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Adbhut P Singh

Babasaheb Bheemrao Ambedkar University Luknow, School of Education, Graduate Student

University of Lucknow, Education, Senior Research Fellow

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Research Scholar, Department of Education, University of Lucknow.
Supervisors: Prof. Dinesh Kumar
Phone: 8840405277
Address: Department of Education, University of Lucknow, Lucknow

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Papers by Adbhut P Singh

Aurobindo's Educational Philosophy and its Relevance to the National Education Policy 2020: A Philosophical Exploration

The purpose of the research article is to explore the connection between Sri Aurobindo's educ... more The purpose of the research article is to explore the connection between Sri Aurobindo's educational philosophy and the National Education Policy (NEP) 2020. The article seeks to examine how Aurobindo's philosophy, which encompasses integral education, self-discovery, harmonious individual-society relationship, recognition of the multidimensional nature of human beings, and the role of spirituality, can enrich the implementation and understanding of the NEP 2020. The significance of exploring this connection lies in the potential for enhancing the transformative impact of the NEP 2020 on the education system. Aurobindo's philosophy promotes a holistic approach to education, emphasizing the integration of various dimensions of human existence, such as physical, vital, mental, and spiritual. By integrating these principles into the implementation of the NEP 2020, there is an opportunity to foster a more comprehensive and transformative education system.

Aurobindo's Educational Philosophy and its Relevance to the National Education Policy 2020: A Philosophical Exploration

Satraachee, 2022

This philosophical paper delves into the educational philosophy of Sri Aurobindo and its connecti... more This philosophical paper delves into the educational philosophy of Sri Aurobindo and its connection to the National Education Policy (NEP) 2020. Aurobindo's vision of education emphasizes holistic development, knowledge integration, and the realization of individual potential. The NEP 2020, a policy framework by the Indian government, aims to transform education through a learner-centric approach, skill development, and the integration of traditional and modern knowledge. The paper explores the alignment between Aurobindo's philosophy and the NEP's objectives, such as integral education, self-discovery, and harmonious individualsociety relationship. It also critically examines potential challenges and the need for careful adaptation of Aurobindo's ideas in the Indian context. By exploring these connections, the paper aims to deepen understanding of the NEP's educational goals and advocates for incorporating holistic perspectives and philosophical frameworks to synergize ancient wisdom

An Interpretive Analytical Codebook for Studying Child Care Institutions

AD Eduxian , 2026

Qualitative research on Child Care Institutions (CCIs) has expanded substantially across the fiel... more Qualitative research on Child Care Institutions (CCIs) has expanded substantially across the fields of education, social work, child protection, and rehabilitation studies. Despite this growth, much of the existing literature relies on broad thematic categorisation or policy-oriented evaluation, often without making the underlying analytic processes explicit. As a result, the interpretive pathways through which researchers move from descriptive data to analytical meaning frequently remain opaque. This paper addresses this methodological gap by presenting a structured 14-point interpretive analytical codebook designed specifically for qualitative research on Child Care Institutions. Rather than reporting empirical findings, the paper explicates the conceptual rationale, design principles, and analytical logic underpinning the codebook, including clearly defined domains, sub-codes, inclusion and exclusion criteria, and analytic indicators. An associated analytical workflow comprising open coding, axial coding, framework matrix analysis, and interpretive synthesis is outlined to demonstrate how the codebook supports methodological rigor, reflexivity, and analytic transparency. Positioned explicitly as a methodological contribution rather than an empirical account, the paper offers a transferable analytical scaffold capable of guiding future qualitative studies of CCIs across diverse institutional and socio-cultural contexts.

Educational Rehabilitation and Reintegration in Juvenile Care Institutions: A Framework Analysis

International Journal for Multidisciplinary Research (IJFMR), 2026

Educational rehabilitation within juvenile care institutions is a complex, multi-layered process ... more Educational rehabilitation within juvenile care institutions is a complex, multi-layered process shaped by organisational structures, pedagogical practices, emotional climates, and broader social linkages. While existing research often examines isolated components of institutional care, there remains a lack of integrative analytical approaches capable of capturing the relational and ecological nature of rehabilitation and reintegration processes. Addressing this gap, the present study employs a qualitative exploratorydescriptive multiple case study design to examine educational rehabilitation and social reintegration across selected juvenile care institutions. Drawing on in-depth interviews with institutional staff, educators, caregivers, focus group discussions, and systematic observational memos, the study adopts a multi-level analytical strategy culminating in a framework (matrix) analysis. An eleven-domain analytical framework was inductively developed through thematic analysis and subsequently used to enable structured crosscase comparison. The framework encompasses institutional structures and organisational logic, spatial and material conditions, daily routines, educational rehabilitation models, emotional and behavioural climate, staff culture and power relations, child agency and resistance, mental health and therapeutic support, peer socialisation processes, family and community linkages, and reintegration trajectories. Findings reveal that educational rehabilitation is not a linear or uniform process but is deeply contingent on institutional ecologies, where care, control, and capability development coexist in dynamic tension. While structured routines and supportive staff cultures can foster emotional regulation and skill acquisition, gaps in mental health support, uneven family engagement, and constrained post-institutional pathways often limit sustainable reintegration. By foregrounding cross-domain interconnections, this study contributes a robust framework-based methodological approach for analysing institutional rehabilitation contexts and offers evidence-informed insights for policy, practice, and future research in juvenile justice, child welfare, and educational rehabilitation systems.

A 14-Point Interpretive Framework for Case Study Research in Child Care Institutions in India

International Journal for Multidisciplinary Research (IJFMR), 2025

Child Care Institutions (CCIs) in India form an essential part of the child protection system, pr... more Child Care Institutions (CCIs) in India form an essential part of the child protection system, providing care, education, and rehabilitation for children in need of care and protection. Yet research on CCIs remains dominated by administrative audits, quantitative indicators, and policy evaluations. What is missing is a multi-layered, interpretive, and contextually grounded understanding of institutional life. This paper presents a comprehensive 14-Point Interpretive Case Study Framework for studying CCIs qualitatively. Drawing from ethnography, institutional ethnography, sociocultural theory, ecological systems theory, trauma-informed approaches, and contemporary rehabilitation discourse, the framework offers researchers a structured yet flexible tool for producing thick, theoretically rich case studies. Each of the fourteen components, ranging from spatial setting and daily rhythms to peer dynamics, agency, and reintegration pathways, is explicated in relation to existing scholarship and Indian child protection contexts. The paper argues that this integrated framework addresses critical gaps in Indian social science literature by enabling researchers to conceptualise CCIs not merely as administrative entities but as lived spaces where childhoods are renegotiated under conditions of vulnerability, discipline, and care. The framework has methodological, theoretical, and policy significance for advancing child-centred research and supporting reforms in institutional care.

Ethics, Access, and Adaptation: Evolving a Multiple Case Study Design in Juvenile Child Care Institutions

AD Eduxian , 2025

Research within Child Care Institutions (CCIs) poses unique methodological and ethical challenges... more Research within Child Care Institutions (CCIs) poses unique methodological and ethical challenges due to the vulnerability of institutionalized children and the restrictive bureaucratic structures governing access. This paper presents a comprehensive methodological account of a doctoral study examining educational rehabilitation practices in NGO-run CCIs in Uttar Pradesh. Initially conceptualized as a Sequential Transformative Multiphase Mixed Methods design involving juveniles, staff, and multiple state-run institutions, the study underwent a significant redesign after the Child Welfare Committee (CWC) restricted access, prohibited interviews with children, and permitted data collection only in NGO-run homes. Consequently, the study evolved into an Exploratory-Descriptive Multiple Case Study involving four CCIs: two boys' homes, one girls' home, and one special needs home. Data were generated through staff interviews, structured and unstructured observations, field notes, institutional artefacts, and an extensive reflexive journal. A multilevel qualitative analytical strategy-Thematic Analysis, Framework Matrix, Cross-Case Synthesis, and Interpretive Pattern Matching enabled systematic interpretation. This methodological paper illustrates how field realities, ethical mandates, and institutional gatekeeping reshape research design, and it offers a reflexive blueprint for conducting rigorous, ethical inquiry in restricted institutional environments.

A Critical Analysis of NEP 2020’s Vision for Flexibility and Multiple Entry-Exit Systems

by Adbhut P Singh and Anupam Rajauria

Researches And Studies, 2025

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Abstract
The National Education Policy (NEP) 2020 is a substantial departure from India’s educational environment, reflecting the dynamic demands of the modern day. This study examines NEP 2020’s transformative potential by exploring its possibilities for flexible curricular structures and multiple entry- exit systems. It dives into the notions of educational flexibility and multiple entry-exit systems within the background of educational reform by conducting an exhaustive literature review. Educational flexibility emphasises addressing varying learning requirements and advancing innovative teaching strategies. Flexible curriculum structures provide personalised learning paths by adapting differences in students’ pace, interests, and learning styles. According to research, such strategies boost student involvement, motivation, and academic performance. However, obstacles such as resistance to change and budget limits prevent the effective adoption of flexible educational methods. Similarly, multiple entry-exit systems have drawn notice for their potential to boost access, equity, and efficiency in tertiary education. These systems permit pupils to enter and leave educational programmes at different stages, which promotes lifelong learning and skill enhancement. Nonetheless, issues linger over the acknowledgement of partial qualifications, credit transfer mechanisms, and assurance of quality. This paper uses a critical appraisal of NEP 2020 to assess its alignment with the ideas of educational flexibility and multiple entry-exit systems. This study adds to the conversation around transformative education and curricular reform in India by explaining the implications and issues related to the execution of NEP 2020. Keywords: NEP 2020, educational flexibility, multiple entry-exit systems, lifelong learning.

Critical Realism As The Philosophy of Social Inquiry With a Cross Cultural Resonance From Indian Philosophical Traditions

Exploring Student Use of AI for Ethical and Inclusive Blended Learning Adbhut Pratap Sing DOI: https://doi

by Adbhut P Singh and Anupam Rajauria

Ad Eduxian, 2025

The increasing accessibility of generative AI tools such as ChatGPT, Grammarly, and to blended le... more The increasing accessibility of generative AI tools such as ChatGPT, Grammarly, and to blended learning environments. While these tools promise personalized support and enhanced academic performance, their integration raises significant questions around ethics, inclusion, and pedagogical relevance, part school settings in developing regions. The present research investigates how secondary school students (Classes 9 Lucknow district use AI tools in blended learning, and how their experiences reflect ethical awareness, access equity, learning outcomes. Adopting a sequential explanatory mixed questionnaire administered to a diverse student sample, followed by semi Results stipulate how participants utilize AI tools for schoolwork, but they don't know much about ethical limits, how to critically evaluate AI-generated content, or how access is distinct for individuals from various socioeconomic groups. Participant feedback suggests a dual relationship with AI, showing both dependence and autonomy. Participants also communicated a need for teacher support and clear school policies. This research shows a need for digital literacy, dependable tech, and ethical guidelines to ensure AI supports

An Integrative Review on Mindfulness Education in Juvenile Rehabilitation

by Adbhut P Singh and Anupam Rajauria

Educational Administration: Theory and Practice, 2024

This paper examines the integration of mindfulness education as a rehabilitative tool for juvenil... more This paper examines the integration of mindfulness education as a rehabilitative tool for juvenile delinquents, addressing the emotional, cognitive, and behavioural factors that contribute to delinquency and recidivism. Juvenile justice systems globally are shifting towards more restorative, educational approaches as traditional punitive models have shown limited success in fostering long-term behavioural change. Mindfulness, with its focus on selfawareness, emotional regulation, and impulse control, has become a potential intervention that can transform the lives of at-risk youth. This paper draws on psychological, educational, and neuroscientific research to highlight how mindfulness practices can reduce aggression, enhance empathy, and promote prosocial behaviour. Additionally, mindfulness has been shown to improve focus and academic performance, contributing to better outcomes in educational programs within juvenile facilities. The paper outlines key theoretical frameworks such as Social-Emotional Learning (SEL) and Cognitive Behavioural Theory (CBT) to demonstrate the efficacy of mindfulness in addressing the root causes of delinquent behaviour. Practical recommendations for designing trauma-informed mindfulness curriculums, training educators and correctional staff, and advocating for policy integration are presented. By fostering collaboration between policymakers, educators, and mental health professionals, mindfulness can become a cornerstone of juvenile rehabilitation, promoting resilience and reducing the likelihood of reoffending.

Exploring the Role of Schools in Promoting Inclusion

by Adbhut P Singh and Anupam Rajauria

Satraachee, 2023

This research explores schools' pivotal role in fostering social inclusion and diversity in India... more This research explores schools' pivotal role in fostering social inclusion and diversity in Indian society, scrutinizing strategies' effects on students. The comprehensive literature review offers a panoramic vista of social inclusion and diversity in educational realm, underpinned by pertinent theoretical frameworks, and illuminate both achievements and chasms in the existing body of research. In research methods, interviews with school administrators, educators, and students hailing from diverse backgrounds and extensive literature reviews were employed to understand schools' unique contexts, mechanisms, and student outcomes. This multifaceted approach is instrumental in gaining insights into the unique contextual intricacies that schools navigate, the mechanisms deployed to nurture social inclusion and diversity, and the outcomes experienced by their students. The results section unveils Context-Mechanism-Outcome configurations (CMOCs) within schools and communities, revealing the factors facilitating or hindering diversity. The discussion delves into these CMOCs, linking them to existing discourse,

Junior Research Fellowship in Humanities and Social Sciences: An Exploratory Input Evaluation

Satraachee, 2022

The current study assesses the contributions of the University Grants Commission's Junior Researc... more The current study assesses the contributions of the University Grants Commission's Junior Research Fellowship scheme in the humanities and social sciences. The researchers assessed the inputs based on the duration of the scheme, the number of beneficiaries, the quantity of funding, alternative funding sources, and infrastructure. The information was acquired through a survey of 240 researchers and 13 unstructured interviews with stakeholders, and analysis of UGC notifications and reports. The data were examined using thematic analysis and qualitative content analysis. The findings show that while inputs have improved over time, they still need to be reorganized.

Navigating Educational Transitions in India: A Comprehensive Analysis of Quality Assurance in Evolving Higher Education

by Adbhut P Singh and Anupam Rajauria

Satraachee, 2022

The evolution of higher education in India is deeply rooted in its historical, cultural, and eco... more The evolution of higher education in India is deeply rooted in its historical, cultural, and
economic fabric, with ancient institutions like Takshashila and Nalanda serving as global
centres of education (Sen, 1999). The Gurukul system exemplified India’s early commitment
to education, fostering close teacher-student relationships (Frawley, 2014). The colonial period
marked a shift towards a more structured higher education system, and post-independence,
India witnessed a surge in university creation to address the need for a skilled workforce
(Pandey, 2013). Key milestones in post-independent India include the National Policy on
Education (NPE) 1986, the Program of Action (PoA) 1992 and the National Education Policy
(NEP) 2020, emphasizing access, equity, and quality. Contemporary higher education in India
is undergoing transformative changes driven by globalization, technological advancements,
and an increased focus on interdisciplinary studies. Online learning platforms, the integration
of Artificial Intelligence (AI), and a heightened emphasis on research and innovation
characterize the dynamic nature of the educational ecosystem. However, these transitions pose challenges in maintaining and enhancing education quality, requiring a closer examination
of diverse institutions, relevant curricula, and effective quality assurance mechanisms (Mishra,
2019). Initiatives such as the Rashtriya Uchchatar Shiksha Abhiyan (RUSA) and Skill India
highlight the commitment to improving the quality and relevance of higher education within
this dynamic context (NSDC, 2015), setting the stage for an exploration of quality assurance
aspects in ongoing transitions.

Exploring the role of schools in promoting social inclusion and diversity in Indian society

by Anupam Rajauria and Adbhut P Singh

The present study is guided by philosophical assumptions that embrace a constructivist perspectiv... more The present study is guided by philosophical assumptions that embrace a constructivist perspective, recognize subjective experiences, and emphasize social justice, humanistic values, cultural relativism, and critical inquiry. The qualitative research approach allows for an in-depth exploration of inclusive education practices, while the purposive sampling approach selects participants with relevant experiences. The sample size of 48 participants, including administrators, teachers, and students from diverse backgrounds, was determined by data saturation. Semi-structured interviews and a comprehensive literature review were conducted as data collection methods. Thematic analysis was employed to analyse the collected data and identify recurring themes and patterns. The findings were used to develop context-mechanism-outcome (CMO) configurations, highlighting the mechanisms enabling or hindering social inclusion and diversity in schools. Ethical considerations were prioritized, ensurin...

A 3-YEAR COHORT STUDY OF INTERNET USE AND PARENT-CHILD RELATIONSHIP AMONG SENIOR SECONDARY SCHOOL STUDENTS

by Adbhut P Singh and Harsha Devi

The Online Journal of Distance Education and e-Learning, 2022

The advent and expansion of the internet have revolutionized education systems, aided in universa... more The advent and expansion of the internet have revolutionized education systems, aided in universal access to education, and transformed traditional teaching. However, disparities in internet use persist based on a variety of factors, including gender. Also, the internet is used by the students for different purposes classified as curricular educational, extra-curricular educational, social, and recreational use in this study. Moreover, little is understood about the impacts of intensified internet use on the parent-child relationship which consists of different attributes viz. affection, intimacy, companionship, guidance, enhancement of the worth, guidance, and satisfaction. The data was collected using a cohort study survey design from students in senior secondary school who were recruited using a stratified sampling technique and a self-constructed questionnaire in two stages (2018 and 2021; N1 = 394, N 2 = 376). The findings reveal a disparity in pattern and intensity of internet use among males and females and across phases. Furthermore, the parent-child connection differed significantly by gender and phase. Female students were found to have better parent-child relations than male pupils. Also, the parent-child relationship is degraded over time. Moreover, the intensity of internet use was negatively correlated with the parent-child relationship.

format_quoteIn India, women are 15% less likely to own mobile phones and 33% less likely to access mobile internet, illustrating significant gender disparities.format_quote

Junior Research Fellowship Scheme in Humanities and Social Sciences: An Exploratory Evaluation

The data was collected in the first phase of the sequential explanatory mixed-method research des... more The data was collected in the first phase of the sequential explanatory mixed-method research design. It shows the demographic data, their opinions of respondents regarding the scheme, their research participation and achievements, and how they perceive the scheme has affected their research productivity. It also gathers the data regarding their suggestions for improvement and drawbacks of the scheme. The data was gathered online using a mixed questionnaire consisting of different kinds of items from the JRFs (who are availing of the fellowship, N1=120) and non-JRFs (who do not avail of the fellowship, N2=120). It also emphasized the difference in achievements and the perceptions of the two groups regarding the scheme. The tool was constructed and standardized using the framework provided by Lincoln and Guba in their books 'Naturalistic Inquiry' and '4th Generation Evaluation'. Only those data were taken into account that was almost complete. The data were analyzed u...

JUNIOR RESEARCH FELLOWSHIP IN HUMANITIES AND SOCIAL SCIENCES: AN EXPLORATORY CONTEXT EVALUATION

by Adbhut P Singh and Vivek Nath Tripathi

Towards Excellence, 2021

The Junior Research Fellowship scheme has been running since 1984 in the country and is providing... more The Junior Research Fellowship scheme has been running since 1984 in the country and is providing opportunities to research scholars to pursue their career as researchers. In the present paper, the researchers aimed to understand why the scheme was implemented, what were the objectives of the scheme, how are the goals and objectives of the scheme are perceived by the stakeholders, and what are the changes in the context of the scheme which calls for amelioration of the objectives. Sequential explanatory transformative mixed method research design was employed and a survey with 240 participants and interview of 13 participants were used to identify the related themes. These themes were then interpreted using realist evaluation technique of context-mechanism-outcome configurations (CMOCs). On the basis of these CMOCs, it was found that the JRF scheme has been implemented so as to enhance the efficiency of research community and in enhancing research output. However, it was also found that the scheme is not able to impose standardization and comparability of the research output produced. Facilitation of the services for research fellows, quality assurance of research output, providing opportunity to pursue PhD, capacity building for national research strength, and providing financial freedom to research fellows are the major perceived goals and objectives of the scheme. The scheme led to higher enrolments under the research programmes. However, the retention of such fellows and the dropout rates or change in the mode of PhD from regular to part-time still remains to be the unresolved issues.

format_quote50% of participants disagreed that the UGC NET/JRF examination is research-oriented; 48.33% agree on prioritizing access to advanced studies and research.format_quote