Journal of Transformative Pedagogies and Learner Engagement

Learner-centred teaching has been a key focus of Social Science education reform in India since the National Curriculum Framework (NCF) 2005. It was further reinforced in the National Curriculum Framework for School Education (NCF-SE) 2023. These documents emphasise constructivist learning, inquiry, critical thinking, and students' active roles. However, many classrooms in Indian schools still focus mainly on textbooks and exams. This gap between policy intent and classroom practice has been documented across various Indian educational contexts, highlighting persistent challenges in pedagogical transformation. In contrast, education systems around the world, such as those in Finland, the United States, and other countries, use case-based and problem-based learning models, especially in Social Studies. This paper analyses the differences between learner-centred teaching in India and inquiry-oriented teaching methods in selected global contexts. The study argues that the issues in India stem not from policy intentions but from contextual challenges, including large class sizes, assessment methods, limited teacher autonomy, and resource disparities. These challenges are further compounded by the need for aligned teacher professional development and institutional support. Instead of simply copying global models, the paper proposes ways to adapt global best practices to Indian contexts. It uses studies, debates, and problem-solving tasks that can be integrated into existing textbook material without adding to the curriculum burden. The paper concludes that a context-sensitive approach to integrating inquiry-based and case-based learning, rooted in Indian social realities, can help close the gap between learner-centred policies and actual classroom practices. This could enhance the transformative potential of Social Science education in India.

Students with Specific Learning Disabilities (SLD) frequently experience attention difficulties that compound the academic challenges associated with reading, writing, and mathematical reasoning. Contemporary neuroscience has established that the brain retains the capacity to reorganise its structure and function in response to experience, a property known as neuroplasticity, which provides a theoretical basis for activity-based cognitive interventions. The present study examined the effect of an eight-week Brain Plasticity-Based Activity Program on attention among students with SLD studying in inclusive schools. A single-group pretest-posttest experimental design was employed with 20 students with SLD aged 12-14 years, drawn from inclusive schools in the Delhi NCR region through purposive sampling. Attention was measured using a researcher-developed 20-item Observation Schedule for Attention covering four domains: staying on task, avoiding distractions, controlling impulses, and maintaining focus. The intervention comprised cognitive games, memory exercises, attention tasks, and coordination activities delivered three times weekly for eight weeks. Data were analysed using mean, standard deviation, and a paired-sample t-test at the 0.05 level of significance. Mean attention scores increased significantly from pretest (M = 20.60, SD = 2.35) to posttest (M = 30.15, SD = 2.10), with a mean difference of 9.55 (t = 19.82, p < .001). Brain plasticity-based activities produced a statistically significant improvement in attention among students with SLD, supporting their integration into inclusive classroom routines as a low-cost, accessible intervention.

The National Education Policy (NEP) 2020 recognizes Early Childhood Care and Education (ECCE) as the foundational stage of schooling within the new 5+3+3+4 educational structure and aims to achieve universal access to quality pre-primary education by 2030. Achieving this goal requires substantial reforms in India’s existing ECCE system, which is primarily delivered through the Anganwadi network under the Integrated Child Development Services (ICDS) scheme. The commitment is further reinforced by Sustainable Development Goal (SDG) 4.2, which seeks universal access to quality early childhood development, care, and pre-primary education by 2030. This study examines the implementation of ECCE under NEP 2020 across India, focusing on the alignment between national policy objectives and institutional realities, with selected state-level examples, including Bihar. Using a qualitative Policy Document Analysis (PDA) approach, the study analyzes NEP 2020, Aadharshila and Navchetana curricular frameworks, the National Curriculum Framework for the Foundational Stage (NCFFS, 2022), the ECCE Task Force Report, ASER data, and recent scholarly literature. Findings reveal persistent challenges related to infrastructure, workforce capacity, curriculum transition, inter-ministerial coordination, data systems, and equity despite major initiatives such as NIPUN Bharat (2021), Aadharshila and Navchetana (2024), and ITEP (2023). The study concludes that meaningful ECCE reform requires legal inclusion under the RTE Act, equitable funding, decentralized planning, continuous teacher development, culturally responsive curricula, and sustained political and administrative commitment.

This narrative review examines teachers’ preparedness for climate change and sustainability education between 2015 and 2026. Anchored in the ESD for 2030 Framework, Pedagogical Content Knowledge (PCK), Social Cognitive Theory, and Transformative Learning Theory, it conceptualises preparedness as a multidimensional construct encompassing climate and sustainability knowledge, pedagogical competence, self-efficacy, professional development, and institutional support. Across diverse contexts, teachers show strong support for sustainability and recognise the importance of climate change education, yet report limited climate literacy, uncertainty about pedagogical strategies, low instructional confidence, and inadequate access to sustained professional learning. Teacher education programmes often embed sustainability inconsistently, treating it as peripheral rather than integral. Structural barriers such as fragmented curricula, scarce resources, weak institutional leadership, and insufficient policy guidance further constrain implementation. Evidence highlights that sustained, collaborative, and practice-oriented professional development, including university–school partnerships and professional learning communities, significantly enhances teachers’ confidence and competence. The review argues that improving preparedness requires coordinated efforts among teacher education institutions, schools, policymakers, and professional development providers. Systematic integration of climate change and sustainability into pre-service curricula, ongoing professional learning, and supportive policy and institutional frameworks are essential for enabling teachers to deliver transformative, action-oriented climate and sustainability education.