International Research Journal of Educational Psychology

Innovative Practices and Experiments at Foundational and Preparatory Stage: NEP 2020 Perspective

Tue, 30 Jun 2026 00:00:00 +0000

The paper focuses on the innovative practices and experiments at the foundational and preparatory stage with special reference to National Education Policy 2020 (NEP 2020). Following a qualitative approach, and drawing insights from policy analysis, this paper also employs document analysis to connect the concrete evidence and outcomes of innovative projects submitted under an innovative program of National Council of Educational Research and Training (NCERT) i.e., "Promoting Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions." The study analyses 25 projects undertaken at the foundational and preparatory stages over a period that includes the COVID-19 affected year (2019–20) as well as the post-pandemic (2021–22 to 2024–25) period known for learning challenges. In addition to this study the selected field-level insights (2025–26) were incorporated through classroom observations and student feedback to provide a limited ground-level perspective. The findings indicate a significant shift towards FLN (Foundational Literacy and Numeracy)- focused, play-based, context-responsive, and technology-supported innovations, broadly aligning with the priorities outlined in NEP 2020 and the pedagogical orientation of NCF-FS 2022. This study emphasised that structured innovation programmes, supported by enabling policy frameworks, can facilitate teachers in designing, implementing, and sustaining meaningful classroom practices at the early stages of schooling.

Exploring Study Habits of Secondary Ashram School Students: Evidence from Kandhamal District, Odisha

Tue, 30 Jun 2026 00:00:00 +0000

The main objective of the present study was to explore the study habits of the Scheduled Tribe students in secondary Ashram schools of Kandhamal district, Odisha. The study was conducted to assess the extent of study habits among male and female students and to make a comparison between the study habits of selected dimensions by gender. The descriptive survey method was used. The sample consisted of 100 students (50 Male and 50 Female) of grade IX of five secondary school ashram of Daringbadi block of Kandhamal district. The Study Habit Inventory was used to collect data and the independent-samples t-test was used to analyse the data. The results indicated that most students' study habits were very good to extremely good. For males, 34% had extremely good and 30% had very good study habits, in comparison, 38% of female students had extremely good and 42% had very good study habits. Study habits for overall scores showed a significant difference between Male and Female (t = 4.923, p < .05). There were no significant differences between Male and Female in the number of notes taken, textbooks read, study time, memory, and the preparation for exams, based on the dimension-wise analysis; Male showed a slightly higher score in time management. Based on the results of the study, it can be concluded that the academic habits of the students of secondary Ashram schools generally tend to be positive, but specific interventions aimed at improving their time management and learning support strategies could further boost their academic performance. The results have implications for teachers, school administrators, and policymakers who work to enhance educational outcomes in tribal residential schools.

Beyond Speech: Assessing Parent’s Awareness of the Wide Scope of Speech Language Pathology Services in Nagaland

Henwasin Sweety Lorin, Pangersenla Walling — Tue, 30 Jun 2026 00:00:00 +0000

The aim of this study is to investigate the awareness of parents on the wide scope of services a speech and language pathologist provides. A total of 200 survey data was collected through a checklist questionnaire on the varieties of disorders a speech and language pathologist treats as a profession. The awareness and knowledge of the parents were limited; the findings highlighted a need for further public awareness and parents education programs.

Bouncing Back or Falling Short: Exploring the Interplay Between Resilience, Academic Entitlement and Performance

Meghna Bharadwaj, Sarah Vanrammawii , Dr Lalitha Ragul — Tue, 30 Jun 2026 00:00:00 +0000

The concept of academic entitlement (AE) reflects a set of beliefs or expectations among students that academic success should require minimal effort, often paired with a sense of deserving preferential treatment. AE is associated with personality traits and behaviors that can undermine academic engagement and performance, posing challenges for both students and educational institutions. Despite the increasing prevalence of AE, particularly within the Gen-Z population (born between 1997 and 2012) which faces severe academic pressure as well as evolving social and technological influences, there is limited research on how resilience relates to AE. This study explores the relationships between AE, resilience, and academic performance, hypothesizing that resilience has a significant correlation with AE which further has an impact on academic performance. Using the Connor-Davidson Resilience Scale (CD-RISC 10) to measure resilience (Campbell-Sills & Stein, 2007), the Academic Entitlement Scale (AES) to assess AE (Chowning & Campbell, 2009), and self-reported GPA to evaluate academic performance, this study focuses on Indian college students to provide insights into the influence of resilience on AE and its potential to support academic success. This study aims to expand the understanding of personality and behaviour-related factors of AE and highlight resilience as a positive factor fostering healthier academic attitudes and outcomes.