International Journal of Teacher Education Research Studies (IJTERS)
The International Journal of Teacher Education Research Studies (IJTERS) is a prestigious academic platform dedicated to advancing teacher education through innovative research and cutting-edge studies. The journal serves as a valuable resource for educators, researchers, and policymakers who are committed to enhancing the quality of education in today’s world. With a global reach and a strong focus on maintaining high academic standards, it serves as an indispensable tool. IJTERS adheres to the policies and ethical standards prescribed by the UGC-CARE, ensuring academic integrity and scholarly excellence. Being a well-known publication in the field of teacher education, the International Journal of Teacher Education Research Studies offers the latest research findings, theoretical insights, and practical applications in teacher preparation, professional development, and classroom practices. This journal offers a thorough examination of the latest trends and obstacles in the field of education. Thanks to its multidisciplinary approach and diverse range of perspectives, it provides valuable insights and solutions to tackle these issues. The International Journal of Teacher Education Research Studies maintains a strong commitment to academic excellence and rigor in the selection and review of articles. This is made possible by the involvement of a distinguished editorial board consisting of renowned scholars and experts in the field of teacher education. Authors are encouraged to submit their original research manuscripts, literature reviews, case studies, and theoretical essays that make valuable contributions to the advancement of knowledge and practice in teacher education. If you have a strong background in research, are actively involved in education, or are a graduate student interested in teacher education, the International Journal of Teacher Education Research Studies offers a wide range of valuable insights, concepts, and motivation to help you expand your knowledge and skills. Join our community of dedicated individuals who are passionate about shaping the future of education through teacher education. Working collaboratively, our goal is to achieve the highest standards and create a dynamic atmosphere that benefits both academics and professionals. Title International Journal of Teacher Education Research Studies (IJTERS) Frequency Quarterly ISSN 3049-1614(ONLINE) Publisher Eduschool Academic Research and Publishers Chief Editor Dr. Premachandran P Copyright Eduschool Academic Research and Publishers Starting Year 2024 Subject Education Language English Publication Format Online Email Id ijters@eduresearchpublication.com,info@eduresearchpublication.com Website www.eduresearchpublication.com Address Eduschool Academic Research and Publishers, Airport Road, Nayathode Kavala, Angamaly -72, Kerala, India. Submission Link www.eduresearchjournal.com/index.php/ijters/sub
Eduschool Academic Research and Publishers
The Impact of High-Intensity Teacher Professional Development on Instructional Effectiveness and Student Achievement in Secondary Schools
Teacher professional development (PD) is widely regarded as a cornerstone of school improvement, yet significant variability in PD quality and intensity in secondary education settings raises pressing questions about which forms of PD most effectively enhance instructional practice and student outcomes. This quantitative study investigated the differential effects of high-intensity and low-intensity teacher PD programs on six key outcomes: instructional effectiveness, pedagogical content knowledge, teacher self-efficacy, classroom management quality, reflective practice, and student academic achievement gains. Using a quasi-experimental, nonequivalent comparison group design, data were collected from 410 secondary school teachers (N = 410) across 24 schools in three school districts following a full academic year of differentiated PD provision. High-intensity PD involved sustained, job-embedded, collaborative learning communities with coaching support (mean contact hours = 64.3), while low-intensity PD consisted of episodic workshops without follow-up (mean contact hours = 12.7). Independent samples t-tests and hierarchical multiple regression analyses revealed that high-intensity PD participants significantly outperformed their low-intensity counterparts on all six outcomes, with effect sizes ranging from medium (d = 0.54) to large (d = 0.93). Moderation analyses indicated that the benefits of high-intensity PD were amplified for early-career teachers and teachers in high-disadvantage school contexts. Findings underscore the critical importance of PD design features, particularly intensity, collaboration, and job-embededness, for generating meaningful and sustained improvements in secondary teaching quality.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Formative Versus Summative Assessment Practices and Their Effects on Student Achievement, Self-Efficacy, and Motivation in Secondary Schools
This quantitative study examined the differential effects of formative and summative assessment practices on secondary school students' academic achievement, academic self-efficacy, test anxiety, student engagement, and intrinsic motivation. Using a quasi-experimental, nonequivalent comparison group design, data were collected from 364 students (Grade 9-12) enrolled in eight secondary schools across two school districts in a mid-sized metropolitan region. Students were assigned to one of two conditions: classrooms employing predominantly formative assessment strategies (n = 186) or classrooms employing predominantly summative assessment strategies (n = 178). A one-semester intervention period was followed by collection of outcome data through standardized achievement tests, validated self-report scales, and administrative records. Multivariate analysis of variance (MANOVA) revealed statistically significant differences across all five outcome variables, with students in formative assessment classrooms demonstrating higher academic achievement (M = 74.82 vs. 68.37, d = 0.65), higher self-efficacy (d = 0.62), lower test anxiety (d = 0.93), greater engagement (d = 0.62), and higher intrinsic motivation (d = 0.71) compared to their peers in summative assessment classrooms. Moderation analyses indicated that the benefits of formative assessment were particularly pronounced for students from low-income backgrounds. Findings have significant implications for assessment policy, teacher professional development, and instructional design in secondary education contexts.
Technology Integration in Higher Education: A Theoretical and Literature Review
The rapid proliferation of digital technologies has fundamentally transformed the landscape of higher education, compelling institutions to re-examine pedagogical approaches, institutional frameworks, and student engagement strategies. This theoretical and literature review examines the multidimensional nature of technology integration in higher education settings, synthesizing empirical and theoretical literature published between 2010 and 2025. Drawing on foundational frameworks including the Technological Pedagogical Content Knowledge (TPACK) model, the Technology Acceptance Model (TAM), and the Community of Inquiry (CoI) framework, this paper critically evaluates how digital tools including Learning Management Systems (LMS), Artificial Intelligence (AI)-driven platforms, mobile learning, and collaborative technologies influence teaching effectiveness, student outcomes, and institutional change. The review further identifies persistent barriers to effective technology integration such as digital equity, faculty readiness, and pedagogical alignment, while proposing evidence-based recommendations for policy and practice. Findings suggest that successful technology integration is contingent not merely on access to tools but on a systemic alignment of pedagogy, professional development, and institutional culture. The paper concludes with a forward-looking agenda for research and practice in educational technology within higher education.
Student Mental Health and Well-Being in Higher Education
Student mental health and well-being have emerged as among the most urgent concerns confronting higher education institutions in the twenty-first century. Escalating rates of anxiety, depression, and psychological distress among university students have prompted calls for systemic, evidence-informed institutional responses. This theoretical and literature review synthesizes peer-reviewed research published between 2005 and 2025 to examine the multidimensional determinants of student mental health, the theoretical frameworks that inform institutional responses, and the evidence base for campus-based mental health interventions. Drawing on key frameworks including the biopsychosocial model, Self-Determination Theory (SDT), and Bronfenbrenner's ecological systems theory, the review critically evaluates the interplay of individual, relational, institutional, and societal factors that shape student psychological well-being. Key themes addressed include the prevalence and nature of mental health challenges among university students, the role of academic stress, social connectedness, financial hardship, and identity-related stressors, as well as the efficacy of counseling services, early intervention programs, and whole-university approaches to mental health promotion. The review concludes that isolated, clinically oriented responses are insufficient and that sustainable improvements in student well-being require coordinated, prevention-oriented, and structurally attentive institutional strategies.
Integrating Activity Outcome into an Outcome Based Assessment framework and development of an excel computational tool: a SoTL approach
Assessment of students with respect to the learning outcome is of vital importance for ensuring the level of attainment of learner in terms of Course level outcomes and Program level outcome in the context of Outcome Based Education. For an inclusive assessment of these outcomes, it is essential that the activity outcome related to various clubs, forums and other extension activities should be effectively integrated with the assessment process. These multifarious activities create a real platform for experiential learning. Hence combining all the activities related to Sports, Arts and Extension will be indispensable for an overall development of learner, enhancing student engagement and scaling the attainment of desired learning outcome. Integration of the Activity Outcome with the Program level outcome pauses a lot of challenges due to the higher level of flexibility and autonomy of the learner in selecting the pathway of learning. In this paper we have attempted to suggest a framework where we could generate a program matrix based on students’ choice of options with respect to the curricular and extracurricular activities from a program level grid, and standardization of the assessments with respect to the predetermined threshold number of indicators to ensure the level of attainment of the outcomes. An excel based automated tool is also developed using the computation algorithm and its efficiency is tested using a Scholarship of teaching and learning (SoTL) approach by validating its practicability and usability among the peer instructors. The results of the analysis of the responses from the stakeholders / peer instructors seems to be very encouraging. Very high positive means with respect to effectiveness, usage and satisfaction level among the peer evaluators indicate stakeholders’ confirmation of the assessment strategy and effectiveness of the developed tool.
Scholarship of Teaching and Learning (SoTL)
Copyright (c) 2026 Joby Cyriac, Sunil Job K. A (Author) https://creativecommons.org/licenses/by/4.0
The forthcoming issue of the International Journal of Teacher Education Research Studies (IJTERS) brings together a compelling collection of empirically grounded and methodologically diverse studies that illuminate some of the most pressing concerns and transformative possibilities within contemporary teacher education and classroom practice. The contributions in this issue collectively underscore the evolving role of educators in navigating technological innovation, inclusive pedagogy, student engagement, and professional well-being in an increasingly complex educational landscape.
The Impact of Technology-Enhanced Learning Environments on Student Academic Achievement and Engagement in Secondary Education
This study investigated the impact of technology-enhanced learning environments (TELEs) on student academic achievement and engagement in secondary education in Kerala, India. Employing a quasi-experimental pretest-posttest design, the study examined 320 students (Grade 9–10) from 8 secondary schools over one academic semester (18 weeks). Participants were assigned to either a technology-enhanced instruction group (n = 160) or a traditional instruction group (n = 160). Academic achievement was measured using standardized subject tests in Mathematics and Science, while student engagement was assessed through the Student Engagement Instrument (SEI). Analysis of covariance (ANCOVA) and independent samples t-tests revealed that students in the TELE group achieved significantly higher posttest scores (M = 78.4, SD = 9.2) compared to the control group (M = 64.1, SD = 10.5), t(318) = 12.36, p < .001, d = 1.45. Engagement scores were also significantly elevated in the experimental group (F(1, 317) = 84.72, p < .001, η² = .21). These findings suggest that strategically integrating technology into secondary school classrooms significantly improves both academic performance and student engagement, with practical implications for curriculum planners and school administrators.
Teacher Burnout, Psychological Well-Being, and Instructional Quality in Philippine Basic Education: A Mixed-Methods Hierarchical Regression Study
Teacher burnout represents one of the most consequential and globally prevalent threats to the sustainability, quality, and equity of basic education systems, yet its specific predictors, manifestations, and consequences within the Philippine educational context remain empirically understudied. This study examined the relationships among teacher burnout dimensions, psychological well-being, workload stress, and instructional quality among 310 elementary and secondary school teachers in Central Luzon, Philippines, using a sequential explanatory mixed-methods design. Quantitative data were collected using the Maslach Burnout Inventory, Educators Survey (MBI-ES), the Psychological Well-Being Scale (PWBS), the Teacher Instructional Quality Scale (TIQS), and a validated Workload Stress Inventory, and were analyzed using descriptive statistics, Pearson correlation analysis, and hierarchical multiple regression. Qualitative data were gathered through 40 in-depth semi-structured interviews with purposively selected teachers, analyzed using reflexive thematic analysis. Hierarchical regression analysis revealed that burnout dimensions, emotional exhaustion (β = −.36), depersonalization (β = −.24), and personal accomplishment (β = .26), collectively explained 31% of variance in instructional quality above demographic controls, with psychological well-being (β = .25) and workload stress (β = −.18) contributing an additional 11%. The full regression model accounted for 48% of variance in instructional quality (R² = .48, F(9, 300) = 30.77, p < .001). Qualitative themes illuminated five dimensions of the burnout-instruction nexus: emotional drain and loss of passion, administrative overload and role conflict, social support as a protective buffer, coping through purposefulness, and constrained instructional agency. Findings carry urgent implications for teacher mental health policy, school leadership practice, and the systemic conditions that either sustain or erode teacher professional vitality. Evidence-based recommendations for institutional burnout prevention, workload rationalization, and psychologically supportive school environments are presented.
Mobile-Assisted Language Learning (MALL) and English Proficiency Development among ESL College Students: A Quasi-Experimental Mixed-Methods Study
Mobile-assisted language learning (MALL) has garnered increasing scholarly attention as a pedagogical approach that leverages the ubiquity and multimodal affordances of smartphones and language learning applications to support second language acquisition outside formal classroom boundaries. This study investigated the effects of a structured 14-week MALL intervention on English as a Second Language (ESL) college students' proficiency development, focusing on vocabulary knowledge, reading comprehension, listening and speaking competence, and grammar accuracy, while simultaneously examining student motivation and the experiential dimensions of MALL engagement. A quasi-experimental pretest-posttest nonequivalent control group design was employed with 218 first- and second-year college students at a Philippine State University, randomly assigned at the class section level to a MALL experimental group (n = 110) and a conventional instruction control group (n = 108). Analysis of covariance (ANCOVA) results demonstrated statistically significant and practically large advantages for the MALL group across all English proficiency sub-skills and overall proficiency (F values ranging from 44.28 to 87.46, all p < .001; partial η² ranging from .21 to .39). Multiple regression analysis further identified MALL usage frequency (β = .45), digital language self-efficacy (β = .36), learner motivation (β = .29), and perceived app usefulness (β = .22) as significant independent predictors of post-intervention English proficiency, collectively explaining 47% of outcome variance. Qualitative thematic analysis of semi-structured interviews with 42 participants yielded five core themes: authentic language exposure, learner autonomy and self-pacing, gamification and motivational engagement, social interaction and peer learning, and technology anxiety and access barriers. These findings collectively affirm the transformative potential of MALL for ESL proficiency development while underscoring the equity imperatives that must be addressed for MALL benefits to be equitably distributed. Implications for language curriculum design, institutional policy, and equitable digital access are discussed.
Copyright (c) 2026 Meenu P Thomas (Author) https://creativecommons.org/licenses/by/4.0
Teachers’ Perceptions towards Barriers Affecting Academic Performance of Students with Specific Learning Disability in Inclusive Schools
Specific Learning Disability is a disorder in which a child has deficits in listening, thinking, speaking, writing, spelling, or performing mathematical calculations. This study aims to assess teachers’ perceptions of the barriers affecting the academic performance of students with Specific Learning Disability. In the present study, a purposive sampling method was employed to gather information, with a sample consisting of 30 government school teachers and 30 private school teachers from inclusive schools in the Delhi-NCR region. A structured, self-developed close-ended questionnaire was used for data collection. Quality education is a critical component of child development and a means of self-empowerment, independence, and social integration. Children with Specific Learning Disabilities are no exception; they also deserve equal educational opportunities like other children. The inclusion of all children within the classroom has introduced many new challenges for teachers. Many general education teachers lack the necessary skills and knowledge to effectively support children with Specific Learning Disabilities. The challenges faced by teachers that affect the academic performance of children with Specific Learning Disabilities include teachers’ qualifications, experience, knowledge, and skills. It is suggested that teachers play a significant role in enhancing learning and developing effective teaching and learning strategies that contribute to equity and engagement for children with special needs.
Teachers Perceptions, Barriers, Academic Performance, Students with Specific Learning Disability.
Copyright (c) 2026 Dr. Naveen Singh SINGH (Author) https://creativecommons.org/licenses/by/4.0
Flipped Classroom Instruction and Student Learning Outcomes in Secondary Science Education: A Quasi-Experimental Mixed-Methods Investigation
This study examined the effects of flipped classroom instruction on student learning outcomes in secondary science education in the Philippines, using a quasi-experimental pretest–posttest nonequivalent control group design embedded within a qualitative case study framework. Two hundred (200) Grade 10 and Grade 11 science students from two public secondary schools were assigned to an experimental group (n = 102) receiving flipped classroom instruction and a control group (n = 98) receiving conventional lecture-based instruction across a 12-week intervention period. Quantitative instruments included validated pre- and post-tests of science achievement, conceptual understanding, and critical thinking, as well as self-report scales measuring student engagement and academic self-efficacy. Results of analysis of covariance (ANCOVA) and mixed-model repeated measures ANOVA revealed statistically significant and practically meaningful gains in all outcome variables for the experimental group compared to the control group (F values ranging from 22.47 to 48.37, all p < .001; Cohen's d ranging from 0.59 to 1.31). Qualitative thematic analysis of 32 semi-structured student and teacher interviews yielded five core themes: autonomy and ownership of learning, enhanced classroom interaction quality, transformation of the teacher role, technology access inequity, and increased cognitive demand. These findings collectively demonstrate that flipped classroom instruction, when implemented with robust instructional design and institutional support, substantially improves secondary science learning outcomes. Equity implications and recommendations for scaling flipped learning in resource-constrained educational contexts are discussed.
The International Journal of Teacher Education Research Studies (IJTERS) is pleased to present this issue, which brings together significant scholarship addressing the evolving realities of teacher education, school systems, and learner wellbeing. The contributions in this volume explore education from multiple vantage points psychological, institutional, technological, and policy-driven. The opening study highlights the transformative potential of Transactional Analysis–based group training in nurturing self-esteem among college students, reminding us that teacher education must remain deeply connected to the emotional and psychological health of learners.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Digital Pedagogical Competencies among Pre-Service Teachers: A Systematic Review and Meta-Synthesis of Empirical Studies (2018–2024)
The rapid digitalization of education, accelerated by the COVID-19 pandemic, has intensified the need for pre-service teachers to develop robust digital pedagogical competencies. This systematic review synthesizes empirical research published between 2018 and 2024, examining the nature, development, and assessment of digital pedagogical competencies among pre-service teachers globally. Following PRISMA guidelines, 78 peer-reviewed studies were identified from SCOPUS, Web of Science, ERIC, and Education Source databases. The review employs thematic synthesis to analyse theoretical frameworks, competence dimensions, influencing factors, and assessment approaches. Findings reveal that the Technological Pedagogical Content Knowledge (TPACK) and European Framework for the Digital Competence of Educators (DigCompEdu) dominate the conceptual landscape, though significant variations exist in their operationalization. Five major influencing dimensions emerge: training and curriculum design, psychological factors including self-efficacy and attitudes, institutional support systems, ethical and critical digital literacy, and individual characteristics. The COVID-19 pandemic catalysed significant competence development but also exposed disparities in readiness and access. Evidence indicates that while pre-service teachers demonstrate adequate foundational digital skills, gaps persist in pedagogical integration, ethical awareness, and critical evaluation of digital resources. The review identifies methodological limitations in existing research, particularly the predominance of self-reported measures and cross-sectional designs. Recommendations emphasize integrated curriculum approaches, authentic technology-enhanced practicum experiences, and alignment with frameworks like India's National Education Policy 2020 to prepare future teachers for technology-rich classrooms.
Digital Infrastructure Inequality: Mapping the Technology Readiness Gap Between Urban Privatand Rural Government Schools
This study examines the digital infrastructure gap between urban private schools and rural government schools, focusing on technology readiness as a determinant of educational equity. Using a mixed-methods approach combining quantitative infrastructure audits across 150 schools and qualitative interviews with 60 educators, this research reveals significant disparities in computer access, internet connectivity, digital content availability, and teacher technological competency. Urban private schools demonstrate a Technology Readiness Index score of 78.4 compared to 32.1 in rural government schools, representing a 46.3-point gap that perpetuates educational inequality. Findings indicate that infrastructure deficits in rural schools correlate strongly with limited student digital literacy, reduced engagement with technology-enhanced learning, and constrained educational outcomes. The study proposes a comprehensive framework for bridging this gap through targeted policy interventions, infrastructure investment, teacher training programs, and public-private partnerships. Implications extend to educational policymakers, school administrators, and technology providers seeking to advance digital equity in education.
Teacher Attrition in Government Schools: A Mixed-Methods Study of Occupational Stress, Compensation, and Career Mobility
Teacher attrition in government schools represents a critical challenge to educational quality and system sustainability. This comprehensive review synthesizes current research examining the complex interplay between occupational stress, compensation structures, and career mobility patterns that drive teacher departure from public education. Analysis of national data reveals that while overall attrition rates have remained relatively stable at approximately 8% annually, significant disparities exist across school contexts, with high-poverty schools experiencing turnover rates exceeding 20%. The review integrates quantitative findings on burnout prevalence (25-74%), stress levels (8-87%), and compensation gaps with qualitative insights on working conditions and professional satisfaction. Key findings indicate that occupational stress, characterized by workload intensity, administrative burdens, and inadequate support, serves as a primary predictor of burnout and subsequent attrition. Compensation emerges as a critical but insufficient factor, with teachers earning 19% less than comparably educated professionals in other sectors. Career mobility patterns reveal that teachers in high-need schools, beginning teachers, and those in shortage subject areas face elevated attrition risk. The conservation of resources theory and job demands-resources model provide theoretical frameworks for understanding how resource depletion accelerates burnout and turnover. Policy recommendations emphasize comprehensive approaches including competitive compensation, enhanced working conditions, strengthened induction and mentoring programs, and strategic differentiation of pay structures to address persistent staffing challenges in underserved schools.
A Trend Analysis of Teacher Retention and Attrition Patterns in Government Schools: Evidence from National Educational Statistics (2015–2023)
Teacher retention and attrition represent critical challenges in the Indian education system, particularly within government schools. This study employs a secondary data analysis approach to examine longitudinal trends in teacher workforce dynamics across Indian government schools from 2015 to 2023. Drawing upon data from the Unified District Information System for Education Plus (UDISE+), Parliamentary Standing Committee Reports, and Ministry of Education statistics, the research investigates patterns of teacher vacancies, contractual employment, regional disparities, and their implications for educational quality. The findings reveal persistent structural challenges including approximately 10 lakh vacant teaching positions, disproportionate distribution between rural and urban areas, and an increasing reliance on contractual teachers. The study identifies key factors influencing attrition including inadequate compensation, limited career progression, excessive administrative burden, and geographical deployment concerns. Regional analysis demonstrates significant interstate variations, with states like Bihar, Uttar Pradesh, and Jharkhand accounting for over half of total vacancies. The research contributes to policy discourse by recommending evidence-based interventions aligned with the National Education Policy 2020, emphasizing the urgent need for systematic recruitment, improved service conditions, and rationalized teacher deployment strategies to achieve the envisioned pupil-teacher ratio of 30:1.
Enhancing Self-Esteem through Transactional Analysis Group Training among College Students in Kerala
Background: The manner in which individuals perceive and evaluate their own worth constitutes a fundamental determinant of mental wellness and scholastic achievement among university learners. Within Kerala's educational landscape, characterized by heightened academic rivalry, numerous students grapple with diminished self-regard. The Transactional Analysis (TA) theoretical model presents a viable approach for bolstering self-worth by fostering enhanced personal insight and relational effectiveness. Objective: The present investigation sought to examine the influence of a TA-grounded group intervention program on self-regard among undergraduate learners in Kerala, India. Method: A quasi-experimental methodology incorporating baseline and post-intervention assessments with a comparison group was implemented. Eighty undergraduate learners from liberal arts and science institutions in Kerala were allocated to either a treatment condition (n = 40) or a comparison condition (n = 40). Treatment recipients engaged in eight TA-based group sessions lasting 90 minutes each, convened biweekly across a four-week duration. Self-regard was quantified utilizing the Rosenberg Self-Esteem Scale (RSES). Results: ANCOVA findings revealed statistically meaningful between-group disparities at the post-intervention assessment, F(1, 77) = 45.67, p < .001, partial η² = .37. The treatment group exhibited marked enhancement in self-regard indices (baseline M = 18.45, SD = 4.32; post-intervention M = 26.78, SD = 3.89), whereas the comparison group manifested negligible variation (baseline M = 18.12, SD = 4.56; post-intervention M = 18.89, SD = 4.23). Conclusion: These outcomes furnish robust substantiation for the efficacy of TA group programming in augmenting self-worth among Kerala's collegiate population. Such findings carry significant ramifications for psychological counseling provisions and wellness initiatives within academic establishments throughout the region.
It is with great pleasure that we present the latest issue of the International Journal of Teacher Education Research Studies (IJTERS)—a scholarly platform dedicated to advancing critical inquiry and innovation in global teacher education. This issue brings together a collection of thought-provoking research contributions that address the dynamic challenges and transformative possibilities shaping education in the 21st century
Beyond Time-Based Metrics: Authentic Assessment in Competency-Driven Learning Environments
Traditional educational assessment models rely heavily on time-based metrics such as seat time, credit hours, and semester completion rates, which often fail to accurately measure student learning and competency acquisition. This paper examines the transition toward authentic assessment frameworks in competency-driven learning environments, analyzing how these approaches better align evaluation practices with actual learning outcomes. Through a comprehensive literature review and theoretical analysis, this study explores the characteristics, implementation strategies, and challenges of authentic assessment in educational technology integration contexts. The findings suggest that competency-based authentic assessment offers more meaningful evaluation of student learning by focusing on demonstrated mastery rather than time spent in instruction. However, successful implementation requires significant technological infrastructure, faculty development, and institutional culture change. The implications for educational practice include the need for redesigned assessment systems that prioritize learning evidence over temporal constraints, ultimately leading to more personalized and effective educational experiences.
Copyright (c) 2025 Praseeda V (Author) https://creativecommons.org/licenses/by/4.0
The Role of Inclusive Education in Promoting Social Equity: A Critical Analysis of Policy, Practice, and Outcomes
Inclusive education represents a fundamental shift from traditional segregated educational models toward comprehensive systems that accommodate all learners regardless of ability, background, or circumstance. This paper examines the role of inclusive education in promoting social equity through a critical analysis of theoretical frameworks, empirical evidence, and policy implementations. Drawing from disability studies, social justice theory, and educational research, this analysis demonstrates that inclusive education serves as both a mechanism for immediate educational equity and a catalyst for broader social transformation. The evidence reveals that while inclusive practices show significant promise in reducing educational disparities and fostering social cohesion, their effectiveness depends critically on adequate resource allocation, teacher preparation, and systemic support structures. Key findings indicate that successful inclusive education initiatives require comprehensive policy frameworks, community engagement, and sustained commitment to equity principles. The implications suggest that inclusive education, when properly implemented, not only benefits students with disabilities but enhances educational outcomes and social understanding for all learners, contributing to more equitable and cohesive societies.
Hybrid Learning Architecture: Building Resilient Educational Systems After COVID-19
The COVID-19 pandemic fundamentally disrupted global educational systems, necessitating rapid transitions to remote learning modalities. This study examines the development and implementation of hybrid learning architectures as sustainable solutions for building resilient educational systems in the post-pandemic era. Through a mixed-methods approach combining systematic literature review, institutional case studies, and stakeholder surveys (n=1,247), this research investigates the critical components, implementation strategies, and effectiveness measures of hybrid learning frameworks. Findings indicate that successful hybrid learning architectures require five core elements: technological infrastructure integration, pedagogical framework adaptation, institutional policy alignment, stakeholder engagement protocols, and continuous assessment mechanisms. Results demonstrate that institutions implementing comprehensive hybrid architectures showed 34% improvement in learning continuity metrics and 28% increase in student satisfaction scores compared to traditional single-modality approaches. The study identifies technological equity, faculty development, and institutional change management as primary implementation challenges. Implications suggest that hybrid learning architectures represent not merely crisis responses but fundamental paradigm shifts toward more flexible, accessible, and resilient educational delivery systems. These findings contribute to educational technology literature and provide actionable frameworks for institutional leaders developing post-pandemic educational strategies.
The Cognitive Science of Deep Learning: Neural Networks in Educational Achievement
This paper examines the intersection of cognitive science and deep learning technologies in educational contexts, investigating how artificial neural networks can enhance educational achievement through cognitively-informed design principles. The research question addresses whether deep learning systems that incorporate cognitive science principles demonstrate superior educational outcomes compared to traditional algorithmic approaches. Using a theoretical framework grounded in cognitive load theory, dual coding theory, and connectionist models of learning, this analysis synthesizes current research on neural network applications in education. The methodology employs a comprehensive literature review combined with theoretical analysis of cognitive-neural network alignment. Findings suggest that deep learning systems designed with cognitive science principles show significant promise in personalizing learning experiences, optimizing cognitive load, and improving learning outcomes. However, substantial gaps remain in understanding the precise mechanisms through which artificial neural networks can effectively model human cognitive processes in educational contexts. The implications extend to educational technology design, cognitive science research, and pedagogical practice, suggesting a need for interdisciplinary collaboration to fully realize the potential of cognitively-informed artificial intelligence in education.
Copyright (c) 2025 Sandra Charly (Author) https://creativecommons.org/licenses/by/4.0
Awareness on Competency Based Teaching: A Comparative Study Among Student Teachers in Kerala and Kenya
This research examines the practice and awareness of competency-based teaching (CBT) among Kerala, India, and Kenya student teachers. Data were gathered from 86 student teachers using a survey design that compared the two regions. The survey consisted of 15 items assessing awareness, the effect of teacher education programs, and the effect of practical training sessions on CBT awareness. Findings regarding essential components reveal stark differences between the two regions. Student teachers from Kerala had higher CBT awareness, with a mean of 13.67 compared to 9.91 for Kenya. Better training programs for teachers were also in place for Kerala, with higher scores of impacts (mean of 5.6) compared to 3.7 for Kenya. Practical training sessions were also better in Kerala, with higher scores (mean 4.60) than in Kenya (Mean 2.72). Statistical comparison through t-tests confirmed these differences to be significant, as well as the effectiveness of Kerala’s education policies compared to Kenya’s. These findings indicate that Kenya needs to reorganize its education to enhance its CBT awareness and implementation. Emulating Kerala’s strategy would enhance education performance as well as prepare teachers for competency requirements in the present.
Copyright (c) 2025 Dr Ismail Thamarasseri (Author) https://creativecommons.org/licenses/by/4.0
The International Journal of Teacher Education Research Studies (IJTERS) continues to serve as a critical platform for exploring and addressing key challenges and innovations in the realm of education. This issue showcases a diverse range of studies that illuminate the evolving dynamics of teaching and learning in a rapidly changing world.
The Effectiveness of Microlearning and Spaced Repetition in Knowledge Retention Across Different Age Groups: A Comparative Analysis of Cognitive Performance and Memory Consolidation
This study examines the effectiveness of microlearning and spaced repetition techniques on knowledge retention across three distinct age groups: young adults (18-25 years), middle-aged adults (35-50 years), and older adults (65 years and older). Using a mixed-methods experimental design with 240 participants, this study investigates how age-related cognitive changes affect learning outcomes when employing contemporary pedagogical approaches. Participants took part in structured learning sessions that incorporated microlearning modules and spaced repetition algorithms across four knowledge domains. The results show significant age-related differences in retention rates, with young adults demonstrating optimal performance in microlearning conditions (retention rate: 87.3%), middle-aged adults thriving in combined microlearning-spaced repetition protocols (retention rate: 82.1%), and older adults benefiting the most from extended spaced repetition intervals (retention rate: 74.6%). These findings have important implications for educational technology design, corporate training programs, and lifelong learning initiatives, highlighting the need for age-adaptive learning architectures in contemporary educational contexts.
Teacher Well-being and Its Relationship to Student Achievement and Classroom Climate: An Empirical Analysis of Mediating Mechanisms
Teacher well-being has emerged as a critical factor influencing educational outcomes, yet the precise mechanisms through which it affects student achievement and classroom climate remain underexplored. This study examines the relationship between teacher psychological well-being, job satisfaction, and burnout levels with student academic performance and classroom environmental quality. Through a mixed-methods approach incorporating quantitative survey data from 847 teachers across 156 schools and qualitative interviews with 32 educators, this research identifies significant positive correlations between teacher well-being indicators and student achievement outcomes (r = .43, p < .001). The study reveals that teacher emotional regulation, instructional enthusiasm, and classroom management effectiveness serve as primary mediating variables. Findings suggest that teachers with higher well-being scores create more supportive learning environments, demonstrate increased pedagogical creativity, and maintain stronger student relationships, directly impacting academic outcomes. Implications for educational policy, professional development, and systemic support structures are discussed.
Reimagining Assessment: Alternatives to Standardized Testing that Better Measure 21st-Century Competencies
The proliferation of standardized testing in educational systems worldwide has created a paradigm that prioritizes measurable outcomes over holistic learning experiences, failing to capture the complex competencies demanded by 21st-century society. This paper examines the theoretical foundations underlying current assessment practices and proposes a comprehensive framework for alternative assessment methodologies that better align with contemporary educational goals. Through critical analysis of existing assessment paradigms and examination of emerging alternatives, this study argues that authentic assessment, performance-based evaluation, and competency-based frameworks offer superior mechanisms for measuring critical thinking, creativity, collaboration, and communication skills. The research synthesizes educational theory with practical implementation strategies, demonstrating that alternative assessment methods not only provide more comprehensive evaluation of student capabilities but also enhance learning outcomes through improved pedagogical alignment. The implications of this analysis extend beyond individual student assessment to encompass systemic educational reform, teacher professional development, and policy restructuring necessary to support authentic learning environments.
Effective Implementation Strategies for Trauma-Informed Teaching in Diverse Classroom Settings
The increasing recognition of trauma's pervasive impact on student learning has necessitated the development of trauma-informed pedagogical approaches. This paper examines effective implementation strategies for trauma-informed teaching practices in diverse classroom settings, addressing the complex intersections of trauma, culture, socioeconomic status, and developmental needs. Through analysis of current research and theoretical frameworks, this study identifies key implementation strategies including: comprehensive educator training, culturally responsive trauma-informed practices, multi-tiered support systems, and collaborative school-community partnerships. The paper argues that successful implementation requires systemic approaches that acknowledge diversity while maintaining core trauma-informed principles of safety, trustworthiness, peer support, collaboration, empowerment, and cultural humility. Findings suggest that effective trauma-informed teaching implementation depends on institutional commitment, ongoing professional development, and adaptive frameworks that respond to specific community contexts. The implications extend beyond individual classroom practices to encompass school-wide policy reforms and community engagement strategies essential for sustainable trauma-informed educational environments.
Copyright (c) 2025 Subhamol V R (Author) https://creativecommons.org/licenses/by/4.0
Role of Grandparents in Early Childhood Development: Analysing the Impact of Changing Family Structures on Intergenerational Learning and Socialization
The evolving role of grandparents in early childhood development has garnered significant attention in recent years, particularly as shifts in family structures continue to reshape the way children are raised. As the traditional multi-generational household gradually gives way to more nuclear family units, the dynamic between grandparents and grandchildren has undergone profound transformations. In the past, grandparents played a central role in child-rearing, offering emotional support, cultural continuity, and life lessons that shaped the development of the younger generation. However, the increasing prevalence of nuclear families, combined with rising geographic mobility and work-related pressures, has led to a reduction in intergenerational interactions, potentially affecting the social, emotional, and cognitive growth of children. This paper seeks to explore the multifaceted contributions of grandparents, particularly in fostering intergenerational learning, providing emotional stability, and facilitating socialization processes in early childhood. By addressing the advantages and potential drawbacks of grandparental involvement, the study highlights how these familial shifts have impacted the way children learn, develop resilience, and establish their identities. Through a comprehensive examination of both the positive and negative consequences of grandparental participation, this paper underscores the importance of nurturing intergenerational bonds for the holistic development of well-rounded, resilient individuals. The findings contribute to a deeper understanding of how family dynamics shape the early childhood development process in today’s rapidly changing society.
Copyright (c) 2025 Alan Yohannan, Muhammed Shafy, Ismail Thamarasseri (Author) https://creativecommons.org/licenses/by/4.0
We are pleased to present this new issue of the International Journal of Teacher Education Research Studies (IJTERS), a platform dedicated to advancing scholarly work in the field of teacher education, pedagogy, and educational innovation. This edition features a diverse collection of articles that contribute to the continuous development of educational theory, practice, and policy, with a focus on equipping educators to meet the dynamic needs of learners and society.
Copyright (c) 2025 Premachandran P (Author) https://creativecommons.org/licenses/by/4.0