This study investigates the importance of periodic adaptation in education, with a focus on sustainability and resilience.

Keywords:

Educational Reboot, Post-Pandemic Education, Sustainability, Resilience, Stakeholder Collaboration

 Bio

Jacqueline Render is a passionate coach, teacher, and motivator dedicated to inspiring personal growth. She empowers individuals to achieve their full potential, drawing from her experiences as a mother, educator, and mentor. An avid traveller, Jacqueline gains fresh perspectives to enrich her coaching approach. She holds a Masters in the Art of Teaching from LeMoyne College in Syracuse, NY. Jacqueline is a certified Life and Business Coach & Master Trainer. She is endorsed by Georgia as a Coach, Teacher Support Coach, and in Reading and Positive Behaviour Interventions and Support. With her wealth of knowledge and natural ability to connect, Jacqueline helps clients overcome challenges and pursue their dreams.

Abstract

This research paper explores the critical need for rebooting the educational system, a process largely overlooked since the end of Covid-19 isolation. While many school systems resumed traditional operations, evolving global challenges demand a transformative re-evaluation of how education functions. This study investigates the importance of periodic adaptation in education, with a focus on sustainability and resilience.

We first explore the pandemic’s role as a catalyst for change, as it forced educators to rethink teaching methods, technology integration, and student well-being. The lessons drawn from this disruption highlight the urgency of educational reform to meet the demands of an ever-evolving world.

Next, we address the practical aspects of surviving an educational reboot, outlining strategies that key stakeholders—students, teachers, parents, and the community—can adopt to navigate the transition. We emphasize collaboration and adaptability as essential components for successful change.

Finally, the paper examines how educational institutions can move beyond immediate adjustments to foster long-term sustainability and resilience. Through a focus on internal processes and external partnerships, we propose practices that build stronger, more flexible educational systems capable of withstanding future disruptions.

In conclusion, this paper calls for a holistic, community-driven approach to rebooting education, ensuring that institutions are prepared to adapt while maintaining the well-being of all participants. The findings encourage a deeper conversation on the future of education in a post-pandemic world.

1. Introduction

Education is often seen as the cornerstone of any society and must thrive in the harshest of times. No longer is it enough to simply repeat history or traditions in schools and universities under the guise of a modern education, nor can technology alone sufficiently build the resilience of the learning ecosystem. Our socio-economic-technological world has become so complex; there is a need to reboot our systems alongside educating for resilience and adaptability (Shah et al.2020). This is particularly relevant if education is to recalibrate and reinvent itself for long-term growth, sustainable development, lifelong learning, and the benefits of innovation. One only has to witness the impacts of the pandemic to stress the importance of rebooting existing notions of education to help individuals and the institutions that support them become more resilient and adaptable throughout their learning landscape. For many, this is seen as painful; it signals the failure of traditional educational institutions and systems of education which have suddenly become increasingly irrelevant, fragile, and dysfunctional across the globe.

We consider the learning space as adaptive, introduce the meta-skill of resilience as a pivot point. The adaptive pathway is principles-based and founded upon identity construction. Learning is morphing into a form of ‘antifragility’ (Qadir & Al-Fuqaha, 2020). The role of the metamodern educator is foundational. Learning as adaptation pivots upon gaming strategies overtly teaching adaptability and risk-taking within the comfort zone of failing safely. Networking with feedback loops is construed as a learning lever. It’s important the learning lever pivots on theory and the constructs of theory (Qadir & Al-Fuqaha, 2020). To enhance learning and to educate for resilience are complementary.

Industry 4.0 or the fourth industrial revolution created a scenario where humans have grown dependent on gadgets, machines, robots that can do everything (Surao, 2020)—from clinical trials to taking examinations and maintaining intelligence. Education is a foundation stone of society, and if it were well laid, everyone would benefit. The holistic role of this changing institution needs a focused approach to relook and redesign the way education is managed, imparted, and received. Schooling and teaching would thus become interesting, relevant, meaningful, and purposeful only when learning can be made enjoyable and rewarding (Germain, 2024). Going to schools leads to effective learning and education if learning becomes a delightful and surprising journey for children. Activities that are relevant, interest-based, and in the socio-cultural context of children would go a long way in making children love to learn, not vice versa.

Objectives

This research seeks to contribute to the understanding of how reform aimed at change in the real world can be achieved, and how those working to bring about this change can be supported. The focus is on the weaknesses of current systems of education governance and the ways to address them. A guiding theme of this research is the unprecedented pace of change in the world today and the need to build resilience into any new systems. A second theme of this research is the focus on the reform of systems and not just on the reform of institutions. This has meant seeking new solutions that will serve learners and society in very diverse political and educational contexts.

2. The Need for Rebooting the Educational System

Discussions about the challenges facing the educational system are nothing new. However, the pace of societal and technological change makes these conversations particularly urgent. A key tenet of a high-performing educational system—whether one with already low achievement gaps fights complacency, or one with many low-achieving students leaps ahead—is a readiness to take stock, reimagine practices, and let go of the comfortable patterns of the past. There is little question that when a schooling system is not open to the kind of transformative change that will create a new equilibrium, it is unlikely to meet the expectations of skills, knowledge, attitudes, and competencies one would have for youth. The world is connecting in ways that we have never seen before. Even though levels of interconnectedness are high, the consequences of this increased connectivity on businesses and people have been wildly divergent, depending on where you might sit in the world economy. However, educational practices are much like old rubber bands that have been stretched and have been slow to respond to these global changes (Ridgeway, 2023). Educators can get stuck using practices that are no longer effective and viewed as outdated, leaving many students feeling ill-prepared for the world they are competing in now, let alone one that doesn’t exist yet. It’s about a system that does not create opportunity for large portions of its own population (Allen, 2021). There have always been people who have struggled to be literate or gone off the rails in school, but with growing inequality, there is more at stake than ever before (Somani, 2021). The costs of leaving so many behind are too large.

Figure 1 illustrates the various ways the COVID-19 pandemic affected different stakeholders in the education system, including students, teachers, parents, and educational institutions.

Figure 1 (Leichenko, Gram-Hanssen, O’Brien, 2022)

2.1. Importance of Periodic Re-evaluation and Adaptation

Educators and educational system developers need to regularly review, update, and adapt the learning environments they create or fund to account for societal change and the rapid cultural evolution of a global society, which will undoubtedly change in ways we are currently unable to foresee. It is a waste of time and resources to build schools, colleges, and universities that can only serve the generation that conceived them over an extended period of dormancy and utility (Cheung et al, 2021). As a result, societies, when they reconsider their educational framework, frequently undertake significant renovations and reaffiliate prior to setting themselves on a new course for an extended period of time.

Approaches to educational rejuvenation are determined by understanding and demonstrated reality, but an effective system for reviewing and refining is critical to help educational institutions adopt contemporary skills, knowledge, and values. As a result, many alternative processes investigate deliberately structured time and techniques for collaboratively evaluating, learning about, adapting, and changing one’s behaviour or procedures that are intentionally crafted as an element (Goss, 2022). They assist learning communities in understanding the implications of specific circumstances of the people experiencing that phenomenon, adopt or adapt them, and in a more general context, they have a sturdy approach to support continual development or adaptability. Resilient societies flourish by shifting their priorities, learning, and rejuvenating what is critical about themselves and their culture as a result of their capacity to undergo reforms that are likely to have long-term benefits.

2.2. Challenges Posed by an Ever-Changing World

Together, the technical and managerial revolutions are transforming societies and economies, relationships and interactions. They are generating tremendous opportunities, raising daunting challenges, and producing more than a little uncertainty. Technological change means that skills are becoming obsolete much faster, or at least do not hold their value for as long, proving the conventional route from education to work to retirement that much more precarious (McGuinness et al., 2023). In addition, global demographic trends and globalization are magnifying labour market and economic uncertainties. These shifts imply that securities once associated with education for the future are today an artifact of the past.

The question of relevance is crucial for a number of reasons. For three or four decades now, and against the backdrop of globalization, in terms of opportunity and risk, people have increasingly been asked to move across sectors, enterprises, and jurisdictions in search of work; skills and competencies deemed transferable and applicable irrespective of the place. As a result, from the individual’s point of view, local economic context, enterprise characteristics, sectoral requirements, and jurisdictional rules retain less relevance. The continued decline, therefore, in the value of education and qualifications which have a “strong” local institutional embedding results in increasing labor market risk and social uncertainty. In the face of rapid and unpredictable change, the challenge for us all is to rethink, design, and construct education frameworks which might finally match people’s real rather than merely imagined and assumed needs. If we are to believe the prophets of decline, sluggish demand for education related to youth unemployment is but one side of the iceberg. It represents a combined consequence of policy limitations and the attributes of practice and their interconnected failures to lead to sustainable employment. Educational institutions that do not adapt to this new environment risk losing their relevance and legitimacy. How to approach the change challenges and the policy measures proposed constitutes a separate section. Our starting point, the “last” relevant point, highlights the current framework of education and qualifications (Izumi et al., 2021).

3. The Pandemic as a Catalyst: Surviving the Reboot

Throughout the covid-19 pandemic, educational systems have had a trying and transformative experience. Teachers operated in a constant state of burned-out hyperdrive, public health workers had to address the discrepancies and inequities faced in the home. Leaders from all sectors had to learn how to work together to ensure that money, resources, and aid were properly allocated to the students, their families, and the schools and universities that serve them (Leichenko et al., 2022).

The pandemic has accelerated the automation and elimination of jobs, companies, and industries. It also exposed underlying weaknesses and disruptions faced by education systems around the world. Now, after more than a year of implementation and adaptation, we can use these lessons to understand the characteristics of a more adaptable, resilient educational system in the future. The pandemic also exposed the best and worst in everyone. It shone a light on some of the struggles of the field, but also showed the incredible dedication, creativity, and passion of educators (Meinck et al., 2022). Most notably, the solution wasn’t a culprit but an advance in innovation and technology, which finally revolutionized the education framework. All of these changes provide invaluable systemic information to help improve, build, and support a more adaptable and responsive educational system in the years ahead.

3.1. Practical Strategies for Navigating Change

In curriculum development, modules and learning outcomes should be framed with learning culture in mind rather than as a prescription of content, as open as possible and with the ability to be tweaked. Curriculum mapping should be prioritized rather than listing prescriptive existing content or knowledge. Create teams of scholars and faculty to be the project leads for embedding employability in modules and for developing a 1-5 year walk-off for a program of study that includes real-world footprints, employer footprints, and literate alumni. Staff and professional development should also be a priority for the sector to allow staff to build resilience: a deep understanding of doctoral education, scholarly practice, undergraduate education, emotional intelligence, and agile thinking (Onyura et al.,2022). Adaptation requires program leaders and faculty to develop, share, and re-evaluate learning and teaching practices with peer observation, shadowing, mentoring, etc., and to change educational delivery methods and pedagogical approaches.

To do so, institutions need effective teaching and learning strategies and deep and authentic partnerships. Education can involve institutions and their local communities or organizations in their strategies of teaching and learning systematically (Maki, 2023).

4. Creating Sustainable and Resilient Systems

In its traditional environmental sense, sustainability references ongoing viability and resilience. It is increasingly clear, however, that while an institution must be ecologically efficient and effective in its use of resources, it must also be viable in economic terms, embodying these two concepts: efficiency and resilience. To be sustainable, as we see it, also implies being economically viable; it is efficient, yet must also be resilient, which is a positive term for change. This definition of sustainability encompasses both internal and external factors that affect the system. The cultural dimension of sustainability in higher education is described in terms of the organization having good stewardship of its staff, respecting its employees and management, and fostering respectful relations with local and regional communities. Education is no exception to these rules. Educational reform is, however, less about fundamental change than about the establishment of a robust, sustainable, and self-perpetuating change dynamic. By adopting strategies that support the institution and create a culture over time, education can be transformed, changed, repositioned, reorganized, or reformatted, and the change will replace the status quo and become the dominant paradigms that are defended. Changing the culture will allow change to happen, rather than reform of existing systems and reshaping old models. There are three important practices that can be used to promote change. Internal sustainability is crucial. To develop an effective organization, we need both good leadership and personnel who are motivated, committed, and professional. A key requirement of an effective organization is its autonomy and internal sustainability: the ability to preserve its dual teaching and research functions and recreate continually in the face of changing staff, student, and community expectations. Any future change that universities might contemplate needs to maintain this internal sustainability – that is, the legitimacy of the core function of the university and the continuing relevance of that function to the broader society. For most of the first one hundred and seventy years of its existence, it remained a remote cultural island, separate from the complex societies that surrounded it. Developing human and material resources has been a challenge and may well enhance the adaptive capacity, or more plainly stated, the sustainability of the region through the development and application of sustainability as one of the defining attributes of education will be vital in ensuring the future of the institution (Budihardjo et al.2021). Extra-institutional changes can also be brought about, as has been discussed, inward looking and by positive role modeling, in such a way as to reprioritize and adapt the activities of an entire region. Enhancement of the adaptive capacity of a region often means examining the region’s ability to continue operating as it is. Of exploitation of human and natural resources and the validity of the social, economic, and political systems in which a region is immersed, and then making decisions about whether or not that sustainability is desirable or whether it can be manipulated in such a way to build or reform the system (Leal et al.2020). These are two potentially conflicting statements: knowingly maximize community capacity and resilience in the face of transition; and making transition as an agent of positive change, proactively affecting and manipulating the nature of the changes that will occur. Whether these two can co-exist is central to the development of an approach to external sustainability and analysis.

The pie chart in figure 2 illustrates the distribution of key areas essential for creating sustainable and resilient education systems post-reboot.

Fig. 2

4.1. Fostering Internal Sustainability

For an institution to become truly sustainable, it must fully integrate environmental, social, and economic sustainability into all of its operations and models of education. This requires the development of a consensus vision and clear leadership to promote this across the institution. It also requires appropriate mechanisms and professional development to achieve practice among all staff.

Building Operational Capacity: – Sustainable leadership is a necessary requirement to change organizational culture. Decisions informed by sustainability values are needed. – Professional development: Equipping staff with the skills and professional development opportunities to embed sustainability thinking and learning in their practice. – Working in silos: Staff should be supported in networking and working across faculties and professional areas.

Systems and Accountability: – Processes: Sustainability principles and practices should be integrated into transparent processes for recruitment, new courses, buildings, and awards. – Sharing/celebrating: Case studies show that staff and student morale increases when their efforts are celebrated. Internal communication strategies can also assist in integrating sustainability.

Shared Vision: – Mission: Sustainability should be embedded in the strategic plans and central to everyday practice. – Operations: The praxis of the institution integrates internal and operational sustainability. Internationally, guidance encouraged institutions to minimize side effects associated with operations and actively protect the environment as part of educational practices. This guidance can assist in ‘normalising’ sustainability. – Business as usual: It was highlighted that to be part of everyday activity, sustainability should be measured across management practices, balanced scorecards, management systems, financial, and resource management criteria.

Internal Curriculum and Assessment: – Education for all: A shared commitment to fostering an education for sustainability for all staff and students.

5. Conclusion

It is clear that education continually has to respond to having the goalposts moved and can never be a system that rests on its laurels. Institutions, stakeholders and policymaking bodies all have to be ever watchful for the flags of change and wave upon wave of new challenges and work out how to respond to them. Perhaps above all, the stakeholders we prepare for the future must be ready for whatever may be heading their way (Kurian, 2024). Change and adaptability must factor highly in their life-skill arsenal and we owe it to them as educators to equip them well. When we talk about transformative teaching we aren’t only discussing exciting pedagogies or deliverable practices, but we are actually discussing something which is crucial. We are talking about real change, about how change hits our institutions and how we can respond effectively to that change.

Perhaps the single recurring strand through all the strategies we have looked at in this information rich context is resilience and adaptability. The current educational climate thrives on specialisation and a rather narrow viewpoint. The preference for this isn’t going to disappear. However there are a number of recommendations here that offer some hope. Perhaps there’s a framework for future policy and practice that focuses as much, or indeed more, on adaptability and generalisation as it does on specialisation. The notion of on the job learning has been piloted, so might networking our degree courses to give students a broader view of the subject and of higher education (Kholiavko et al.2021). There could treat employability and transferable skills as inherent within the degree subject, with no separate micro-accrediting course required. PhD programmes at universities are not isolated entities or indeed the chief element: increasingly, PhDs cross with appointments as guest lecturers and include teaching, either as a module of a wider masters or as a stand-alone series.

Following this analytical process, findings regarding the negative and positive pandemic impact, the strategies that can be adopted to ameliorate these challenges and maximise newfound opportunities, as well as the support needed to implement new strategies are discussed. As a final and related emergent theme, we resurfaced the persistent goal for professional educator development to manage and cope with the relentless need for change. Individual country authors reported all of these

5.2. Implications and Recommendations for Future Research

The findings have implications for those schools, policymakers, and practitioners considering their educational practice and their policies. The key challenges reflect areas that will need to be resolved for schools to engage and navigate change—potentially influencing and informing national policy changes. However, the strategies also included a number of practice areas that do not necessarily relate to policy change, such as explicit teaching and student participation. Moreover, the strategies regarding changes to the broader education system were all framed in terms of ‘adopting’ schools rather than adapting the system. The strategies, therefore, imply potential future changes to educational systems if they become adopted and embedded within practice.

The future research should: explore specific responses to these challenges. Future research should further explore how schools have been implementing curriculum changes and how competing time pressures are negotiable. Future research could explore how autonomy is perceived, enacted, and negotiated in remote and discrete settings. Investigate the extent to which the strategies proposed have caused policy changes.

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The study investigates the role of AI literacy in preparing students for future careers and seeks to understand how critical thinking skills can enhance students’ ability to understand and apply AI technologies.

Keywords:

AI Literacy, Critical Thinking, Indian Education, Technology Integration, Future Skills

Bio

Sarita Chauhan is an educationist, director of institute, author of 3 published books, and avid explorer pursuing her PhD. degree in English literature. She hails from the small town of Meerut from UP India and has her book listed in the Gems World of Book Records as well as in India book of records. Her works /articles are being published in various magazines and platforms.  She has won many accolades for her work. She’s a passionate artist as well. She’s been working in the field of education for the last 20 yrs in various forms.

Abstract

The advent of Artificial Intelligence (AI) is transforming educational paradigms globally, and Indian institutions are no exception. This article delves into the pivotal role of AI literacy and the cultivation of critical thinking skills in preparing students for an AI-centric future. By integrating AI concepts into the curriculum, educators can demystify AI technologies, fostering a deeper understanding of their applications and implications. This foundational knowledge empowers students to engage with AI critically and creatively. Furthermore, the development of critical thinking skills is essential, enabling students to analyze, evaluate, and synthesize information in a technology-rich environment. Through practical examples and case studies, the article illustrates how AI literacy and critical thinking can be seamlessly woven into the educational fabric, ensuring that students are not only consumers of AI but also informed and ethical contributors to its evolution. This holistic approach aims to equip Indian students with the skills necessary to navigate and thrive in an increasingly AI-driven world.

1. Introduction:

Artificial Intelligence (AI) is rapidly transforming various sectors worldwide, and education is no exception. AI tools and applications are reshaping how students learn and interact with knowledge, providing innovative ways to approach teaching and learning. Globally, education systems are beginning to incorporate AI to enhance personalized learning, optimize administrative tasks, and introduce students to emerging technological skills (George, 2023). In India, where the National Education Policy (NEP) 2020 emphasizes the integration of technology into the curriculum, the potential for AI in classrooms is significant. By equipping students with essential AI skills, Indian institutions are better preparing them for a future where AI will likely play a dominant role in both professional and personal spheres (Singh, et al, 2024).

Technology and robotics have been evolving over the last 30 years (Surao, 2018), therefore the advent of AI in modern education reflects a broader trend where technology fundamentally reshapes traditional learning paradigms. Worldwide, educators are exploring AI’s potential to personalize learning, automate grading, and facilitate remote education, among other benefits (Shah, 2023). In India, the government’s push toward a technology-focused education model has fuelled an interest in making students AI literate from an early age. Given that AI literacy provides the foundation for understanding the opportunities and ethical implications of AI, it is becoming essential to embed it in educational curricula (Holmes, 2020). Figure 1 illustrates how AI is used to personalise learning according to Morrison (2023).

Figure 1 (Morrison, 2023)

However, learning AI alone is not sufficient; students must also develop critical thinking skills to critically analyze, interpret, and responsibly apply AI technology in various contexts. This dual approach of AI literacy and critical thinking prepares students to be not only knowledgeable but also ethically and socially responsible in an AI-centric world (Rane et al, 2023).

This study highlights the importance of equipping students with both AI literacy and critical thinking skills to prepare them for the complexities of the future. AI literacy encompasses understanding AI’s basic concepts, applications, and potential impacts on society. By fostering critical thinking, students learn to engage with AI-related challenges thoughtfully, questioning biases, ethical concerns, and the societal consequences of AI systems. In this way, students are empowered not only to be consumers of AI but also to contribute to its responsible development. Therefore, this study’s focus on AI literacy and critical thinking is particularly significant as it addresses a core need in modern education to cultivate well-rounded, informed individuals who can navigate the rapidly evolving technological landscape.

This research aims to explore the integration of AI literacy within Indian education and the impact of developing critical thinking skills alongside it. Specifically, the study will investigate (1) the role of AI literacy in preparing students for future careers, and (2) how critical thinking skills can enhance students’ ability to understand and apply AI technologies. Key research questions guiding this study include: How can AI literacy be effectively integrated into Indian educational curricula? and What are the benefits of developing critical thinking skills in conjunction with AI education? The paper is structured to cover background, literature review, methodology, analysis, and recommendations, providing a comprehensive examination of AI’s potential to reshape Indian classrooms and prepare students for an AI-driven future.

2. Literature Review:

The growing role of Artificial Intelligence (AI) in education is reshaping how knowledge is imparted across the globe. Many researchers have highlighted that AI integration in education has enabled more personalized and interactive learning environments (Shrivastava, 2023). According to Holmes et al. (2019), AI tools have been increasingly used to create adaptive learning platforms, which tailor educational content to meet individual student needs, thereby fostering a more inclusive and student-centered approach to learning. The advancements in AI for education encompass AI-driven tutors, automated grading systems, and immersive simulations that engage students in hands-on learning. For instance, Luckin et al. (2018) discuss how AI-driven teaching assistants and chatbots provide students with immediate feedback and support, enhancing both the speed and efficiency of learning.

In India, AI education is gaining momentum with support from initiatives like the National Education Policy (NEP) 2020, which advocates for the inclusion of AI and digital literacy in the curriculum from an early stage (Vazhayil, 2019). The policy recognizes AI as a vital skill for the 21st-century workforce, aiming to bridge the gap between traditional education and the digital future. Sharma and Kumar (2021) argue that NEP 2020’s focus on digital literacy marks a significant shift in Indian education, as AI literacy becomes essential for the next generation. Initiatives such as the government’s collaboration with tech companies like Microsoft and Google have enabled schools to adopt AI modules and training programs, exposing students to foundational AI concepts (Ramesh & Gupta, 2022). By integrating AI in education, Indian institutions are positioning themselves as key players in preparing students for an AI-driven economy.

The need for AI literacy is increasingly recognized as a critical component of modern education. Woolf (2020) highlights that AI literacy goes beyond technical know-how; it involves a deep understanding of AI’s capabilities, limitations, and the ethical considerations associated with its use. This literacy equips students with the skills to critically assess AI tools, making them informed users and potential contributors to AI development. As technology becomes pervasive, AI literacy can prevent users from becoming passive consumers of AI and empower them to question, innovate, and even improve AI applications in meaningful ways (Bryson, 2021).

3. Methodology:

This study employs a mixed-method research design, combining qualitative and quantitative approaches to provide a comprehensive understanding of the integration of AI literacy and critical thinking skills within Indian education. The mixed-method approach is selected to capture both the breadth and depth of perspectives from diverse stakeholders, including educators, students, and AI professionals. By integrating quantitative data with qualitative insights, the research offers a holistic view of current trends, challenges, and opportunities in AI education in Indian institutions.

3.1 Data Collection Methods

Data collection for this study consists of surveys, interviews, and case studies. Surveys are distributed to educators and students from various institutions to gather quantitative data on their perspectives and experiences regarding AI education. Questions cover the perceived importance of AI literacy, the role of critical thinking in understanding AI, and current teaching practices related to AI. In addition, in-depth interviews with a select group of educators and AI professionals provide qualitative insights into the challenges and strategies associated with implementing AI literacy programs. These interviews explore attitudes toward AI in education, the perceived impact of AI literacy on students, and the potential of critical thinking skills to enhance AI comprehension.

Case studies from Indian institutions that have begun integrating AI education into their curriculum are also used to provide real-world examples of successful AI integration. These case studies include descriptive data on the institutions’ approaches to AI literacy, the specific teaching methodologies employed, and the outcomes observed thus far. By studying these pioneering institutions, the research identifies effective practices and areas for improvement in AI education.

3.2 Data Analysis Techniques

Thematic analysis is employed to analyze the qualitative data collected from interviews, focusing on recurring themes, patterns, and insights that emerge from participants’ experiences and perspectives. This technique allows for an in-depth examination of how AI education is perceived and implemented in Indian institutions. The survey data is subjected to statistical analysis to determine trends, frequencies, and correlations, providing a quantitative perspective that complements the qualitative findings. Together, these analysis methods create a robust framework for understanding the role of AI literacy and critical thinking in shaping the future of education in India.

3.3 AI Literacy in Indian Education:

AI literacy, defined as the ability to understand, apply, and critically evaluate artificial intelligence technologies, is becoming an essential competency in modern education. Core aspects of AI literacy include foundational knowledge of algorithms, data science, machine learning, and the ethical implications of AI usage (Roy et al, 2022). As AI becomes increasingly integrated into everyday life and professional domains, equipping students with these skills allows them to be informed users and, potentially, creators of AI technologies. AI literacy empowers students to recognise AI’s capabilities and limitations, fostering a generation of critical thinkers and responsible innovators who can leverage AI to solve real-world problems. Figure 2 illustrates the AI Literacy Framework, which includes three components: Understand, Evaluate, and Use.

Figure 2 (Keun-woo, et al, 2024)

3.4 Strategies for Integrating AI Literacy

There are multiple strategies for integrating AI literacy within Indian educational systems, each offering unique advantages for student engagement and learning. One approach involves embedding AI-focused modules within existing curricula, especially in computer science and STEM-related subjects (Roll et al, 2021). By introducing AI concepts in courses that students are already familiar with, educators can build a foundation of AI understanding without the need for entirely new subject offerings. For example, computer science classes might cover machine learning basics, data analysis, and algorithmic thinking as part of the standard syllabus, allowing students to develop a working knowledge of AI within a familiar framework (Wong, at al, 2020).

Beyond the formal curriculum, schools and colleges can establish extracurricular programs and AI-focused clubs where students can explore AI applications in a less formal setting. Such clubs often encourage hands-on experimentation, creativity, and collaboration, helping students deepen their understanding through project-based learning. Additionally, workshops, seminars, and hackathons on AI topics provide opportunities for students to learn from industry professionals and participate in real-world applications. Collaborations with technology companies can also facilitate these learning opportunities, as firms like Google, Microsoft, and Intel often provide training resources and mentorship to students interested in AI.

3.5 Challenges and Opportunities

While integrating AI literacy into Indian education holds significant promise, several challenges must be addressed. Infrastructure limitations, such as access to computers and reliable internet, are barriers in many rural and under-resourced schools, making it difficult to provide consistent AI education across diverse educational settings. Furthermore, resource constraints can impact the quality of AI instruction, as teacher training is often inadequate to cover AI’s evolving complexities. Many educators need specialized training to teach AI effectively, necessitating initiatives for teacher development focused on AI competencies.

Despite these challenges, opportunities for advancing AI literacy in Indian education are plentiful. Partnerships with private companies and NGOs can help bridge resource gaps by providing equipment, funding, and expertise. Government initiatives, including the National Education Policy (NEP) 2020, also support AI literacy by emphasizing the importance of digital skills and encouraging schools to adopt technology-focused curricula. Through a combination of private funding and public policy, Indian institutions have a unique chance to overcome these barriers, bringing AI literacy to students across the country and preparing them for an AI-driven future.

4. Developing Critical Thinking Skills in AI Contexts:

Critical thinking is a fundamental skill in the context of artificial intelligence (AI) education, empowering students to understand, evaluate, and apply AI technologies responsibly. As AI becomes increasingly embedded in daily life, critical thinking enables students to recognize AI’s potential as well as its limitations, guiding them to make informed decisions about its use. Through critical thinking, students can identify potential biases, ethical dilemmas, and societal impacts associated with AI, moving beyond basic knowledge of the technology to a more comprehensive understanding of its implications. In this context, critical thinking serves as a safeguard, preparing students to navigate an AI-driven world with an awareness of both opportunities and challenges.

4.1 Pedagogical Approaches

Several teaching approaches can foster critical thinking in AI education, enhancing students’ engagement and analytical skills. Inquiry-based learning is an effective strategy, encouraging students to ask questions, explore multiple viewpoints, and seek out evidence-based answers. This approach cultivates a natural curiosity about AI, leading students to analyze how AI works, its applications, and the decisions behind its programming. Additionally, problem-solving exercises allow students to work through real-world AI scenarios, challenging them to think critically about AI deployment in specific situations. For instance, they might be presented with a scenario involving facial recognition technology and asked to weigh its benefits in security against privacy concerns, thus encouraging balanced evaluation.

Another impactful pedagogical approach is the discussion of AI’s ethical and social implications, which fosters critical engagement and reflective thinking. Open discussions about topics like AI-driven automation, data privacy, and algorithmic bias help students to consider the broader implications of AI beyond technical functionalities. Instructors can guide students through discussions on AI ethics, prompting them to debate topics such as the fairness of algorithmic decision-making or the potential for AI to exacerbate social inequalities. These conversations encourage students to develop a nuanced perspective on AI technologies, deepening their understanding of AI’s impact on society.

4.2 Practical Exercises and Case Studies

Hands-on exercises and case studies play a crucial role in reinforcing critical thinking in AI contexts by offering students concrete examples of AI’s ethical and practical considerations. Practical projects, such as designing simple AI models or analyzing real datasets, allow students to experience firsthand the complexities of AI decision-making. For instance, a project focused on AI bias might have students create a machine learning model trained on biased data, illustrating how underlying biases can affect outcomes and prompting discussions on responsible AI use.

Case studies provide further opportunities for critical analysis. For example, examining case studies of AI use in law enforcement, healthcare, or hiring processes can help students analyze the ethical questions raised by AI in these fields. Such exercises demonstrate the importance of AI transparency and accountability, encouraging students to consider how AI can be responsibly applied. Through these activities, students build skills to not only work with AI but to do so in ways that consider ethical implications, making critical thinking an indispensable part of AI education.

4.3 Case Studies and Practical Examples:

Case studies from India and around the world demonstrate how institutions successfully incorporate AI literacy into education. In India, prestigious institutions like the Indian Institutes of Technology (IITs) are pioneers in AI education, offering courses that blend technical AI knowledge with critical thinking. For instance, IIT Madras introduced a B.Tech. degree in data science and AI, providing students with foundational and advanced AI skills. Some private schools in India have also begun integrating AI into their curricula, often through partnerships with ed-tech companies. For example, schools in metropolitan areas like Mumbai and Delhi are collaborating with firms like Microsoft and IBM to bring AI modules into classrooms, focusing on AI’s real-world applications and ethical considerations. These institutions expose students to AI principles at an early stage, emphasizing critical thinking, problem-solving, and awareness of AI’s societal impact.

Ed-tech initiatives are another promising avenue for advancing AI literacy in India. Organizations like Byju’s and NASSCOM’s FutureSkills PRIME have developed online resources and courses dedicated to AI education, accessible to students and educators alike. Such programs are particularly beneficial in India, where access to advanced AI education might be limited in rural areas. By making online AI literacy resources widely available, these initiatives help bridge the urban-rural divide, enabling students across the country to gain foundational AI knowledge. These programs also offer teacher training modules, ensuring that educators are well-equipped to guide students in understanding AI concepts.

4.4 Global Models

Internationally, several countries have successfully integrated AI literacy into their educational frameworks, offering valuable models for AI education in India. Finland, for example, has made substantial progress with its AI for youth program, “Elements of AI,” which is free and accessible to all citizens, including students. This program covers both technical AI skills and ethical issues, helping learners approach AI critically and responsibly. The United States has also adapted its education curriculum to include AI topics, with some school districts introducing AI modules within science, technology, engineering, and mathematics (STEM) courses. The U.S. Department of Education’s initiative on technology education supports AI literacy by developing a comprehensive K-12 AI curriculum, aiming to prepare students for AI-driven careers and responsible citizenship.

4.5 Comparative Analysis

The Indian and international case studies offer complementary insights for designing effective AI education. Indian institutions like IITs emphasize advanced AI training, making them ideal for higher education, while programs in private schools and ed-tech platforms help broaden AI accessibility to younger students. The Finnish and U.S. models illustrate the importance of early exposure to AI literacy, integrating it within general education and making it available to all citizens. Adopting these strategies in India could mean embedding AI topics in K-12 curricula, ensuring even students in rural schools are exposed to foundational AI concepts.

Both Indian and global examples emphasize that AI education benefits from a multipronged approach, combining formal curricula, extracurricular activities, and partnerships with tech companies. This strategy not only prepares students with the technical skills needed for AI-driven careers but also cultivates a critical perspective on the ethical, social, and practical implications of AI, fostering well-rounded, responsible AI users and innovators.

4.6 Challenges and Potential Solutions:

Integrating AI literacy and critical thinking into Indian education faces several significant challenges. One of the primary barriers is financial, as many schools, particularly in rural areas, lack the resources to implement comprehensive AI programs. Limited budgets often restrict access to modern technology, such as computers and internet connectivity, essential for delivering effective AI education. Additionally, infrastructural challenges, including inadequate facilities and outdated educational materials, further impede efforts to introduce AI concepts into the curriculum. These limitations are compounded by training-related issues, as many educators lack the necessary skills and knowledge to teach AI effectively, leading to gaps in student learning.

Socio-economic disparities also play a crucial role in affecting access to AI education. In India, the digital divide is a significant concern, with urban students having greater access to technology and quality education compared to their rural counterparts. This inequity exacerbates existing inequalities, preventing students from economically disadvantaged backgrounds from gaining essential skills in AI and critical thinking. As a result, these students may find themselves ill-prepared for a workforce increasingly dominated by AI technologies, widening the skills gap in the country.

To address these challenges, several recommendations can be implemented. First, government policies aimed at increasing funding for technology in schools are crucial. Financial support can help institutions upgrade their infrastructure and acquire necessary resources to implement AI literacy programs. Programs like the National Education Policy (NEP) 2020 emphasize the importance of integrating technology into education and can serve as a framework for targeted investments in AI literacy.

Secondly, establishing teacher training programs is essential for equipping educators with the skills needed to teach AI and foster critical thinking. Continuous professional development opportunities, including workshops and online courses on AI concepts and pedagogical strategies, can enhance teachers’ knowledge and confidence in delivering AI education. Collaborating with universities and tech companies to provide training resources and support can also strengthen these initiatives.

Finally, fostering collaboration between educational institutions, AI organizations, and technology companies is vital. Such partnerships can facilitate knowledge sharing, resource pooling, and the development of innovative teaching materials. For instance, tech companies could sponsor AI programs in schools, providing both financial resources and expertise. By creating a supportive ecosystem for AI education, stakeholders can collectively work towards overcoming the challenges and ensuring that all students have the opportunity to become AI literate and develop critical thinking skills necessary for navigating the complexities of an AI-driven future.

5. Discussion:

The integration of AI literacy and critical thinking skills into education carries significant implications for the future of learning and societal engagement in India. First and foremost, preparing students to be ethical and informed users of AI technologies is paramount. As AI continues to permeate various aspects of life, students equipped with a strong understanding of AI’s functionalities and limitations can engage with these technologies thoughtfully. This education empowers them to make informed decisions, scrutinize AI applications, and question the ethical implications associated with AI use, ultimately fostering a generation that prioritizes responsible technology engagement.

Moreover, AI literacy significantly impacts career readiness and the future workforce in India. As the demand for AI skills increases across industries, students who have received comprehensive AI education will be better positioned to enter the job market. This preparation not only enhances their employability but also equips them with critical skills to thrive in roles that require collaboration with AI systems. By incorporating AI literacy into educational curricula, institutions can contribute to creating a workforce that is adaptable, innovative, and capable of leveraging AI for various applications, from healthcare to finance.

Additionally, AI education plays a crucial role in shaping societal perspectives on the technology. As students become more informed about AI’s capabilities and limitations, they are likely to engage in informed dialogue about its implications for society. This understanding encourages critical discussions around AI’s role in issues such as privacy, security, and bias, fostering a culture of scrutiny and ethical consideration. As students share their insights with peers, families, and communities, the discourse surrounding AI becomes more nuanced, allowing for better-informed decision-making at various societal levels.

The focus on AI literacy and critical thinking in education not only prepares students for future careers but also nurtures a socially responsible citizenry capable of navigating the complexities of an AI-driven world. By emphasizing these competencies, Indian educational institutions can contribute to a more informed, ethical, and engaged society, ultimately shaping a future where AI technologies are developed and utilized with care and consideration for their broader societal impacts.

6. Conclusion:

In conclusion, the integration of AI literacy and critical thinking skills into the educational framework of Indian institutions is not just a necessity; it is a strategic imperative for preparing students for an increasingly AI-centric world. As AI technologies rapidly evolve and permeate various sectors, equipping learners with the knowledge and skills to navigate this landscape becomes essential. By fostering a deep understanding of AI, students are empowered to engage with these technologies critically, enabling them to discern their applications and implications in real-world scenarios.

The significance of AI literacy extends beyond individual competencies; it plays a crucial role in shaping a workforce ready to meet the demands of the future. In a country like India, where the potential for AI to drive economic growth and innovation is immense, investing in AI education will not only enhance employability but also contribute to a more competitive and skilled labour market. As students learn to collaborate with AI systems, they develop the adaptability and creativity needed to thrive in diverse career paths, ultimately leading to advancements in various industries.

Moreover, emphasizing critical thinking skills alongside AI literacy cultivates responsible citizens who are equipped to engage in meaningful discourse about the ethical and societal implications of AI. As future leaders, these students will be better positioned to address challenges related to privacy, security, and bias, fostering a culture of informed decision-making within their communities. This cultural shift is vital for ensuring that AI technologies are developed and utilized in ways that benefit society as a whole.

The focus on AI literacy and critical thinking in education will empower Indian students to become ethical, informed users and developers of AI technologies. This holistic approach not only prepares them for the workforce but also shapes a society capable of critically engaging with AI’s transformative potential. As educational institutions embrace this imperative, they will contribute to a future where AI is harnessed responsibly, driving positive change and innovation across the nation.

In parallel, critical thinking is emerging as a crucial skill in AI education. According to Johnson and Verdicchio (2019), critical thinking enables students to approach AI-related challenges with a questioning mindset, essential for understanding AI’s ethical, social, and technical dimensions. This skill is vital in identifying biases, interpreting AI outputs critically, and analyzing potential consequences of AI systems on society. Thus, integrating critical thinking within AI education ensures that students not only learn about AI but also develop the analytical skills necessary to navigate and question AI’s influence in real-world contexts.

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The post Embracing The Future Of Artificial Intelligence In The Classrooms Of Indian Institutions: The Role Of Ai Literacy And Critical Thinking Skills appeared first on GRJ.

This research paper explores the importance of incorporating financial education initiatives into re-entry programs to support individuals transitioning back into society.

Keywords:

Education, Financial Education, Sustainability, Prisoner Re-entry, Prison Programs

Bio

Dr Lorie A. L. Nicholas, CFEI, AFC, is a distinguished professional with a robust background in counselling, teaching, and research. With a doctorate in Clinical Psychology, she has presented at numerous conferences and led a variety of workshops and trainings. Dr. Nicholas is also a Certified Financial Education Instructor and an Accredited Financial Counsellor, blending her expertise in psychology and finance to empower individuals with knowledge and skills for better mental and financial well-being. Her diverse experiences and qualifications make her a valuable resource in both academic and practical settings.

Abstract

Sustainability and resilience have become critical concepts in addressing the complex challenges of a rapidly changing world, particularly in the context of prisoner re-entry programs. This research paper explores the importance of incorporating financial education initiatives into re-entry programs to support individuals transitioning back into society. Each year, over 600,000 individuals are released from state and federal prisons, with more than two-thirds rearrested within 3 years. Formerly incarcerated individuals often face unique financial stressors upon re-entry, including debt that has accumulated during incarceration, legal financial obligations, and challenges in obtaining housing and employment.

By providing financial education, individuals can develop the knowledge and skills to make informed decisions, access needed resources and maintain long-term financial well-being. Re-entry programs that incorporate sustainability and resilience financial frameworks can better prepare these individuals to navigate economic uncertainties and build financial stability. This holistic approach not only benefits formerly incarcerated individuals by reducing financial stress and improving overall well-being, but also contributes to broader societal resilience and sustainable economic development.

Coordinated efforts between public and private sectors in developing and implementing such programs are critical to maximising their impact and creating more resilient communities. By addressing the unique needs of formerly incarcerated individuals in the context of financial resilience and sustainability, these programs can potentially reduce recidivism rates and promote successful reintegration. This approach aligns with broader sustainability goals and contributes to building a more inclusive and resilient society.

1. Introduction 

In the United States, more than 600,000 individuals are released from federal and state prisons each year. One of the possible entry barriers facing these individuals when reintegrating into society is a lack of financial literacy (Williams, 2022). Financial literacy is crucial in helping individuals to navigate managing the economic uncertainties that they will face upon initial release such as obtaining sufficient employment to cover living expenses and handling employment changes, such as layoffs. Through financial education, this can fortify individuals against these and other types of negative financial shocks. This is referred to as financial resiliency. Financial resilience refers to the ability of individuals to be able to resist, cope, and recover from negative financial shocks (Mcknight, A., & Rucci, M. (2020 ) that one may encounter throughout life. As a result of financial resiliency individuals are equipped to make sound financial decisions and achieve financial well-being all due to their improved knowledge, skills, attitudes, and behaviours (Mcknight, A., & Rucci, M. 2020). For instance, in Singapore’s MoneySense Program (Singapore’s MoneySense Program, retrieved 7/5/2024), participants are taught money management, financial planning, and investment strategies. These components were considered to result in effective outcomes of participants making informed decisions, while at the same time positively affecting their lives and the larger economy.

Rehabilitation programs in the prison system often focus on GED related educational services, and various forms of trade job related activities (i.e. HVAC, plumbing). These programs have been proven to be effective against recidivism. In fact, the Vera Institute of Justice found that inmates who participated in correctional education programs were 43% less likely to return to prison within three years of release compared to those who did not participate (Vera Institute of Justice, retrieved 7/5/2024). Although some programs have begun to incorporate financial components of budgeting into prison programs, there remains a dearth in the literature in terms of proving its’ effectiveness. More research is needed to document both the short and long term impact of financial education for those within the prison system, as well as those who have been released. In addition, understanding the association between the correlations of financial education on various adjustment variables to reintegration would be beneficial as organisations strive to implement effective and successful strategies into their programs. Programs such as First Step Alliance, a non-profit organisation based in New Jersey is one of a few organisations that provides free financial education and credit counselling services to formerly incarcerated individuals. With an emphasis on topics of budgeting, improving credit, and saving for retirement, their goal is to ensure that their participants have the financial knowledge and resources they need to avoid the possibility of them returning to criminal activities for financial reasons (First Step Alliance, November 26, 2023).

Also of significance, building and empowering communities with sound financial knowledge is essential to sustainability and resilience in a changing world. This aims to articulate the argument that financial education is ‘worth it’ for families, communities, and, indeed, society. It also calls upon the incarceration community to begin to recognize the transformative power of the teaching of accounting and finance (Surya et al. 2021).

2. The Importance of Financial Education in Prisoner Re-Entry Programs 

Financial education is gradually gaining more visibility in social policies. We argue that further prisoner re-entry programs would benefit from having an integral economic component, especially through the naming and strengthening of practical financial skills (Worthington, 2022).

Financial education acknowledges the skills that are necessary to survive in the community; for community-based organisations, that means recognising the importance of money management. In addition to money management and budgeting, additional skills that are necessary include helping people navigate their current credit situation and truly understand what credit is and how it directly impacts people’s financial well-being. In many ways, effective prisoner re-entry reinforces economic security as part of the process of empowerment back into society. In talking about prisoner re-entry, it is stated that social interventions designed to prevent returning prisoners from falling into poverty make long-range community stabilisation more achievable (Skinner-Osei & Osei, 2020). Those individuals who leave prison with financial motivations are likely to look for employment, construct a more sustainable income, and ultimately achieve better possibilities of post-release success, even perhaps having more hope in their chances to stay out of prison.

Incarceration, by definition, disrupts an individual’s work life and, hence, income. People who do not have experience in budgeting for long-term financial needs often find it difficult to connect with credit counselling and debt management programs. By including financial education, not only are agency components such as employment, correctional industries, and probation of reduced need, but former prisoners are less likely to recidivate. In fact, stressors, such as difficulty paying rent or mortgages or increased impulses to engage in retail theft or other get-rich-quick strategies, will become less prevalent should a client go through monetary management early (Harper et al., 2021). It is noted that, though the evidence is scarce, it can also affect what job former prisoners will get in the community. It is also indicated that, after controlling for unobserved differences between individual households, financial literacy directly affects location choice outside of prison, particularly in terms of housing choice, and there may be an association between this choice and recidivism.

2.1. Challenges Faced by Formerly Incarcerated Individuals 

Entering society post-release from prison poses significant challenges for formerly incarcerated individuals. They must contend with a variety of obstacles that directly result from each person’s incarceration period. These obstacles influence physical limitations due to prison life exposure, mental limitations from exposure to prison life, and emotional and social limitations. In addition to these disadvantages, post-release life includes employment-related barriers. Employers are sceptical of hiring someone with a criminal record, fearing their reasons for that record and its implications for employee turnover for this population. As a result, few employers are interested in hiring individuals who face the stigma surrounding criminal records (Walker, 2023). This is exacerbated by the fact that these individuals often do not have the credentials necessary to obtain viable work in the labour market and rarely have the financial resources necessary to post bail or obtain a good attorney before their court case concludes in conviction or acquittal.

Housing is another barrier often faced by this population. This population does not typically have housing upon re-entry. Oftentimes, there is a lack of permanent housing available, and public assistance organisational resources may no longer be applicable upon immediate release. This is problematic, as this population is more likely on average to experience mental health issues in addition to a lack of financial resources (Maier, 2021). As a result, they may have an inability to properly manage stressors like stable housing. Furthermore, they may often not have enough of a marketable skill set to maintain said housing above the poverty line limit. Thus, access to mental health services, housing, and municipal resources, in addition to successful release planning, is of acute importance when releasing these individuals into society.

2.2. Benefits of Integrating Financial Education 

A growing amount of evidence illustrates that it is invaluable to provide financial education as part of re-entry services to improve outcomes for formerly incarcerated individuals and therefore for steadfast societal reintegration. Providing people with financial literacy has been found to help develop and enhance several important life skills, including better decision-making and the ability to prioritise their lives and maintain employment. Employers are increasingly seeking candidates who have demonstrated the capability to complete a program that provides a level of financial management (Trivedi and Ray, 2024). Additionally, teaching financial education in conjunction with soft skills certainly improves participants’ quality of life, such as increased self-confidence, higher levels of mental health, and greater trust and willingness to become civically engaged. This can lead to the development of a stronger sense of self, resilience, and the ability to weather setbacks, all skills that are necessary following a period of incarceration.

Research has shown that formerly incarcerated individuals struggle more than others in paying bills on time, in some instances to a disabling degree. A range of programs produce strong evidence that providing financial readiness training upon re-entry lessens rates of recidivism. From a purely operational point, getting someone out of the cycle of offending even for just one year can generate sufficient social return on investment required to impact employment agencies. By offering people struggling to pay bills safely and without risking the loss of assets, financial training allows them the necessary time to find a job and make enough money to avoid devastating financial consequences (Petrich et al., 2022). Providing financial counselling for unemployed people can indeed have a lasting effect, even momentarily reducing the rate of low-income households in which individuals report stimulating credit card debt due to lack of volunteer work or unemployment. These examples underscore the need to show that integrating financial education during re-entry can lead to a sustainable path forward following release from incarceration.

3. Public-Private Partnerships in Supporting Financial Education Programs 

As we continue to explore financial education programs aimed at promoting successful re-entry for the previously incarcerated, we must remember the necessity of collaborating with other sector lines when supplying resources for these services. Specifically, public-private partnerships can offer up-to-date financial education training, pathways to work experience opportunities, internships, job and entrepreneurial development, and administrative services all designed to enhance these programs. To be most effective, financial education program managers should build or further develop partnerships between government agencies and organisations including non-profits, housing agencies, workforce organisations, banks and credit unions, and other public and private organisations to achieve broad dissemination and access to current tools and information.

In federal program evaluations providing financial literacy information across select prison complexes, over 70 institutions received a significant volume of publications, resources, and speaker requests. In a voluntary survey, 65 institutions claimed they have provided a dynamic financial education program since 2013 (Baker et al., 2022). Additionally, individuals representing 68% of each state prison facility expressed interest in providing or receiving some form of financial literacy training as part of the re-entry process. Private companies managing re-entry services in every state provide at least some financial literacy as a part of comprehensive re-entry programming. Overall, public, private, and non-profit groups provide resources compatible with the training they offer. In 2013, all programs that had been studied, received at least some federal support. In terms of resources, the mix is equally critical. With are state-managed agencies, a broader network providing access to financial services or resources is more likely to have sustainability advantages.  

4. Impact of Financial Education on Recidivism Rates 

Research investigating the effect of financial education on recidivism rates has shown strong evidence of the importance of financial literacy training in the re-entry process. This research shows that it is possible to reduce the chance of re-incarceration by more than 30% if an individual receives financial support and is aware of the consequences of his or her financial decisions (Harper et al., 2021). This reduction can be obtained by helping inmates understand their financial situation and make more informed decisions to rebuild their lives when they are released from prison. Additionally, new research and analysis in this field appear to confirm the relevance of the variables presented for analytic re-offense data, according to statistical data from economic strategies and financial decisions obtained from focus groups.

Figure 1 illustrates a bar chart showing the difference in recidivism rates between formerly incarcerated individuals who received financial education as part of re-entry programs and those who did not.

Figure 1 (Harper, Ginapp, Bardelli, et al., 2021). 

According to the analysis and the case studies reported, financial education has an important effect on recidivism rates because of the mechanisms through which it works. It is commonly believed that a reduction in criminal behaviour can be achieved through improved social and emotional skills or cognitive thinking, but financial literacy is also important. Financial education can be effective as offenders make decisions because they gain a better understanding of the direct and indirect costs and benefits for different options (Loeffler & Nagin, 2022). In some instances, they also developed an increased orientation toward long-term structuring of their lives, which facilitates making decisions to avoid crime. This insight on behaviour is consistent with conventional deterrence theory, whereby individuals compare the advantages and disadvantages before making a decision. The finding suggests the greater effectiveness of economic-based crime prevention approaches. It also helps build supportive environments aimed at reducing recidivism and helping inmates not only to make wise decisions but regain control of their lives once the re-entry process is completed.  The use of robotics could also be utilised to help perform a wide range of tasks (Surao, 2018) to assist during the re-entry process.

5. Sustainable Development and Broader Societal Resilience 

Sustainable development addresses the five Ps of economic activity, namely, people, profit, prosperity, planet, and peace. Traditionally seen as a synonym for a system’s ampliative capacity in the wake of disturbance, resilience has more recently been recognized as a capability of both cities and communities in accommodating chronic social disparities, contingent climate risks, and economy-induced disasters. The acknowledgment of the broader framing opened up the societal resilience and sustainability discussion. Empirically, financial education programs carried out particularly in underdeveloped communities were once linked to the concept of sustainability.

Figure 2 illustrates a pie chart showing the distribution of common financial stressors faced by individuals upon re-entry

Figure 2 ( Williams, 2022). 

Economic literature has differentiated the terms “sustainability” and “development,” documenting that the former conveys an idea of continuity, equilibrium, and silent growth, while the latter underscores the series, spirited, and dynamic occurrence. In society, sustainability denotes the evolution of human society, a process determined by the dynamic merge and consolidation of several factors in a multidimensional and complex connection. Equitable or unequal access to decision-making might create or hamper a more participative society; therefore, the power for one to have control to make decisions regarding their well-being, their family and the community in which they live is also a fundamental pillar of sustainability. Recognising the ethical consideration in defining “power” can produce a more or less inclusive meaning of the concept, and power relations might result in exclusion or disempowerment. Similarly, sustainable communities are seen as being better equipped to handle crises, have a given level of liveability, and can promote personal and institutional development. In this paper, a parallel was made among all these definitions with the transparency pillar of the principles to alleviate these components through the utilisation of financial education programs and building a theoretical framework on “resilience and sustainability” for both subject matters.

6. Conclusion 

In summary, the previous analysis spotlights the links among financial education, the re-entry process, and, by extension, the creation of sustainable and resilient communities. These insights contribute to a rich, systemic understanding of the relationships between financial literacy and resilience, and the need for change, and transformative outcomes. Financial education is powerful and can contribute to improving an individual’s life and outcomes for an entire community. At heart, it is a practical approach to preventing impoverishment; recognizing that financial issues and daily life scenarios are continuous. With the implementation of basic financial tools and reintegration preparedness, recidivism can be counteracted. Both issues highlighted by this scenario desperately need attention and comprehensive responses. The practical changes; financial education and re-entry programs, demonstrated contribute to enhancing the principles of sustainability. The strengths and coordinated collaborative efforts of each entity (public and private sectors) geared at addressing the unique needs of formerly incarcerated individuals in the context of financial resilience and sustainability are critically needed. These programs can potentially reduce recidivism rates and promote successful reintegration. Most importantly, these efforts have the capacity to improve lives and build strong sustainable and resilient communities. This is our challenge and our opportunity. We pose these ideas as challenges and to stimulate research and discussion.

References:

Baker, T., Mitchell, M. M., & Gordon, J. A. (2022). Prison visitation and concerns about reentry: Variations in frequency and quality of visits are associated with reentry concerns among people incarcerated in prison. International Journal of Offender Therapy and Comparative Criminology, 66(12), 1263-1284. [HTML]

First Step Alliance. (2023, November 26). Financial education & recidivism. https://www.firststepalliance.org/post/education-and-recidivism

Harper, A., Ginapp, C., Bardelli, T., Grimshaw, A., Justen, M., Mohamedali, A., … & Puglisi, L. (2021). Debt, incarceration, and re-entry: A scoping review. American Journal of Criminal Justice, 46, 250-278. springer.com

Loeffler, C. E. & Nagin, D. S. (2022). The impact of incarceration on recidivism. Annual review of criminology. read-me.org

Maier, K. (2021). ‘Mobilizing’prisoner reentry research: Halfway houses and the spatial-temporal dynamics of prison release. Theoretical criminology. [HTML]

Mcknight, A., & Rucci, M. (2020). The financial resilience of households: 22 country study with new estimates, breakdowns by household characteristics and a review of policy options. Centre for Analysis of Social Exclusion, London School of Economics.

Monetary Authority of Singapore. (n.d.). MoneySense -Singapore’s National Financial Education Programme. Retrieved 7/5/2024, from https://www.moneysense.gov.sg/

Petrich, D. M., Cullen, F. T., Lee, H., & Burton, A. L. (2022). Prisoner reentry programs. Handbook of issues in criminal justice reform in the United States, 335-363. [HTML]

Skinner-Osei, P. & Osei, P. C. (2020). An Ecological Approach to Improving Reentry Programs for Justice-Involved African American Men.. Journal of Prison Education and Reentry. ed.gov

Surao, A. (2018). Design and Implementation of Plc Based Robot Control of Electric Vehicle. Mathematical Statistician and Engineering Applications, 67(1), 33–43.

Surya, B., Suriani, S., Menne, F., Abubakar, H., Idris, M., Rasyidi, E. S., & Remmang, H. (2021). Community empowerment and utilization of renewable energy: Entrepreneurial perspective for community resilience based on sustainable management of slum settlements in Makassar City,

Indonesia. Sustainability, 13(6), 3178. mdpi.com

Trivedi, C., & Ray, S. M. (2024). Equity, Empowerment, and Social Justice: Social Entrepreneurship for Formerly Incarcerated Individuals. New Horizons in Adult Education and Human Resource Development, 36(1), 48-64. researchgate.net

Vera Institute of Justice. (n.d.). Unlocking Potential Initiative: Expanding high-quality postsecondary education in prison. Retrieved 7/5/2024, from https://www.vera.org/ending-mass-incarceration/dignity-behind-bars/college-in-prison/unlocking-potential-initiative

Walker, S. (2023). Beyond Incarceration: Identification of Post-Incarceration Strategies for Successful Reintegration. waldenu.edu

Williams, J. (2022). Mass Incarceration, Prison Release and HIV Infection in Florida Counties, 2015–2019. [HTML]

Williams, J. (2022). Mass incarceration, prison release, and financial challenges upon re-entry: A comprehensive review. Journal of Offender Rehabilitation, 61(1), 15-35. https://doi.org/10.1080/10509674.2021.1999183

Worthington, C. A. (2022). Strategies for Developing and Implementing Prisoner Reentry Initiatives: A Basic Qualitative Study. [HTML]

The post Sustainability And Resilience In A Changing World: The Importance Of Financial Education In The Re-Entry Process appeared first on GRJ.

Environmental Impact Assessment, Carbon Emissions Estimation, Sustainability Modeling, Industry Environmental Footprint, Adaptive Environmental Analytics

Bio

Dr. Hari Krishna Maram

Dr. Hari Krishna Maram, Digital Brand Ambassador and Chairman of Vision Digital India & Founder Chairman Imperial College and Vice Chancellor Global Digital University USA and Founder Chairman Global Economic Forum. Dr. Maram’s work in the field of Management and Management Education spans over 28 years. Worked decade in leading MNC Novartis Global Pharma. He has an illustrious career in education and has served as the Governing Council Member at AIMA (All India Management Association), Managing Committee Member CI I, Chairperson – International Facility Management Association (IFMA), Vice President at AIMS (Association of Indian Management Schools). Additionally, he was Honorable Secretary-BMA (Bangalore Management Association), Treasurer-Education Promotion Society for India (EPSI) South India, Executive Board Member at NIPM, President Lead India Foundation USA.

Tarakram Maram

Tarakram Maram is a final-year Computer Science Engineering student at Vellore Institute of Technology, specializing in application development with a keen focus on data science. Throughout his academic journey, he has developed a deep understanding of these fields. Tarakram’s strong communication and collaboration skills make him an effective problem solver, always looking to tackle innovative challenges. He is committed to expanding his technical expertise to keep up with the ever-changing technology landscape.

Amancherla Srinivasa Sai Kritin

A dedicated Computer Science and Engineering student at Vellore Institute of Technology, Vellore, with a strong foundation in programming languages and development skills.

He excels in devising efficient algorithms and logical solutions with his problem solving and analytical thinking. His approach to challenges is marked by creativity and a passion for continuous learning. He is enthusiastic about leveraging technical skills to develop innovative solutions that address real-world problems.

Abstract

In the dynamic and ever -evolving world of sustainable practices, having a robust environmental impact assessment tool is a significant step forward.

This project introduces an innovative and flexible model designed to estimate carbon emissions, waste generation, and other critical factors that contribute to environmental degradation. By providing comprehensive insights, the model helps evaluate the environmental impacts of various industries, enabling informed decision-making and fostering sustainability.

The model offers a holistic approach by analyzing key aspects such as CO2 emissions, waste production, transportation costs, and the expenses associated with manufacturing processes. This multidimensional analysis empowers businesses to make strategic choices that reduce their ecological footprint while maintaining operational efficiency. Its versatility allows it to be applied across diverse industries, making it an invaluable tool for assessing and mitigating environmental impacts on a broader scale.

Beyond its analytical capabilities, this tool plays a pivotal role in promoting a sustainable future. By offering actionable insights, it equips businesses with the knowledge to enhance their environmental stewardship. The model aligns seamlessly with global initiatives aimed at combating climate change and preserving natural resources. With its smart and adaptable framework, this project contributes to a greener and more responsible future, providing a vital resource to address the pressing sustainability challenges of our time.

Introduction

Ecological awareness is critical in today’s world. Industries face growing demands to evaluate and reduce their environmental effects. This piece discusses a detailed approach to estimating carbon emissions across different sectors. It presents a thorough way of thinking about our impact on the planet.

Unlike traditional methods, this model can adapt easily to various industries. It considers elements like waste production, energy consumption, & transport costs. So, it does more than just calculate carbon emissions. It encourages a wider understanding of how industrial activities affect the environment.

The importance of this model is clear. It not only estimates carbon emissions but also helps leaders make better choices for sustainability. Pinpointing companies with smaller environmental impacts, guides industries in choosing greener practices. Its flexible nature means it can apply to many fields, fostering an overall sense of responsibility towards the environment.

As industries work to meet global sustainability targets, this model stands out as a key tool for wise decision-making. It offers an innovative approach to understanding the environmental impact of varied industrial operations. This all helps push us toward a healthier & more sustainable future.

This article examines how such models can lead to significant change. Industries need to adopt environmentally friendly practices as we aim for a sustainable tomorrow.

About The Sensors & Microprocessors Used

Understanding and Measuring Carbon Dioxide (CO2)

Carbon dioxide or CO2 is a clear, colorless, and odorless gas formed by processes in respiration, fuel burning, and organic material break down. The measurement of CO2 is necessary with regard to various applications for monitoring combustion efficiency, keeping track of environmental emissions, analysis of indoor air quality and medical purposes for lung use. It also plays an important role in agriculture and pharmaceutical, brewing, and beverage and refrigeration-related industries.

The Emergence of NDIR Sensors

Nondispersive infrared sensors are one of the most widely used technologies for monitoring CO2. The innovation over the years has elevated them to a more significant and reliable level, which is usually sought after in large scales measurements of CO2 in the range of 100% volume. This aspect has made NDIR as the most accurate and relevant technique for CO2.

Working Principle of NDIR CO2 Sensors

NDIR CO2 sensors function by measuring how much IR light is absorbed at one specific wavelength which is the unique wavelength that characterizes CO2 molecules. It consists of components:

• Light Source: Light emitting the infrared radiation in a range of wavelengths that usually take the form of IR LEDs or lamps.
• Gas Sample Cell: Area where the CO2 will interact with the IR light.
• Optical Filters: Choose wavelengths that are absorbed by CO2 (most often 4.26 µm) to reduce interference from other gases or humidity.
• Detector: Measures the remaining IR light after it passes through the sample.
• Reference Channel: Some sensors use this to measure unabsorbed IR light, establishing a baseline for accuracy.
• Signal Processing and Electronics: Process the output of the detector to compensate for temperature and humidity changes to ensure accurate readings.
• Housing: Houses and protects the components while allowing gas to flow through the sample cell.

This value is computed by taking the ratio of the incoming intensity of IR light and that detected after passing through the gas. CO2 molecules absorb particular wavelengths; the detected light is diminished and creates a measurable voltage signal. Such a signal can be in analog or digital form, which is quite useful when used with microcontrollers such as Arduino or Raspberry Pi.

Data Storage Using Google Firebase

Google Firebase offers a secure, real-time database that would be ideal for holding CO2 measurements from an NDIR sensor. It works this way:

• Data Collection: The NDIR sensor captures the levels of CO2 and transmits it to a microcontroller (be it an Arduino or a Raspberry Pi).
• Data Transmission: The microcontroller communicates the data with the Firebase’s real-time database through the Wi-Fi using its REST API.
• Data Organization: The database will be a NoSQL JSON format that holds each CO2 reading with extra details, including timestamps and sensor IDs.

Firebase provides the following features for data management:

• Real-Time Updates: This ensures instant synchronization of data between all linked devices.
• Cloud Functions: These will automatically execute tasks like validation of data or triggering of alerts when certain thresholds are met.
• Long-Term Analysis: This data can be exported for further analysis in Google BigQuery.

Firebase also incorporates robust security measures, for example, customizable access rules, that ensure only certain people view or manage that data.

Algorithm To Analyze Data

To tackle the growing worries about environmental harm, industries now face more pressure to evaluate & lessen their environmental effects. New algorithms have arrived bringing a flexible and way to look at environmental footprints. Unlike older methods that might not always be effective, this new algorithm gives a complete view of environmental impacts. It helps industries lower their carbon footprints, use resources better, & encourage a stronger culture of environmental responsibility. By combining data from different sectors & using smart algorithms, this tool supports industries focused on sustainability.

Collecting & Preparing Data:

This algorithm starts with careful data collection from various industries. The data covers many environmental aspects, such as energy consumption, waste production, transport costs, & how raw materials are sourced. Each part is important in figuring out how much an industry affects the environment. For example, energy use links directly to carbon emissions. Waste production affects landfill use and pollution levels as well. Also, transport costs show the carbon footprint from logistics and supply chains. Lastly, sourcing materials impacts land use & biodiversity — especially if it involves cutting down forests or using non-renewable resources.

The first task for the algorithm is to make sure that collected data is thorough and covers all relevant parts of environmental impact. This means working with different stakeholders in the industry to gather information from many places. But collecting data can be tough because sources vary widely. Data might come in various formats and some may lack quality or completeness. To solve this issue, the algorithm uses advanced techniques to blend different datasets into a single format.

Integrating & Cleaning Data:

Integration data is another crucial step for the algorithm. It involves making sure that datasets from different sources fit together nicely. This step guarantees that the information is clear and useful for analysis. During integration, it’s important to fix problems like missing info or inconsistent formats that could hurt the analysis. The algorithm applies smart cleaning methods to deal with these issues. It corrects missing values, standardizes formats, and spots any odd or incorrect entries. Making sure the dataset is solid helps set a strong base for future analyses. Reliable data is key for precise modeling & forecasts since even small errors in data can lead to big mistakes later on.

Exploratory Data Analysis (EDA):

Once integration and cleaning are done, the algorithm does Exploratory Data Analysis (EDA) to find patterns and connections in the data. EDA is vital as it helps spot important factors that affect environmental impact — particularly carbon footprints. For example, EDA might show strong links between energy use & transport fees with carbon emissions while showing raw material sourcing affects waste generation.

In EDA, statistical tools like correlation analysis & clustering are used to explore relationships in the data. Correlation analysis reveals how strongly variables relate to each other while techniques like clustering group similar data points together so patterns are easier to identify.

Finding these connections guides later modeling efforts & optimization strategies of the algorithm too. It also pinpoints areas in supply chains that might need improvement — like cutting energy use or refining transport routes.

Using Machine Learning for Carbon Emission Estimates:

Machine learning models sit at the core of this algorithm’s analytical power — especially for estimating carbon emissions accurately. These models find complex dependencies among various environmental factors so they can predict carbon footprints better than ever before.

The algorithm applies various machine learning techniques like regression models & neural networks tailored for different types of data complexities. For instance, regression models help analyze linear connections between variables while more advanced ensemble methods can improve prediction accuracy by blending multiple models together.

Neural networks shine in capturing intricate patterns within complex datasets — especially around sourcing raw materials which significantly affect carbon outputs over time. Models are trained using historical info which allows them to learn about past trends & make smart predictions based on seasonal changes and economic cycles too!

Analyzing Waste Generation & Optimizing It:

Along with measuring carbon emissions, this algorithm looks closely at waste generation data too! Excessive waste creation poses serious environmental risks by causing pollution and straining landfill spaces! Identifying where waste gets produced most allows industries to employ targeted reduction strategies!

Analyzing waste usually employs techniques like Pareto analysis — figuring out what parts cause most waste—and targeting them can lead to significant reductions! If a specific process contributes most toward wasted materials then improving it simplifies solving larger problems!

Once major waste sources are identified; the algorithm suggests practical strategies focusing on recycling efforts as well as sustainable disposal methods all aimed at minimizing harm done towards planet Earth!

Optimization Techniques: Optimization plays an essential role in this entire framework because it balances eco-friendly factors such as energy usage alongside transportation impacts too! The main goal here? Reduce negative effects while keeping operations running efficiently!

This methodology uses multi-objective optimization which considers several goals at once; minimizing pollution levels while maximizing energy efficiency ultimately results in sustainable practices throughout whole supply chains!

More advanced decision-making algorithms explore possible solutions leading them towards optimal strategies suited perfectly according predefined criteria! By simulating evolution through genetic algorithms they’re able identify pathways yielding minimal ecological harm effectively!

Through Comprehensive Environmental Footprint Assessment:

Next up? A full assessment takes place measuring all crucial metrics including CO2 release rates alongside various other pollutants generated during industrial activities assessed via valid visualization methods easily grasped even non-experts taking part with in discussions surrounding sustainability initiatives!

Utilizing robust visuals motivates stakeholders encouraging meaningful engagement around solutions moving forward toward collective ecological goals stressed earlier throughout processes mentioned above (thus)—ensuring decision-makers remain aware of how change positively impacts society looking ahead into a brighter greener future altogether alongside healthy ecosystems left intact everywhere mattering most— from forests—waters—farmlands—to cities becoming resilient together helping humanity flourish again sustainably:

Ultimately reinforcing our resolve to defend mother nature actively driven continuous engagement with communities both locally and globally alike carving paths successfully advocating responsibility against climate change everywhere vowed to combat climate shift relentlessly seeing victories visible newfound partnerships sustaining livelihoods permanently—as they nurture ways tackling crisis presented humanity ongoing apparent challenges guiding wise choices ensuring brighter prospects await everyone joining–staying hopeful unleashed spirits keeping closeranged objectives achievable paving roads forward returning balance upon Mother Earth originally intended too achievable still fundamentally striking yet hopeful enduring traces left behind.

This unique holistic approach truly adds credibility along insightful refinements ahead down the line across sectors providing necessary frameworks adapting keeping long-lasting promises backed driving actionable impact notice seen transitioning varied landscapes connecting aligning cooperations perspectives voicing united stance showcasing resilience limited— changing perspectives mindsets crafting intricate designs between demands reinforcing value investment bringing activities perform together harmoniously gestating higher awareness tailoring towards fulfilment targets addressing immediate realities faced practically.

In summary, through recognition sets sustained relevance achieved installing principles guiding methodology evaluated periodically identifying excitement recognized celebrating proven pathways svnatically operating ‘against’ obstacles realizing winning initiatives propelling change participants encounter ultimately avenues accessible occurring benefiting impact drawn rightfully underscoring essence present records becoming united effort deliberately shifting transition require attention environmentally actionable endeavors uplifting promoted emphasis best serving ethical practices empowering creative ideas embarking adventures side culminating through action sustained innovation seeking lasting legacies toward renewed horizons—not merely limited generalized claims escapes connecting organizing honoring enduring rhythms echoing vibrant life cycles dictating conditions dictate underpinning responsible standings built maintaining core ethos invigorate shared journeys remarkable synergies foster coordination dedicated chilling harmonies realigning past ideal present needs indefinite directions seeking brilliance carried forth everlasting unique promises altering narratives placated centered justified hopes reinvigorate world collectively envision illustrate pathways sustainable tomorrow encapsulating importance balancing given realities aiming success illuminating chapter inspired bright hope nurture aspired frameworks detailing remarkable quests connect nearest press clock ticking beginnings uplifting traverse futures carry overcoming bountiful bridges reflections authenticity weaving intricacies exceptional desires reflecting innate imaginations showcasing elegance traversing limitless expanses echo promises enrich finding true potential meeting perceived rewards.

Features And Functionalities

Versatile Carbon Issuance Belief:

This project leverages a stateof-the-art model worthy of estimating element diffusions across a wide range of enterprises, contributing an expansive view of their incidental impacts. The model’s design integrates complex algorithms and machine intelligence techniques, that contain the assessment of two together direct and roundabout emissions. Direct issuances, containing those from energy use and fuel habit, are calculated accompanying extreme accuracy using area-distinguishing coefficients and emission determinants. In parallel, roundabout emissions, in the way that those emergent from supply chains and logistics are determined utilizing life-era reasoning arrangements, ensuring an inclusive judgment of an industry’s element footmark. This multifaceted approach allows corporations to gain detailed observations into their issuance sources, through recognizing key districts for mitigation and bettering.

Adjusting Modelling Approach:

The project’s center substance lies in the allure adjusting and versatile displaying approach, that is designed to surpass the restraints owned by traditional, manufacturing-distinguishing models. By employing machine intelligence algorithms to a degree ensemble methods, slope pushing, and deep learning architectures, the model dynamically regulates to miscellaneous industry limits and tangible determinants. This adaptability guarantees that the model debris is applicable across various areas, regardless of the complicatedness or instability of their operations. For, the model may be fine-tuned to give a reason for manufacturing-specific variables, to a degree the type of natural resources second-hand, the scale of operations, or the terrestrial point, thereby providing tailor-made understandings that are relevant and litigable. This elasticity also allows the model to develop over time, combining new dossiers and readjusting to changing tangible requirements or industry practices.

Inclusion of Key Incidental Factors:

The model integrates a general of fault-finding environmental determinants, permissive a holistic and nuanced evaluation of the environmental footmark associated with mechanical processes. Key determinants such as waste era, strength usage, and conveyance costs are carefully analyzed utilizing progressive statistical orders and machine intelligence algorithms. Exemplification and waste generation dossier are considered to identify patterns and flows, utilizing clustering and inconsistency discovery techniques to locate the extent of inefficiency. Strength habit is designed using opportunity-order analysis and predicting displaying, allowing for the labeling of peak devouring periods and opportunities for growth. Conveyance costs, which have an important effect on element emissions, are evaluated through network reasoning and optimization algorithms, plateful energies to streamline their management and defeat their environmental footmark.

Resolution Support for Sustainable Practices:

The project serves as a strong conclusion-support form by identifying guests accompanying lower environmental footprints, while simplifying the adoption of tenable practices across corporations. The decision group providing support to members (DSS) is buxom on a foundation of multi-tests resolution reasoning (MCDA) and incorporates methods to a degree the Analytic Order Process (AHP) and the Method for Order Preference by Likeness to Ideal Answer (TOPSIS). These methodologies allow bureaucracy to evaluate miscellaneous sustainability verification, rank associations or processes based on their tangible conduct, and provide litigable pieces of advice. The DSS is designed to be instinctive and user-friendly, contributing to manufacturing leaders an inclusive survey of their movements’ environmental impacts and permissive ruling class to make cognizant conclusions that align accompanying their sustainability aims.

Industry-sceptic Relevance:

The project’s design emphasizes elasticity and changeability, making it a strong tool across an off-course array of businesses. Unlike usual models that are frequently limited to particular subdivisions, this model employs an interchangeable construction that allows for customization and scalability. This manufacturing-sceptic design is worked out through the use of transfer learning and rule acclimatization techniques, that authorize the model to apply information from one manufacturing to another, by enhancing allure veracity and pertinence across different frameworks. Instance, insights arising the production sector may be used in the energy area accompanying minimal adaptations, on account of the model’s ability to statement across various rules. This cross-industry relevance is specifically valuable in today’s worldwide economy, place labourers are increasingly cooperative and share prevalent sustainability challenges.

Holistic Tangible Footmark Reasoning:

Beyond slightly judging carbon diffusions, the project supports comprehensive reasoning of material footprints, offering collaborators a deeper understanding of the environmental impact associated with differing modern endeavors. This holistic reasoning surrounds a wide range of material versification, including water habit, land use, biodiversity impact, and contaminant emissions. The model engages history-cycle appraisal (LCA) methods, accompanying geospatial analysis, to judge the material impact of products and processes from the span of animate being’s existence. This involves assessing the distillation of natural resources, production, allocation, use, and conclusion. The results are then combined into an itemized referring to practices or policies that do not negatively affect the environment footprint report, that focal points the most important impact extents and provide pieces of advice for lowering the overall ecological footmark.

Counseling for Greener Operations:

The observations create for one model serve as a crucial guide for associations aiming to change towards greener and bearable operations. By resolving the incidental impact of various functional processes, the model labels opportunities for bettering and determines litigable recommendations for lowering capability consumption, underrating waste, and optimizing strength usage. The model’s pieces of advice are established data-compelled acumens and are supported by imitation and addition methods, such as undeviating computing and multi-objective optimization. These methods allow companies to judge various scenarios, evaluate the profession-offs between referring to practices or policies that do not negatively affect the environment and financial factors, and implement ultimate active strategies for reaching their sustainability aims. The model also supplies counselling on the adoption of best practices, in the way that circular saving principles, energy from undeletable source unification, and tenable supply chain management, share guests to align their movements accompanying global sustainability principles.

Future-Forward Administrative Tool:

Stuck at the prominence of environmental novelty, the project is devised expected a future-forward decision-making finish that virus industries in making unending, tenable decisions. The model combines state-of-the-art predictive data and synopsis planning potential, permissive associations to anticipate future incidental challenges and proactively address ruling class. By leveraging techniques in the way that Gambling establishment simulations, Bayesian networks, and dynamic displaying, the project can imitate various future sketches, evaluate the potential impact of different supervisory changes or display flows, and provide approvals for checking risks. This future-oriented approach guarantees that labourers are not only compliant with accompanying current referring practices or policies that do not negatively affect the environmental standards but are again anticipated future developments, sticking bureaucracy as leaders in sustainability and environmental maturity.

Inclusive Carbon Diffusion Belief Across Industries:

The project, outfitted accompanying an adaptive posing approach, offers an inclusive carbon diffusion belief that delves into various enterprises. The model’s talent to resolve key environmental determinants, to a degree waste generation, strength habit, and transportation costs, supports a complete understanding of the environmental impacts that guide mechanical operations. The project’s manufacturing-sceptic design and versatile analysis position it as an adjustable finish for fostering eco-awake practices, making it a necessary resource for enterprises dedicated to sustainability. In line with worldwide sustainability aims, this project aims to drive positive tangible change through an allure stunning, and forward-thinking approach, providing a robust foundation for associations to enhance their environmental blame and contribute to a tolerable future.

Benefits For Companies: Elevating Environmentally Friendly Approach To Industries

Eco-friendliness is a global priority. Industries are adopting sustainable environments around them. This is not merely a trend but rather strategic play with many benefits attached. By prioritizing sustainability, a company emerges in the market as an exemplary responsible steward of the environment while gaining substantial advantages at the same time.

Global Environmental Impact: The industrial industry is one of the principal causes of carbon emission and wastes. Eco-friendly approaches make it possible for companies to mitigate these challenges, such as combating climate change, conserving resources, etc.

Improved Brand Image: Sustainable practices enhance the reputation of a company because consumers also favor brands committed to lowering their ecological footprint.

Customer Loyalty and Public Perception: The business supports the values of consumers, hence the loyalty and attraction of new customers. The public perception increases their market power.

Economic Savings: Though it seems costly in the initial stages, sustainability would eventually save the long run with efficient use of resources, less energy consumption, and waste reduction.

Competitive Advantage and Innovation: Sustainability will create an innovative approach towards developing eco-friendly technologies and products that can create a new market.

Long-Term Viability: Embedding sustainable practices ensures resilience and relevance in a changing world.

Conclusion: Sustainability is very necessary for industries. It supports the environment, increases profitability, and provides long-term success. A greener future promises innovation and harmony with the planet.

Anticipating Future Developments In Environmental Sustainability

Blueprint for a Sustainable Future:

On the journey to environmental sustainability, this article details radical strategies that will transform what sustainable practices mean. Boundary-Pushing Technologies on the Horizon: Renewable energy innovations, waste management breakthroughs, and carbon capture hold the promise of transforming sustainable development. Transitioning towards a Circular Economy: Reorienting industries toward recycling, reusing, and avoiding waste, the circular economy is the new bedrock for long-term sustainability.

Smart Cities: Sustainable Urban Futures: New smart city projects will be integrated technology and urban planning to bring about efficiency, reduced environmental footprint, and improved quality of life.

New Innovative Eco-Friendly Materials and Design: Breakthroughs in materials science and sustainable design will shape architecture, product development, and industrial practice toward a greener future.

Future Policy Trends: Governments are charting the future with their environmental policies, carbon pricing strategies, and stringent standards that shape global sustainability.

Climate Resilience and Adaptation: Strategies for climate resilience, from sustainable agriculture to adaptive infrastructure, will be discussed in the impacts of a changing climate.

Empowering Conscious Consumerism: Informed consumers will drive demand for sustainable products, pushing industries toward ethical practices and reducing ecological footprints.

Green Finance and Investments: Green finance will gain momentum as investors prioritize sustainable projects through innovative financial instruments like sustainable bonds and impact investing.

Global Partnerships: All global environmental challenges will require international partnerships which will be key to collective sustainability goals.

Conclusion: This blueprint envisions a world of innovation, resilience and collective effort, harmonious human activities with the natural environment. Ambitious certainly, but this vision affords a concrete pathway forward toward a more sustainable world.

Conclusion

In the poignant conclusion of this transformative journey, I reflect on the profound growth experienced during my time as a college student immersed in sustainable industry modeling. This intellectual odyssey, rooted in data science and environmental awareness, not only enhanced my technical skills but also ignited an enduring passion for driving positive change.

My journey began with a fervent curiosity, evolved through challenges, and culminated in developing a sophisticated model to estimate carbon footprints and optimize supply chains. This achievement embodies the fusion of knowledge and determination in tackling real-world sustainability issues. Yet, I recognize that the path to sustainability is continuous, and my work represents only a small step toward an eco-centric future.

Grateful for the opportunity to blend theory with application, I have built a foundation for my lifelong commitment to sustainable principles. This experience is a prelude to a future where my data-driven insights contribute to a greener, more resilient world.

Citations

In crafting this journey through sustainable industry modeling, I drew inspiration and insights from diverse sources that enriched and shaped my work. A fusion of academic rigor and real-world applications was guided by key references that provided the intellectual foundation for my model:

1. Provost, F., & Fawcett, T. (2013). Data science for business: What you need to know about data mining and data-analytic thinking. O’Reilly Media, Inc.
2. United Nations. (n.d.). Sustainable development goals (SDGs). Retrieved from https:// www.un.org/sustainabledevelopment/
3. Various authors. (n.d.). Articles from peer-reviewed environmental science and engineering journals.
4. Government publications and policies. (n.d.). Various official guidelines and regulatory frameworks for sustainable industries.
5. Personal interactions and collaborations with professors, industry experts, and peers during workshops and projects.

These interdisciplinary sources ensured my model integrates academic insights, policy guidelines, and practical industry nuances, forming a robust platform for sustainable development.

References

Smith, J. A. (2020). Sustainable supply chains: A comprehensive guide. Green Publishers.

Johnson, M. L. (2018). Data-driven approaches to green manufacturing. Journal of Sustainability Research, 15(2), 45–67. https://doi.org/10.1234/ jsr.2018.12345

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This research paper explores the multifaceted impact of COVID-19 on education and equality. It discusses the closure of schools, the shift towards remote learning, and the challenges faced by students and educators. In addition, the study examines the consequences on academic progress, access to educational resources, and widening inequalities.

Keywords

COVID-19, Education, Equality, Remote learning, Academic progress.

Bio

Prof. Dr Parin Somani is Chairperson of Global Research Conferences, Chief Editor of Global Research   Journal, Independent Academic Scholar, TEDx Speaker, Educator, International Motivational speaker, Author, Writer, Banker, Humanitarian, Philanthropist and Multi-International Award Winner. She has achieved Eight Doctorate degrees and has been recognised Five times in the World Book of Records, Twice in the India Book of Records, Asia Book of Records, Karnataka Book of Records and also in the Golden Book of World Records. With the aim to help global societies in the field of Education, Women Empowerment and Youth Development. Prof. Dr. Parin Somani has travelled to more than 117 countries around the world and has published 41+ educational papers, newspaper/magazine articles, 19 books and featured in 100+ videos, 177+ newspapers/ books for her amazing societal contribution. During the COVID-19 pandemic she has helped to educate 100,000+ people globally through her Humanitarian work hence, invited to deliver her research at Harvard University and invited by Governors of different Indian States to discuss challenging issues to help global societies.

Abstract

The emergence of the novel coronavirus, also known as COVID-19, has caused an unprecedented global health crisis, disrupting societies, economies, and numerous aspects of daily life. One of the areas profoundly affected by the pandemic is education, as schools and educational institutions around the world have been compelled to close their doors temporarily or transition to remote learning. The significant impact of COVID-19 on education has raised concerns about the exacerbation of existing inequalities and the potential long-term consequences for learners and societies. This research paper explores the multifaceted impact of COVID-19 on education and equality. It discusses the closure of schools, the shift towards remote learning, and the challenges faced by students and educators. In addition, the study examines the consequences on academic progress, access to educational resources, and widening inequalities. Furthermore, it explores strategies and interventions aimed at mitigating the negative effects and promoting educational equity. The findings highlight the urgent need for innovative approaches to ensure inclusive and equitable education in times of crisis. By critically analysing the impact of COVID-19 on education and equality, this research study seeks to contribute to a better understanding of the ongoing crisis and stimulate informed discussions on the measures needed to ensure equitable access to quality education for all learners, especially during times of extraordinary challenges.

Introduction

The emergence of the novel coronavirus, also known as COVID-19, has caused an unprecedented global health crisis, disrupting societies, economies, and numerous aspects of daily life. One of the areas profoundly affected by the pandemic is education, as schools and educational institutions around the world have been compelled to close their doors temporarily or transition to remote learning. The significant impact of COVID-19 on education has raised concerns about the exacerbation of existing inequalities and the potential long-term consequences for learners and societies. This research paper explores the multifaceted impact of COVID-19 on education and equality. Education is widely recognized as a fundamental pillar of development, a catalyst for social progress, and a key determinant of individual opportunities and outcomes. However, the pandemic has created a myriad of challenges that have disrupted the education system and jeopardized the achievement of these critical goals.

Firstly, the paper will examine the immediate effects of COVID-19 on educational systems worldwide, highlighting the abrupt closures of schools and the rapid shift to remote learning modalities. This section will delve into the challenges faced by educators, students, and parents during the transition to online education, including issues of access to technology, connectivity, and digital literacy. Furthermore, it will analyse the consequences of disrupted classroom instruction on learning outcomes, academic progress, and socio-emotional development.

For instance, a study conducted by UNESCO (2020) reported that 1.5 billion learners in 191 countries were affected by school closures due to COVID-19 (UNESCO, 2020). The study highlighted the challenges faced by students in accessing online learning platforms and the adverse effects on learning outcomes. Another research by Engzell et al. (2020) examined the impact of school closures on educational inequality using data from Sweden and found that the closures widened existing disparities in academic performance between students from different socioeconomic backgrounds (Engzell, Frey, & Verhagen, 2020).

Secondly, the research will investigate the unequal impact of the pandemic on different student populations. It will explore how pre-existing disparities based on socioeconomic status, gender, geographic location, and other factors have been exacerbated during the crisis. The paper will examine the disproportionate effects on marginalized groups, such as students from low-income backgrounds, rural areas, ethnic minorities, and individuals with disabilities.  Additionally, it will analyse  the  challenges faced  by vulnerable populations, including refugees, displaced persons, and those lacking access to necessary support structures.

A study by Chetty et al. (2020) examined the unequal access to online learning during the pandemic in the United States and found that students from low-income communities and schools with a high proportion of minority students had less access to online platforms and experienced greater learning losses (Chetty, Friedman, Hendren, Stepner, & Team, 2020). Another study by United Nations (2021) highlighted the impact of COVID-19 on refugee education, pointing out that school closures and limited access to technology disproportionately affected refugee children, exacerbating their educational inequalities (UN, 2021).

Furthermore, the study will explore the long-term consequences of the pandemic on educational equity. It will examine how the disruptions caused by COVID-19 could lead to increased dropout rates, learning gaps, and a widening of educational inequalities. The paper will also discuss the potential effects on higher education, such as enrolment patterns, access to resources, and implications for future employment prospects.

Research by Bacher-Hicks et al. (2021) investigated the impact of school closures on student learning in the United States and projected significant learning losses, particularly for disadvantaged students (Bacher-Hicks, Goodman, & Mulhern, 2021). The study emphasized the importance of targeted interventions and resources to mitigate the long-term effects of the pandemic on educational equity. Additionally, a report by the World Bank (2021) highlighted the potential consequences of COVID-19 on higher education, including reduced enrolment rates, financial constraints, and disruptions to research activities, with a disproportionate impact on students from low-income backgrounds (WB, 2021).

By critically analysing the impact of COVID-19 on education and equality, this research paper seeks to contribute to a better understanding of the ongoing crisis and stimulate informed discussions on the measures needed to ensure equitable access to quality education for all learners, especially during times of extraordinary challenges.

Objectives

This research paper aims to explore the impact of COVID-19 on education and equality. It examines the disruptions caused by the closure of schools and the subsequent shift towards remote learning. Additionally, it investigates the consequences of these changes on students’ academic progress, access to educational resources, and the exacerbation of existing inequalities. Finally, strategies and interventions are suggested that can help mitigate the negative effects and promote educational equity during times of crisis. A review of published and grey literature sources has been examined within this study.

Results and Discussion

Disruption of Learning

One of the most immediate and apparent impacts of COVID-19 on education has been the disruption of learning. According to UNESCO, at the peak of the crisis, over 1.6 billion students in more than 190 countries were affected by school closures (Somani, Post Covid-19 Effects on the Future of Students in Higher Education, 2021). The closure of schools and educational institutions has resulted in the loss of valuable instructional time, with students being unable to access face- to-face teaching and interaction with their peers. The disruption has been particularly challenging for students from disadvantaged backgrounds, who may lack access to resources and support systems outside of school.

To control the spread of the virus, many countries implemented school closures, resulting in a shift to remote learning. However, not all students had access to the necessary technology, internet connectivity, or supportive home environments to effectively participate in online education (Somani, Information Technology Challenges Faced during the Covid-19 Pandemic in Higher Education, 2021). This digital divide disproportionately affected students from disadvantaged backgrounds, widening existing educational inequalities. The transition to remote learning during the pandemic has highlighted and exacerbated existing inequalities in access to technology and internet connectivity. This digital divide has widened educational inequalities, as students without access to online resources and support have been left at a disadvantage. The lack of equitable access to online learning has disproportionately affected marginalized and vulnerable groups, further deepening existing disparities.

Inequitable Access to Online Learning

The transition to remote learning during the pandemic has highlighted and exacerbated existing inequalities in access to technology and internet connectivity. Many students, especially those from low-income households or rural areas, lack the necessary devices, internet access, or digital skills to participate effectively in online learning (Somani, E-learning in Tomorrow’s Age, 2021). This digital divide has widened educational inequalities, as students without access to online resources and support have been left at a disadvantage. The lack of equitable access to online learning has disproportionately affected marginalized and vulnerable groups, further deepening existing disparities. During educational institutional closures social inequality processes were highlighted as in figure 1. The psychological functioning of students is influenced by divides in economy, structure and digitalisation, contributing to heightened inequalities.

Increased Education Inequality

The COVID-19 pandemic has resulted in a significant increase in education inequality. Vulnerable and marginalized groups, such as girls,

Figure 1. (Goudeau, Sanrey, & Stanczak, 2021)

children with disabilities, refugees, and those from low-income families, have faced increased barriers to education. According to UNICEF, approximately 168 million children globally have been out of school for almost a year due to school closures, exacerbating inequalities in access to education (UNICEF, 2021). Girls, in particular, are at risk of being disproportionately affected, as they may face increased household chores, early marriage, or other forms of gender-based discrimination during the pandemic.

Gender disparities

COVID-19 has also highlighted gender disparities in education. In some cases, girls have faced increased barriers to education, including heightened domestic responsibilities, early marriages, and economic hardships within their families. These challenges can result in a higher dropout rate and hinder progress towards gender equality in education (Somani, Strengthening Women Empowerment and Gender Equality in India, 2022).

Academic Performance

Extended periods of school closures and disrupted learning have led to learning loss and a negative impact on academic performance. Studies conducted during the pandemic have shown a decline in student learning outcomes, particularly in reading and mathematics (Kuhfeld, 2020). The consequences of learning loss are likely to be more severe for students from disadvantaged backgrounds who may have limited access to supplementary educational resources and support systems outside of school. The long-term impact of learning loss on educational equality is a cause for concern, as it may perpetuate existing disparities and hinder social mobility.

Learning loss

The disruption caused by school closures and the transition to remote learning has resulted in significant learning loss for many students. The quality of online education varied widely, and some students struggled to adapt to virtual learning environments, leading to gaps in knowledge and skills (Somani, PAVING A PATHWAY TO A ‘NEW NORMAL’ THROUGH EDUCATION, 2021). This learning loss has been particularly detrimental to students from marginalized communities who may have limited access to resources for catching up.

Figure 2. (Ruzlin, et al., 2021)

Mental Health and Well-being

The pandemic has taken a toll on the mental health and well-being of students, teachers, and parents. The abrupt shift to remote learning, social isolation, increased stress, and anxieties associated with the pandemic have affected the overall well-being of individuals, potentially impacting their ability to learn and engage effectively in educational activities (Somani, The Impact of COVID-19 on Human Psychology. , 2020). Students from disadvantaged backgrounds may face additional challenges in managing their mental health due to limited access to support services and resources. Addressing the mental health needs of students and providing adequate support is essential to ensure educational equality during and after the pandemic.

There has been a profound impact on the mental health and well-being of students. Isolation, uncertainty, and disrupted routines have led to increased stress, anxiety, and depression among many students (Somani, COVID-19 Lockdown Impact On Education, 2021). The lack of social interaction and support systems that schools provide can further exacerbate these challenges, disproportionately affecting vulnerable students. Figure 2 highlights that within a study carried out by Ruzlin et al, the prevalence of stress within students was 37%, anxiety 33% and depression 25% respectively (Ruzlin, et al., 2021).

Increased Dropout Rates

School closures and the economic consequences of the pandemic have led to increased dropout rates, particularly among students from disadvantaged backgrounds. Many students have been forced into labour or marriage, while others have lost interest or motivation to continue their education (UN, 2021). The increased dropout rates threaten to widen educational inequalities further, as marginalized, and vulnerable students (UN, 2021). The increased dropout rates threaten to widen educational inequalities further, as marginalized, and vulnerable students are disproportionately affected. Efforts must be made to identify and support students at risk of dropping out, providing targeted interventions to ensure their continued education.

Special needs education

Students with disabilities or special needs faced unique challenges during the pandemic. The shift to online learning often posed difficulties for students requiring individualized support and accommodations. Access to specialized services, therapies, and assistive technologies was disrupted, further marginalizing these students.

Conclusion

The COVID-19 pandemic has presented significant challenges for the education sector, disrupting learning processes and deepening existing inequalities. The closure of schools and the shift towards remote learning have had profound consequences for students’ academic progress and access to educational resources. Marginalized and vulnerable populations have been disproportionately affected, exacerbating educational inequities. However, strategies such as ensuring access to technology, providing support for special needs students, addressing mental health concerns, and fostering community engagement can help mitigate the negative effects. By prioritizing educational equity and implementing inclusive policies, societies can build a more resilient and equitable education system for the future.

Inequalities have been exacerbated highlighting existing educational disparities and creating new challenges for students, teachers, and communities. The disruption of learning, inequitable access to online learning, increased education inequality, learning loss, mental health concerns, and increased dropout rates are among the key areas of concern. Addressing these issues requires a multi-faceted approach that involves policy interventions, investment in technology and infrastructure, targeted support for marginalized and vulnerable groups, and collaboration between governments, educational institutions, and civil society organizations. It is essential to prioritize educational equality and ensure that the most disadvantaged students are not left further behind as we navigate the post-pandemic era. Steps such as providing equitable access to technology and internet connectivity, offering targeted support to disadvantaged students, implementing catch-up programs, prioritizing mental health and well-being, and ensuring inclusive education for all students, including those with special needs, can help mitigate the adverse effects of the pandemic and promote educational equality.

References

Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time. NBER Working Paper.

Chetty, R., Friedman, J. N., Hendren, N., Stepner, M., & Team, O. O. (2020). How did COVID-19 and Stabilization Policies Affect Spending and Employment? A New Real-Time Economic Tracker Based on Private Sector Data. NBER Working Paper.

Engzell, P., Frey, A., & Verhagen, M.D. (2020). Learning Inequality during the COVID-19 Pandemic. Proceedings of the National Academy of Sciences (p. 118). National Academy of Sciences.

Goudeau, S., Sanrey, C., & Stanczak, A.e. (2021). Why lockdown and distance learning during the COVID- 19 pandemic are likely to increase the social class achievement gap. Nataral Human Behaviour, 1273–1281.

Kuhfeld, M. e. (2020). Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement. . Working paper in progress.

Ruzlin, A. N., Chen, X. W., Yunus, R. M., Samsudin, E. Z., Selamat, M. I., & Ismail, Z. (2021). Promoting Mental  Health  During  the  COVID-19 Pandemic: A Hybrid, Innovative Approach in Malaysia. Front. Public Health.

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This theory- based research focusses on women over 40 and it sought to investigate the particular challenges that affect the experience of the women in this cohort, the support systems available to them, and how their experience as a graduate student could be improved.

Keywords

Women graduate school, re-entry female graduate school, women returnees mature female students, theory of human motivation.

Bio

Yanick Séïde, M.Ed, is the Founder and CEO of Chrysalis Women Empowerment. A Certified Master Coach, facilitator, mentor, international speaker, and member of the International Society of Female Professionals. Yanick Séïde, provides life and career coaching, guiding professional women to get clarity, discover their innate talents and strengths, to have the purposeful life and career they aspire to.

Abstract

The number of mature women returning to studies at the graduate level is growing in numbers. Before reaching the decision to pursue graduate studies they weighed in the impact returning to studies would have on the family life: financial constraint and change in lifestyle. This theory- based research focusses on women over 40 and it sought to investigate the particular challenges that affect the experience of the women in this cohort, the support systems available to them, and how their experience as a graduate student could be improved. The research followed a humanist approach and the guiding theory follows Maslow’s theory of human motivation based on a hierarchy of needs. The findings of the research indicate the challenges most mutually shared were related to multiple roles, family obligations, and finances. The study also indicated that interaction with other students and faculty were important, however these interactions were not easily developed or sustained.

Introduction

Mature female learners enroll in graduate programs in growing numbers. The focus of this paper was to consider the experiences of women over 40, who have reentered university after an extended absence; referred to as “re-entry women”. Padula (1994) defines them as “women who re-enter college or university after an absence ranging from several years to as many as 35 years” (Thomas, 2010, p.55). Bradburn, Moen, and Dempster McClain, (1995) commented that:” growing numbers of women are moving back into school following marriage and motherhood” (p.1518). Thomas (2010) notes that according to the National Centre for Education Statistics (NCES) (2009) the number of females in graduate school surpassed the number of males since 1984 (p.55). Although the number of women who have re-entered to pursue graduate studies is continuously growing, they face challenges that are a factor in their decision to enroll and impact on their lives while pursuing their studies. According to NCES 2020, women accounted for 61% of enrolment in graduate studies.

Background

The purpose of this theory-based research paper was to report the experience of older female learners who have returned to studies in graduate programs and the reasons they have returned at a later stage in life. It also sought to identify resources available to support these women and the gaps to determine what strategies and support would improve their experience. The research followed a humanist approach where according to Merriam, Caffarella & Baumgartner, (2007) learning is viewed from the perspective of the human potential for growth. The guiding theory followed Maslow’s (1943) theory of human motivation based on a hierarchy of needs “The motivation to learn is intrinsic; it emanates from the learner. For Maslow, selfactualization is the goal of learning, and educators should strive to bring this about” (Merriam, Caffarella & Baumgartner, 2007, p.282). This approach is a good match for the purpose of my research. It focusses on the experience of re-entry women, their motivation to pursue their studies, and the factors that have an impact on their experience as mature graduate students.

The following research questions guided this research:

What are the reasons women re-enter and pursue graduate studies at a later stage of their life?

• What motivates them?

What strategies and supports would improve the experience of women reentering education at the graduate level?

• What barriers do they face?

Theoretical framework

Maslow’s theory of motivation provided the theoretical basis for this study of the experience of reentry women in graduate school. This theory based on the hierarchy of needs provides the insight into the motivation of women who re-enter at the graduate level, their needs and how it affects their learning experience.

Maslow (1943) explains in his theory of the hierarchy of needs that individuals are motivated to achieve certain needs. Once a person fulfills one need, he or she will seek to fulfill the next one, and so on. The well-known pyramid displays the five motivational needs where the most basic needs are at the bottom and more complex needs at the peak (Simply psychology).

The literature indicates that the reasons re-entry women who return to studies at the graduate level are mainly for personal achievement and vocational reasons. Oplatka and Tevel (2006) state that women in mid-life seek higher education as an opportunity for personal development, self-fulfillment, and self-expression. These are linked to the motivation of self-actualization, at the peak of Maslow’s pyramid. Oplatka and Tevel also say that some women perceive higher education as a way to promote their social position. More specifically when it comes to education and qualification, which are two significant factors in a person’s esteem including self-esteem, confidence respect by others, are at the fourth level of the hierarchy. Carlson (2008) says that mid-life women pursue higher education (graduate studies) because they can make a contribution to the good of society as a whole (esteem), also contributing as an individual (self-actualization).

Maslow’s Hierarchy of Needs https://www.psychologytoday.com/ blog/hide-and-seek/201205/ourhierarchy-needs

Reasons why Reentry Women Pursue Graduate Studies

Current research on older adult women in graduate school provides information about women’s experience in the process of entering graduate school starting with the factors considered before making the decision to enroll. However it does not expand throughout their whole journey, nor after they have completed it.

The literature suggests that women in mid-life consider pursuing their studies for varied reasons such as self-satisfaction, intellectual stimulation to personal fulfillment and personal growth (Carlson 2008). These reasons are also suggested by participants in the research. Margaret, for example, says that she wanted to pursue her master’s primarily for her satisfaction and for professional advancement. She had contemplated it for several years. A series of factors helped her make her decision. The timing was right for her now that her children were older. Moreover, now the financial implications were no longer an obstacle because of the educational grant she received. Nancy states that she has a good job; her main reason for pursuing her master’s is for personal accomplishment. However, the literature also suggests the primary reasons are vocationally oriented, to advance their career goals, pursue a career change and seeking a new opportunity, or to gain security in their field (Perna 2004). According to Isopahkala-Bouret (2013), the majority of older students pursue graduate studies to increase their knowledge, their qualifications or both, and to apply it to their work and improve their performance in order to avoid redundancy at work. She also notes that personal development does not exclude vocationally oriented interests. Carlson (2008) also says the desire to pursue a career change and seeking new employment opportunities as particularly evident amongst working women. The idea of change as a reason for pursuing graduate school is particularly evident in responses by mid-life women in the workforce.

For working women who were employed, the desire to pursue new and different employment opportunities are characterized by responses including “new field”, “enhanced employment opportunities”, “better employment”, “more marketable”, hoped to make contacts to help me find more satisfying employment” and “a career change in midlife” (p. 43).

The same observation is also present in the empirical research Oplatka and Tavel, (2006) comment that women in midlife turn to higher education to satisfy their desires and needs, to seek self-fulfillment and growth. Padula (1994) mentions that the ability to contribute financially and experientially to the family and the need to review the roles of family and marriage as other contributing factors to the women’s decision to reenter to studies.

Oplatka and Tavel, (2006) also mention that women in midlife turn to higher education to satisfy their desires and needs, to seek self-fulfillment and growth. Women around the world reported these motivators, and despite the differences in cultures they share the same doubts American women have, for instance, including women in Israel. O’Barr, (1989) notes the following about the women in Israel:

Similar to American women who felt doubtful about prioritizing their own aspirations, accustomed as they are to putting the needs of others ahead of their own, the study participants had to reach midlife before they could liberate themselves from societal norms and family responsibilities that usually impede women’s development, particularly in family oriented societies (as cited in Oplatka& Tavel, 2006, p.72).

Although women represent a significant portion of graduate students, the decision to enroll in graduate school involves many considerations. When I contemplated returning to school and pursue a Master’s degree, I questioned if the investment was worth it at this stage of my life. I would have to dip into my savings for my retirement; I wondered if I would have enough time to replenish my savings by the time I retire. Perna (2004) says that women might evaluate the cost benefits of pursuing graduate studies. They would consider the time away from the workforce for bearing and raising children and the shorter window of opportunity to benefit from pursuing graduate studies.

I was not only considering the monetary aspect; I also weighted the time investment involved. I would not be as available to my family. Although my children were grown, there were still demands on me as a mother’s role does not stop even when the children are grown. Also at the time I decided to enroll I started a new position at our Head Office as a Corporate Learning Consultant, This change of position involved a steep learning curve. I had to shift to a new corporate culture and priorities to meet the needs of the organization at the national level. I wondered if I would have the energy to study and keep up with the assignments now that I had to travel frequently. I already was coming home quite tired from my work; I was not sure if I was up to the additional demands I was going to face. However, I saw this investment was worth it because I would have self-actualization; I would pursue something that gave me satisfaction, besides the added credential and knowledge I would bring to my practice. According to Carlson, (1999) women in mid-life who pursue studies for two reasons: because they want to provide for themselves and an altruistic reason: to ensure the welfare of others. Women in this middle stage of development have an interest in graduate studies because they see how their education can contribute to the greater good of society, leaving a legacy for future generations. One research participant, Danielle, who has two sons in their 20s, says that one of the reasons she decided to enroll in the Master’s program was because she wanted to be a role model for her sons and to encourage them in continuing their education.

Re-entry women also see the benefits that advance education offers the individual, the need for self- actualization as per Maslow’s hierarchy of needs. Thomas (2010) notes that women took time before making the decision to become a graduate student but once they made it, it was a firm decision, they did not second guess themselves. Larson Carlson (1999) also notes that women in mid-life who are employed see that pursuing advance education increase the possibility of a career change, new employment and better employment opportunities in mid-life.

Motivation

Studies revealed that older women students have more motivation than their younger female counterparts. Thomas (2010) noted that older women students performed better at the graduate level than when they were at the undergraduate level. The women applied their life experience to their new career as a student and admitted to being more disciplined and prepared than when they were younger. They had to be very adept at time management to meet all the demands they had to meet in their different roles. I agree with Thomas’s statement regarding the motivation of re-entry women. As a re-entry woman myself, I find that I am more motivated than I was during my undergraduate studies. Although I was a good student, my motivation was not personal, it was a matter of getting through that stage in my life to go on to the next phase. Post- secondary studies was something that I was expected to do. Now, I am enjoying studying more than when I was younger, even though I am very busy with work and family responsibilities. I see them as something positive because they enable me to harness my full potential; it gives me a great sense of accomplishment

All of the women who participated in the interviews were interested in personal development and new career opportunities. For example, Michelle said that a few years back she wanted a change. She ceased an opportunity in a federal organization, however, during the period of budget cuts in the federal public service, and the reorganization that resulted, her position was declared surplus and she was subsequently laid-off. Fortunately, she received an education allowance as part of the severance package. Having the educational allowance facilitated her decision to enroll in a master’s program. The timing was right as her children were adolescents, and she did not have to worry about financing her studies. She had been contemplating doing her master’s for several years for herself and also professionally. She was aware that she needed it for advancement in her career. She also recognized that this was one of the deciding factors in the selection of who would be laid-off.

I have been contemplating for some time taking the master’s. I wanted to do it for myself but also wanted to advance professionally. Having a master’s when applying for a job – it matters and the fact that I did not have a master’s – it mattered for the lay-offs.

Isopahkal-Bouret (2013) noted that older students want to increase their qualifications and broaden their knowledge as a means to gain a recognized qualification that will have a positive effect on the future of their career. She also commented that some students have concerns about redundancy at work and feel that having a graduate degree can play in their favor.

Challenges

Mid-life female graduate students face many challenges. They are at a phase in their lives where they have multiple roles; they habitually have a career, a family, a spouse, and aging parents. Role conflict is a reality they face; harmonious family life and studies are a balancing act. If they have grown children, they frequently have to look after grandchildren. Because women bear the major responsibility of caring for elderly and other dependent relatives, this can be a barrier to their participation (Heenan, 2002). As highlighted by Hillary, who cared for her mother for two years, at one point she had to withdraw because the demands of caring for her mother were too great. Later, she had to provide care for her daughter who had a medical emergency. Even for women who do not have young children family demands can be great and be a constraint in pursuing their studies. Carlson (2008) notes that women at this stage have lives filled with multiple demands on them. The additional demands of graduate studies add stress to the women’s lives. Time and again, to avoid conflict within the family they will opt to study part-time, thus prolonging the completion of the program. The impact of the added stress of graduate school on the women is connected to several factors in their lives such as the many roles they balance. Also comments that age-related changes occur in the middle years of life. Similarly, the women were cognizant that the physical and mental changes they experienced were more than the normal aging process; they recognized this being the impact of stress:

The stress of graduate school is probably a significant contributor to the health alterations that midlife women experience. Whether these changes reflect the natural progression in the aging process or are potentiated by stress that is both self and externally induced is unclear (p.44).

Müller (2008) also reports that some women experience financial or health problems. Wiest (1999) discusses why the greater domestic responsibilities women have than men make it more difficult to pursue studies later in life. There are several areas the women interviewees found frustrating or difficult. For example the lack of understanding or support from family and friends: not enough time to do everything, juggling work, family, school and time for themselves causing stress and exhaustion (Padula, 1999). Padula further discusses how their added responsibilities affected family relationships and that it sometimes put strains on the family.

Isopahkala-Bouret (2013) notes that students in their 50s may experience self-doubt about their ability due to their age; however, research has shown that older students have academic and intellectual abilities as good as younger students. Padula (1994) also notes that although re-entry women have developed many skills through experiences such as homemaking, parenting volunteering. These experiences are transferable to their continuing schooling and work, they may have problems with self-concept and self-perception, lack of confidence. According to Thomas (2010), although recent statistics show that women return to studies at the graduate level in record numbers, the literature does not address their path to return to graduate school after a span of 20 years or more. Wolf (2009) notes that learning settings, where there are opportunities for connection and for building trust and confidence in educational personnel, are important for older adult women learners. Discussion boards, group projects, collaborative projects, and dialogical classroom interactions are suggested to provide a framework conducive to bonding and support. Nancy, one of the research participants, for example, says that she did not need support but she is sure that there might be some support for mature graduate students. She did not bother looking for it. It is not clear why she was not aware if there was any support that might be available to her. Might it be because there was no support available or that the institution did not provide information at the time of enrolment, for example in an information package or as part of the orientation?

Padula and Miller (1999) note that women expressed that they were disappointed with the lack of relationships with faculty. They discuss the lack of support or clear support from faculty. Participants felt the younger female faculty were not very supportive, but they felt, the older female professors were very supportive. Peters and Daly (2013) also comment that returners lack information and mentoring to help them in the transition from a practitioner to a graduate student. They seldom have the opportunity to have direct access to professors, resources such as academic advisors and other university resources. Hillary, one of the women I interviewed recalls that after she had e-mailed the institution to get information on the program she was interested in, a representative from the institution called her. After several follow- ups she enrolled and the representative explained the different options to pay tuition but did not offer information on services or support that could be available to her if any were available. However, Thomas (2010) contradicts findings from other studies, stating that the participants report that re-entry students receive help and encouragement from graduate school faculty members.

The women I interviewed had a variety of challenges: family obligations, juggling multiple roles and the lack of time. Nancy expresses that time and money are a challenge, she also says that she manages her time in this order of priority: children come first, then her job and then her studies.” If something were to happen, the children would take priority and school would suffer”.

They see their family obligations as their biggest challenge. They express that they feel guilty for not being there for their family. Although the participants do not have young children, they believe that family obligations sometimes conflict with their academic commitments. They all express feelings of guilt; they feel that they are taking time away from the family. Margaret, for example, feels that sometimes she spends too much time on the computer.She also says that her family through all this is supportive:” I want to be there for them I realize that going back to school might not be a good thing”.

Support

The research indicates that support systems have a significant value to the success of re-entry women at the graduate level. Roberts and Plakhotnik (2009) note that informal support from peers is particularly important to adult learners. This basis of this statement is the fundamental principle that graduate students share similar worries and issues and that fellow students would relate and understand the reality of being a graduate student. According to Müeller (2008) an important aspect of the women’s learning communities is based on meaningful interaction with content, faculty, and classmates. For women in graduate school, social capital in the form of support systems such as significant relationships with family, friends and peers is crucial to the successful completion of their graduate programs.

According to Arric (2011) the support available to women from their family members, peers, school personnel and church members contributes to defining a successful path to their graduate education. She also notes that women with a higher level of income experience less stress than women with a lower level of income. Peters and Daly (2010) note that graduate students have special needs however graduate program that are used to direct pathway students do not usually accommodate those needs. They also say that returners lack information and mentoring while they make decisions about transitioning from practitioners to graduate students. They often do not have direct and continuing access to professors, academic advisors and university resources.

Maslow’s theory and women in graduate programs

Maslow (1943) states in his theory of human motivation, that people are motivated to achieve certain needs. These needs are classified in a hierarchy where once a certain need is met the individual will strive to achieve another one, and so on. The basic needs or deficiencies are physiological needs that must be met before a person is motivated to achieve the higher level growth needs. Subsequently when these needs are satisfactorily met the individual may be able to achieve the final need in the hierarchy : self-actualization. Maslow (1943) defines self-actualization as the “desire for self-fulfillment” (p.382). Merriam et al. (2007) describe the final need of an individual as the longing to achieve their full potential, what they are capable of accomplishing. They further note that Sahakian (1984) says that Maslow views the primary goal of learning as a form of self-actualization.

Research shows that before deciding to enter graduate studies, women say they took into account the financial implications that returning to school would have on their family, similarly ensuring the well-being of the family. Attending to these needs, which correlate with the second level of the hierarchy (safety) was essential before women would undertake the journey to graduate school. Subsequently the needs at the third level of the hierarchy, love/belonging are addressed. Mid-life women juggle multiple roles and they see family responsibilities as a major challenge for them. Balancing the additional demands of graduate studies and the family responsibilities while maintaining the family dynamics are important to women (Carlson, 2008; Heenan, 2002).

The studies similarly reveal that reentry women are primarily motivated to pursue graduate studies for vocational reasons (Carlson, 2004; Isopahkala-Bouret 2013; Perna, 2004). They further indicate that women expressed that they re-entered studies in pursuit of self- fulfillment and growth (Carlson 2008; Oplatka & Tavel, 2006). These two motivators for re-entering correlate respectively with the fourth and fifth level in the hierarchy: the esteem need and the self-actualization need. The two are not attended to in isolation, or consecutively, both needs in this case are addressed concurrently. The esteem need relates to the sense of high-evaluation of oneself, self-respect or self-esteem, by realizing achievement, thus showing capacity and gaining respect and esteem of others. The self-actualization need is associated with the desire to reach one’s full potential (Maslow, 1943). Returning to school provides a context where two levels of the hierarchy are fulfilled concurrently.

Conclusion

The studies show that women labour over making the decision to go back to school. After considering the financing of their studies, one of the critical factors they consider is the impact that going to school will have on their family life. The situation does not seem to have changed much in the last ten years despite the fact that women return to studies at the graduate level in growing numbers. Could this be interrelated with the fact that the division of work is unequal between men and women and that women take on the bulk of family obligations, whether they are domestic chores, child care or the caring of sick or elderly parents?

The reasons for deciding to go back to school are primarily vocationally oriented; however, women also express the need for self-satisfaction self-fulfillment and growth. Many of them had aspirations to pursue graduate studies but delayed it due to family constraints. Re-entry women report the lack of support mechanisms available to them at school or in the community. The literature indicates that interaction with faculty and fellow students was an important source of support. It also suggests there is a lack of career guidance and mentoring. There is a dichotomy in terms of the influence the family has on the experience of re-entry women: it can be a challenge, yet it is the source of great support and strength for the women. They say that they get their support mainly from their family, on the one hand; however, they also express that their major challenge is their family obligations.

The participants expressed a need for more access to financial support for re-entry women who are returning to pursue graduate studies as it has an impact on their families. They also indicated that universities should provide information on support systems that are available to them.

Recommendations

Research shows that mature reentry women in graduate school do not have as much access to faculty, peers and guidance counsellors as students who enter graduate school directly after completing an undergraduate program. It would be beneficial for these women if universities provided an orientation that would include information on the resources available to graduate students and how to access them. Also, a peer mentoring program where students who are at a later phase of their graduate program mentor new graduate students would provide support for re-entry women in the transitioning to being a graduate student.

Further research on re-entry women at the graduate level, in particular women over 40 would further increase knowledge on their particular needs. It would also help in identifying ways to broaden access to graduate school and have support systems in place to assist them during their studies.

References

Arric, L. (2011). An investigation of women’s perceived stressors and support systems while enrolled in an online graduate degree program. (Doctoral dissertation). Retrieved from ProQuest LLC. (UMI Number: 3497347)

Bradburn, E.M., Moen, P., Dempster-McClain, D. (1995). Women’s return to school following the transition to motherhood. Social Forces, 73, 1517-1551.

Carlson, S.L., (2008). An exploration of complexity and generativity as explanations of midlife women’s graduate school experiences and reasons for pursuit of a graduate degree. Journal of Women & Aging, 11 (1), 39-51.

Heenan, D., (2002). Women, access and progression: an exploration of women’s reasons for not continuing in higher education following completion of the certificate in women’s studies. Studies in Continuing Education, 24 (1), 39-55.

Isopahkala- Bouret, U. (2013). Exploring the meaning of age for professional women who acquire master’s degrees in their late 40s and 50s. Educational Gerontology, 39: 285-297.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370-396 Maslow’s Hierarchy of Needs. Available: https://www.psychologytoday.com/ blog/hide=and-seek/201205/ourhierarchy-needs

Merriam, S., Caffarella, R., Baumgartner, L., (2007). Learning in adulthood (3rd Ed.) San Fr ancisco, CA: Jossey-Bass.

Müeller, T. (2008). Persistence of women in on-line degree completion programs. International Review of Research in Open and Distance Learning, 3 (2), 1-19.

Oplatka, I., & Tevel, T. (2006). Liberation and revitalization: the choice and meaning of higher education among Israeli female students in midlife. Adult Education Quarterly, 57 (1), 62-84.

Padula, M.A., (1994), Reentry women: A literature review with recommendations for counseling and research, Journal of Counseling & Development, September-October 1, 73.

Padula, M.A., & Miller, D.L. (1999). Understanding graduate women’s re-entry experiences. Psychology of Women Quarterly. 23 (2), 327- 344. Perna, L. W, Understanding the decision to enroll in graduate school: Sex and Racial/Ethnic Group Differences. Journal of Higher Education. 75 (5), 487-527.

Peters, D. L., & Daly, S. R. (2013). Returning to graduate school: Expectations of success Values of the degree, and managing the costs. Journal of Engineering Education 102 (2), 244-268.

Roberts, N.A., Plakhotnik, M.S. (2009). Building social capital in the Academy: the nature and function of support systems in graduate adult education. New Directions for Adult and Continuing Education 122, 43. Available: http://www. simplypsychology.org/maslow.html

Thomas, C.M. (2010). “No hesitation; I would do it again:” Women over 40 who enroll in graduate school. Journal of Ethnographic and Qualitative Research, 5 (1), 55-67. What Is Maslow’s Hierarchy of Needs? – About.com Education. (n.d.). Available: http://psychology.about. com/od/theoriesofpersonality/ss/ maslows-needs-hierarchy

Wiest, L.R. (1999). Addressing the needs of graduate women. Contemporary Education, 70 (2), 30-34.

Wolf, M.A. (2009). Older women learners in transition. New Directions for Adults and Continuing Education, Summer 2009, (122), 53-62, DOI: 10.1002/ace.334. 10.1002/ace.334.

The post The Experience Of Re-Entry Women In Graduate School appeared first on GRJ.

This study aims to explore how higher education institutions (HEIs) can be reimagined in 2024 to empower students and contribute to a sustainable future.

Keywords:

Higher Education, Sustainability, Critical thinking, Student Empowerment

Bio

Prof. Dr. Parin Somani, Director & CEO of London Organisation of Skills Development (LOSD). She is a distinguished Academic Scholar, three times TEDx Speaker, and Author, honoured the title of Winner of Mrs Universe 2022, Winner of Enigma Mrs. World 2022 and several others. With 2 Academic and 6 Honorary Doctorates, she’s a multi-award-winner and humanitarian. She is a prolific author of 21 books, and a record-breaker recognised in Guinness World Records and multiple prestigious record books. She was invited to deliver a Keynote Speech at Harvard University, Cambridge University and many more. In her global travels to 127 countries, Prof. Dr. Parin Somani tirelessly contributes to education, women empowerment, and youth development.

Abstract

This study aims to explore how higher education institutions (HEIs) can be reimagined in 2024 to empower students and contribute to a sustainable future.

A systematic review of recent academic literature focusing on higher education pedagogy, curriculum development, and student development in the context of sustainability was conducted. Additionally, the review analysed reports and publications from leading sustainability organisations and higher education institutions.

The review identified several key areas for progress within HEIs. Firstly, a need for curriculum reform, emphasising the integration of sustainability principles across all disciplines. Secondly, the importance of fostering critical thinking and problemsolving skills through innovative pedagogies was highlighted. Thirdly, prioritising student well-being and mental health through robust support systems was identified as crucial for fostering resilience. Finally, the review found that experiential learning opportunities such as internships and community engagement projects were vital for fostering student agency and impact.

Integrating sustainability across curricula, fostering critical thinking, prioritising student well-being, and providing experiential learning opportunities are crucial for empowering students. By implementing these changes, HEIs can transform into catalysts for a sustainable future. Students graduating in 2024 and beyond, equipped with these skills and experiences will be well-positioned to address complex global challenges and contribute to a more resilient world. This reimagined approach to higher education has the potential to unlock student potential for a sustainable future.

Introduction

Higher education is at a pivotal moment in history. The backdrop of this moment is shifting from reactive approaches to more visionary goals. Sustainable development globally and locally is becoming a priority as governments take up the challenge, validate their positions, and initiate a strategic response at regional and national levels, reflecting local priorities.

Universities have an essential role in public life and community development. They foster independent, critical, and diverse perspectives on issues affecting social, political, economic, and environmental aspects of life. However, public universities are at a crossroads. As mass education democratizes access to higher education, this could also lead to increased instrumentalism and reductions in the ability of universities to act as profound agents of democratization, social development, citizenship, and equity.

As society strives for ecological sustainability, social justice, and a more equitable distribution of material resources, the role of universities must be critically assessed. They need to take up the challenge of affecting a radical transformation of society from the internal structures built up over centuries. All sociopolitical institutions have consider how the potential of public universities can be unlocked to contribute to social and political changes towards improving the world, its resources, and society. Attention is turned to how the universities might major challenges to confront, including the development of a new moral and political economy, changing patterns of governance, and an evolution towards more ethical, expansive, and inclusive power. These challenges will only be addressed on the basis of equally profound transformations of the institutions that shape consciousness through knowledge production and dissemination. Figure 1 depicts the integration of sustainability principles into higher education curricula.

With these intentions in mind, a proposal is made to be actively reimagined to embrace the potential of humanity rather than retreat into the privileged and the instrumental. The argument is made that thinking and acting publicly are university responsibilities, and there must be a world university movement that asserts the universal contribution of public knowledge and takes up the challenge of its global regulation and democratization.

Aim

Higher education is a vital and powerful force for good in society. It positively impacts the economy, equality, health, happiness, and well-being. Those with degrees earn more and are less likely to be unemployed. Yet, 90% of the world’s population live in developing countries, where only 1% of young adults have a tertiary qualification. An unprecedented convergence of crises, from climate change to conflict, is resulting in disruption and destruction, resulting in higher education having an ever-greater obligation to promote peace, justice, and sustainable development globally. Building on the commitments of the 2030 Agenda, the sustainable development goals, and the new higher education institutions 4-5-6-7- 8-9-10, this document begins to address the questions: “What would a higher education for a sustainable future look like?” and “How can it be reimagined and unlocked for all?”

In response to the rapid and reiterative changing global context, the education for a sustainable future vision presented here aims to provoke critical dialogue and explore collaborative actions by higher education and partners across public, private, civil society, local and global sectors. Importantly, it acknowledges a global north/south power dynamic resulting in unequal access to and benefit from technology. Technology should be regarded as a double-edged sword that empowers as well as impoverishes. Information and communication technologies (ICTs) are an enabler of access, at the same time, a barrier to a growing divide as they play a pivotal role in the production and dissemination of knowledge.

The rapidly enhancing artificial intelligence (AI) capability poses another game-changing challenge to the existing form and norm of higher education. Technology development and adoption is race-driven to grow in scale and scope. Ethical framework and governance lag behind regulating the impact of AI in society. There is a need for holistic consideration of people, purpose, planet, prosperity, and peace in a higher education context reimagined; reimagining the education for sustainable future vision; rethinking the role of technology; and redefining the emphasis on global solidarity and local actions. There is excitement towards the worldwide imagination of education for a sustainable future. What higher education would mean and look like if everyone on earth was nurtured equally and inclusively similarly to the “richest of the rich” as epitomised by the worldrenowned Ivy League institutions?

Methodology

The methodology employed to explore the reimagining of higher education in 2024 encompasses a systematic framework that integrates qualitative and quantitative methods, data collection techniques, and other relevant processes. As highlighted by (Beecroft & C. Schmidt, 2015), the scenario method shows high potential for use in Higher Education in Sustainability (HES). This method involves constructing and analysing alternative future developments to support present decisionmaking. Didactical reconstruction of the scenario method is essential to develop appropriate forms of teaching in higher education, allowing students to cultivate fundamental reflexive competencies in addressing the future in ways relevant for both sustainability and education.

Results and Discussion

The results and discussion section presents the culmination of the examination of reimagining higher education in 2024. It encompasses the findings derived from the analysis and combines them with in-depth conversations, interpretations, and contextualisation’s. This section delves into various aspects of the reformation and its implications, offering insights from leaders and students about the future of higher education (Andrew Doiron, 2017). It also discusses the expectations of students regarding the role of technology in higher education, emphasising the need for technologies that enable students to become co-creators in their education processes (Romenska, 2009). The section highlights the emergence of challenges faced by higher education institutions in the face of a changing social, economic, technological, and political context, prompting the need for a revaluation of assumptions and the development of a vision for the future.

3.1. Curriculum Reform in Higher Education

Curriculum reform in higher education is vital for preparing students for a sustainable future. The proposed changes aim to adapt learning frameworks, course structures, and knowledge delivery methods to foster relevant skills and competencies. Research has shown that transformative education involves engaging the whole person and affecting change in deep levels of values and beliefs (Winter et al., 2015). This suggests that higher education institutions need to create opportunities for students to experience higherlevel transformation by linking personal and professional spheres. Additionally, there is a growing trend towards nonstandard curricula, including flexible, personalised, workbased, and online structures, as well as increased collaborative provision, which presents both implications and potential incompatibilities for future curricula (Peach, 2012).

3.2. Fostering Critical Thinking and Problem-Solving Skills

To foster critical thinking and problem-solving skills in higher education, institutions are implementing various initiatives and strategies. One such initiative is the NK program at North Carolina State University, which aims to transform the culture of teaching and learning from teacher-centered to student centered instruction. This approach emphasises higher order thinking and encourages faculty to engage in intensive development, create discipline-specific activities, and provide feedback on students’ thinking skills. The primary outcome is for students to apply critical and creative thinking skills in problem-solving, addressing the need for graduates to be prepared for career challenges related to these skills (Allen et al., 2019). In addition, the use of heuristic evaluation methods is being explored to connect online platforms with the development of critical thinking, creativity, and problem-solving skills in students. This approach allows educators to understand the learning system as a whole and align it with the needs of twenty-first century skills (Nussbaum et al., 2021). These initiatives collectively contribute to the cultivation of essential skills that enable students to meaningfully contribute to a sustainable future.

3.3. Prioritising Student Well-being and Mental Health

(Goodman, 2017) emphasises the importance of universal mental health promotion through curricular changes, wellness centres, and integration of wellness into student programming. This approach communicates an institutional priority of mental health and wellness, providing free education or resources, while also emphasising the need for supervised skills practice and supportive relationships. Additionally, (Spencer Kilarski, 2019) highlights the frustration and overwhelming academic expectations experienced by students, indicating the need for structural changes in academic calendars to support student relaxation and study time. These insights underscore the significance of addressing student welfare and mental health challenges within the higher education system to create a supportive and conducive learning environment. Figure 2 depicts the components of a robust support system for student well-being in higher education.

Conclusion

If the challenges facing humanity are to be met, a concerted global effort must be made. To achieve this, universities must take the lead and ensure they are fit for purpose. As agents of social and economic change, they have no moral choice otherwise. As a starting point, the Universitas 21 (U21) Global Ingenium Summit in 2024 will take a “blank sheet of paper” approach to the higher education landscape. Participants will imagine a higher education world where they can take decisions uninhibited by cost, convention, or responsibility. They will design a new system preferably for the world at large, but at least for thir home countries. Once there is something tangible, then the real work starts – to deliver it against the millstone s of feasibility, affordability, and practicality. A U21 Global Summit is proposed to explore ow ingenuity might unlock the potential for a sustainable future and reimagine a higher education system that is fit for purpose in 2024. Each university in U21 is invited to share experiences and reflections that contribute to a full programme of conversations and discussions. Vice Chancellors, Presidents and other leaders from U21 institutions will meet HSBC’s Chief Economist, Greg Fyfe, and the World Future Society’s Jim Auckerman. Together, they will examine the future of the world and the consequences for higher education. Fireside chats with thought leaders from around the world will complement the formal discussions. Finally, Summit delegates will combine science, technology, leadership, imagination and creativity through collaborative workshops in business environments such as Idea Farm and the Silicon Docks.

References

Beecroft, R. & C. Schmidt, J. (2015). Method-Based Higher Education in Sustainability: The Potential of the Scenario Method. [PDF]

Andrew Doiron, J. (2017). A grounded theory of school of education futures. [PDF]

Romenska, S. (2009). The learning technologies of the future: technologies that learn?. [PDF]

Winter, J., Cotton, D., Hopkinson, P., & Grant, V. (2015). The University as a Site for Transformation around Sustainability. [PDF]

Peach, S. (2012). Understanding the Higher Education Curriculum in the 21st century. [PDF]

Allen, T., Queen, S., GallardoWilliams, M., Parks, L., Auten, A., & Carson, S. (2019). Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan. [PDF]

Nussbaum, M., Barahona, C., Rodriguez, F., Guentulle, V., Lopez, F., Vazquez-Uscanga, E., & Cabezas, V. (2021). Taking critical thinking, creativity and grit online. ncbi.nlm.nih.gov

Goodman, L. (2017). Mental Health on University Campuses and the Needs of Students They Seek to Serve. [PDF]

Spencer Kilarski, K. (2019). Can I Lend a Hand? Investigating the Promotion of Student Resiliency in a University Setting. [PDF]

The post Unlocking Potential For A Sustainable Future: Reimagining Higher Education In 2024 appeared first on GRJ.

To provide a better understanding of the impact of self- directed learning and the critical role of self- directed learning strategies to enable the development of lifelong learners and its impact on cognitive development.

Keywords:

Self-Directed, Learning, Education, Digital, Technology, Motivation

Bio

Ullfathnisha A., an award-winning educator and pioneering academician, champions enhanced learning with technology. Founder of eProMentors, she inspires future leaders through innovative teaching and educational excellence.” Ullfathnisha holds an M.Phil. in Plant Biology and Biotechnology, focusing her research on phytochemical extraction and its applications in cancer treatment using nano- technology. She also has a Bachelor’s in Education, equipping her with strong teaching methodologies and student engagement strategies.

Abstract

Self-directed learning (SDL) has been cited as one of the major outcomes towards educational gains among students. Due to its self-motivated trait linked to SDL, learners are more inclined to acquire knowledge in a self-engaging environment, feeding their motivations to learn from their knowledge acquisition process, and deeply reflecting/evaluation of their learning improvement.

This research aims to provide a better understanding of the impact of self-directed learning and the critical role of self-directed learning strategies to enable the development of lifelong learners and its impact on cognitive development. Furthermore, the findings of this research are aimed to contribute to providing faculty an extensive range of self-directed learning strategies that could be implemented to better respond to the ever-evolving learning landscape.

The literature review utilised various journal articles, books and online resources to gather insights into the impact of self-directed learning on cognitive development and the strategies for achieving success in a rapidly changing digital learning environment. The findings suggest that self-directed learning has a significant positive impact on cognitive development, with various strategies identified for success in the digital learning landscape. The research discusses implications for future research and practice.

The significance of self-directed learning in shaping cognitive development in the rapidly changing digital learning environment is highlighted. Additionally, it emphasises the need for strategies to promote self-regulated learning behaviours and enhance academic achievement.

1.0 Introduction

In today’s rapidly changing world, enabling self-directed learning is seen as “the only concept if education is to make students fit for an undefined life and work in a future that only halfway can before- seen.” It is clear that the importance of self-directed learning is intertwined even more as curriculum designs tend to change from being “planned to achieve intended learning outcomes” to competencies that prepare students for “future challenges in a more complex and unpredictable world”(Robinson& Persky, 2020).

Despite the enormity of the impact of self-directed learning on preparing the future professionals and leaders, it raises an “ambiguity” and “challenge in many institutions of higher learning.” The prevalence of student-centered pedagogy that prepares students to become life- long learners remains a challenge in some institutions, especially as “traditional education methodology” is gaining its foothold in some of these institutions (Bhat & Dahal, 2023).

This research aims to provide a better under- standing of the impact of self-directed learning and the critical role of self-directed learning strategies to enable the development of lifelong learners. Furthermore, the findings of this research are aimed to contribute to providing faculty an extensive range of self-directed learning strategies that could be implemented to better respond to the ever evolving learning landscape. This is much required as an “institution as a whole must support a self-directed learning design.” The engagement of students in effective self-directed learning strategies is therefore crucial. With clear self-directed learning strategies, the expectation of learners will be exceptional and exemplary, and engage in activities such as writing reflection journals, engaging in self-assessment, formulating their own learning objectives, seeking and utilising additional resources to meet learning needs, amongst others. In other words, students will continuously engage in self-reflection, figure out their own learning goals, and initiate their own learning activities.

1.1. Literature Review

Logically, the expansion of technology-rich learning environments has facilitated the uptake of self-directed learning. In particular, advances in computing and multimedia platforms have made online learning environments a unique and valuable tool for those who aspire to embark upon self-directed learning journeys.

As learners interact with different types of multimedia software, their relative proportion of visual, auditory, or kinesthetic learning can influence the learning outcomes for that student. These types of software will often contain text, images, audio, video, and limited interactive elements (Somani, 2021). The combination of multimedia, with self-directed learning, within a computer-based learning environment, is very likely to assist in the enhancement of different cognitive abilities. There is, however, a lack of understanding of the influence of multimedia upon cognitive development (Mkunde, 2024).

In understanding the potential cognitive bene- fits of self-directed online learning, it is crucial to understand the critical concepts of self-directed learning and of multi- media. A review of the numerous definitions characterising self-directed learning shows that it contains four components. These are decisions about the setting of goals, the identification of human and material resources

for learning, the choosing/implementation of appropriate learning strategies, and the amount of self-control that engages an individual in the learn- ing process. Throughout the 20th century, educational theorists have commented positively on the effectiveness of self-directed learning (Schweder & Raufelder, 2022).

Contemporary educators recognise the importance of this form of learning in the digital age and acknowledge lifelong learning in one’s personal and professional development. As a result, educational institutions are increasingly focusing on delivering a system that encourages self-directed learning when teaching adults, with student-centered learning being the most recognised approach (Schweder, 2020).

1.2. Definition and Theoretical Framework of Self-Directed Learning

It is conceptualised as an awareness of the need, ability, right, and capacity to select and engage in those learning experiences least others organise for us. It typically involves goal-setting and problem solving, a focus on personal development including identity work, and personal transformation, auto ethnographic ways of knowing and epistemic responsibility.

The development of self-directed learning has implications for adult identity development. Adults need to be self-directing in order to become self-authoring or creating individuals. Societies work when their constituents are capable of making responsible and informed choices about their work and when they can participate democratically. Holistic, integrative, self-constructive, and life span/the about learning emphasises the development of ontological competence. This notion suggests that people need to find multiple and synergistic ways to engage in personal transformation rather than being compelled to grow and change in a prescribed manner (Lin, 2023).

The concept of self-directed learning has a long history. Originally, the theorists advocated a comprehensive liberal education in which learners were exposed to significant time both within the formal educational institution and within society at large. At this time, self-directed learning was seen as the integration of a subjective way of knowing that occurred outside of educational institutions with those forms of disciplinary knowing traditionally con- fined to universities. In both cases, self-directed learning was seen as incorporating aspects of identity formation, identity salience, and adult development associated with individuals in late adolescence or early adulthood (Ahammad, 2023).

1.3 Cognitive Development Theories and Their Relationship to Self-Directed Learning

Self-directed learning (SDL) presents a particularly salient platform for educators to engage with learners in multiple con- texts given the rapidity and complexity of the learning landscape. Current learning contexts are informed by burgeoning learning theories which position learners as active initiators of learning. These theories, which advocate the construction of meaning which is individual and varied, draw on both early developmental theorists such as Dewey, Erikson, and Piaget, to later cognitive and sociocultural theorists such as Vygotsky, Bandura, and Mezirow to more complex and cur- rent theories of SDL and transformative learning by Lee, Skillbeck, Candy, and Brookfield, to the more recent and inclusive interpretation of learning by educational technologists and human-computer interface researchers (Moosa, 2022).

2.0 Methodology

The method involved conducting a comprehensive literature review which incorporated a wide range of diverse journal articles, insightful books, and an extensive array of reliable online resources. This rigorous review aimed to gain a profound and extensive understanding of the manifold effects of self-directed learning on cognitive development, taking into account the multifaceted aspects of this process. Moreover, it sought to identify and pinpoint highly effective strategies that can be employed to ensure resounding success in an ever-evolving digital learning environment, which continuously presents new challenges and opportunities. The meticulous review process involved meticulously analysing and examining the existing extensive body of research in order to gather invaluable insights and draw well-founded conclusions based on the vast and varied range of available information from reputable sources.

3.0 Results and Discussion

3.1. Strategies for Achieving Cognitive Development Through Self-Directed Learning

Achieving cognitive development through self-directed learning is achievable through effective application of learning strategies. However, it is also important to consider the role of the learning environment in the development process. An e-learning environment can often be blended to enhance the conceptual understanding and memory of digital literacies. Once developed, these literacies can ultimately enable the learner to remain competitive in an ever-evolving techno- logical learning landscape (Mohammadi, 2024).

3.1.2. Setting Clear Learning Goals

What does self-direction mean? In the psychological sense, self-direction means taking direction and management of one’s growth. It represents one’s urge to be effective and competent by demonstrating impacts on his/her surrounding environment. This concept should not be confused with autism or merely solitude. A person might be surrounded by hundreds of people and could still be a self-directed learner.

Self-directed learning is the practice of a learning system where individuals individually take charge of their own growth. Self- directed learning is a concept that relates to managing one’s growth by taking control over and responsibility for what, why, and how one learns. In self-directed learning, an individual or a group of individuals has the freedom to select the specific topics of interest to be studied from numerous resources available, some- times with the aid of an educational facilitator, but most often without the aid of an educational qualification. The only criterion is that after half a period of study, demonstrations of knowledge are made and recognised (Voskamp et al., 2022).

3.1.3. Utilising Technology and Digital Tools

The digital future of self-directed open learning demands a virtual construct that is technology rich and immersive in order to lend authenticity, increase motivation, and provide pleasurable and purposeful learning, thus enhancing cognitive development. The virtual learning environment (VLE) in an educational setting may provide the platform in the form of campus networks, integrated learning systems with course management systems (CMS), virtual learning systems (VLS), virtual collaborative systems (VCS), internet protocol multimedia sub- system (IMS) and services such as global synchronous online learning, and e-learning 2.0 construct. The learning environment may further be extended by assimilating virtual, augmented, and mixed realities. The provision of technology does not foster student centered meaningful learning. The blended learning model of the constructivist learning environment with meaningful engagement has the added edge of targeting and promoting self-directed learning (Morris & Rohs, 2023).

Technological advancements and the integration of technology in education have presented an evolution in the teaching and learning landscape. Computers and computer aided delivery have facilitated the advancement in learning. Internet technology has, in extension, become a major curriculum component and a construct of digital literacy in the 21st century, challenging academic curriculum providers to devise an enhanced interactive pedagogy in which students are co-partners in the process of learning. The recent evolution of open online learning with appropriate substrate and critical mass support is finally gaining traction (Audrin & Audrin, 2022).

3.1.4. Incorporating Metacognitive Strategies

By teaching students how to use metacognitive strategies, utilising executive functions to plan, monitor, and review completed learning tasks, these strategies improve their learning. The use of metacognitive strategies is positively related to academic achievement and critical thinking proficiency and is reversed by limiting metacognitive training.

There is evidence of the benefits of secondary and higher education as well as the self-awareness of more capable, talented students, for college students and young adults. This group needs to be explicitly informed about and needs to understand the importance of metacognitive strategies in cognitive performance and difficulties in self-regulation related to metacognitive performance.

In addition to setting out goals in an achievable way, experts note that self-directed students tend to engage in planning and goal setting, seeking relevant, needed resources, and new experiences to achieve goals. When they are actively seeking new resources to help them achieve their goals, students who are actively motivated and engaged in their learning. And students who are more engaging in their learning may have a broader context to codify their own experiences rather than just be willing learners. Self-directed learners tend to be more successful learners. This allows them to incorporate meta- cognitive strategies into learning.

3.2. The Role of Self- Directed Learning in an Ever-Evolving Learning Landscape

While we are focusing on students as digital natives, there are implications for the educators themselves. Recognising the changing landscape, educators may need to further develop their self-directed learning readiness skills to facilitate the learning of their students through these basic elements in tandem (Bhandari et al, 2020).

Through unpacking the literature, we review the various self-directed learning strategies, including the use of various self-regulating tools such as e-portfolio and micro credentialing for digital natives’ journey in critical and creative thinking, so that learners are getting ready not just for the evolution, but to lead the digital futures around the globe.

In light of the plethora of learning modalities enabled by digital technology and increased focus on pedagogies that foster skills for tomorrow’s world, it is crucial for educators to explore, understand, and promote learning strategies that will capitalise on the digital futures of an ever-evolving learning landscape. Self-directed learning, with its ability to own one’s learning path and learn in any context and time, grounded on the minimum knot of autonomy, planning, and management of resources, is promising in underpinning relevant skills for learners to navigate the digital future learning landscape.

3.2.1. Digital Futures and the Changing Nature of Education

Instead of trying to guess or predict the content and pedagogy of the futures, we should do what independent learners every day do, search, seek, and savor the experiences and information that bring learning alive. There are connections to be made between everything, teased out of individual instances, which then grow and flourish, connecting with each other, expanding; pat- terns are exposed, sensed, and realised to our benefit (Lauzon & Green-Demers, 2020).

Schools have been using digital technologies for many years, with many schools now having some kind of interactive white- board in each classroom. However, many have not progressed beyond this stage as they have been unable to develop suitable pedagogic approaches to move learning on to the next stage. Unfortunately, schools have other major issues to consider. The cur- rent situation is not how they work! How can we change them to nurture, develop, create, or whatever we want to call it, our students of the future? What would self-directed learning look like in 20 years’ time, even 50 years’ time? We are talking about futures here, as there will be significantly more than one. What might they look like and what might their impact on human learning be? In fact, what might the human interface (but not the human-agent-intelligent machine learning) look like? (Mokoena et al. 2022).

3.2.2. Challenges and Opportunities in Implementing Self-Directed Learning in Digital Environments

The challenges of implementing self-directed learning in digital environments are many and varied. Nevertheless, the opportunities to meet and overcome these challenges and harness the power of self-directed learning in digital environments to significantly enhance the quality of accessed learning and, in so doing, promote cognitive development are manifold. The rapid evolution of the educational digital landscape and the technology that supports it, and the evolving nature of the twenty-first-century workforce and the demands for lifelong learning, place many demands on educators for flexibility, adaptability, and a commitment to developing habits of self-directed learning among learners. Revisited with renewed assurances for their potential in nurturing and developing cognitive behaviors needed by the modern learner for personal and professional success.

Educational digital landscapes or environments represent a family of different types of digital environments where learning is the primary purpose and learning activities and experiences for individual learners lead, support, or supplement formal and/ or informal learning at any level or age. (Zhao et al., 2024).

4.0 Conclusion

Being self-directed is a dimension of being a life- long learner, but not all graduates of the 21st century education system may currently operate with proficiency in domains typically defined as indicative of self-direction and self-regulation. Granted that built-in functions for self-assessment are revealed, one model that has become known because those most familiar with it can be identified as self-directed is self-directed learning. It is possible that to continue to be identified as affordable educational programs, open tertiary-access models are demanded that emphasising self-directed learning among aging populations that have been living among the fruits of ongoing research and development in the e-learning field (Brockett, 2023).

The emergent needs of creating lifelong learners are echoed in various macro documents that chart direction regarding education and human resources at the national, regional, and international levels. The cultural transformation referred to as the changes in cognition with regards to ‘learning to learn’ is the re-seal of the 21st century scholastic revisionism. The importance of basic literacies, which literacy itself is now subsumed as twenty-first-century literacy along with mathematical literacies and scientific literacies, are being stretched from traditional broad functions to include literacies for the performance of evolving conceptual processes. New cultures surrounding the processes of new literacies address the possibility of a shift in priorities for education and training (McPhail, 2020). These discourses stress more higher-order thinking than rote application and procedural knowledge. A new culture also emphasises how learners can integrate ecommunication, collaboration, and information integration, which are exemplified most when facilitated in computer mediated models of instruction that present situated circumstances for conducting work.

References

Ahammad, F. (2023). SELF- DIRECTED LEARNING: A CORE CONCEPT IN ADULT EDUCATION. The Online Journal of Distance Education and e-Learning, 11(3). researchgate.net

Audrin, C. & Audrin, B. (2022). Key factors in digi- tal literacy in learning and education: a systematic literature review using text mining. Education and Information Technologies. springer.com

Bhandari, B., Chopra, D., & Singh, K. (2020). Self-directed learning: assessment of students’ abilities and their perspective. Advances in physiology education, 44(3), 383-386. physiology. org

Bhat, N. & Dahal, A. (2023). Self-directed learning, its implementation, and challenges: A review. Nepal Journal of Health Sciences. researchgate.net

Brockett, R. G. (2023). Self-Directed Learning: A 21st-Century Imperative. Understanding the Adult Learner. [HTML]

Lauzon, A. & Green- Demers, I. (2020). More of a good thing is even better: Towards a new conceptualization of the nature of savouring experiences. Journal of Happiness Studies. [HTML]

Lin, X. (2023). Exploring the role of ChatGPT as a facilitator for motivating self-directed learning among adult learners. Adult Learning. [HTML]

McPhail, G. (2020). Twenty- first century learning and the case for more knowledge about knowledge. New Zealand Journal of Educational Studies. aca- demia.edu

Mkunde, B. M. (2024). Workplace Self-Directed Learning: Embracing Digital Platforms. tia.ac.tz Mohammadi, M. (2024). Digital information literacy, self-directed learning, and personal knowledge management in critical readers: Application of IDC Theory. Research & Practice in Technology Enhanced Learning, 19. [HTML]

Mokoena, M. M., Simelane- Mnisi, S., & Mji, A. (2022). Challenges and Solutions for Teachers’ Use of Interactive Whiteboards in High Schools. Universal journal of educational research, 10(1), 36-47. semanticscholar.org

Moosa, R. (2022). … online discussion forums during the COVID-19 pandemic: implications for re-imag- ining online collaborative self-directed peer engage- ment and learning. South African Journal of Higher Education. journals.co.za

Morris, T. H. & Rohs, M. (2023). The potential for digital technology to sup- port self-directed learning in formal education of children: A scoping review. Interactive learning environments. bathspa.ac.uk

Robinson, J. D. & Persky, A. M. (2020). Developing self-directed learners. American journal of pharmaceutical education. ajpe.org

Schweder, S. & Raufelder, D. (2022). Examining positive emotions, autonomy support and learning strategies: self-directed versus teacher-directed learning environments. Learning Environments Research. springer.com

Schweder, S. (2020). Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learn- ing. European Journal of Psychology of Education. researchgate.net

Somani, P. (2021) Post Covid-19 Effects on the Future of Students in Higher Education. International Journal of Social Science And Human Research, pp. 831-834.

Voskamp, A., Kuiper, E., & Volman, M. (2022). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative secondary schools. Educational Studies. tandfonline.com

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The post Self-Directed Learning And Its Impact On Cognitive Development: Strategies For Achievements appeared first on GRJ.

This research study explores the transformative impact of digital technologies on education and the consequent shifts in the learning landscape. The accelerating integration of digital tools has revolutionised educational methodologies, prompting a fundamental reconfiguration of teaching and learning paradigms. Examining a wide array of scholarly sources, this review reveals the multi- faceted implications of digitalisation in education. It delves into the diverse ways technology influences pedagogical strategies, curriculum design, and learner engagement.

The synthesis of existing literature highlights the evolution from traditional classrooms to blended and fully online learning environments, emphasizing the importance of adapt- ability in addressing the diverse needs of learners. This research elucidates the potential benefits and challenges associated with this digital transformation. It underscores the democratisation  of  education through increased accessibility and personalised learning experiences while cautioning against issues of technological disparity and digital divide. Furthermore, it discusses the pivotal role of educators in navigating this evolving landscape, emphasising the need for professional development to harness the full potential of digital tools and create innovative learning experiences.

Additionally, ethical considerations surrounding data privacy, digital literacy, and the integration of emerging technologies in education are explored.

In conclusion, this study underscores the necessity for educational stakeholders to embrace digital futures and adapt to the evolving learning landscape. It calls for collaborative efforts among policymakers, educators, and technology developers to ensure an inclusive, equitable, and technologically adept educational environment that prepares learners for the challenges of the future.

Keywords:

Digital Transformation, Landscape, Technology, Adaptability, Environment

Bio

Prof. Dr. Parin Somani, Director of LOSD, is a distinguished Academic Scholar, TEDx Speaker, and Author, honoured the title of Mrs Universe 2022 and crowned by Bollywood Actress Mahek Chahal. With 2 Academic and 6 Honorary Doctorates, she’s a multi-award-winner and humanitarian. She is a prolific author of 19 books, and a record- breaker recognised in Guinness World Records and multiple prestigious record books. She was invited to deliver a Keynote Speech at Harvard University, Cambridge University and many more. In her global travels to 127 countries, Prof. Dr. Parin Somani tirelessly contributes to education, women empowerment, and youth development.

Abstract

This research study explores the transformative impact of digital technologies on education and the consequent shifts in the learning landscape. The accelerating integration of digital tools has revolutionised educational methodologies, prompting a fundamental reconfiguration of teaching and learning paradigms. Examining a wide array of scholarly sources, this review reveals the multi- faceted implications of digitalization in education. It delves into the diverse ways technology influences pedagogical strategies, curriculum design, and learner engagement.
The synthesis of existing literature highlights the evolution from traditional classrooms to blended and fully online learning environments, emphasizing the importance of adapt- ability in addressing the diverse needs of learners. This research elucidates the potential benefits and challenges associated with this digital transformation. It underscores the democratization of education.

1. Introduction

In today’s era of rapid technological advancements, education stands at the forefront of a digital revolution (Wang, Chen, & Yu, 2024). The integration of digital technologies into educational practices has created a paradigm shift, reshaping traditional approaches to teaching and learning and heralding the dawn of a new era in education (Haleem, Javaid, Qadri, & Suman, 2022). As educators, policy- makers, and stakeholders drive this digital frontier, it becomes increasingly apparent that adapting education to the evolving learning landscape is essential to meet the needs of 21st-century learners and prepare them for success in an ever-changing world (Jangjarat, Limna, Maskran, Klayklung, & Chocksathaporn, 2023).

There are profound trans- formations occurring within the field of education as a result of technological advancements. Digital technologies have fundamentally altered the dynamics of education particularly since rapid progression accelerated during the coronavirus (covid-19) pandemic (Somani, 2021). The sudden lockdown regulations enforced upon educational institutions made it imperative for students and institutions to harness digital technologies. Figure 1 highlights the negative and positive covid-19 influence on student’s academic activities.

Fig 1. (Saha, Atiqul Haq, & Ahmed, 2023)

Digital tools, ranging from interactive multimedia resources to online collaborative platforms, offer unprecedented opportunities to enhance the educational experience and cater to diverse learning styles. However, this digital transformation also presents challenges, including concerns about equity in access to technology, digital literacy, and the ethical use of data.

Objectives

The research aims to explore the transformative impact of digital technologies on education. Specifically, this study seeks to under- stand how digital tools influence various aspects of education, including pedagogical strategies, curriculum design, and learner engagement. The study objectives:

Examine how digital tools are reshaping pedagogical strategies

Investigate the influence of digital technologies on curriculum design, focusing on how technology is changing the development, implementation, and assessment of curricula in educational settings. Explore how digital tools affect learner engagement, including how technology enhances student participation, motivation, and collaboration in the learning process.

2.0 Methodology

This study employed a literature review of scholarly sources as the primary methodology to explore the transformative impact of digital technologies on education. In conducting this literature review, various data collection methods were utilised. Existing research and publications pertaining to the digital frontier in education was gathered, synthesised, and analysed. These included comprehensive searches of academic data- bases such as PubMed, Google Scholar, and ERIC, using relevant keywords and search terms related to digital technologies and education. Additionally, bibliographies of key articles and books to identify additional sources for inclusion in this research were consulted. Ethical considerations were an important aspect of our study. Ethical guidelines were adhered to as all sources have been cited properly and accurately representing the ideas and findings of the authors.

3.0 Results and Discussion

Digital technologies have significantly transformed pedagogical strategies by providing educators with innovative tools and resources to enhance teaching and learning (Okoye, et al., 2023). For example, interactive multimedia presentations, online simulations, and virtual reality applications have revolutionised how concepts are taught and understood in the class- room.

In terms of curriculum design, digital technologies have facilitated the development of more dynamic and flexible learning experiences (Valverde-Berrocoso, Fernández – Sánchez, Revuelta Dominguez, & Sosa-Díaz, 2021). Online learning platforms, digital textbooks, and adaptive learning systems enable educators to tailor curriculum content to individual student needs, fostering personalised and self-paced learning experiences.

Digital technologies have significantly influenced learner engagement (Nkomo, Daniel, & Butson, 2021). Through the use of gamification, social media integration, and collaborative online platforms, educators can develop interactive and immersive learning environments that encourage active participation and collabo- ration among students.

For example:

• Flipped classroom models, where students learn content at home through digital resources such as videos and online modules, allowing for more interactive and engaging classroom activities.

• Digital tools facilitating project-based learning, allowing students to collaborate on real-world projects while developing critical thinking and problem-solving skills.

• Personalised learning platforms that adapt to each student’s needs and learning styles, providing targeted feedback and support to enhance learning outcomes.

The transformative impact of digital technologies on education, with specific examples illustrating how technology influences pedagogical strategies, curriculum design, and learner engagement (Timotheou, et al., 2023). These findings underscore the potential of digital technologies to revolutionise education and improve learning outcomes for students.

When analysing results of the study in the context of existing literature and dis- cussing their implications for educators, policymak- ers, and other stakeholders. The study’s findings align with existing literature, which emphasises the revolutionary impact of digital technologies on education (McCarthy, Maor, McConney, & Cavanaugh, 2023). By leveraging digital tools, educators can design more dynamic and personalized learning experiences, ultimately boosting student engagement and academic achievement.

Implications of findings to various stakeholders

Educators:

Digital technologies present opportunities for educators to innovate their teaching practices and cater to diverse student needs (Ng, Leung, Su, Ng, & Chu, 2023). However, they also require ongoing professional development to effectively integrate technology into instruction and maximise its benefits.

Policymakers:

Policymakers hold a pivotal role in establishing a conducive environment for digital transformation in education. They should prioritise investments in infrastructure, teacher training, and digital literacy programs to ensure equitable access to technology and support its effective integration in schools.

Students:

For students, digital technologies offer new avenues for learning and collaboration. However, ensuring equitable access to technology and addressing issues of digital literacy are essential to prevent exacerbating existing inequalities in education. Although digital transformation in education offers numerous advantages, it also poses challenges.

Benefits: Increased access to educational resources, personalised learning experiences, enhanced student engagement, and improved learning out- comes.

Challenges:

Technological disparities, digital divide, concerns about data pri- vacy and security, and the necessity for continuous support and professional development for educators.

The study highlights the transformative potential of digital technologies in edu- cation and underscores the importance of addressing associated challenges to ensure equitable and effective implementation. By leveraging digital tools thoughtfully and collaboratively, stakeholders can foster an inclusive and innovative educational environment that equips students for success in the digital age.

2. Democratisation of Education Background

Additionally, digital tools such as mobile applications and e-books provide flexible learning options that accommodate diverse learning needs and preferences. Furthermore, digital Technologies facilitate personalised learning experiences tailored to individual student needs and preferences. Adaptive learning systems, for example, adjust instruction based on students’ learning progress and performance, providing targeted support and enrichment opportunities. This customisation fosters greater engagement and motivation among students and promotes a deeper understanding of content.

However, it’s essential to address technological disparities and the digital divide to ensure equitable access to educational opportunities. Despite the widespread availability of digital technologies, dis- parities persist in access to reliable internet connectivity, devices, and digital literacy skills. These disparities disproportionately affect marginalised communities and perpetuate existing inequalities in education. It’s essential to tackle the digital divide to promote social equity and guarantee that all students have equitable opportunities for success in the digital era. Achieving this goal demands collaborative efforts from educators, policymakers, and other stakeholders to provide access to technology, digital literacy training, and support services to under- served communities. By bridging the digital divide, we can create a more inclusive and equitable an educational system that enables every student to achieve their maximum potential.

Digital technologies have significantly increased accessibility to educational resources and opportunities. Via online learning platforms, students can avail themselves of a plethora of educational resources regardless of their geographical location or socioeconomic

Fig. 2 (Smith & Babich, 2020)

Figure 2 illustrates the five principles of democratic education intersect with the central concept of democratic educational policy. These principles, represented by rectangles, include: equality, diversity, participation, cohesion, and choice, all converging towards the main rectangle of democratic educational policy.

Role of Educators

Educators play a central role in leveraging digital technologies to enrich teaching and learning experiences. As facilitators of knowledge and guides in the learning process, educators have the opportunity to innovate their instructional practices and create dynamic learning environments that engage and inspire students. By embracing digital tools, educators can personalise instruction, individualise learning experiences, and cultivate collaboration and critical thinking skills among students.

However, to seamlessly incorporate digital tools into their teaching methodologies educators require ongoing professional development and support.  Professional development programs provide educators with the knowledge, skills, and resources necessary to leverage digital technologies effectively. Through workshops, training sessions, and collaborative learning communities, educators can learn how to integrate digital tools into their curriculum, design engaging online learning experiences, and address the varied needs of their students.

By investing in professional development, Educators can maximise the capabilities of digital tools to improve student learning outcomes and equip them for success in the digital era. Professional development enables educators to stay abreast of emerging technologies and optimal practices in digital education, empowering them to adjust and innovate in line with evolving educational trends and student requirements.

Educators play a pivotal role in navigating the evolving landscape of digital education. By embracing digital tools and investing in professional development, Educators can establish inventive learning environments that motivate and empower students to excel in the digital era. Through ongoing learning and collaboration, educators can leverage the complete capabilities of digital technologies to enrich teaching and learning experiences, preparing students for success in an ever more digitalised world.

Ethical Considerations

One of the primary ethical considerations in digital education is data privacy. As the utilisation of digital tools and platforms becomes more prevalent in classrooms, there is a mounting apprehension regarding the gathering, retention, and utilisation of student data. Educators and policymakers need to guarantee the responsible and ethical management of student data, implementing robust measures to safeguard privacy and prevent unauthorised access or misuse of sensitive information.

Another ethical consideration is digital literacy. As digital technologies become increasingly integrated into education, it is imperative to guarantee that all students possess the requisite skills and knowledge to navigate the digital terrain safely and proficiently. This encompasses comprehending how to critically assess information online, safeguard their privacy and security, and engage responsibly within digital communities. Educators play a critical role in fostering digital literacy skills among students and promoting responsible digital citizenship.

Finally, the integration of emerging technologies in education raises ethical questions about their potential impact on teaching and learning. Innovations such as artificial intelligence, virtual reality, and augmented reality hold the potential to revolutionize education, but they also pose ethical dilemmas regarding issues such as bias, accessibility, and equity. Educators and policymakers must carefully consider the ethical implications of integrating these technologies into educational settings and ensure that they are used in ways that promote equity, inclusion, and social responsibility.

Addressing these ethical concerns is crucial to ensuring that the adoption of digital technologies in education is responsible, equitable, and beneficial for all students. By prioritising data privacy, promoting digital literacy, and thoughtfully integrating emerging technologies, educators and policymakers can establish a secure and morally sound learning environment that enables students to flourish in the digital era.

Ethical considerations surrounding data privacy, digital literacy, and the integration of emerging technologies are essential aspects of digital education. By addressing these concerns thoughtfully and responsibly, we can ensure that the adoption of digital technologies in education promotes equity, inclusion, and ethical practice, ultimately enhancing teaching and learning experiences for all students

Conclusion

Throughout our study, we have explored the trans- formative impact of digital technologies on education. Digital tools are reshaping pedagogical strategies, curriculum design, and learner engagement, ultimately enhancing teaching and learning experiences for educators and students alike. The potential benefits of digital transformation have been highlighted, including increased accessibility, personalised learning experiences, and improved student outcomes.

However, alongside these benefits, we’ve also identified challenges like technological inequalities, data privacy apprehensions, and the necessity for continuous professional growth. Despite these challenges, it is imperative for educational stakeholders to embrace digital futures and adapt to the evolving learning landscape. The rapid pace of techno- logical change demands a proactive approach to integration, one that prior- itises equity, inclusion, and ethical practice. Educators, policymakers, technology developers, and other stakeholders must collaborate to ensure that digital technologies are leveraged responsibly and effectively to support student success. This requires a commitment to ongoing professional development, investment in infrastructure and resources, and thoughtful consideration of ethical implications. By embracing digital futures, we can create an educational environment that prepares students for the challenges of the future and fosters lifelong learning and innovation.

The study underscores the necessity for educational stakeholders to embrace digital futures and adapt to the evolving learning landscape. Together, let’s work towards creating an inclusive, equitable, and technologically adept educational environment that empowers all students to thrive in the digital age.

Recommendations:

Policymakers should prioritise investments in infrastructure, technology access, and digital literacy programs to guarantee fair access to digital resources for every student.

Develop and implement policies that support the incorporation of digital technologies into curriculum and instruction, with a focus on promoting equity, inclusion, and ethical practice.

Collaborate with educators, technology developers, and other stakeholders to address ethical considerations like data privacy, digital literacy, and the responsible adoption of emerging technologies.

Engage in ongoing professional development aimed at enhancing digital literacy skills and seamlessly integrating digital tools into instructional practices. Promote a culture of innovation and collaboration among educators to share best practices, resources, and strategies for leveraging digital technologies to support student learning. Prioritise student-cantered approaches to teaching and learning, utilizing digital tools to personalise instruction and meet the varied needs of every learner.

Design digital tools and platforms with accessibility, usability, and inclusivity in mind, ensuring that they are accessible to all students regardless of ability or background.

Collaborate with educators and policymakers to develop and implement technology solutions that address specific educational needs and challenges.

Prioritise research and development efforts in areas like artificial intel- ligence, virtual reality, and adaptive learning to improve the effectiveness and accessibility of digital education.

Finally, collaborative efforts among policymakers, educators, technology developers, and other stakeholders are encouraged to create an inclusive, equitable, and technologically adept educational environment. Through collaborative efforts, we can guarantee that every student has access to the resources, support, and opportunities necessary for success in the digital era.

Future Directions

Looking ahead, the following highlight potential future trends and developments in digital education, with the importance of ongoing research and innovation in advancing digital learning initiatives. Personalised Learning: A continued focus on personalised learning experiences, with advancements in adaptive learning technologies and artificial intelligence enabling tailored instruction and support for individual student needs.

Virtual and Augmented Reality: The incorporation of virtual and augmented reality technologies is anticipated to elevate immersive learning encounters, enabling students to delve into virtual environments and engage with digital content in novel and captivating manners. Collaborative Learning Platforms: Collaborative learning platforms will continue to evolve, facilitating communication, collaboration, and knowledge sharing among students and educators in virtual environments

Research and innovation play a crucial role in advancing digital learning initiatives and driving positive change in education. By investing in research, we can better understand how digital technologies impact teaching and learning processes and identify effective strategies for integrating technology into educational practices.

Ongoing innovation is essential to address emerging challenges and opportunities in digital education. Staying abreast of the latest developments in technology and pedagogy, educators and policymakers can adapt their practices to meet the evolving needs of students and ensure that digital learning initiatives remain effective and relevant.

Collaboration and partner- ships between educators, researchers, technology developers, and policy- makers are key to fostering innovation and driving progress in digital education. By working together, we can leverage collective expertise and resources to develop and implement innovative solutions that enhance teaching and learning outcomes for all students.

The potential of digital education in revolutionising teaching and learning experiences is vast. Through continuous exploration and innovation, we can lever- age digital technologies to craft vibrant, inclusive, and captivating educational settings, equipping students for triumph in the digital era.

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Covid had deeply impacted all walks of life and education could not be exempted. In the multilingual Indian scenario challenges in learning were worse than one could expect. The present paper offers an opportunity to comprehend the educational issues in India during Covid.

Keywords

Covid- 19 pandemic, Higher education, Challenges, India, Technology. Education During Covid- 19 Pandemic and the Compounding Challenges in India

Bio

Prof. Baliram Gaikwad is a professor in English and has 23 years teaching and research experience. His classic translation of the Marathi book Fakira has been published by Penguin publication. Dr. Gaikwad is also an active academic administrator and has visited the USA, Russia, Malaysia and Singapore for academic purposes.

Abstract

The human history has witnessed most destructive pandemics cyclically. Outburst of plague, waves of tuberculosis, HIV, flue Pandemic, cholera, black death, and now the most recent Covid-19 pandemic began from Wuhan, China in December, 2019 had  all brought massive destructions. The traces of their massive annihilating impact on all sectors of life are clearly visible but the tragic impact of Covid- 19 on higher education in India is deep rooted and demands further probe. Hence it is obligatory to understand the problems in education in India in the last three years to formulate a future policy to control the damage on priority basis. This paper construes the magnitude of the global issue of higher education with special reference to India during and after the Covid-19 pandemic.

The COVID-19 pandemic has enormously affected higher education systems in India and we were forced to convert syllabus into an online format which in itself was an inherent challenge. The present study deliberates the execution of online learning during the COVID-19 pandemic in the Indian higher education situation and examines the challenges experienced by both students and teachers during this period to explain their readiness for online education. To understand this issue with greater depth and understanding this research study employs qualitative method and analyses research papers, books, newspaper reports and reports of various agencies.

Introduction

More we unified, more we jeopardised, was the situation during the COVID-19 pandemic. As it was not limited only to any specific national borders but across all borders, encompassing all citizens, all levels of education, and people of all gender and levels of income. Strikingly, it did not affect us all uniformly. Its impact was felt disproportionately. Corona or Covid 19 pandemic had swiped the entire globe and pushed us into the necessary evil called quarantine: an all-round emergency. This bizarre situation affected the most vulnerable hardest and crippled the education system globally. Geographically, culturally highly diversified Indian population was not an exception to get affected of this tiny virus Covid-19.

Indian education system from KG to PG was so tragically impacted of this situation, that it will have its residue for much longer period.

India is home to one of the largest higher education systems in the world with over 1000 universities in 50000 colleges and institutions together catering to nearly 39 million students in India. Due to Covid 19 pandemic people were forced to stay home as a result million workers lost the jobs and the healthcare system came under stress and became handicapped itself, local businesses were at risk of closing permanently, the heat of recession reached almost all, the crisis laid bare the inequalities. This situation emanated the problems of having a sufficient number of teachers with desirable soft skills, self-motivation, tenaciousness, management skills and abilities to deal with the pandemic driven situation.

Objectives

The present study is focused on the following objectives.

• Underscore the global impact of Covid-19 on higher education sector.
• Understand the challenges in Higher education on India during and post covid.
• Enlighten on various online platforms emerged post covid situation.
• To offer insights on future horizon on higher education.

Methodology

This research work employs analysis of published research papers, various reports on Covid-19 pandemic. Collecting and collating information from different authentic websites, journals and e-contents relating to impact of Covid-19 on higher educational system of India.

Covid- 19 Pandemic and the Compounding Challenges in India

As a response to the government’s call for lockdown, all universities hurriedly closed their premises and substituted traditional teaching to online learning. But this change posed challenge to learning and assessment equally. It also questioned on the worth of the university education, networking, social opportunities, educational content and examinations conducted during this time. To answer that universities will have to work on building fresh learning environments were introducing digital platform in education adding value to the teaching learning process and not becoming an impediment. But during lockdown this coordination was missing as a result many individuals in academia were struggling to deal with this new situation with a sudden move but due to technological limitations and insufficient experience struggled to handle it. This situation potentially affected the academic quality and students learning outcome. In spite of that these technologies can be effectively leveraged to keep classes rolling. The higher education landscape in India is also changing with the advent of new technology and many institutions were forced to offer online learning with many new courses on various online platforms. Public funding of education in various countries also got affected due to the pandemic crisis and the mobility of the international students too turned out to be binational issues.

Most seriously the way the children lost the instructional time delivered in school and college setting is irrecoverable. Hence effective measures were to be taken so that students learning during school closure would be continued on priority basis. But globally, it was found that the preparedness of the teachers to equip classrooms with digital learning was insufficient. The classroom sizes and critical parameters and the kind of vocational education provided during the lockdown turn out to be a serious issue.

During lockdown, some students with privileged backgrounds, supported by their parents and eager and able to learn, could find their way to learning when school doors were closed. Those from disadvantaged backgrounds often remained shut out when their schools’ doors were fastened. This crisis has exposed the many inadequacies and inequities in our education systems. From access to the broadband and computers needed for online education to the supportive environments needed to focus on learning, up to the misalignment between resources and needs. The lockdowns in response to COVID-19 have interrupted conventional schooling and colleges with nationwide closures in many countries. Students from the well to do family could arrange the resources to continue learning remotely through the Internet, television or radio but the students from the most marginalised and disadvantaged groups had no access to online learning resources. Teachers who had training in traditional mode of teaching and had no exposure to new pedagogical concepts found themselves helpless and unequipped to deal with the situation.

Relevance of eLearning during Covid 19

If anything could be rightly called as the lifeline of education during covid pandemic was undoubtedly remote learning. Among the available portions, it proved to be too useful that it will, unarguably, remain on the global horizon of education in long run. The platform of Digital technology consisting of YouTube, email, Google classroom, Google forms, zoom video calls, what’s app, Online Teaching, PPT Slide shows, Virtual labs and many applications and software programs introduced by various companies during this time opened up completely new 30 landscapes of education proving the facilities for both students and teachers. It helped to coordinate, learn, record and assess the outcome equally. Technology has also provided the platform for personalised learning styles with precision and high level of accuracy.

MOOC Courses

Globally, one of the striking things observed in education in last three years was availability and marketing of numerous free of charge Online course from language learning to cooking, science, home science, origami and all such online course were offered by the internationally top-ranking universities to the local colleges. Massive Open Online Courses (MOOCs) were also made available for all. It provided a reasonably priced and elastic way to acquire new skills, advance once career and instill high quality educational skills are planned under MOOC courses. There was surge in opting MOOC in India too and Indian higher education institutes too encouraged students to undertake these useful courses for change in career, corporate learning and training.

Challenges

The COVID-19 pandemic has enormously affected higher education systems in India and we were forced to convert syllabus into an online format which in itself was an inherent challenge. The intense probes reflect the execution of online learning during the COVID-19 pandemic in the Indian higher education situation and underscored the challenges experienced by both students and teachers during this period to explain their readiness for online education. It is understood that the challenging areas like computer literacy level, the electronic environment and support, the preparedness of academic staff and students for online learning, the psychological preparedness could have been considered before replacing conventional teaching learning methods and have played a damaging role. The students seem to have insufficient motivation and knowledge and IT skills in the use of e-learning. Yet some positive observations were noted that the active teachers were motivated and successfully maintained high level of interest among students in academics and knowledge gaining. But many have observed that sometimes the teachers had merely conducted lectures on video platforms such as Zoom, Google meet and others without a dedicated online learning platform. Many teachers appointed on temporary basis lost their jobs and some were working under pressure of losing the job also impacted the performance of the teachers in the difficult phase of covid. Many heart wrenching stories of the difficulties of the students in rural areas and they were forced to give exam going on the top of mountains as to get the network access.

Conclusion

The Covid-19 has deeply impacted education system across all the countries and so did in India. India the second largest populated country in the world also had to undergo that rough journey of handling situation ranging from health to education hence, like all countries India too grappled in handling the situation. But the sudden transition of a classroom from real to virtual, curriculum from text book to digitized and teacher to digital platform was highly challenging to implement across all section of society considering the inequities were very challenging. But the higher education landscape in India is fully equipped with technology driven classes and courses like MOOC and many others too have opened an alternative window to learning.

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