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All Journal International Journal of Educational Narratives Journal Emerging Technologies in Education
Singh, Karan
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Computer Science & IT Education Social Sciences Other

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Developing Digital Competence Among Educators in Rural India Singh, Karan; Gupta, Meera; Rao, Ananya
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

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 adoptionResults. 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 Verma, Aditi; Singh, Karan; Gupta, Meera
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2206

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.  
Co-Authors Gupta, Meera Rao, Ananya Verma, Aditi