International Journal of Education Insights (IJEI)
The International Journal of Education Insights (IJEI) is a premier academic publication dedicated to advancing the field of education through rigorous research and thoughtful analysis. This journal aims to create a dynamic platform for educators, researchers, and policymakers to share innovative ideas, best practices, and evidence-based strategies that address the complexities of teaching and learning in diverse contexts. This journal adheres to the policies, Guidelines and ethical standards prescribed by the UGC-CARE. One of the key highlights of the journal is its commitment to publishing high-quality scholarly articles that explore a wide array of topics, including educational theory, pedagogy, curriculum development, assessment practices, and the impact of technology on learning. By fostering interdisciplinary dialogue, the journal encourages contributions from various fields, including psychology, sociology, and economics, thus enriching the educational discourse. The International Journal of Education Insights (IJEI) particularly emphasizes the importance of empirical research, inviting original studies that employ both qualitative and quantitative methodologies. This focus on evidence-based inquiry allows the journal to present findings that not only contribute to academic knowledge but also inform practical applications in educational settings. Additionally, the journal offers a dedicated section for literature reviews, which synthesize existing research and highlight emerging trends, providing readers with comprehensive insights into current educational issues. Furthermore, the journal aims to support emerging scholars by providing a platform for their work and facilitating mentorship opportunities. It also encourages the submission of case studies that illustrate successful educational interventions and innovations from around the globe, thereby promoting a rich exchange of ideas and experiences. In summary, the International Journal of Education Insights (IJEI) is a vital resource for those seeking to engage with cutting-edge research and contribute to the ongoing development of educational practices and policies. By publishing diverse and impactful scholarly articles, the journal plays a crucial role in shaping the future of education, ensuring that insights from various perspectives are shared and implemented for the benefit of learners everywhere. Title International Journal of Education Insights (IJEI) Frequency Quarterly ISSN XXXX Publisher Eduschool Academic Research and Publishers Chief Editor Dr. Bincy O.G Copyright Eduschool Academic Research and Publishers Starting Year 2025 Subject Education Language English Publication Format Online Phone No 0484-2929383 Email Id info@eduresearchpublication.com, ex_editor@eduresearchpublication.com Website www.eduresearchpublication.com Address Eduschool Academic Research and Publishers Airport Road, Nayathode Kavala, Angamaly-683572, Kerala, India Submission Link https://www.eduresearchjournal.com/index.php/ijei/sub
Eduschool Academic Research and Publishers
The forthcoming issue of the Indian Journal of Education Insights (IJEI) presents a comprehensive and empirically grounded exploration of key factors shaping student achievement, motivation, and well-being across educational levels. The contributions in this volume collectively underscore the multidimensional nature of educational success, highlighting the interconnected roles of digital integration, psychological dispositions, school climate, and parental engagement. A central theme emerging from this issue is the transformative impact of digital technology in education. Quantitative investigations conducted in higher secondary and undergraduate contexts demonstrate that meaningful integration of digital platforms, learning management systems, and interactive tools significantly enhances academic performance. These studies move beyond theoretical advocacy by providing robust statistical evidence linking structured technology integration with measurable improvements in GPA, motivation, and learning outcomes. At the same time, research from international contexts reveals persistent infrastructural and access challenges, reminding policymakers that digital innovation must be accompanied by equitable implementation strategies.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
The Effect of Parental Involvement on Academic Motivation and Achievement Among Elementary School Students: A Quantitative Study
This study investigated the effect of parental involvement on academic motivation and achievement among elementary school students. A quantitative, correlational-predictive research design with mediation analysis was employed. Data were collected from 512 parents and 512 matched students (grades 3-5) across 28 elementary schools in Tamil Nadu, India. The Parental Involvement in Education Scale (PIES, α = .92), the Academic Motivation Inventory for Children (AMIC, α = .88), and standardized academic achievement scores were utilized. Hierarchical multiple regression analysis revealed that parental involvement significantly predicted academic achievement (β = .44, p < .001), accounting for 31.7% of the variance. Structural equation modeling confirmed that academic motivation partially mediated this relationship (indirect effect β = .22, 95% CI [.16, .29], p < .001). Home-based involvement (β = .31) and academic socialization (β = .27) emerged as the strongest predictors. Independent samples t-test revealed significant differences in parental involvement between urban and rural settings, t(510) = 5.62, p < .001, d = 0.78. One-way ANOVA indicated significant differences across socioeconomic groups, F(2, 509) = 12.34, p < .001, η² = .046. These findings highlight the pivotal role of parental involvement in fostering academic motivation and achievement and offer actionable recommendations for school-family partnership programs.
The Impact of School Climate on Student Well-Being and Academic Motivation Among High School Students: A Quantitative Investigation
This study investigated the impact of school climate on student well-being and academic motivation among high school students. Employing a quantitative, correlational-predictive research design with mediation analysis, data were collected from 468 students enrolled in grades 11 and 12 across 32 higher secondary schools in Maharashtra, India. Three validated instruments were used: the School Climate Assessment Instrument (SCAI, α = .93), the WHO-5 Well-Being Index adapted for adolescents (WHO-5A, α = .87), and the Academic Motivation Scale-High School Version (AMS-HS, α = .91). Hierarchical multiple regression analysis revealed that school climate significantly predicted student well-being (β = .54, p < .001), accounting for 33.6% of the variance after controlling for demographic variables. School climate also significantly predicted academic motivation (β = .49, p < .001), explaining 28.8% of the variance. Among the four dimensions, teacher-student relationships (β = .28) and sense of safety and belonging (β = .24) were the strongest predictors. Structural equation modeling confirmed that student well-being partially mediated the relationship between school climate and academic motivation (βindirect = .21, 95% CI [.14, .29]). Students in schools with positive climates reported significantly higher well-being (M = 4.02) than those in schools with poor climates (M = 2.86), t(302) = 8.14, p < .001, d = 0.94. These findings underscore the critical importance of cultivating positive school climates for promoting holistic student development.
Growth Mindset and Academic Resilience as Predictors of Mathematics Achievement Among Middle School Students: A Quantitative Analysis
This study examined the predictive roles of growth mindset and academic resilience on mathematics achievement among middle school students. Employing a quantitative, correlational-predictive research design with mediation analysis, data were collected from 486 students enrolled in grades 6 through 8 across 28 middle schools in Rajasthan, India. Three instruments were used: the Implicit Theories of Intelligence Scale (ITIS, α = .89), the Academic Resilience Scale-30 (ARS-30, α = .91), and institutional mathematics achievement scores (standardized term examination marks converted to z-scores). Hierarchical multiple regression revealed that growth mindset significantly predicted mathematics achievement (β = .44, p < .001), accounting for 26.2% of the variance after controlling for demographic variables. Growth mindset also significantly predicted academic resilience (β = .56, p < .001), explaining 35.8% of the variance. Among the three mindset dimensions, beliefs about effort (β = .24) and response to challenge (β = .21) were the strongest predictors of achievement. Structural equation modeling confirmed that academic resilience partially mediated the relationship between growth mindset and mathematics achievement (βindirect = .18, 95% CI [.12, .25]). Students with strong growth mindsets scored significantly higher in mathematics (M = 0.62, SD = 0.74) than those with fixed mindsets (M = -0.48, SD = 0.82), t(318) = 8.86, p < .001, d = 1.00. These findings highlight the critical importance of fostering growth mindsets and resilience for improving mathematics outcomes.
The Impact of Digital Technology Integration on Academic Performance of Undergraduate Students: A Quantitative Analysis
This study investigated the impact of digital technology integration on the academic performance of undergraduate students enrolled in higher education institutions. Employing a quantitative, quasi-experimental research design, data were collected from a sample of 384 undergraduate students across four universities in South India using a structured questionnaire and institutional academic records. The Technology Integration Assessment Scale (TIAS) was developed and validated for this study (α = .91). Multiple regression analysis, independent samples t-test, and one-way ANOVA were employed to analyze the data. Results indicated that digital technology integration significantly predicted academic performance (β = .47, p < .001), accounting for 34.2% of the variance in GPA scores. Students who reported high levels of technology integration (M = 3.82, SD = 0.64) demonstrated significantly higher GPA scores than those with low integration (M = 2.91, SD = 0.73), t(382) = 6.84, p < .001, d = 0.92. Interactive learning platforms and Learning Management Systems emerged as the strongest predictors of academic success. These findings have significant implications for educational policy, curriculum design, and institutional investment in digital infrastructure.
Integration of Digital Tools and Methods for Improving Students Performance: Innovative Digital Education
In response to the critical need for innovative educational approaches, this research study investigates the integration of digital tools to enhance students' academic performance in high schools within the Zorzor district. Recognizing education as a fundamental human right, especially during global emergencies such as the COVID-19 pandemic, this study delves into the imperative of ensuring uninterrupted access to quality education. The research meticulously assesses the current state of digital technology utilization in two high schools in Zorzor District Lofa County Liberia school system, specifically targeting students and staff from 11th to 12th grades. Through methodical questionnaire development, the study explores existing digital tools, highlighting their strengths and weaknesses. The analysis reveals significant challenges faced by students, including limited access to research materials and collaborative platforms, leading to subpar performance both in classrooms and national exams. In addressing these challenges, the study proposes an innovative digital education tool. By empowering educators and students with structured tools and methodologies, the digital tool aims to enrich learning experiences, foster collaborative environments, and cater to diverse learning styles. The outcomes of this research not only contribute to the academic enhancement of students in the Zorzor district school system but also serve as a valuable reference for educators and policymakers globally. By embracing this innovative approach, educational institutions can ensure that students receive a well-rounded and technologically enriched learning experience, thereby upholding their fundamental right to education in all circumstances, even amidst global challenges.
Integration, performance, Innovation, COVID-19 response, Technology, Learn, Creativity, Digital
Copyright (c) 2026 Michael Umunna (Author) https://creativecommons.org/licenses/by/4.0
The International Journal of Education Insights proudly presents its latest issue, featuring a collection of studies that critically examine the evolving landscape of education in India and beyond. At a time when national policies, digital transformations, and pedagogical innovations are reshaping the educational ecosystem, this volume offers evidence-driven insights that illuminate the opportunities and challenges facing contemporary learning environments
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Digital Literacy Development in Rural Secondary Education: A Comprehensive Analysis of Student Competencies and Pedagogical Approaches
Digital literacy has emerged as a fundamental competency in 21st-century education, yet significant disparities persist between urban and rural contexts, with rural secondary students facing unique challenges due to limited technological infrastructure, fewer qualified educators, and restricted access to digital resources. This study aimed to assess digital literacy levels among rural secondary school students while examining educators’ pedagogical approaches and identifying factors influencing digital competency development in resource-constrained environments. Using a convergent parallel mixed-methods design, the study involved 342 students and 45 teachers from six rural secondary schools across three provinces. Data were collected using a validated Digital Literacy Assessment Scale (DLAS), demographic surveys, classroom observations, and semi-structured interviews, and were analysed through descriptive statistics, t-tests, ANOVA, correlation analyses, hierarchical regression, and thematic analysis. Results showed that students demonstrated low to moderate digital literacy (M = 2.87, SD = 0.83), with significant differences by grade level (F(4,337) = 12.45, p < 0.001), socioeconomic status (t(340) = 5.67, p < 0.001), and home technology access (F(2,339) = 18.92, p < 0.001). Key barriers included inconsistent internet connectivity (82%), outdated computer equipment (67% of schools), and inadequate teacher training in digital pedagogy (71%). Despite these challenges, students expressed strong motivation for digital learning, emphasizing the need for improved infrastructure, targeted professional development, and enhanced curriculum design to support equitable digital literacy outcomes.
Digital Equity in Blended Learning: Closing Achievement Gaps in Underserved Communities
This paper examines the critical relationship between digital equity and achievement outcomes in blended learning environments, with particular focus on underserved communities. As educational institutions increasingly adopt hybrid instructional models, disparities in technology access, digital literacy, and connectivity infrastructure threaten to exacerbate existing achievement gaps. Through systematic analysis of current research and policy frameworks, this study investigates how socioeconomic factors, infrastructure limitations, and pedagogical approaches intersect to create differential learning outcomes. The analysis reveals that while blended learning holds promise for educational democratization, its implementation without intentional equity measures can deepen educational stratification. Key findings indicate that comprehensive digital equity initiatives—encompassing device provision, broadband access, teacher professional development, and culturally responsive design—are essential for closing achievement gaps. The paper proposes a multilayered framework for equitable blended learning implementation that addresses infrastructure, instructional design, and community engagement dimensions. Implications for policy development, institutional practice, and future research are discussed, emphasizing the necessity of systemic approaches to digital equity that extend beyond mere technology provision to encompass holistic support structures.
Modern Technology Enables the Teaching-Learning Process
Purpose: There are countless ways in which the advent of modern technology has revolutionized the educational system and the way students learn. In this paper, we'll look at how technology facilitates and improves the classroom setting. Teachers and students alike are the targets of this investigation into the effects of various online resources and pedagogical apps. It goes on to discuss how using technology in the classroom can improve pupil participation, access to educational resources, and customized educational experiences. Design/Methodology/Approach: The current study, which relies on secondary sources of information, used descriptive research methods. Public and private organizations' websites, as well as scholarly publications, newspapers, and journals, are sources of data that is secondary. Findings: This paper examines research and real-world examples to show how technology can empower teachers and students, creating a more creative and active classroom. Finally, it stresses the significance of future research into and use of technology to improve the process of instruction and learning. Originality/Value: The digital divide and the necessity of digital literacy are two of the topics covered in this article as they pertain to the pros and cons of incorporating technology into the classroom.
From Policy to Practice: A Multi-State Analysis of NEP 2020 Implementation Barriers in Government Primary Schools
The National Education Policy (NEP) 2020 represents India's most comprehensive educational reform in three decades, yet its implementation in government primary schools faces substantial systemic barriers. This empirical study examines implementation challenges across five Indian states Maharashtra, Uttar Pradesh, Kerala, Rajasthan, and Tamil Nadu through a mixed-methods approach combining surveys of 847 primary school administrators, classroom observations, and policy document analysis. Findings reveal critical barriers across four domains: infrastructural inadequacies (78% of schools lacking digital infrastructure), human resource constraints (average teacher-student ratio of 1:42 versus NEP's recommended 1:30), pedagogical resistance to foundational literacy and numeracy reforms (63% teachers expressing low self-efficacy), and administrative-financial bottlenecks (average 11-month delay in fund allocation). Regional disparities emerge significantly, with southern states demonstrating 34% higher implementation readiness than northern counterparts. The study identifies that successful implementation requires synchronized interventions addressing capacity building, resource allocation mechanisms, and institutional reform. These findings have immediate implications for policy refinement and implementation strategy recalibration at both central and state levels.
The Right to Education Act (2009-2024): Quantitative Analysis of Enrollment, Retention, and Learning Outcomes Across Socio-Economic Strata
This study examines the impact of India's Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) on enrollment, retention, and learning outcomes across different socio-economic strata from 2009 to 2024. Using nationally representative datasets including the District Information System for Education (DISE), Annual Status of Education Report (ASER), and National Sample Survey (NSS), this quantitative analysis reveals significant increases in enrollment rates, particularly among marginalized communities, with overall school-going rates reaching 97.2% by 2018. However, the analysis uncovers a concerning paradox: while access to education has dramatically improved, learning outcomes have declined substantially, with test scores dropping precipitously after 2010. The study documents persistent disparities across socio-economic lines, with children from lower-income families, rural areas, and disadvantaged social groups experiencing disproportionate challenges in retention and learning achievement. These findings suggest that while the RTE Act has succeeded in expanding educational access, ensuring equitable learning outcomes remains a critical challenge requiring targeted interventions in teacher quality, infrastructure development, and pedagogical approaches.
The International Journal of Education Insights (IJEI) proudly presents its first issue, bringing together a collection of thought-provoking studies that reflect the evolving challenges, innovations, and psychological dimensions shaping education and human development in the 21st century. This issue exemplifies IJEI’s mission to provide a platform for multidisciplinary scholarship that bridges educational research, psychological inquiry, and policy-driven innovation.
Digital Equity Solutions: Addressing Technology Access Disparities in Remote and Hybrid Learning Environments
The COVID-19 pandemic exposed profound digital equity disparities in educational settings, particularly affecting students from low-income families, rural communities, and marginalized populations. This paper examines comprehensive digital equity solutions designed to address technology access barriers in remote and hybrid learning environments. Through systematic analysis of current literature and case studies, this research identifies key components of effective digital equity initiatives: device accessibility, reliable internet connectivity, technical support infrastructure, and digital literacy training. The study employs a mixed-methods approach, analyzing quantitative data on technology access gaps and qualitative findings from successful intervention programs. Results indicate that multi-faceted approaches combining hardware provision, connectivity solutions, and ongoing support yield the most significant improvements in educational outcomes. The research reveals that successful digital equity programs require sustained funding, community partnerships, and culturally responsive implementation strategies. Implications for educational policy and practice emphasize the necessity of viewing digital equity as a fundamental educational right requiring systemic, long-term investment rather than temporary pandemic responses.
Redesigning Curriculum for 21st Century Skills Development
Redesigning educational curricula to provide learners with vital 21st-century skills like critical innovative thinking, collaborative teamwork, and digital literacy is a major need, and this study addresses that critical need. The central question that guides the research is: How can curricula be restructured to meet the evolving demands of the modern era? Using a mixed-methods approach, including surveys, interviews, and content analysis of existing curricula, the study evaluates current gaps and explores innovative strategies for skill integration. The findings reveal significant shortcomings in traditional teaching methods, highlighting the necessity for experiential learning, technology integration, and interdisciplinary approaches. The study concludes that a well-structured, inclusive, and adaptive curriculum is pivotal for fostering learners' readiness to excel in a globalized and technology-driven world.
Psychological Impact of Work- from- Home Culture on Employee Wellbeing
The work-from-home (WFH) culture has become a transformative shift in the modern workplace, particularly following the global pandemic. While it offers benefits such as flexibility, reduced commuting stress, and an improved work-life balance, its psychological impact on employee well-being is multifaceted. This paper explores the positive and negative consequences of WFH on employees' mental health, productivity, and social interactions. Constant connectedness has several negative effects, such as making people feel lonely and isolated, erasing boundaries between their personal and professional lives, and increasing their risk of burnout and anxiety. On the flip side, when effective organizational tactics are in place, many employees report higher levels of job satisfaction and autonomy. Employers may help reduce the negative impacts of remote work and increase its positive aspects by taking proactive steps like encouraging virtual social connections, setting clear work-life boundaries, and providing mental health support, according to the study. Organizations can foster a WFH climate that is healthier and more sustainable for their employees by tackling these concerns.
Exploring the Relationship Between Social Media Usage and Self-Esteem in Adolescents
Adolescents' communication styles, self-images, and behaviours have all been profoundly affected by the proliferation of social media. Examining the impact of different levels of engagement on self-worth, this investigation delves into the connection between online platform usage and self-esteem among adolescents. Using a combination of questionnaires and in-person interviews, we gathered information from 500 teenagers (ranging in age from 13 to 18). Extreme social media usage is inversely correlated with self-esteem, according to quantitative research. This is especially true for people who regularly compare themselves to others on social media. Problems with one's body image, the need for approval from one's peers, and the stress of maintaining an ideal online persona were some of the themes brought to light by the qualitative research. On the other hand, moderate users did see certain beneficial outcomes, such as increased chances for self-expression and social support. The study highlights the significance of encouraging digital literacy and the necessity for moderate use of online platforms in order to promote healthy self-esteem in teenagers. These results should be considered by lawmakers, educators, and parents who are concerned about the negative impacts of social media.
Teacher Professional Development: Effective Models in Diverse Educational Contexts
This study explores effective models of Teacher Professional Development (TPD) in diverse educational contexts. It highlights how tailored approaches can address the unique challenges faced by educators in various settings. The research emphasizes the importance of context-sensitive strategies to enhance teaching quality and improve student outcomes. Research questions explore the following. What are the most effective TPD models in diverse educational settings? How do these models address the specific needs of teachers and students in different contexts? What factors contribute to the success or limitations of TPD programs? The research employs a mixed-methods approach, combining qualitative and quantitative data. Surveys and interviews are conducted with teachers, administrators, and policymakers across urban, rural, and international educational settings. Case studies of successful TPD implementations are analysed to identify patterns and best practices. Collaborative models, such as Professional Learning Communities (PLCs), significantly enhance teacher engagement and effectiveness. Contextual relevance is critical for the success of TPD programs, with tailored strategies yielding better outcomes than standardized approaches. Long-term programs with ongoing support outperform one-time workshops or seminars. Technology integration in TPD improves accessibility and fosters continuous professional growth, especially in remote or under-resourced areas. Effective Teacher Professional Development requires a multifaceted approach that considers the unique needs of educational contexts. Collaborative, sustainable, and technology-enhanced models show the greatest promise in empowering educators and improving teaching practices. Tailoring TPD programs to local challenges and resources ensures greater impact and relevance, ultimately contributing to better educational outcomes.
Professional Learning Communities (PLCs)
Cognitive Behavioural Therapy for Managing Stress in College Students
Examining how well college students manage stress with Cognitive Behavioural Therapy (CBT) is the focus of this study. Stress is a pervasive issue in this demographic, often stemming from academic pressures, social challenges, and financial concerns. The research examines how CBT, a structured and evidence-based therapeutic approach, helps students identify and alter negative thought patterns, develop adaptive coping strategies, and improve emotional regulation. A mixed-methods design is employed, incorporating both quantitative measures of stress reduction and qualitative feedback from participants. The findings reveal that CBT significantly reduces stress levels, enhances self-efficacy, and fosters resilience in students. This study underscores the potential of CBT as a practical and accessible intervention for promoting mental well-being in higher education settings. Implications for integrating CBT into campus mental health programs are discussed.