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This Author published in this journals
All Journal Journal Emerging Technologies in Education International Journal of Educational Narratives International Journal of Language and Ubiquitous Learning
Karan Singh
Banaras Hindu University (BHU)

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Developing Digital Competence Among Educators in Rural India Karan Singh; Meera Gupta; Ananya Rao
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2112

Abstract

Background. Digital competence has become a fundamental requirement for educators navigating 21st-century learning environments. In rural India, where infrastructural limitations and socio-economic disparities persist, equipping teachers with digital skills is critical to reducing educational inequities and fostering inclusive development. Purpose. This study explores initiatives aimed at developing digital competence among educators in rural Indian contexts, focusing on both the opportunities and systemic challenges involved. The research aims to assess the effectiveness of targeted training programs, identify contextual barriers, and evaluate the sustainability of digital integration in teaching practices. Method. A mixed-methods approach was employed, combining surveys of 150 rural teachers across three Indian states with in-depth interviews and field observations. Results indicate that while most educators demonstrated enthusiasm for technology adoption Results. Results indicate that while most educators demonstrated enthusiasm for technology adoption, significant gaps remain in technical proficiency, access to reliable internet, and availability of culturally relevant digital content. Teachers who received structured, context-specific training exhibited improved confidence, pedagogical innovation, and student engagement. Conclusion. The study concludes that sustained progress in rural digital education requires investment in infrastructure, localized content development, and continuous professional development. These findings contribute to the discourse on digital equity and educational transformation in underserved regions.
Ethical Dilemmas in the Classroom: A Narrative Approach to Professional Ethics in Indian Teacher Education Aditi Verma; Karan Singh; Meera Gupta
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2206

Abstract

Background. Professional ethics is a critical yet often underexplored dimension in teacher education, particularly in contexts where cultural, institutional, and systemic challenges intersect. In India, where educators regularly face value conflicts in classrooms ranging from caste discrimination to gender norms and curriculum constraints there is a growing need to address how ethical dilemmas are experienced and navigated by pre-service teachers. Purpose. This study explores ethical decision-making in teacher education through a narrative inquiry approach, focusing on the lived experiences of student-teachers across four Indian teacher training institutes. Method. A total of 28 participants engaged in reflective journaling and semi-structured interviews, recounting ethical tensions encountered during practicum or coursework. Thematic narrative analysis revealed recurring dilemmas related to authority, bias, institutional silence, and cultural contradiction. Results. Participants often expressed uncertainty, emotional distress, and conflict between personal values and institutional expectations. However, the process of narrating these experiences also served as a reflective tool, enabling critical ethical reasoning and professional growth. Conclusion. The study concludes that narrative reflection can be a transformative pedagogical strategy in teacher education, fostering ethical sensitivity and professional identity development in complex educational environments.  
The Ethics of AI in Language Assessment: A Critical Examination of Algorithmic Bias in Automated Speaking and Writing Tests Roni Subhan; Alejandro Díaz; Karan Singh
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.2838

Abstract

Background. The growing adoption of artificial intelligence (AI) in language assessment has generated serious ethical concerns, particularly regarding algorithmic bias in automated speaking and writing tests. Purpose. This study aimed to investigate the ethical challenges associated with algorithmic bias in AI-based language assessments, with a specific focus on automated speaking and writing evaluations. Method. A qualitative research design was employed. Data were collected through a systematic analysis of existing literature on AI in language assessment, expert interviews with educators and AI developers, and a review of selected case studies involving automated language testing systems. Results. The findings indicate that algorithmic bias is a significant issue in AI-driven language assessments. Biases in speech recognition and automated text evaluation were found to contribute to inaccurate scoring and unfair assessment outcomes for certain demographic groups. These biases have the potential to perpetuate systemic inequalities and undermine the validity and reliability of AI-based language testing. Conclusion. The study concludes that although AI offers considerable potential for advancing language assessment, its ethical risks must be carefully addressed. Ensuring transparency, fairness, and accountability is essential in the design and implementation of AI-based assessment systems.
Co-Authors Aditi Verma Alejandro Díaz Ananya Rao Meera Gupta Roni Subhan