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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Journal of Accounting Research, Utility Finance and Digital Assets (JARUDA)
Aadil Hussain Mir
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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LEARNER-CENTERED PEDAGOGIES: TRANSFORMING EDUCATION FOR THE 21ST CENTURY Aadil Hussain Mir
Journal of Accounting Research, Utility Finance and Digital Assets Vol. 3 No. 4 (2025): April
Publisher : PT. Radja Intercontinental Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/jaruda.v3i4.217

Abstract

Learner-centered pedagogy (LCP) is an innovative and transformative approach that shifts the traditional education model from teacher-driven instruction to a student-focused learning environment. This pedagogy emphasizes active engagement, collaboration, and personalized learning, encouraging students to take ownership of their education. Rooted in constructivist, experiential, and humanistic learning theories, LCP fosters critical thinking, problem-solving, and lifelong learning skills essential for the 21st century. Despite its numerous benefits, such as improved academic performance, increased motivation, and deeper knowledge retention, LCP faces significant challenges, including teacher resistance, assessment difficulties, and resource constraints. This paper explores the principles, strategies, benefits, and challenges of LCP, supported by theoretical frameworks and empirical evidence. Additionally, it examines successful case studies from different educational settings and discusses the future of learner-centered approaches, including the integration of technology, AI-driven personalized learning, and policy reforms. By embracing LCP, educators and policymakers can create more inclusive, adaptive, and effective educational systems that prepare students for the complexities of modern society.
VOCATIONAL AND SKILL-BASED EDUCATION IN INDIA: A CRITICAL REVIEW OF NEP 2020’S IMPLEMENTATION AND CHALLENGES. Aadil Hussain Mir
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 1 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i1.2626

Abstract

The National Education Policy (NEP) 2020 marks a transformative shift in India's education system by integrating vocational and skill-based education at all levels. This paper critically examines the implementation, challenges, and potential impacts of vocational education under NEP 2020. The policy aims to bridge the gap between formal education and employability by incorporating practical training, industry partnerships, and skill development programs from an early stage. A key highlight of the policy is the introduction of vocational education from Grade 6 onwards, allowing students to gain hands-on experience through internships and apprenticeships. The paper analyzes how this shift aligns with global best practices and examines its potential to enhance India’s workforce competitiveness. It further explores policy challenges, including teacher training, infrastructure requirements, and integration with mainstream education. Additionally, this study delves into the role of technology, digital learning platforms, and public-private partnerships in ensuring the successful implementation of vocational education. The paper concludes with policy recommendations to strengthen vocational education under NEP 2020, ensuring it meets the dynamic demands of the 21st-century job market while fostering an entrepreneurial mindset among students.
CONSTRUCTIVIST LEARNING THEORY: A FRAMEWORK FOR STUDENT-CENTERED INSTRUCTION IN THE 21ST CENTURY CLASSROOM Aadil Hussain Mir; Mohammad Nazmul Alam; Akash Modi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3456

Abstract

The 21st-century classroom calls for pedagogical approaches that nurture critical thinking, creativity, collaboration, and problem-solving among learners. Constructivist Learning Theory offers a robust framework for achieving these goals by emphasizing active engagement, experiential learning, and knowledge construction rooted in real-life contexts. Grounded in the foundational theories of Jean Piaget and Lev Vygotsky, constructivism promotes student-centered instruction that values inquiry, exploration, and social interaction as central to the learning process. This paper explores the theoretical basis of constructivism and its practical application in modern educational settings. It discusses key instructional strategies such as project-based learning, inquiry-based learning, and collaborative learning, all of which align with the constructivist paradigm. Additionally, the paper highlights the evolving role of teachers as facilitators, the importance of learner autonomy, and the integration of educational technology as a cognitive tool. Using a qualitative methodology, the study relies on secondary sources, including peer-reviewed literature, educational policy documents, and theoretical analyses, to examine the relevance and impact of constructivist teaching in today’s classrooms. The findings support the view that constructivism provides a compelling framework for designing meaningful, learner-driven instruction that equips students with essential skills for success in the 21st century.
Constructivist Learning Theory: A Framework for Student-Centered Instruction in the 21st Century Classroom Aadil Hussain Mir; Mohammad Nazmul Alam; Akash Modi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3525

Abstract

The 21st-century classroom calls for pedagogical approaches that nurture critical thinking, creativity, collaboration, and problem-solving among learners. Constructivist Learning Theory offers a robust framework for achieving these goals by emphasizing active engagement, experiential learning, and knowledge construction rooted in real-life contexts. Grounded in the foundational theories of Jean Piaget and Lev Vygotsky, constructivism promotes student-centered instruction that values inquiry, exploration, and social interaction as central to the learning process. This paper explores the theoretical basis of constructivism and its practical application in modern educational settings. It discusses key instructional strategies such as project-based learning, inquiry-based learning, and collaborative learning, all of which align with the constructivist paradigm. Additionally, the paper highlights the evolving role of teachers as facilitators, the importance of learner autonomy, and the integration of educational technology as a cognitive tool. Using a qualitative methodology, the study relies on secondary sources, including peer-reviewed literature, educational policy documents, and theoretical analyses, to examine the relevance and impact of constructivist teaching in today’s classrooms. The findings support the view that constructivism provides a compelling framework for designing meaningful, learner-driven instruction that equips students with essential skills for success in the 21st century.
EDUCATIONAL PHILOSOPHY OF JIDDU KRISHNAMURTI WITH SPECIAL REFERENCE TO PEACE EDUCATION Aadil Hussain Mir; Rafiyah Rasool
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1839

Abstract

The objective of this paper looks at educational philosophy and concept of peace and peace education of the most influential Indian philosopher jiddu krishnamurti. He thought that knowledge about life and ourselves is gained at both the beginning and the end of education. The nourishment of kindness is education, and goodness cannot flourish in the presence of fear. Krishnamurti gives the unique concept of peace and peace education and how it can be used as a weapon to end the conflicts and violence throughout the world. In this paper investigator used the philosophical method and for the data collection primary and secondary sources are used. Overall the study reflected krishnamurti’s educational philosophy for the balanced development of the child. As per krishnamurti Peace cannot be attained by any philosophy or via legislation; it can only be attained when each of us starts to comprehend how our own minds work. If we wait for some new system to bring about peace instead of taking personal responsibility, we will only end ourselves as its slaves.
CRITICAL ANALYSIS OF PAULO FREIRE'S "PEDAGOGY OF THE OPPRESSED" Aadil Hussain Mir; Dr. R. Sivakumar
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1891

Abstract

Paulo Freire's "Pedagogy of the Oppressed," first published in 1968, is a seminal work in educational theory that critiques traditional educational practices and offers a revolutionary framework for learning. Freire challenges the "banking model" of education, where students are passive recipients of knowledge, advocating instead for a "problem-posing" model that emphasizes dialogue, critical thinking, and active engagement. Central to Freire’s pedagogy is the concept of critical consciousness, or conscientização, which involves developing an awareness of social, political, and economic forces that shape one’s life. Freire argues that education should be a collaborative process that empowers students to question and transform oppressive structures in their society. By fostering a more participatory and democratic learning environment, Freire’s approach aims to liberate both students and educators from traditional hierarchies and promote social justice. "Pedagogy of the Oppressed" has significantly influenced educational practices and social movements worldwide, emphasizing the role of education in achieving personal and collective emancipation. Despite criticisms regarding its feasibility and implementation, Freire’s work remains a foundational text in critical pedagogy, providing valuable insights into the potential of education as a transformative tool for societal change.
ROLE OF PRAGMATISM AS A SCHOOL OF PHILOSOPHY TOWARDS THE EDUCATIONAL SYSTEM Aadil Hussain Mir; Dr. R. Sivakumar
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 1 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i1.1477

Abstract

The term “Pragmatic” denotes a quality characterized by the sensible handling of problems in a manner aligned with prevailing conditions, rather than adhering rigidly to fixed theories, ideologies, or regulations. In the realm of educational philosophy, Pragmatism advocates for an approach wherein education imparts practical skills essential for life and fosters personal development. Renowned educators such as John Dewey and William James espoused Pragmatist principles, which prioritize practical learning that is applicable to real-world contexts. This paper undertakes an examination of Pragmatism and its impact on education, delving into how its fundamental tenets can enhance the effectiveness of teaching and learning processes when applied..
EDUCATIONAL PHILOSOPHY OF JIDDU KRISHNAMURTI WITH SPECIAL REFERENCE TO PEACE EDUCATION Aadil Hussain Mir; Rafiyah Rasool
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 2 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i2.1709

Abstract

The objective of this paper looks at educational philosophy and concept of peace and peace education of the most influential Indian philosopher jiddu krishnamurti. He thought that knowledge about life and ourselves is gained at both the beginning and the end of education. The nourishment of kindness is education, and goodness cannot flourish in the presence of fear. Krishnamurti gives the unique concept of peace and peace education and how it can be used as a weapon to end the conflicts and violence throughout the world. In this paper investigator used the philosophical method and for the data collection primary and secondary sources are used. Overall the study reflected krishnamurti’s educational philosophy for the balanced development of the child. As per krishnamurti Peace cannot be attained by any philosophy or via legislation; it can only be attained when each of us starts to comprehend how our own minds work. If we wait for some new system to bring about peace instead of taking personal responsibility, we will only end ourselves as its slaves.
RELEVANCE OF REALISM IN THE CONTEMPORARY EDUCATIONAL SYSTEM Swaroopa.P.K; Aadil Hussain Mir
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.1840

Abstract

Realism remains a prominent educational philosophy in contemporary educational systems, emphasizing the objective existence of reality and the importance of empirical evidence in knowledge acquisition. Originating from the works of ancient philosophers and evolving through figures like John Dewey and Jean-Jacques Rousseau, realism advocates for a curriculum grounded in factual knowledge across disciplines such as mathematics, sciences, and history. In today’s educational landscape, realism informs teaching practices that prioritize critical thinking, problem-solving skills, and practical application of knowledge. This philosophy integrates advancements in technology, promoting experiential learning through digital tools and interactive simulations. However, realism faces challenges, including criticisms of its potential to overlook creativity, cultural diversity, and ethical considerations in education. Addressing these concerns requires a balanced approach that combines realism with inclusive educational practices and interdisciplinary learning. Moving forward, realism continues to shape educational policies and pedagogical strategies, aiming to prepare students for global citizenship and lifelong learning in a rapidly evolving world
Co-Authors Akash Modi Dr. R. Sivakumar Mohammad Nazmul Alam Rafiyah Rasool Swaroopa.P.K