Ajitha Nayar

By Ajitha Nayar Krishnakumaryamma and Srikirupa Venkatasubramanian

The era of digital technologies has heralded increasing opportunities for technology-mediated pedagogies (TMPs). TMPs as effective means for enhancing acquisition of skills have been widely reported. Sustainable living may be attained by focusing on accessibility, availability, affordability, accountability, and last but not the least, acquisition of knowledge and skills. This study explores the means and ways of realizing the objective of sustainability education by deploying TMPs. Technology and skill acquisition are important means for realizing the concept of sustainable education. Sustainable development goals have targeted 14 goals. The theme of ensuring quality education is included as digital technologies and global inclusiveness. Regional disparities in education continue to be a problem that hinders economic development. Achieving the targets of “Education for All” will contribute to meeting Goal 4.7 that envisages to ensure that all learners acquire the knowledge and skills needed to promote sustainable development by 2030 and Goal 4.c that envisages to increase the supply of qualified teachers.

Part of the book: New Pedagogical Challenges in the 21st Century

By Ajitha Nayar

The pandemic has necessitated teachers to open up to the pedagogical applications of technology. The hand held devices that were until then, the only means of communication and casual conversations among informal communities, became vital modes of information delivery in the learning place. Teachers were caught off-guard by what was required of them and how they could make use of the resources at hand. Many institutions were not able to identify adequate trained manpower who could help them at that juncture. Looking back we can see that studies went off uninterrupted and courses were not delayed. It is heartening to see that, the pandemic, though it effected the lives of many sections of the society, education was least effected due to the pedagogical applications of technology, the availability of hand held devices and the net connectivity. The chapter draws upon, first hand experiences of teaching faculty of higher educational institutions and highlights the techno pedagogical case studies that have been deployed in the context of remote learning in the wake of the pandemic.

Part of the book: Pedagogy

By Ajitha Nayar K.

The digital world has changed and widened the purpose and scope of education. This envisages a rethink and revamp of the four pillars of education viz. learning to know, learning to do, learning to live together, and learning to be. Independent learning contexts and lifelong learning opportunities have widened the scope and added more pillars to the foundations of education. This necessitates change in criteria and standards of academic performance. HEIs will extend their role not solely as knowledge centers but also serving as social incubators and laboratories. The chapter expects to highlight the underlying issues governing the changes. Review of educational policies and academic standards prescribed at the National and University levels reveals a heavy reliance on academic metrics based on grades attained on exams and tests. The chapter highlights the need to include academic programs that increase employability of students, and students need to be equipped to be employable and career ready on completing the course. The efforts taken by HEIs in realizing the SDGs and students’ initiatives in taking up SDG roles and leadership also need to be taken into account for ranking both HEIs and students.

Part of the book: Academic Performance - Students, Teachers and Institutions on the Stage [Working title]