ICT) use. It reports descriptive survey results within the ex-post facto research design conducted among randomly selected 300 teachers of 50 Indian secondary schools. Regression was the main statistical measure used for assessing the percentage of the variance in the dependent variable that the independent variable explains. Findings revealed that teachers' ICT-related self-concept has been a significant predictor of their perceived ease of use (R=.88, R2=.77). For every one standard unit increase of self-concept, the perceived ease of use will be increased by .88 standard units. Based on these findings, the authors proposed a pertinent extension of the TAM3 viewing the complexities of today's e-adoption. The discourse ends with an anticipated counseling framework to fortify teachers' self-co...

Doctoral research in education: a comparative study on Indian and international trends

International Journal of Comparative Education and Development

PurposeIt is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady... more PurposeIt is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities.Design/methodology/approachAdopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison – topic, procedure,...

Challenges of STEM Approach in Higher Education

International Journal of Smart Education and Urban Society

Scientific advancement had been creating wisdom lag in society that demands quality involvement w... more Scientific advancement had been creating wisdom lag in society that demands quality involvement with science at all levels of life. The rapid growth of industrialization, automation, and allied insecurities across the globe requires people educated in a STEM discipline to focus on hands-on learning with real-world applications accosting a variety of skill sets, scientific might, and creativity. But what challenges are being faced in its adoption? How do overcome those challenges? This bibliometric analysis aimed to find the answer to these questions relating to STEM implementation in higher education along with way outs for improvement. Findings revealed a considerable number of deescalating factors such as socioeconomic status of the students, gender biases, lack of teachers’ understanding of STEM, the insufficiency of resources, and the eventual science anxiety. After deep deliberations over past literature, the authors suggest gradually pushing whole STEM education in a project-b...

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

E-Learning and Digital Media

Excellent certificates are not enough to make excellent teachers rather, teaching demands constan... more Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer impl...

Effect of Teachers’ Self-efficacy and Self-concept on their Perceived Ease of ICT Use

Doctoral dissertation: Bankura University, 2022

Get Ready for Blockchain Technology: A Probe into its Potential for Indian Schools

Glocal Policy and Strategies for Blockchain: Building Ecosystems and Sustainability, 2023

The fourth industrial revolution is peeping through blockchain technology since the invention of ... more The fourth industrial revolution is peeping through blockchain technology since the invention of the steam engine, electricity, and information technology. It has come up with a lot of expectations and is now considered a 'disruptive technology' stirring the fabric of society to its roots. This desk research concentrates on evaluating its potential for Indian schools. How could blockchain contribute to effective schooling in India? What could be the possible framework to implement this technology for progressive changes in schools? A thorough review of the existing literature and the Indian context reveals that blockchain is promising for Indian schools providing enhanced digital accuracy, openness, cost-saving operations, and a heightened constructivist learning paradigm. Based on these assumptions, the author has proposed a framework for blockchain implementation (FBI) in school operations which could be a substantial contribution to the 'glocal' management of blockchain technology in schools.