Using Reading and Digital Detox to Promote Social and Emotional Health
Teachers' Self-Efficacy and Learning Engagement Practices in Inclusive Classroom at the Elementary Level
Effectiveness of Learning Strategy Instruction on Achievement in Physical Science and Metacognition of the Standard Eight Pupils of Dakshina Kannada District
Attitudes of M.Ed Students Towards Inclusive Education in the 21st Century: Challenges and Prospects
Sustaining Educators: A Holistic Framework for Teacher Health and Well-Being
A Theoretical Overview of Neural Correlates of Epistemic Curiosity: A Consolidated Review of Existing Studies
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
The Standing of Hands-On Learning in Education
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
The escalating mental health crisis among children and adolescents in the United States has been intensified by the COVID-19 pandemic, but its roots trace back to longstanding systemic challenges. Schools, as consistent environments in young people's lives, are uniquely positioned to offer supportive, preventive strategies that address the rising incidence of anxiety, depression, and adverse childhood experiences (ACEs). This paper examines two practical, low-cost interventions, reading and digital detox, as complementary tools to support the mental, emotional, and behavioral (MEB) health of students within school settings. A review of current literature highlights the cognitive, emotional, and physiological benefits of reading, demonstrating its capacity to reduce stress, build empathy, enhance emotional resilience, and improve academic performance. Concurrently, the paper explores the adverse effects of excessive technology use, including digital overload, screen addiction, and diminished social interaction, while presenting evidence-based strategies for promoting balanced digital engagement through digital detox practices and mindful technology use. Together, these interventions offer actionable, accessible pathways for educators to foster student well-being, mitigate the effects of environmental and digital stressors, and cultivate healthier, more resilient school communities. The paper concludes by recommending integrated approaches that embed both reading initiatives and digital wellness education into school culture to sustainably support students' mental health in an increasingly complex, hyperconnected world.
This study examines the impact of teachers' self-efficacy on their learning engagement practices in inclusive classrooms, particularly at the elementary level in Khordha district of Odisha. Specifically, it examines differences in engagement practices based on teachers' gender, teaching experience, and educational qualifications, and examines the relationship between teacher self-efficacy and learning engagement. Using a causal-comparative research design, a sample of 140 elementary teachers was selected through a disproportionate stratified random sampling method. The investigator adapted two standardized tools for assessing self-efficacy and learning engagement practices in the inclusive classroom. The study employed statistical analysis techniques, including independent t-tests, one-way ANOVA, and Pearson correlation. Results of present study found no significant differences in learning engagement practices across gender (t with df (138) = -.658, p-value .512 (p > .05)), teaching experience (F= .914, p-value = .574 (p > .05)), and educational qualification (F= 1.210, p-value = .256 (p > .05)). However, the Investigator found a significant positive correlation between teachers' self-efficacy and their learning engagement practices. The value of a correlation coefficient is .230 with p value=0.006 (p< 0.01), found between teachers' self-efficacy and their learning engagement. The findings suggest the need for educational stakeholders to focus on enhancing teachers' self-efficacy through continuous professional development, mentorship, and supportive school environments. By empowering teachers to feel confident and competent, the quality of inclusive education can be significantly strengthened.
Current educational demand is ranking the learner among the most intellectual beings on the basis of school accountability and school achievement in the more challenging content like Science and Mathematics. The learners use their own strategies to learn the concept which are not taught to them show high achievement and know how to learn and apply their knowledge and skills actively across various learning environments. This knowledge or self awareness about their own thinking process and regulation of this knowledge is Metacognition. The effective Metacognition naturally helps to develop suitable learning strategies which encourages learners to monitor, evaluate and revise their performance showing excellent academic achievement. Considering that many students with disabilities struggle with developing strategies for learning and remembering on their own, a teacher skilled in introducing this process can make a world of difference. The present study was to find Effectiveness of Learning Strategy Instruction on Achievement in Physical Science and Metacognition of the Standard Eight Pupils of Dakshina Kannada District. The investigator has used Experimental Method with Post Test Only Parallel Group Design in the study. Findings revealed that the experimental treatment through Learning Strategy Instruction has enhanced the Achievement in Physical Science among the pupils of Standard Eight especially in terms of Knowledge and Application. Result also indicates that experimental treatment through Learning Strategy Instruction has increased the Metacognition of the pupils.
In the twenty-first century, inclusive education has emerged as a vital strategy for ensuring equal learning opportunities for all students, regardless of their abilities or personal characteristics. It affirms every learner's right to a quality education within a supportive and equitable environment. This study investigated the attitudes of M.Ed. students toward inclusive education and their preparedness to advocate for inclusive practices in their future professional roles. Using a cross- sectional survey design, data were collected from fifty students through a structured attitude scale developed and validated for this purpose. The results revealed that while the majority of students held favourable attitudes toward inclusive education, challenges remain in terms of resource constraints, limited institutional support, and insufficient practical exposure to inclusive classrooms. Positive attitudes were found to be strongly associated with academic performance, and confidence in teacher preparation emerged as a significant predictor of student engagement. Furthermore, students recognized the broader societal benefits of inclusive education, particularly in promoting equity, reducing stigma, and fostering social cohesion. The study concludes that inclusive education must be embedded as a core philosophy in teacher preparation programmes, supported by adequate resources, experiential learning opportunities, and sustained professional development. Although the findings are limited by the small sample size and single-institution scope, they offer valuable insights for policymakers, curriculum designers, and educational leaders seeking to strengthen inclusive practices. Future research with larger and more diverse samples, including qualitative approaches, is recommended to deepen understanding and guide effective policy interventions.
Educators play a crucial role in shaping future generations, yet they often encounter significant challenges related to stress, workload, and emotional demands. This study presents a comprehensive framework designed to enhance and sustain teacher well-being by integrating physical, mental, social, and professional aspects. Grounded in interdisciplinary research, the framework addresses essential factors such as workload management, stress reduction techniques, professional growth, and the development of supportive school environments.The paper highlights the significance of institutional policies, mindfulness practices, and community engagement in strengthening resilience and job satisfaction among teachers. Through both qualitative and quantitative analysis, it identifies key interventions and support mechanisms necessary to mitigate burnout and improve overall well-being.By contributing to the expanding body of research on teacher sustainability, this study offers practical insights for policymakers, school leaders, and educators. Emphasizing a holistic approach, the framework seeks to empower teachers, enhance their professional effectiveness, and cultivate a positive and nurturing educational environment.
Epistemic curiosity-the intrinsic drive to acquire knowledge—plays a critical role in learning and cognitive engagement. Recent neuroscientific studies demonstrate that curiosity is not only a motivational state but also a biologically grounded process involving networks for memory, reward, and cognitive control. This review synthesizes evidence from twelve studies employing fMRI, EEG, behavioral, and theoretical approaches to examine the neural underpinnings of curiosity. Findings highlight consistent patterns linking curiosity with enhanced memory formation, motivational drive, and decision-making, while also revealing divergences in how factors such as surprise and uncertainty influence learning outcomes. By consolidating these insights, the review identifies both convergences and tensions across the literature, clarifies how neural evidence extends psychological theories of curiosity, and draws practical implications for education. Specifically, curiosity-informed pedagogy-through scaffolding in the Region of Proximal Learning, balancing uncertainty, and integrating adaptive technologies-can foster deeper engagement and long-term retention. Future research should address methodological limitations, including ecological validity, developmental variation, and cultural diversity. This review thus bridges neuroscience and education, offering a consolidated framework for understanding how curiosity shapes cognition and how it may be cultivated in learning environments.
