International Research Journal of Educational Psychology

Literature and Pedagogy: Psychoanalytic Themes in Paro Anand’s I am not Butter Chicken and Their Relevance in Educational Settings

Kechegi Khing — 2025-06-30

Paro Anand’s short story collection, I’m Not Butter Chicken addresses today’s predicament and issues that impact the lives of Indian children. The author cautiously approaches themes which concentrate on the suppressed, concealed or often under-represented issues that young people face in a society that ignores or is apathetic towards these concerning issues. Psychoanalysis is a tool to interpret literary texts to explore and understand characters. This paper critically analyses the short stories from a psychoanalytic lens, explores the psychoanalytic dimension of a parent-child relationship and examines their relevance in educational settings. Applying Freudian psychoanalysis, the paper examines important narratives in which the child characters manage emotions, trauma and psychological conflicts in the backdrop of Indian society. The study further situates these narratives within the context of educational setting, emphasising how such texts can promote empathy, emotional intelligence and literacy as well as help develop a child’s critical thinking skills.

Creativity and Global Citizenship Education: A Sustainable Pedagogy for Empathy, Innovation and Ethical Actions

Rose Mary Achumi — 2025-06-30

The 21st century has seen both benefits and problems as a result of globalization. As the world grows more interconnected due to faster communication and the disintegration of nation - state borders; humanity faces difficulties and complications in areas like sustainability, conflict resolution, environmental concerns, etc. Investigating these global concerns and coming up with solutions rely heavily on a person's capacity for critical, original and creative ideas. Creativity is not restricted by age, geography, or cultural norms. Thus, it appropriate to foster creative skills in future generations so they can act both locally and globally and make well-informed decisions. Developing engaged students with the values, knowledge, and abilities to contribute to the development of a sustainable, inclusive, and peaceful society is the goal of global citizenship education, or GCE. Reviews indicate that considering and cultivating creativity and GCE together rather than separately increases their benefits exponentially (Glaveanu 2020). In the framework of GCE, the current study examines the conceptual links between creativity and global citizenship education as well as various pedagogical approaches that can help learners develop their creative abilities.

Exploring the Challenges of Skill-based Education in Secondary Schools of Nagaland: A Reflection

Sharon Kikon — 2025-06-30

According to the National Education Policy (NEP) 2020, skill development is regarded as a crucial aspect of education. NEP aims to integrate skill education into mainstream academia to prepare students to join the 21st Century workforce. Nagaland, like many other regions has several issues and challenges that hinder the effective implementation of skill- based education programs. This paper focuses on analysing the specific obstacles that surface during the process of integrating skill education into Secondary Education. Key challenges such as inadequate infrastructure, shortage of trained instructors, lack of variety of skill options, among others, have been highlighted. Furthermore, the paper explores effective recommendations to address these challenges while still aligning with the NEP 2020 objectives. In this way, Nagaland can foster a vigorous skill education that will empower its youth to succeed and improve the overall socio-economic landscape of the state.

STEAM-Education: A Vital Pedagogical Innovation for the Contemporary Age

Neena Kumari — 2025-06-30

The purpose of this article is to highlight the importance and role of STEAM-based education at all levels to enhance the learning experiences of learners. The STEAM is an acronym that stands for science, technology, engineering, arts, and mathematics. This is a multidisciplinary approach that is helpful to prepare students for an increasingly complex world. However, STEAM education has a great significance in developing the 21st-century skills such as creativity, problem solving, bridging theory and practice, and collaboration. Besides this, there are many challenges for its implementation, like a lack of resources, collaboration across disciplines, and trained teachers. This paper was a review study about STEAM education as a vital pedagogical innovation for the contemporary age. The study concluded that to implement STEAM education effectively in our education system, both pre-service and in-service teachers must be aware of STEAM education and should be trained properly.

The Transformative Impact of Information and Communication Technology on Inclusive Education and the Empowerment of Diversity in Nagaland

Hiketo Wotsa — 2025-06-30

This review paper explores the transformative impact of Information and Communication Technology (ICT) on inclusive education within Nagaland, a region known for its diverse cultural and linguistic milieu. Inclusive education ensures equal opportunities for all learners, including those from marginalized communities and with disabilities. Nagaland's unique blend of cultural diversity and geographical challenges makes it an intriguing case study examining ICT's role in bolstering educational inclusivity. Beginning with explaining inclusive education's importance in promoting diversity and equity, the paper navigates through Nagaland's specific hurdles, such as limited infrastructure and socio-economic gaps. It underscores ICT's potential as a tool for surmounting these barriers, showcasing examples from Nagaland that demonstrate successful ICT integration into inclusive educational practices. These instances illustrate ICT's ability to personalize learning, cater to diverse learning styles, and foster collaboration. Additionally, the paper explores ICT's broader impacts, including social empowerment, economic opportunities, and community development, highlighting the necessity of policy backing, infrastructure enhancement, and capacity building for effective ICT implementation. Ultimately, it stresses ICT's transformative capacity in advancing inclusive education within Nagaland and beyond, advocating for its strategic use to create equitable and enriching educational environments.

A study on Personality of B.Ed. Students in Nagaland

Chideno Shitire — 2025-06-30

The current study attempts to find out the significant difference on dimensions of Personality of B.Ed. students with regard to gender. The sample comprised of 110 B.Ed. students from private and government B.Ed. institutions of Nagaland. Samples were randomly selected. The investigator used standardized tool on big five dimensions of Personality called BFI developed and standardized by John et al. (1991) which comprises of five dimensions viz. extroversion, agreeableness, conscientiousness, emotional stability and openness to experience. Statistical techniques like mean, standard deviation and t-test were used to find out the significant differences on dimensions of Personality. All the dimensions were compared separately. Significant differences were found between male and female B.Ed. students on emotional stability dimensions of Personality with female B.Ed. students having higher mean scores compared to male counterparts.

Service Quality Issues in Universities: Challenges for Research Scholars’ in Nagaland

Moasenla S Ozukum — 2025-06-30

The research represents multifaceted progress for the betterment of society. Nonetheless, the research journey is often riddled with obstacles and challenges, starting with the identification of research problems and then extending to the interpretation of findings. In this context, research scholars often encounter significant challenges. The implication of this study underscores the need for universities to ensure a consistent benchmark for delivering quality services among research scholars in universities. This study focuses on exploring the specific service quality issues and challenges encountered by research scholars in universities in Nagaland. The study employed qualitative analysis through interviews and focus group discussions with 54 research scholars. Findings reveal varying key factors behind these issues and challenges and evaluate their impact on the research outcomes. The investigation illuminates the various hurdles that research scholars must overcome in their academic pursuits. The study thus proposes standard service quality practices in universities to enhance the quality of research outcomes in higher education.

Relationship between Self Efficacy and Job Satisfaction of Secondary Teachers in Zunheboto Town

Vivi Yeptho — 2025-06-30

Self-efficacy and job satisfaction of the teachers have a strong positive correlation. Self-efficacy is vital in improving the job satisfaction of teachers, suggesting a higher self-efficacy of teachers leads to more satisfaction with their job and career. Their self-confidence supports them to accomplish their task and achieve their goal. The study aimed to establish the relationship between self-efficacy and job satisfaction among secondary teachers in Zunheboto town, Nagaland. The study was conducted using a correlational research design. The study included 150 secondary teachers from both private and government schools from Zunheboto town, Nagaland. Data were collected using questionnaires that assessed self-efficacy and Job satisfaction. A Pearson product-moment correlation was conducted to examine the relationship between job satisfaction and self-efficacy. The result shows a strong, positive correlation, r (148) = .63, p < .001, shows a positive correlation; indicating that higher levels of job satisfaction are associated with greater self-efficacy. This means that when self-efficacy increases, job satisfaction also does (and vice versa). Self-efficacy is a key factor in determining job satisfaction among secondary teachers in Zunheboto town, according to this study.

The Impact of Assistive Technology on the Psychological Independence of Persons with Disabilities

Madhubala Verma — 2025-06-30

This paper examines the impact of assistive technology (AT) on the psychological independence of persons with disabilities. Psychological independence is conceptualized as self-efficacy, autonomy in decision-making, perceived control, and emotional well-being. Using a synthesis of peer-reviewed studies, global reports, and systematic reviews published between 2020 and 2025, the paper documents consistent evidence that AT enhances perceived independence, self-efficacy, and participation across domains (e.g., communication, mobility, education, and daily living). The analysis highlights key mediators—training, social attitudes, affordability, and device usability—and barriers such as limited access in low- and middle-income countries and stigma. Policy implications include strengthening national AT provision systems, incorporating user-centered design, and funding training programs to maximize psychological benefits. Limitations of existing studies (heterogeneous outcome measures and underrepresentation of low-resource settings) are discussed, and directions for future research are proposed.

The Evolving Landscape of Inclusive Education in India: Progress, Persistent Challenges, and Future Pathways

Nakul Khatri — 2025-06-30

Inclusive education in India, a transformative shift from segregated schooling, aims to integrate all children, regardless of ability, into mainstream educational settings. This paradigm is underpinned by international declarations like the Salamanca Statement (1994) and the UNCRPD (2006), which champion education as a fundamental human right and advocate for diverse learning environments. In a nation as culturally and socio-economically varied as India, this pursuit offers both immense opportunities for holistic development and significant challenges. This literature review, drawing exclusively from Indian research, comprehensively analyzes the current status of inclusive education, highlighting successes, persistent impediments, and future pathways. Historically, India has evolved from segregated special schools towards integration, driven by policy initiatives such as the Sargent Report (1944), the Kothari Commission (1964-66), and the Integrated Education for Disabled Children (IEDC) scheme (1974). Landmark legislation like the Persons with Disabilities Act (1995) and pivotal programs like Sarva Shiksha Abhiyan (2000-2001) further solidified this commitment, emphasizing a 'zero-rejection policy' and universal elementary education. The National Curriculum Framework (NCF-2005) and the Inclusive Education for Disabled at Secondary Stage (IEDSS) program (2009-10) continued to reinforce this inclusive ethos. Most recently, the National Education Policy (NEP) 2020, aligned with the Rights of Persons with Disabilities (RPWD) Act (2016), represents a paradigm shift towards universal access, equity, and multidisciplinary education, recommending resource room centers, special educators, assistive devices, and flexible curricula. Despite these policy advancements, the journey towards full inclusion is ongoing, with implementation effectiveness hinging on addressing persistent challenges. Significant progress has been made in increasing enrollment and access for children with special needs (CWSN), fostering greater awareness and sensitization, and developing inclusive practices. Inclusive education has positively impacted both CWSN—improving academic performance, social skills, and emotional development—and typically developing children, promoting understanding and reducing prejudice. Parental and community involvement, particularly emphasized by NEP 2020, has emerged as a crucial success factor, alongside continuous efforts in teacher training and professional development. However, inclusive education in India continues to face multifaceted challenges. Attitudinal barriers among teachers, administrators, parents, and peers, often stemming from insufficient training and societal prejudices, remain pervasive. Inadequate infrastructure and resources, including a severe shortage of accessible facilities, assistive devices, and specialized learning materials, pose significant impediments. Teacher preparedness and professional development are critical areas needing substantial improvement, as many educators lack the necessary skills and knowledge for diverse inclusive classrooms. Curriculum and pedagogical issues, characterized by rigid, centralized designs and a lack of differentiated instruction, further hinder effective implementation. Systemic and organizational challenges, such as implementation gaps due to poor educational organization and large class sizes, exacerbate these issues. Addressing these persistent barriers is crucial for India to realize its vision of a truly inclusive educational system where every child can thrive.