Jayanta Mete,Professor in Education,Dept.of Education,Faculty of Education,University of Kalyani,Kalyani,Nadia,West Bengal,India, Published Paper-360, Published Book- 95 ,Scholar Supervised - 56, Seminar attended - 60
This article discusses Hijagang, the traditional boathouse of the Meitei boat tradition of Manipu... more This article discusses Hijagang, the traditional boathouse of the Meitei boat tradition of Manipur, as a pedagogical resource to heritage education. The article considers Hijagang as a living educational text which can be used to facilitate inquiry, value formation, historical imagination, ecological sensitivity and interdisciplinary learning, rather than seeing Hijagang as a cultural monument or tourist site. The discussion associates Hijagang to the culture of Hiyang Hiren boats, Hiyang Tannaba, craft knowledge, symbolic representation, oral memory and community participation. It claims that local heritage can be made academically significant when teachers employ it in the form of observation, questioning, contextualization, creative expression and critical reflection. The paper is based on the framework of culture and arts education provided by UNESCO, the concept of intangible cultural heritage, the National Education Policy 2020 in India, the National Curriculum Framework of School Education 2023, art-integrated learning, object-based learning and place-based education. It implies a classroom model of the application of the heritage of Hijagang in school and teacher education without reproducing any picture. The article finds that local heritage education must result in cultural confidence, evidence-based knowledge and democratic respect. It is not when an object of heritage is merely viewed, but when learners get to learn to read it with curiosity, empathy and critical care.
International Journal of Emerging Voices in Education, 2026
The ecological crisis of the twenty-first century has strengthened the need for ethical systems t... more The ecological crisis of the twenty-first century has strengthened the need for ethical systems that promote a balanced and non-exploitative relationship between human beings and the natural world. Climate change, biodiversity loss, deforestation, pollution, and the exhaustion of resources reveal the limits of development models that place immediate economic gain above ecological stability. Jain philosophy offers a significant ecological vision through the principle of ahiṃsā, or nonviolence. Its distinctive contribution lies in the doctrine of sthāvara baddha jīvas, that is, immobile and one-sensed living beings bound by karma, including earth, water, fire, air, and vegetation. This paper examines how this doctrine provides a metaphysical and ethical basis for environmental protection. Using a qualitative, philosophical, and textual approach, the study analyses Jain ideas such as jīva theory, karma, ahiṃsā, aparigraha, saṃyama, and pudgala. It argues that Jainism offers a life-centric and spiritually grounded environmental ethic that speaks directly to contemporary debates on sustainability, ecological justice, and responsible living. By understanding nature as a community of living beings rather than a set of inert resources, Jain thought advances an ethic of restraint, responsibility, and reverence toward the environment.
The school environment has an important influence on the development of children and their behavi... more The school environment has an important influence on the development of children and their behavioural outcomes. It also significantly affects students’ academic achievement. This study investigates the connection between students’ school environment and their academic achievement in English. For the study, 322 secondary pupils from various schools in Kolkata, West Bengal, were selected randomly as samples. Data were collected using a questionnaire on students school environment and the academic performance of secondary pupils in English. To analyse the data, descriptive statistics, t-test and correlation were employed. The findings indicate that pupils' academic achievement in English is positively correlated with their school environment. Gender and location were discovered to have a substantial impact on students achievement. A supportive learning atmosphere in the classroom and school can help students overall growth and English proficiency.
The present study investigates the influence of mobile learning on the study habits of college st... more The present study investigates the influence of mobile learning on the study habits of college students in Bankura district, with special reference to mobile phone dependency, time management, concentration, and academic performance. Mobile learning has become an important educational tool, allowing students to access study materials, attend online classes, use educational applications, and engage in self-directed learning. The study is based on the Technology Acceptance Model (TAM) and Uses and Gratifications Theory (UGT), which explain students' acceptance and use of mobile learning for academic and personal purposes. A self-made five-point Likert scale, named the Mobile Learning and Study Habits Scale (MLSHS), was used for data collection. The sample consisted of 353 college students from different colleges of Bankura district. The data were analysed using percentage, mean, standard deviation, correlation, ANOVA, and t-test. The findings indicate that mobile learning has a significant positive relationship with students' study habits. It improves access to learning resources, flexibility, revision practices, academic engagement, and self-paced learning. However, the study also found that excessive mobile phone use, social media distraction, and mobile dependency may negatively affect concentration and academic performance. The results further suggest that proper guidance, digital literacy, fixed study schedules, reduced distractions, and improved digital infrastructure are necessary for effective use of mobile learning in higher education. The study concludes that mobile learning can be a powerful supportive tool for improving study habits if used responsibly and in a balanced manner.
Indian traditions in education constitute a rich and diverse intellectual inheritance that contin... more Indian traditions in education constitute a rich and diverse intellectual inheritance that continues to hold significance for contemporary discussions on the aims, methods, and social purposes of education. This article examines these traditions not as a single, uniform system, but as a long civilizational dialogue shaped by Vedic, Buddhist, and later reformist streams of thought. It argues that these traditions contributed several enduring educational principles, including the formation of the whole person, the ethical use of knowledge, the value of the teacher student relationship, learning through community and environment, and the use of language, arts, and lived experience as important educational resources. The article also explores how these ideas were reinterpreted in modern India through Rabindranath Tagore's Santiniketan and Mahatma Gandhi's Nai Talim. In the present context, many of these themes reappear in discussions of holistic development, multilingual education, arts integrated pedagogy, sustainability, and culturally responsive curricula. At the same time, the article avoids any idealization of the past by recognizing that historical traditions must be critically reinterpreted in the light of democracy, equality, scientific temper, and inclusion. It concludes that Indian traditions remain important today not because they offer a complete model to be revived unchanged, but because they provide valuable conceptual resources for reimagining education beyond narrow utilitarian concerns and toward a more humane, rooted, and socially responsible vision.
Education has evolved as a dynamic institution shaped by cultural, philosophical, economic, and t... more Education has evolved as a dynamic institution shaped by cultural, philosophical, economic, and technological forces. From the ancient Gurukul system of India to contemporary globalized digital learning ecosystems, educational paradigms have undergone significant transformations. However, the core principles of sustainability-holistic development, ethical grounding, community engagement, and ecological awarenesshave persisted across time. This paper critically examines the evolution of education through the lens of sustainability, tracing continuities and discontinuities between traditional and modern systems. The study highlights how ancient educational philosophies can inform modern sustainable education practices. The paper further explores the integration of technology, globalization, and sustainability in shaping the future of education.
Rabindranath Tagore (1861–1941) was an Indian polymath—poet, novelist,
playwright, musician, and ... more Rabindranath Tagore (1861–1941) was an Indian polymath—poet, novelist, playwright, musician, and painter—whose profound body of work reshaped Bengali literature and introduced Indian writing to the world stage. Born in Calcutta (now Kolkata), Tagore was the youngest of thirteen children in a highly cultured and intellectual family. His father, Debendranath Tagore, was a prominent philosopher and religious leader associated with the Brahmo Samaj, a reformist movement within Hinduism. Tagore's mother, Sarada Devi, passed away when he was very young, and much of his early upbringing was under the care of older siblings. Rabindranath Tagore was born into one of the most distinguished and influential families of 19th-century Bengal. The Tagore family, known for its wealth, intellectual pursuits, and cultural contributions, played a significant role in shaping the intellectual and cultural landscape of Bengal and India. The environment of the Tagore household had a profound impact on Rabindranath’s development as a writer, thinker, and artist.
Introduction: This study delves into the complex interplay between tribal identity and gender ide... more Introduction: This study delves into the complex interplay between tribal identity and gender identity in India, with a specific focus on the colonial and post-colonial periods. By examining the historical and cultural dynamics that have shaped these intersections, this research aims to contribute to a deeper understanding of the experiences and struggles of tribal communities in India. Conclusion: This study demonstrates the importance of considering tribal identity and gender intersectionality in understanding India's complex social dynamics. By centering the voices and experiences of tribal communities, we can work towards a more inclusive and equitable society.
To meet the educational challenges of the immediate future, developments in pedagogy are needed. ... more To meet the educational challenges of the immediate future, developments in pedagogy are needed. This paper examines the connections between digital education and educational approaches to sustainable development (SD), focusing on the possible role of digital technologies in helping learners to contribute to the Sustainable Development Goals (SDGs). This paper conducts a detailed examination of the literature on the potential use of digital technologies in reimagining practices related to the education of sustainable development (ESD) in the following (1) increased access and equity, (2) active learning and participation, and (3) problem-solving and critical thinking, especially the sustained type. This research is justified, as very little is known about how digital education can support the transition from learning about the environment and taking responsibility for it. The course of the study is guided by five objectives: (1) to identify and examine the various types of digital tools used in the teaching of ESD; (2) to evaluate, in a comprehensive way, learner participation in ESD activities using digital technologies; (3) to examine, in a comprehensive way, the extent to which students perceive that the use of digital technology in ESD has a positive impact on their knowledge of sustainable development; (4) to examine, in a comprehensive way, the extent to which the use of digital technology in ESD changes the behaviours and attitudes of learners with regard to sustainable development; and (5) to examine, in a comprehensive and detailed manner, the barriers and affordances of the use of digital education in the integration of ESD frameworks. The research adopts a qualitative approach, using interviews as a strong method for gathering information from educators at colleges and universities. The findings not only provide us with a better understanding but also with new insights into how digital education can empower learners for sustainable development.
BHARATI INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH & DEVELOPMENT (BIJMRD), 2026
This paper discusses how values education can be incorporated in pre-service teacher education pr... more This paper discusses how values education can be incorporated in pre-service teacher education programs in the Indian universities and colleges in the light of high demand of morally competent teachers in Indian diversified and dynamic educational environment. Since the learning environment is getting increasingly complex, it is necessary to develop teachers that do not only have sound academic knowledge but who also exhibit ethical, moral, and cultural competence in their instructional practice.The study analyses the integration of moral, ethical and cultural values in the design of the curriculum, pedagogical practices and the assessment techniques and procedures with specific reference to the disconnection between theoretical learning and practical teaching skills among pre-service teachers. The design of the study is based on the qualitative approach, which aims to use interviews and focus group discussions with faculty, student teachers and practicing educators to reflect their experiences and views on values education. The study was carried out in a sample of 50 teacher education institutions spread across different states, making it varied in regard to the type of institutions (urban, rural, government, and private) and the area of specialization, such as elementary, secondary, and special education programs.The major results indicate that there is a great deal of difference in the application of values education within various institutions and regions. Most of the programs understand the role of values in their mission statements, but the systematic use of the values in everyday teaching is still uneven. Some of the challenges recognized are insufficient faculty readiness, inadequate integration of the traditional Indian philosophical teachings into the modern pedagogical theories, and inadequate reflective habits among pre-service teachers. Also, a clear lack of standardized evaluation processes to help assess how students have developed moral and ethical values is evident.The paper has determined that achievement of success factors in values education includes incorporation of explicit curriculum elements which involve values, fostering of implicit learning conditions, and experiential learning opportunities. The study indicatively brings out the necessity of continuous professional growth among the educators to make sure that values education continues to be an integral aspect in teacher training. The results provide suggestions of change in the curriculum, training of faculty and the establishment of effective quality assurance processes that would make Indian teacher education institutions more open to values education in order to equip future teachers to negotiate cultural and ethical challenges in a globalized society.
Gurukul International Multidisciplinary Research Journal, 2026
The rapid expansion of digital technology and social media has significantly transformed how youn... more The rapid expansion of digital technology and social media has significantly transformed how young people perceive, negotiate, and practice citizenship in the twenty-first century. This study examines the relationship between social media engagement, digital literacy, and responsible citizenship among youth in West Bengal, with particular emphasis on the formation of civic identity within digital environments. Adopting a qualitative research design, data were collected through in-depth interviews and focus group discussions with undergraduate students from diverse socio-cultural backgrounds. The findings reveal that social media functions both as an informational ecosystem and as a participatory public sphere, shaping youths' awareness of social concerns, political discourse, and community engagement. However, the cultivation of responsible citizenship is strongly mediated by the level of digital literacy individuals possess. Participants demonstrating higher digital literacy exhibited enhanced critical thinking skills, ethical online conduct, and intentional civic participation. In contrast, those with limited digital literacy were more susceptible to misinformation, ideological polarization, and passive content consumption. The study further indicates that digital citizenship education across formal institutions in West Bengal remains uneven and insufficiently structured, particularly regarding training in critical evaluation of online information, responsible communication, and digital safety practices. The research concludes that nurturing responsible citizenship in the digital era requires collaborative efforts among educational institutions, policymakers, and families. Strengthening digital literacy frameworks, encouraging reflective civic engagement, and fostering shared responsibility across online and offline spaces are essential for empowering youth as informed and ethical digital citizens.
International Journal of Science, Strategic Management and Technology, 2026
This study examines the profound struggles of governance and democracy within West Bengal's highe... more This study examines the profound struggles of governance and democracy within West Bengal's higher education sector, where protracted conflicts between the Governor and the State government over Vice-Chancellor appointments have precipitated institutional instability, eroded academic standards, and undermined democratic principles. Drawing on mixedmethods research-including field visits to eight universities (e.g., Jadavpur, Kalyani, Vidyasagar), semi-structured interviews with stakeholders like Vice-Chancellors, faculty, and students from August 2023 to March 2024, quantitative data from AISHE reports revealing a Gross Enrollment Ratio (GER) of 26.3% (lagging national averages with stark disparities for SC/ST/OBC groups), and comparative case analyses-the paper highlights how political interference has left over 34 state-aided universities without permanent leadership for extended periods, as of late 2025, impacting 1.2 million students and fostering administrative paralysis. Key findings expose weakened institutional autonomy, diminished student activism (e.g., from historic movements like Hokkolorob to current marginalization), persistent educational inequities (e.g., ST GER at 11.6% vs. overall 21.3%), and suboptimal NAAC accreditation rates, exacerbated by legal interventions from the Supreme Court, including a U.U. Lalit-led committee resolving some appointments by January 2026. Despite initiatives like WBCAP and scholarships (SVMCM, Kanyashree), governance crises divert resources from NEP 2020 goals such as multidisciplinary education and 50% GER by 2035. The analysis critiques existing models against benchmarks from Kerala/Tamil Nadu and global frameworks (UNESCO, World Bank), advocating urgent reforms: enhanced autonomy with accountability via multi-stakeholder Boards, data-driven policies targeting district-level disparities, full NEP alignment, and promotion of democratic competences to restore universities as engines of equity, excellence, and societal development.
This study examines the profound struggles of governance and democracy within West Bengal's highe... more This study examines the profound struggles of governance and democracy within West Bengal's higher education sector, where protracted conflicts between the Governor and the State government over Vice-Chancellor appointments have precipitated institutional instability, eroded academic standards, and undermined democratic principles. Drawing on mixed-methods research-including field visits to eight universities (e.g., Jadavpur, Kalyani, Vidyasagar), semi-structured interviews with stakeholders like Vice-Chancellors, faculty, and students from August 2023 to March 2024, quantitative data from AISHE reports revealing a Gross Enrollment Ratio (GER) of 26.3% (lagging national averages with stark disparities for SC/ST/OBC groups), and comparative case analyses-the paper highlights how political interference has left over 34 state-aided universities without permanent leadership for extended periods, as of late 2025, impacting 1.2 million students and fostering administrative paralysis. Key findings expose weakened institutional autonomy, diminished student activism (e.g., from historic movements like Hokkolorob to current marginalization), persistent educational inequities (e.g., ST GER at 11.6% vs. overall 21.3%), and suboptimal NAAC accreditation rates, exacerbated by legal interventions from the Supreme Court, including a U.U. Lalit-led committee resolving some appointments by January 2026. Despite initiatives like WBCAP and scholarships (SVMCM, Kanyashree), governance crises divert resources from NEP 2020 goals such as multidisciplinary education and 50% GER by 2035. The analysis critiques existing models against benchmarks from Kerala/Tamil Nadu and global frameworks (UNESCO, World Bank), advocating urgent reforms: enhanced autonomy with accountability via multi-stakeholder Boards, data-driven policies targeting district-level disparities, full NEP alignment, and promotion of democratic competences to restore universities as engines of equity, excellence, and societal development.
Inclusive education represents more than a contemporary
catchphrase; it embodies the commitment t... more Inclusive education represents more than a contemporary catchphrase; it embodies the commitment to providing every child, regardless of ability, with equitable opportunities for learning and development. The foundational principle is straightforward: integrate children with disabilities into general classrooms, ensure they receive appropriate academic and social support, and facilitate collective progress for all students. Despite growing global momentum for inclusive education, its implementation in India remains challenging. Indian schools frequently contend with limited resources, insufficient awareness, and infrastructural barriers that hinder accessibility. This paper examines two Indian organizations effecting meaningful change in this sphere: Navjyoti Global Solutions and Ummeed Child Development Centre. Each has pioneered innovative strategies to support children with special needs in mainstream educational settings. Navjyoti emphasizes vocational training and skill development, preparing students for future employment opportunities. In contrast, Ummeed prioritizes early intervention and rehabilitation, targeting crucial developmental periods when support is most impactful. Through document analysis and thematic exploration, this study elucidates the operational models, challenges encountered, and achievements realized by these organizations. It also critically addresses persistent obstacles, such as inadequate infrastructure and enduring social stigma associated with disability. Ultimately, the research offers pragmatic recommendations to advance inclusive education in India, aiming to establish a system in which every child is afforded the opportunity to thrive.
The use of technology for inclusive education has changed
the experiences of children with specia... more The use of technology for inclusive education has changed the experiences of children with special needs, enabling adaptive hardware and software, personalized learning tools, and new forms of communication. This paper is based on recent publication and classroom experience to explore how digital technologies, including assistive gadgets and software, as well as immersion technology, can assist students with different abilities to break through the barriers. By means of a systematic review of publications and the assessment of the impacts of successful education enhancements of children in need, the outcomes have revealed that technology promotes participation, engagement, and learning fulfilment in addition to ensuring equality. Findings complemented by cases of successful technology application for children with disabilities will be provided, in addition, barriers to implementation and recommendations for policy and practice will be discussed. Results show that if done purposefully and with the necessary support, technology has the potential to promote the involvement of teachers and learners and families and, consequently, more inclusive education overall. With the advent of technology in special education, student motivation has increased with the use of hardware and software. The advantages include better accessibility, better personalization, and better communication, which help to alleviate the special challenges faced by disabled students. However, the extent to which these benefits are accrued is determined by the availability of opportunities and the teacher’s ability to apply technology. Educational software that interacts with students and learning platforms that are adaptable may be used to create a much more customized learning experience. The majority of teachers had adequate technology awareness while the majority of them lacked training and skill, which was a critical limiting factor. This necessitates immediate attention to efficacious digital transformation that facilitates inclusive education.
The present paper reports on a descriptive study of how Information and Communication Technology ... more The present paper reports on a descriptive study of how Information and Communication Technology and social media are employed in the pursuit of learner empowerment in higher secondary schools in West Bengal, India, specifically in the districts of Nadia and North 24 Parganas, which fall under the jurisdiction of the Presidency Division. A total of 824 Class XI students were sampled from the higher secondary schools in these districts through simple random sampling. The study considered the subsamples based on gender, locale, and academic stream. Data regarding students’ access to ICT and social media, use of social networks, availability of assistive technology, and self-rated empowerment (engagement, autonomy, communication) were obtained through interviews and surveys. The findings indicate disparities in such access, differences also based on gender and locale, and much reduced rating along empowerment lines, among the students who had no regular access to ICT and social media for learning support. The paper also highlights the potential lesson calls for policy, teacher training offerings, social media pedagogics, and resource allocation in higher secondary settings in West Bengal.
Shiksha Sahitya International Peer Reviewed Refereed Research Journal, 2026
Introduction: From correspondence education in the 19th century to immersive digital classrooms i... more Introduction: From correspondence education in the 19th century to immersive digital classrooms in the 21st, educational delivery has undergone a profound transformation. Social media, emerging as a dominant force post-2005, has reshaped communication, collaboration, and learning styles. This study critically examines the development and dual impact-both constructive and detrimental-of social media in the educational sphere across historical timelines. Objectives: The study aims to (1) To trace the chronological evolution of educational media from the 1800s to the present, (2) To evaluate the positive and negative impacts of social media on learners and educators, and (3) To explore access disparities and implementation challenges across urban and rural India. Methodology: Using a qualitative research approach, the paper analyses government reports (e.g., AISHE, NEP 2020), academic journals (Banerjee & Mete, 2025; Paudel, 2025), and policy frameworks. Graphical presentations such as timelines, pie charts, and bar graphs support the narrative. Thematic coding and document analysis were applied to extract key trends and issues. Findings: The findings indicate significant gains in engagement, accessibility, and collaboration due to platforms like WhatsApp, YouTube, and Facebook. However, challenges like digital distraction, lack of teacher training, and rural access gaps persist. The NEP 2020 recognizes these disparities, but effective implementation remains inconsistent. Conclusion: Social media holds transformative potential in education, but its success hinges on equitable infrastructure, digital literacy, and continuous policy reforms. A nuanced, inclusive approach is critical for its sustainable integration into pedagogy.
India is rich in ancient traditions. Since ancient times, the arrival of many foreign geniuses in... more India is rich in ancient traditions. Since ancient times, the arrival of many foreign geniuses in India, the wealth of knowledge has emerged in their writings. From ancient literature to scriptures, the contribution of many intellectuals and great personalities has enriched the Indian knowledge base. Therefore, the wealth of knowledge rich in ancient traditions strengthens our current developing infrastructure. With the help of that knowledge base, the current sustainable development goals have also been achieved. The purpose of this research is to discuss how ancient knowledge is leading the current developing (sustainable development) country to progress. In addition, the current sustainable development goals 1 (no poverty) and 3 (Good health and well-Being) the extent to which knowledge systems have helped various schemes and their implementation and current status are discussed. This research is mainly done depending on secondary data, i.e.-various websites, journals, books etc. This study has shown that no matter how many years India has progressed, it is dependent on that ancient knowledge and only archaic knowledge has made it possible to reach the aspirational goal of sustainable development.
The Mahabharata and Ramayana, two seminal epics in Indian literature, have profoundly influenced ... more The Mahabharata and Ramayana, two seminal epics in Indian literature, have profoundly influenced Indian knowledge systems, impacting various aspects of culture, philosophy, religion, and social structures. The fundamental ideals and tenets of Indian civilization are still being shaped by these antiquated writings from millennia ago. The epics have been a great source of inspiration for writers, inspiring a diverse range of genres and styles. These epics' stories and characters, which give enduring tales of bravery, morality, and human complexity, have had a profound influence on Indian and international literature, from classical poetry to contemporary storytelling.
Vedic education, originating from the ancient Indian Vedas, epitomizes a holistic approach to lea... more Vedic education, originating from the ancient Indian Vedas, epitomizes a holistic approach to learning, emphasizing the spiritual, mental, and physical dimensions of development. This research endeavours to delve into its historical significance and contemporary pertinence. Our objective is to scrutinize Vedic methodologies vis-à-vis modern educational practices, evaluate the ramifications of amalgamating these systems, and formulate comprehensive guidelines for their seamless integration. Additionally, the study aims to glean insights from educators, enriching the discourse on cross-cultural education.
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Papers by Jayanta Mete
playwright, musician, and painter—whose profound body of work reshaped Bengali literature and introduced Indian writing to the world stage. Born in Calcutta (now Kolkata), Tagore was the youngest of thirteen children in a highly cultured and intellectual family. His father, Debendranath Tagore, was a prominent philosopher and religious leader associated with the Brahmo Samaj, a reformist movement within Hinduism. Tagore's mother, Sarada Devi, passed away when he was very young, and much of his early upbringing was under the care of older siblings. Rabindranath Tagore was born into one of the most distinguished and influential families of 19th-century Bengal. The Tagore family, known for its wealth, intellectual pursuits, and cultural contributions, played a significant role in shaping the intellectual and cultural landscape of Bengal and India. The environment of the Tagore household had a profound impact on Rabindranath’s development as a writer, thinker, and artist.
Conclusion:
This study demonstrates the importance of considering tribal identity and gender intersectionality in understanding India's complex social dynamics. By centering the voices and experiences of tribal communities, we can work towards a more inclusive and equitable society.
catchphrase; it embodies the commitment to providing every child,
regardless of ability, with equitable opportunities for learning and
development. The foundational principle is straightforward: integrate
children with disabilities into general classrooms, ensure they receive
appropriate academic and social support, and facilitate collective
progress for all students. Despite growing global momentum for
inclusive education, its implementation in India remains challenging.
Indian schools frequently contend with limited resources, insufficient
awareness, and infrastructural barriers that hinder accessibility. This
paper examines two Indian organizations effecting meaningful change
in this sphere: Navjyoti Global Solutions and Ummeed Child Development Centre. Each has pioneered innovative strategies to support children with special needs in mainstream educational settings. Navjyoti emphasizes vocational training and skill development, preparing students for future employment opportunities. In contrast, Ummeed prioritizes early intervention and rehabilitation, targeting crucial developmental periods when support is most impactful. Through document analysis and thematic exploration, this study elucidates the operational models, challenges encountered, and achievements realized by these organizations. It also critically addresses persistent obstacles, such as inadequate infrastructure and enduring social stigma associated with disability. Ultimately, the research offers pragmatic recommendations to advance inclusive education in India, aiming to establish a system in which every child is afforded the opportunity to thrive.
the experiences of children with special needs, enabling adaptive
hardware and software, personalized learning tools, and new forms of
communication. This paper is based on recent publication and
classroom experience to explore how digital technologies, including
assistive gadgets and software, as well as immersion technology, can
assist students with different abilities to break through the barriers. By
means of a systematic review of publications and the assessment of the
impacts of successful education enhancements of children in need, the
outcomes have revealed that technology promotes participation,
engagement, and learning fulfilment in addition to ensuring equality.
Findings complemented by cases of successful technology application
for children with disabilities will be provided, in addition, barriers to
implementation and recommendations for policy and practice will be
discussed. Results show that if done purposefully and with the
necessary support, technology has the potential to promote the
involvement of teachers and learners and families and, consequently,
more inclusive education overall. With the advent of technology in
special education, student motivation has increased with the use of
hardware and software. The advantages include better accessibility,
better personalization, and better communication, which help to
alleviate the special challenges faced by disabled students. However,
the extent to which these benefits are accrued is determined by the
availability of opportunities and the teacher’s ability to apply
technology. Educational software that interacts with students and learning platforms that are adaptable may be used to create a much more customized learning experience. The majority of teachers had adequate technology awareness while the majority of them lacked training and skill, which was a critical limiting factor. This necessitates immediate attention to efficacious digital transformation that facilitates inclusive education.