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All Journal International Journal of Educational Narratives Journal of Multidisciplinary Sustainability Asean
Verma, Aditi
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Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Relationship between Teacher Digital Literacy and the Use of Technology in Learning Chan, Rachel; Tan, Marcus; Verma, Aditi
International Journal of Educational Narratives Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i2.2149

Abstract

Background. The integration of technology in education has become increasingly essential for enhancing learning experiences, yet the successful use of technology in teaching relies heavily on teachers’ digital literacy. Digital literacy refers to the ability to use, understand, and evaluate digital tools effectively, and it has been identified as a critical factor influencing the adoption and implementation of technology in the classroom. Purpose. This study investigates the relationship between teachers’ digital literacy and their use of technology in teaching practices. The primary objective is to assess how teachers’ proficiency in digital tools impacts their incorporation of technology into the learning environment. Method. A quantitative research design was employed, using surveys to collect data from 200 teachers across various educational institutions. Descriptive and inferential statistics were used to analyze the data, revealing a positive correlation between digital literacy and the frequency and effectiveness of technology use in the classroom. Results. The findings suggest that teachers with higher levels of digital literacy are more likely to utilize technology in diverse and innovative ways to support student learning. Conclusion. In conclusion, enhancing teachers’ digital literacy is crucial for optimizing the integration of technology in education, thus contributing to more effective and engaging learning experiences.  
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.  
The Impact of Escape Room Based Learning Method on Problem Solving Ability of High School Students Aldino Hadi, Kanti; Verma, Aditi
Journal of Multidisciplinary Sustainability Asean Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v2i2.2241

Abstract

Background. Challenge-based learning such as escape rooms is increasingly popular as an alternative in education. This method is seen as improving students' critical thinking and collaboration skills. However, there has not been much research exploring its impact on students' problem-solving abilities at the secondary education level. Purpose. This study aims to investigate the impact of escape room-based learning methods on the problem-solving ability of high school students. The focus of the research is to evaluate the change in students' problem solving skills after participating in escape room-based learning. Method. This study used an experimental design with two groups: the experimental group that used the escape room method and the control group that followed the conventional learning method. Data was collected through pretest and posttest to measure changes in students' problem-solving abilities. Data analysis was carried out using a t-test to compare the results between the two groups. Results. The results showed that the experimental group that used the escape room experienced a significant improvement in problem-solving ability compared to the control group. Students in the experimental group showed higher engagement and better critical thinking skills after following this method. Conclusion. This study concludes that escape room-based learning methods are effective in improving the problem-solving skills of high school students. This research also provides evidence that challenge-based learning can improve students' engagement and their ability to deal with problems creatively and collaboratively.
Co-Authors Aldino Hadi, Kanti Chan, Rachel Gupta, Meera Singh, Karan Tan, Marcus