Journal of Education, Society and Behavioural Science

Effect of Augmented Reality–mediated Teaching on School Students’ Learning Achievement in Science: A Systematic Literature Review

Md Jamal Uddin — 2026-03-04

Augmented Reality (AR) has emerged as a transformative pedagogical technology that enhances science learning by integrating virtual content with real-world environments. This study presents a systematic literature review examining the effect of AR-mediated teaching on the learning achievement of school students in science. Using the PRISMA framework, empirical studies published between 2020 and 2025 were systematically identified from major academic databases based on predefined inclusion and exclusion criteria. Nineteen studies met the eligibility requirements and were analyzed in terms of publication trends, geographical distribution, educational level, research design, and learning outcomes. The synthesis indicates consistent evidence that AR-supported instruction improves students’ conceptual understanding, academic achievement, motivation, and engagement compared with conventional teaching approaches. The findings highlight the pedagogical potential of AR and the need for context-specific experimental research to support its effective integration into school science curricula and inclusive educational practices.

Research Trends and Educational Outcomes of Brain-Based Learning: A Systematic Literature Review Across Academic and Affective Domains

Alok Kumar Padhan — 2026-03-19

The integration of neuroscience into education has led to the development of Brain-Based Learning (BBL), a scientifically informed pedagogical approach that aligns teaching strategies with how our brains naturally learn best. This systematic literature review aims to analyse the global research trend and the impact of BBL interventions on a broad range of educational outcomes. A comprehensive investigation was conducted across two databases, Google Scholar and ERIC, to identify research papers published between 2016 and 2025. Studies were selected based on the following inclusion criteria: empirical research that focuses on the application of BBL across different educational levels, reports measurable outcomes and is published in English. After screening on these predefined criteria, 114 studies were included in the final review. The selected studies were analysed based on publication frequency, geographical distribution, education level, subject area and measured outcomes. The results indicate a consistent rise in brain-based learning research over the past decade. Asian countries, particularly Indonesia, have contributed the most. Then, most studies were conducted at the secondary education levels with a strong focus on mathematics and science subjects. Empirical evidence clearly shows that BBL interventions have positive effects on students' cognitive, emotional and behavioural outcomes. The findings indicate that BBL has the potential to improve teaching effectiveness and students' learning outcomes. The study highlights the importance of integrating neuroscience-informed pedagogical strategies in the classroom and offers practical insights for educators and policymakers to support a more effective, learner-centred educational environment.

The Edutainment Revolution: Designing Ethical, Adaptive and Immersive Technology for the Next Generation

R. P. Vansdadiya — 2026-02-21

The fact that the educational goals and digital entertainment mechanics converge increasingly quickly has boosted the rise of edutainment as a new paradigm in modern learning scenarios. This change can be fueled by the learning orientations of the digitally native generations and the growing usage of artificial intelligence (AI), immersive experiences and gamified educational systems in both formal and informal education. The research that will be critically reviewed in this paper will focus on AI-enabled personalisation, metaverse-based immersive learning, and advanced gamification, and, in particular, what they suggest regarding children's learning, development, and well-being. Based on peer-reviewed articles in educational technology, learning sciences, and human-computer interaction, the review summarized the evidence on the pedagogical affordances, including adaptive feedback, experiential learning, and motivational engagement, as well as the ongoing issues of cognitive load, digital equity, data governance, and developmental risk. Instead of the detached treatment of these technologies like autonomous entities, the review unites them under a developmental and ethical approach that effectiveness of edutainment does not lie in technological advances but rather in design concepts that are guided by principles. The article proposes three interdependent design imperatives, Child-Centered Ethics, Participatory Design, and Developmental Human-Computer Interaction as a framework of responsible designing of educational technologies. The review offers a synthesised conceptual base to the current research in the field, as researchers, designers, and policymakers can use emerging technologies as fair and developmentally suitable driving forces of learning instead of fuelling the current educational disparities.

Applications of Artificial Intelligence in Intellectual Disability: Opportunities and Challenges in the Indian Context

Anita Nanda — 2026-03-20

Intellectual disability (ID), characterised by significant limitations in both intellectual functioning and adaptive behaviour, constitutes one of the most prevalent and consequential neurodevelopmental conditions worldwide. In India, the burden of intellectual disability is substantial, with millions of individuals affected, yet services remain markedly inadequate. Artificial intelligence (AI), encompassing machine learning, deep learning, natural language processing, and computer vision, has in recent years emerged as a transformative force in healthcare and disability services, offering unprecedented potential to address longstanding gaps in detection, assessment, intervention, and education. This comprehensive review systematically examines the advances and challenges associated with the application of AI technologies in the domain of intellectual disability, with a particular focus on the Indian context. A systematic search of major academic databases was conducted to identify relevant literature published between January 2005 and January 2026, with seminal earlier studies also included on methodological grounds. The review traces the evolution of AI-based screening and diagnostic tools, machine learning-driven adaptive assessment systems, augmentative and alternative communication technologies, assistive robotics, and personalised learning platforms. It further analyses the Indian policy and regulatory landscape, indigenous research contributions, and the distinctive socio-technical challenges—including data scarcity, the digital divide, linguistic heterogeneity, ethical considerations, and professional capacity deficits—that complicate the translation of global AI advances into workable solutions for Indian populations. Findings revealed that AI represents a genuinely transformative set of technologies for intellectual disability services, with demonstrated potential across the domains of early screening and diagnosis, cognitive assessment, communication support, assistive technology, and personalised education. In India, where specialised services remain severely limited and human specialist capacity is critically constrained, AI offers possibilities for extending the reach, improving the quality, and reducing the cost of essential support. However, the translation of these advances into the Indian context is constrained by major challenges including scarcity of representative datasets, digital divide and infrastructure limitations, linguistic and cultural diversity, and unresolved ethical and regulatory concerns. Recent trends, including federated learning, explainable AI, and multimodal systems, are also discussed alongside future directions. The review concludes that whilst AI holds considerable promise for transforming intellectual disability services in India, realising this promise demands concerted investment in culturally adapted datasets, equitable digital infrastructure, robust ethical governance, and interdisciplinary collaboration.

Organizational Resilience and Crisis Preparedness: Risk Management, Leadership and Adaptive Strategies

Nawas Abubakar — 2026-03-26

Organizations increasingly operate in environments characterized by uncertainty, volatility, and complex systemic risks, underscoring the need for stronger resilience and crisis preparedness. This study examines how organizations can enhance their capacity to anticipate and respond to disruptions by integrating strategic risk management, resilient leadership, and adaptive organizational systems. The research is based on a conceptual synthesis of interdisciplinary literature spanning resilience theory, risk governance, leadership studies, and complex adaptive systems. Building on this synthesis, the paper develops an integrated framework that explains how these three dimensions interact to strengthen organizational preparedness and adaptive capacity. The study contributes theoretically by offering a unified perspective that connects risk governance, leadership capability, and operational adaptability within a single resilience framework. It also provides practical insights for managers, organizations, and policymakers seeking to improve crisis readiness and long-term adaptability in uncertain environments. Overall, organizations that develop integrated resilience capabilities are better positioned to manage disruptions, sustain performance, and respond effectively to future crises.

Natural Language Processing in Artificial Intelligence: Techniques, Sentiment Analysis and Practical Applications

Mingxia Zhang — 2026-02-21

With the rapid advancement of artificial intelligence, Natural Language Processing (NLP) has become a pivotal bridge between human communication and machine interpretation. This paper provides a comprehensive investigation into the conceptual framework, technical methodologies, and practical applications of NLP, with a focused examination of text sentiment analysis as a core NLP task. I detail methodological approaches ranging from lexicon-based to deep learning techniques, and demonstrate the implementation of sentiment analysis through a concrete case study using the Baidu artificial intelligence (AI) Open Platform. Experimental results from the case study illustrate the model’s ability to accurately capture overall sentiment, even in texts containing mixed expressions, for instance, correctly identifying a predominantly positive tone in a customer review despite minor criticisms. Furthermore, the study elucidates the substantial value of sentiment analysis across domains such as e-commerce, social media monitoring, and market research, while also addressing persistent challenges including context-dependency, figurative language, and multilingual processing. Finally, I outline emerging research directions aimed at enhancing the robustness, explainability, and applicability of sentiment analysis in real-world scenarios.

Analyzing Differences in Problem-Solving Ability Across Levels of Assertive Behaviour among Female Secondary School Students

Manjari Tewari — 2026-02-21

Assertive behavior is defined as the healthy expression of emotions, thoughts, and wants in a direct, honest, and socially acceptable manner. The present study examined differences in problem-solving ability across levels of assertive behaviour among female secondary school students. For this purpose, 258 female students aged 14 to 18 years were randomly selected from government, government-aided and private secondary schools (Grades 9 to 12) across various blocks of Almora district of Uttarakhand state. To gather data, Assertive Behaviour Assessment Scale (ABAS) developed and standardized by Dhondhiyal & Gangwar (2012) and Problem-Solving Ability Test (PSAT-D) constructed and standardized by Dubey & Mathur (2006) were administered. Data were analyzed by calculating the mean, standard deviation, one-way ANOVA and post-hoc comparisons using the Bonferroni correction in SPSS. The results of one-way ANOVA revealed a statistically significant difference among the groups, F(2, 255) = 3.55, p = 0.03, with a small effect size (η² = 0.027). The post-hoc comparisons indicated significant difference on the problem-solving ability among female students with 'high' and 'low' assertive behaviour. Although, the effect size was modest, the findings suggest that assertive behaviour is associated with differences in problem-solving ability among female secondary students. The study highlights the need for educational interventions such as assertiveness training, counseling, and communication-skills development to support students' problem-solving ability.

A Case Study of Ashram Schools in Cuttack District of Odisha: An Exploratory Study

Kabita Nayak — 2026-02-24

Education is the fundamental right of every child, whether formal, informal, or non-formal. Tribal students often face multiple barriers to completing their education, including lack of parental support, limited awareness, financial constraints, and infrastructural challenges. Residential Schools play a crucial role in promoting tribal education, helping to enhance the attitude, aspiration, and learning opportunities of tribal students. The present study aims to study the infrastructural, physical and human resource facilities available in the Ashram school and to study the teacher’s efficiency and students’ participation in classroom process in the Ashram School. A case study method was employed with a sample of 180 students. The school was taken by using purposive sampling method. Data were collected by using observation schedule and school information schedule and were analysed through content analysis. The findings revealed that the ashram school is a very good institutions providing free boarding and lodging with proper necessary things and having a plenty number of teachers the school is able to provide the lesson with a ratio of 1:20. The teachers were well trained and deliver the lesson properly using audio visual aids and students are fully participating in the discussion with attention. The findings of this study will be useful for enhancing the quality of education of tribal students. The study is delimited to the state of Odisha tribal students with a sample of 180 students.

Student-Teachers’ Competencies Regarding Digital Pedagogy with Reference to Their Demographic Variables

Rupali Das — 2026-02-25

Most of the teachers or student teachers use technology every day but there is a need to know the competence of digital pedagogy among them. The main objective is, to study the digital pedagogy-based competencies of student-teachers with reference to their academic streams, and gender. As per the objectives, descriptive research was used. The DPC tool is used for data collection. The data were collected purposefully from 3 teacher education institutions of Odisha and sample size is 103. The analysis techniques i.e. chi-square was used for analysing and interpreting the data. The present study found that male and female student teachers show different and similar competencies in some of the components. male and female student teachers show different competencies in self-efficacy with digital technology and classroom discipline but similar skills in resources creation and pedagogy. Similarly, the Arts and Science student teachers also have different and similar competencies in some of components of self-efficacy, digital resources, teaching-learning dimensions but align with assessment & feedback and students’ empowerment dimension. The present study has its implications for those such as; government policies, curriculum designer, teacher education institutions, teacher educators and students.

Technostress Experienced by Teachers While Adopting Flipped Classroom Strategies in Digital Pedagogy

Suvendu Ray — 2026-03-05

Contemporary education is increasingly shaped by digital technologies, particularly through the flipped classroom model, which enables online content delivery and enhances learner engagement. While this approach fosters autonomy, it necessitates strong technological skills from educators. However, it also leads to technostress, marked by anxiety and fatigue due to the demands of technology, often intensified by a lack of adequate training. The study aimed to examine teachers' experiences with technostress while implementing flipped classroom strategies in digital pedagogy. Interpretative Phenomenological Analysis (IPA) has been employed as a research method. The study has purposively selected 54 experienced teachers of Nadia district in West Bengal who utilized digital tools as digital pedagogy. A semi-structured interview has been used to gather participants' experiences, emotional responses, and coping strategies. Thematic analysis has been done to analyse the data, leading to an analytic narrative that synthesizes the findings. The result shows that technostress among teachers in flipped classrooms arises from various technological and pedagogical factors, including complex technology tools, insufficient support and training, unreliable infrastructure, and information overload. Additional stressors include increased planning demands, redefined teaching roles, assessment challenges, and diverse learner needs. Teachers cope with technostress by utilizing strategies such as professional development, peer collaboration, time management, cognitive strategies, and advocating for supportive policies. Further, the study recommends that the institutions should get support in formulating digital pedagogy policies that emphasise the mental well-being of teachers, and also in contributing the literature related to technology's impact on education.

Guidance Needs among Secondary School Students

Soumyaranjan Das — 2026-03-10

In secondary schools, guidance plays an important role in supporting the holistic development of adolescents. The objective of the study was to examine the level of guidance needs of secondary school students in Balasore district and to find out differences in guidance needs with respect to gender and locality. A descriptive survey method was adopted for the study and the sample consisted of 120 secondary school students selected through stratified random sampling from 12 secondary schools of Balasore district, Odisha. Data were collected using the Guidance Need Scale developed by Sharma and Sharma (2017), which measures educational, vocational, personal, and social guidance needs. Percentage analysis and t-tests were applied for data analysis. The findings revealed that the majority of secondary school students possess an average level of guidance need, followed by above-average guidance need, which indicates that schools should strengthen structured and comprehensive guidance services to address students’ guidance needs. Further, the results showed no significant difference in guidance needs with respect to gender or locality. The study concludes that guidance needs among secondary school students are largely uniform irrespective of gender and rural–urban background, emphasising the importance of providing inclusive and uniform guidance programmes in schools to support students’ overall development and future decision-making.

Perception of Secondary-level Prospective Teachers toward MOOCs: A Comparative Study by Gender and Academic Stream

V. Sri Divya — 2026-03-10

With the rapid expansion of digital learning in education, Massive Open Online Courses (MOOCs) have emerged as valuable platforms for enhancing access and quality in teacher education. This study investigates the perception of secondary grade prospective teachers towards MOOCs, with a focus on how gender and academic stream influence these perceptions. The study employed a quantitative cross-sectional survey research design. A total of 259 B.Ed. students from Mysore were selected using a stratified random sampling technique and surveyed using a validated 30-item perception scale covering five domains: study habits, learning outcomes, benefits and accessibility, usability and experience, and multimedia and resource sharing. The instrument demonstrated good reliability (Cronbach’s alpha = 0.843). The data were analyzed using descriptive statistics and independent samples t-tests followed by Cohen’s d for effect size. Results indicated that a majority of participants (79.9%) held a moderate perception of MOOCs. While gender differences in overall perception were not statistically significant, female participants rated higher in benefits and multimedia-related domains. Science stream students exhibited significantly more positive perceptions across multiple dimensions compared to their humanities counterparts. The findings suggest integrating structured MOOC orientation within B.Ed. programs, curricular integration of platforms such as SWAYAM for supplementary learning, and institutional initiatives to strengthen the digital competencies of prospective teachers for effective engagement with online learning environments.

The Direct and Indirect Effects of Self-Efficacy, Problem-Solving, Assertiveness and Adolescent Mental Health: A Pathway Study

Sonali Sarkar — 2026-03-24

This pathway research analysed the way assertiveness connects with the self-efficacy of students and problem-solving skills to adolescent mental health outcomes. A method focused on a cross-sectional approach with convenience sampling was used to assess relationships between adolescent problem-solving, self-efficacy, assertiveness, and mental health. In this study, 300 adolescents were administered the Personal Problem-Solving Inventory (PPSI), General Self-Efficacy Scale (GSE), General Health Questionnaire (GHQ-28), and Assertiveness Inventory (AI), with data being collected from 284 participants in various regions in India. Data were entered in Microsoft Excel and analysed using Jamovi (v 2.7.23) and SPSS (v 25). The results showed that students’ self-efficacy, problem-solving, assertive behaviour, and mental health of young age students related directly and indirectly. A mediating role was established for assertiveness in the relationship between self-efficacy, problem-solving, and mental health. These findings support mediating processes in the relationships of assertiveness with self-efficacy, adolescent problem-solving, and the mental health of young people.

Enhancing Information Literacy: Evaluating LibGuides for Medical Students’ use of Electronic Health Resources

Hawa Osman — 2026-03-26

Background: The rapid growth of digital health information has transformed medical education, making electronic resources such as online journals, databases, and e-books essential for learning and clinical decision-making. However, the vast volume and complexity of online health information often overwhelm medical students, who may struggle to effectively locate, evaluate, and use credible sources. Information literacy skills are therefore critical for enabling students to engage with evidence-based medicine and make informed clinical judgments. Academic libraries increasingly employ tools such as LibGuides to organise and curate electronic resources in structured formats that support research and learning.

Research Gap: Although previous studies have examined the use of LibGuides in academic settings, limited empirical research has focused specifically on their effectiveness in improving medical students’ information literacy and their ability to navigate complex electronic health resources. This gap is particularly evident in the context of medical education in developing countries, including Ghana.

Aims: This study explored the challenges faced by medical students at the University of Health and Allied Sciences (UHAS) in accessing electronic health resources and examined the effectiveness of LibGuides in enhancing their information literacy skills.

Methodology: A qualitative research design was employed to explore students’ experiences with electronic health information resources, guided by the Big6 Information Literacy Model as the conceptual framework. The study was conducted at the University of Health and Allied Sciences (UHAS), Ghana, and focused on undergraduate medical students from levels 100, 200, and 300 who had prior exposure to digital academic resources. Fifteen participants were purposively selected to provide rich, relevant insights. Data were collected through semi-structured interviews and continued until thematic data saturation was achieved. All interviews were audio-recorded with participants’ consent and transcribed verbatim. Thematic analysis was used to analyse the data, following a systematic coding process that involved familiarisation with transcripts, generation of initial codes, grouping of related codes into themes, and iterative refinement of emerging patterns. Trustworthiness was ensured through accurate transcription, consistent interpretation of responses, and strict confidentiality of participant information.

Results: The findings revealed that students commonly experience stress, confusion, and information overload when searching for electronic resources. Major challenges included difficulty navigating databases, uncertainty in evaluating credibility, technical barriers such as paywalls, and limited confidence in independent information seeking. Students who used LibGuides reported improved efficiency, reduced anxiety, and greater confidence in locating and evaluating reliable sources. LibGuides were perceived as helpful due to their structured organisation, curated resources, and direct links to relevant databases and full-text materials.

Conclusion: The study concluded that while medical students face significant barriers in navigating electronic health information, LibGuides represent a valuable tool for supporting information literacy development. The findings present the need for greater integration of LibGuides into medical curricula and targeted training to enhance students’ digital and information literacy skills.