Insight: journal of applied research in education

Department of Education

University of Kashmir

Print ISSN: 0975-0665 Online ISSN: NA

Absenteeism is seen as a complicated behavioural outcome brought on by several conditions. The current study aimed to examine the causes of student absenteeism among senior secondary schools in Kashmir. In this study, the data was collected and analysed qualitatively using a "case study" design. Two prominent higher secondary schools in Srinagar districts were selected and thoroughly investigated. Teachers and students at these institutions served as the study's respondents. The information from the respondents was gathered using a semi-structured interview schedule. According to the results of study, there are a number of factors that contribute to student absenteeism, including low socioeconomic status, inadequate school facilities, parent un-involvement, teacher un-involvement, coaching centres, break due to covid-19, and drug addiction.

Creativity is a high-order thinking ability that enables individuals to generate new ideas, solve problems, and adapt to changing situations. It plays a vital role in developing critical thinking, innovation, and adaptability in an ever-evolving world. This study aimed to study the locus of control among secondary school students with high and low levels of creativity. The study was conducted by using descriptive method. The sample for the study was selected randomly from government secondary schools of the district Shopian. Initially, 803 secondary school students were part of the study. To assess creativity, Mehdi's Verbal Test of Creative Thinking (2019) was administered. However, three students were excluded due to incomplete responses, leaving a sample of 800 students. Students scoring above the 75th percentile were classified as high creatives', while those scoring at or below the 25th percentile were categorised as low creative students. This resulted in a final sample of 400 students, with 200 in each group. The Locus of Control Scale by Hooda and Dahiya (2022) has been administered to measure LOC. An independent samples t-test was used to compare the two groups on LOC. The Pearson Correlation coefficient was used to find the relationship between these two variables. A significant difference was found among the two groups on dimension wise and composite scores of LOC. Results also revealed that higher the creativity higher is the internal locus of control and higher the creativity lower is the external locus of control.

Academic stress is a major area of concern within the field of education. The present studyfocuses on academic stress experienced by senior secondary madarsa students. The study's basic data was gathered from 105 senior secondary madarsa students in Uttar Pradesh's Aligarh area who were chosen at random. The authors used a self-made Academic Stress Questionnaire and its reliability was tested through Cronbach's Alpha. The percentage, t-value, and Pearson's correlation analysis were used to analysed the data collected. The study results showed that senior secondary madarsa students predominantly experience low academic stress. However, the fear of failure was the only aspect of their high academic stress. A significant difference was seen in the academic stress of boys and girls madarsa students, with boys experiencing higher academic stress levels. Further, the study reveals significant relationships between senior secondary madarsa students' stress levels and variables including gender, nativity, father's occupation, and mother's education and occupation.

In November 2022, Open Artificial Intelligence (Al) introduced the contentious generative Al tool known as ChatGBT-plus or ChatGPT-4 (Chat Generative Pretrained Transformer), which became accessible to users through the internet in February 2023. This study examines the utilization of ChatGPT by university teachers in Kashmir, India, along with its possible advantages and disadvantages. The primary objective is to comprehend the experiences and viewpoints of faculty members concerning the incorporation of ChatGPTs into their teaching and learning techniques. For this research, a qualitative research approach was employed. The data was collected via self-constructed open-ended questionnaire. This study examined many aspects of accessing ChatGPT at the university level. The questionnaire was distributed online using a Google Form. The data was gathered, organized, and examined using theme analysis (Sundler et al., 2019). In the analysis phase, we initially prepared and structured the data, transcribed it, familiarized ourselves with the data corpus, assigned codes to the full dataset, and ultimately generated categories and themes from the underlying coded excerpts. After the data was analysed, three themes emerged. It is clear from the results that tech-savvy Teachers frequently support the use of Al in the classroom. To teach teachers how to use Al technologies like ChatGPT successfully, professional development is necessary. ChatGPT is viewed by many educators as a tool to improve learning. Overreliance on Al worries some teachers because it may stifle academic integrity and critical thinking. Educators are concerned that students may use ChatGPT to create assignments, which might result in problems with originality. In an Al-driven age, it calls into question how to evaluate student learning in a meaningful way. The findings offer important suggestions that academics, educators, and policymakers may use to enhance educational outcomes by leveraging artificial intelligence systems.

This research paper delves into the intricate workings of metacognition, the process by which individuals monitor and regulate their own thinking. Metacognition plays a pivotal role in learning and decision making, as it enables individuals to understand their cognitive processes, identify strategies for learning, and assess the effectiveness of those strategies. Through an extensive review of existing literature and empirical studies, this paper explores various facets of metacognition, including its components, developmental aspects, and its implications for educational practices and decision making in various contexts. Furthermore, it investigates the role of metacognition in problem-solving, critical thinking, and self-regulation. Additionally, this paper examines the role of metacognitive interventions in enhancing learning outcomes and improving decision-making skills across different age groups. By shedding light on the significance of metacognition, this research aims to provide valuable insights for educators, psychologists, and policymakers to foster metacognitive development and promote effective learning and decision-making strategies.

The emergence of COVID-19 brought about a notable transformation in the role of a teachers as change agents through their adoption of educational innovations. This study aimed to understand school teachers' experiences with digital orientation practices adopted in the virtual eco-system. The study employed phenomenological design. The study recruited 10 teachers through criterion sampling from three government secondary schools in Kashmir. The focus group discussions and semi-structured interviews were utilized. Three themes emerged from data including digital learning orientation, a transition from traditional to digital teaching, and teacher autonomy in digital learning. Results revealed that teachers adapted to new digital tools, enhancing lesson engagement through virtual collaboration and multimedia resources. Teacher-student interactions were found to be altered, with educators finding innovative ways to maintain engagement but also faced challenges in establishing strong relationships in virtual ecosystem. The study also highlights the need for ongoing professional development, support in adapting digital tools, and strategies to foster effective teacher-student interactions, ensuring a balanced and engaging online learning environment

The ability to bounce back academically is crucial in enabling students to adjust and thrive despite facing challenges in their educational journey. Academic resilience is a crucial psychological trait that enables students to overcomе academic challenges and succeed despite adverse conditions. It refers to the ability of students to overcome academic adversities and achieve positive educational outcomes despite challenging circumstances. This systematic review aims to synthesize existing literature on academic resilience and identify the key factors influencing it. Following the PRISMA 2020 guidelines, a comprehensive search was conducted across PubMed, Scopus, ERIC, and PsycINFO databases. A total of 21 studies met the inclusion criteria. The findings highlight that academic resilience is influenced by individual factors (e.g., self-efficacy, motivation), familial factors (e.g.,parental support, socioeconomic status), and institutional factors (e.g., school climate, teacher support). The review underscores the need for targeted interventions to foster resilience among students, particularly those from disadvantaged backgrounds. Limitations and future research directions are discussed. This study highlights the importance of adopting holistic approaches to enhance resilience in students dealing with a variety of challenges, proposing future research directions and practical uses for these findings.

The present study aimed to evaluate the impact of an eclectic counselling approach on the need achievement (both composite and factor-wise) of children experiencing parental rejection. The research was conducted in various high and higher secondary schools in District Ganderbal. To identify parentally rejected students, the Parental Acceptance-Rejection Questionnaire (PARQ, 2004) developed by Rohner was administered to 9th-grade students across three educational zones-Tullamulla, Ganderbal, and Kangan. Based on the results, 80 male students aged 15-16 were identified as parentally rejected and were randomly assigned to two groups: an experimental group (N=40) and a control group (N=40). The experimental group received counselling intervention based on an eclectic approach. To assess their need achievement, Khan's Urdu adaptation of B.N. Mukherjee's Incomplete Sentence Blank (1989) was administered as a pre-test to both groups. Following the counselling intervention, the same test was conducted as a post-test to determine the effectiveness of the counselling approach. The data was analysed using the paired t-test, which revealed that the eclectic counselling approach significantly enhanced the overall need achievement of the experimental group. Improvements were noted in key dimensions such as hope of success, high ego ideal, perseverance, realistic attitude, and internal control offate. The post-test scores of the experimental group showed statistically significant improvements at both the 0.01 and 0.05 levels. In contrast, no significant difference was observed between the pre-test and post-test need achievement scores of the control group, indicating the effectiveness of the counselling intervention in improving need achievement among parentally rejected children.

Assistive Technology (AT) is essential in improving accessibility, promoting independence, and fostering social inclusion for individuals with disabilities. This paper examines the evolving AT ecosystem, encompassing government initiatives, NGO efforts, innovative startups and educational policies. It explores the integration of AT in mainstream education, emphasizing tools like screen readers, speech-to-text software, and adaptive learning devices that facilitate personalized learning experiences. Despite significant advancements, challenges such as affordability, awareness, teacher training and infrastructure gaps still hinder widespread adoption. Through qualitative analysis, this study highlights best practices and case studies demonstrating the transformative impact of AT on education, employment, and social inclusion. The findings emphasize the need for targeted interventions, including inclusive policy frameworks, increased research funding, universal design principles, financial support mechanisms, and multistakeholder collaborations. Implementation of these recommendations is essential for maximizing the benefits of AT and creating a more inclusive environment in India, ensuring equitable and dignified lives for individuals with disabilities.

This research explores gender differences in happiness and academic procrastination among professional students across various academic disciplines. Using empirical data and theoretical frameworks, the study uncovers nuanced patterns in happiness and procrastination tendencies. Findings reveal significant gender variations in happiness levels, with male students lagging behind in certain courses. Moreover, male students across multiple disciplines exhibit higher levels of academic procrastination compared to their counterparts.

Technological advancements are progressing at a pace much faster than our ability to adapt and acquire the necessary knowledge, skills and competencies. Therefore, the effective use of technology in the educational system relies on how well we stay updated with emerging trends. In response to the ongoing Digital Transformation, our education system needs a fundamental overhaul. This transformation extends beyond mere technological adoption; it encompasses rethinking our study methods and the content of what we learn. Embracing digital tools and strategies is essential to prepare students for the dynamic and interconnected world they will navigate. Education has made notable use of artificial intelligence (Al) as a result of breakthroughs in computer and information processing capabilities. The integration of artificial intelligence in education (AIEd) offers fresh possibilities, challenges, and prospects for learning approaches. Al has the capability to tackle some of the most pressing issues in education today and to create innovative instructional methods. In our study, we sourced articles from databases such as Science Direct, Scopus, and Google Scholar, focusing on English-language publications between 2019 and 2023. We collected data using keywords like 'Digital Competence, "TPACK,' and 'Artificial Intelligence.' Initially, all qualitative research articles were gathered, and those containing the specified keywords in their abstracts were included in the preliminary list. Subsequently, we employed a checklist to document relevant findings. Our initial search yielded 250 articles-100 from Scopus, 105 from Google Scholar, and 45 from Science Direct. We further refined our selection, including only articles directly related to our study. Ultimately, 11 relevant articles were carefully analyzed to identify the Digital Competence (DC) and the integration of technology, framed as TPACK and the Artificial Intelligence.

Multidisciplinary education is becoming an essential strategy to meet the varied learning requirements of students in modern classrooms. In response to the rapidly changing global landscape, the National Education Policy (NEP) 2020 seeks to modernise India's educational system by advocating for a holistic, inclusive, and multidisciplinary approach. The concept of multidisciplinary education, which integrates knowledge and skills across multiple disciplines, is central to this vision. This paper examines the key provisions of the NEP 2020 concerning multidisciplinary education, assessing both its benefits and challenges. It explores how such an approachfosters a comprehensive understanding, enhances creativity and problem-solving skills, and promotes flexibility in students' academic and career choices. The NEP's emphasis on interdisciplinary collaboration, integration of traditional knowledge systems, and the introduction of vocational training are critical components in this shift. However, challenges such as the need for qualified educators, adequate infrastructure, and administrative reforms pose significant obstacles to successful implementation. Despite these challenges, multidisciplinary education is viewed as a critical strategy to prepare students for the complexities of the modern world, enhancing their adaptability, critical thinking, and global awareness. This paper concludes with a call for substantial investment and policy reforms to ensure the successful adoption of multidisciplinary education in India.

This qualitative research paper examines the critical issues of access, equity, quality, and inclusion in education systems worldwide. Despite significant progress in expanding educational opportunities globally, substantial disparities persist, particularly for marginalised and disadvantaged groups. This study aims to analyse key barriers to educational access and equity, explore strategies for improving educational quality and inclusiveness, and provide recommendations for creating more equitable and inclusive education systems. Using a comprehensive literature review and thematic analysis of empirical studies, this research addresses four main questions: (1) What are the primary barriers to educational access and equity? (2) How do socioeconomic factors influence educational quality and inclusion? (3) What strategies have been effective in promoting inclusive education? (4) How can education systems be reformed to better address issues of access, equity, quality, and inclusion? The findings indicate that addressing socioeconomic factors, cultural barriers, and systemic inequalities is crucial for improving educational access and equity. Furthermore, enhancing teacher quality, implementing inclusive pedagogies, and leveraging technology are identified as key strategies for improving educational quality and inclusion. The paper concludes with recommendations for policymakers and educators to promote more accessible, equitable, high-quality, and inclusive education for all learners.

Mary Wollstonecraft emerged as a key figure in the infancy of feminist philosophy. She is celebrated for pioneering in championing women's rights and education's pivotal role in this transformation. She tackled the intricate social and political environments of the Enlightenment and the French Revolution, eras known for their profound discussions on human rights and equality. Wollstonecraft's revolutionary masterpiece, A Vindication of the Rights of Woman (1792), refused the deep-rooted beliefs in women's subservience and supported their access to education and autonomy. Her critique of societal standards, especially the limiting roles expected of women in the home, placed education as a means to achieve personal liberty and progress for society. Despite encountering heated opposition and criticism throughout her existence, Wollstonecraft's concepts have indelibly shaped feminist thought and activism. This study delves into her contributions to feminist theory and educational reform, emphasizing her lasting impact on modern conversations on gender equality and women's empowerment. By exploring Wollstonecraft's biography, literary works, and the scholarly milieu of her era, this study highlights the continuing significance of her advocacy for education and advancing gender equality