iosr-JRME   Volume-16 ~ Issue-1 ~ Jan. – Feb. 2026

Abstract: Background: Educational equity has become a central challenge in contemporary education systems, particularly in contexts marked by social and cultural inequalities. In response to these challenges, active learning methodologies have emerged as pedagogical approaches aimed at promoting student engagement, autonomy, and meaningful learning, with potential implications for more inclusive educational practices.
Methods:.....

Keywords: Active learning methodologies; Educational equity; Pedagogical practices; Integrative review.

[1] Apple, M. W. Educação E Poder. Porto Alegre: Artmed, 2011.
[2] Bacich, L.; Moran, J. Metodologias Ativas Para Uma Educação Inovadora. Porto Alegre: Penso, 2018.
[3] Fullan, M. The New Pedagogy For Deep Learning: A Global Partnership. Toronto: New Pedagogies For Deep Learning, 2020.
[4] Libâneo, J. C. Organização E Gestão Da Escola: Teoria E Prática. Goiânia: Alternativa, 2013.
[5] Moran, J. Metodologias Ativas Para Uma Aprendizagem Mais Profunda. São Paulo: Papirus, 2018.

Abstract: Background: Educational systems worldwide continue to face persistent challenges related to social inequalities, exclusion, and unequal learning opportunities. In this context, debates on inclusion, diversity, and curricular justice have gained prominence, emphasizing the need for curricula capable of responding to heterogeneous student realities. Curricular justice emerges as a key concept for understanding how educational practices may either reproduce....

Keywords: Inclusion; Diversity; Curricular justice; Educational equity; Integrative review

[1] Ainscow, M. Promoting Inclusion And Equity In Education: Lessons From International Experiences. Nordic Journal Of Studies In Educational Policy, V. 6, N. 1, P. 7–16, 2020.
[2] Apple, M. W. Educação E Poder. Porto Alegre: Artmed, 2011.
[3] Booth, T.; Ainscow, M. Index For Inclusion: Developing Learning And Participation In Schools. Bristol: Centre For Studies On Inclusive Education, 2016.
[4] Giroux, H. A. On Critical Pedagogy. New York: Bloomsbury, 2018.
[5] Libâneo, J. C. Organização E Gestão Da Escola: Teoria E Prática. Goiânia: Alternativa, 2013.

Abstract: Background: Intelligence Quotient (IQ) as a measure of one’s general intelligence and cognitive ability comprises of components such as Fluid Intelligence (FI), Quantitative Reasoning (QR), and Executive Functioning (EF) which are importantly capable of influencing student’s academic achievement in abstract subject like physics. This examines the relationship between students’ IQ and academic achievement, and how the IQ components (FI, QR, EF) contribute to achievement in Physics.
Methodology...

Keywords: Intelligence Quotient; Fluid Intelligence; Quantitative Reasoning; Executive Functioning; Physics.

[1] Ahmead, M. (2025). Determinants Of Academic Achievement And Its Association With Depression And Anxiety Among Palestinian Secondary School Students. Front. Educ. 10:1717388. Https://Doi.Org/10.3389/Feduc.2025.1717388.
[2] Ahmed, S. F., Tang, S., Waters, N. E., & Davis-Kean, P. E. (2019). Executive Function And Academic Achievement: Longitudinal Relations From Early Childhood To Adolescence. Journal Of Educational Psychology, 111(3), 446–458.
Https://Doi.Org/10.1037/Edu0000296.
[3] Alhwaiti, S. H. (2025). The Relationships Between Executive Functions (Efs) And Mathematics Achievement Among Students With Mild Intellectual Disabilities In Inclusive Classrooms. Applied Neuropsychology: Child, 1-12.
Https://Doi.Org/10.1080/21622965.2025.2592259.
[4] Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2019). Examining The Dimensionality Of Executive Function In Preschool Children And Its Relation To Early Academic Achievement. Journal Of Experimental Child Psychology, 178, 272–295. Https://Doi.Org/10.1016/J.Jecp.2018.11.007.
[5] Akubuilo, U. C, Iloh, K. K, Onu, J. U, Ayuk A. C, Ubesie, A. C, & Ikefuna, A. N. (2020). Academic Performance And Intelligence Quotient Of Primary School Children In Enugu. The Pan African Medical Journal, 36(129). Https://Doi.Org/10.11604/Pamj.2020.36.129.22901.

Abstract: This paper presents the academic achievement and smart phone addiction among undergraduate pupil teachers. Sample of the study consisted of 100 pupil teachers from Department of Education, Doaba College, Jalandhar. Present study employed descriptive survey method. Previous semester SGPA was used to assess the academic..

Keywords: Academic Achievement, Smart Phone Addiction, Undergraduate Pupil Teachers

[1]. Balasubramanium, S. P. (1992). Correlates Of Achievement (Fifth Survey Of Research In Education, 2), New Delhi: NCERT.
[2]. Busari, A. O. (2000). Stress Inoculation Training And Self Statements Monitoring Techniques In The Reduction Of Test Anxiety Among Adolescent Underachievers In Ibadan Metropolis, Nigeria. Unpublished Ph.D. Thesis, University Of Ibadan.
[3]. Gutierrez-Aguilar, O., Duche Perez, A., Leon-Lucano, J., Cordova-Buiza, F., & Chicana-Huanca, S. (2023). Cell Phone Addiction, Anxiety And Distraction And Their Relationship To Learning Achievement. In: Berrezueta, S. (Eds) Proceedings Of The 18th Latin American Conference On Learning Technologies. Doi.Org/10.1007/978-981-99-7353-8_2
[4]. Iroegbu, O. M. (1992.) The Impact Of Family Background Factors On Academic Achievement. Journal Of Technical Education, 1, 187-92.
[5]. Kumbhar, R. (2025). Smartphone Addiction And Academic Achievement Among College Pupil Teachers. The International Journal Of Indian Psychology, 13(1), DOI: 10.25215/1301.268

Abstract: The present study is to investigate the meta-cognitive skills among the student teachers of Teacher Education Colleges of Bishnupur District in Manipur. The objectives of the study are to find out the meta-cognitive skills among male and female student teachers based on gender, to compare the meta-cognitive skills among first and second year..

Keywords: Meta-Cognitive skills, Student Teacher, Gender, Residence, Age

[1]. Altindag, M. & Senemoglu, N. (2013). Meta-Cognitive Skills Scale. University Journal Of Education, 28(1), 1-26.
[2]. Baker, L.,& Brown, A.L. (1984). Meta-Cognition Skills And Reading. Http://Books.Google.Co.In/Books?Id.
[3]. Beach, PT, Anderson, RC, Jacovidis, JN, And Chadurick, KL. (2021). Making The Abstract Explicit: The Role Of Meta Cognition In Teaching And Learning. International Baccalaureate Organization.
[4]. Guner. P. & Erbay, H. N. (2021). Meta Cognitive Skills And Problem Solving. International Journal Of Research In Education And Science (IJRES), 7(3), 715-734. Https://Doi.Org/10.46328/Ijres.1594.
[5]. Gupta, M. (2017). Meta-Cognitive Skills And Learning & Thinking Style: Predicting Academic Achievement Among School Students. International Journal Of Advanced Research In Management And Social Sciences, 6(110, 46-56..

Abstract: Inclusion means a model where all children with special needs spend their time with normal children. Inclusive education means enabling all students to take part and learn effectively within the mainstream system of education. It is defined as a learning environment that promotes the full personal, academic and professional development of all students regardless of race, class, colour, gender, disability, sextual preference, learning styles and language....

Keywords: Inclusive education, NEP 2020, perspective, challenges, opportunity, strategies

[1]. Jaiswal, A., Agarwal, A. & Singh, Y, P. (2023). ISSUES AND CHALLENGES OF INCLUSIVE EDUCATION IN CONTEXT OF NATIONAL EDUCATION POLICY (NEP), 2020. Scholarly Research Journal For Interdisciplinary Studies, 10 (74), 17859-17863.
[2]. Kumar, M. (2021). Inclusive Education And National Education Policy 2020: A Review. An International Journal Of Creative Research Thoughts, 9(9), D23-D29.
[3]. Kumari, B. (2025). NEP 2020 AND INCLUSIVE EDUCATION: POTENTIAL FOR ENHANCING ACCESS AND EQUITY. International Education And Research Journal, 11(07), DOI: Https://Doi.Org/10.5281/Zenodo.16743101
[4]. Panigrahi, P, S. & Malik, N. (2020). A Roadmap To Inclusive Education In NEP2020. Juni Khyat (UGC Care Group I Listed Journal, 10(10), 41-47.
[5]. Paul, S. (2013). Inclusive Education. Lakshi Publishers & Distributors..

Abstract: The current research is exploring the notion of entrepreneurial education on various processual levels. The heterogeneous goals of entrepreneurial education programs and programs are unified within a conceptual framework that is proposed by us. The paper outlines the main elements of a successful entrepreneurial education and proves its suggestions by demonstrating best practices with the help of the empirical example of the programmes considered. The authors argue that the effective institutionalization of entrepreneurial education programme simply requires policymakers and educators to have an in-depth knowledge of the various goals....

Keywords: Entrepreneurial behavior, entrepreneurial mindset, ways of servicing for expanding entrepreneurial education, problem identification ability and confidentiality

[1]. Alvarez, S. A., & Barney, J. B. (2007). Discovery And Creation: Alternative Theories Of Entrepreneurial Action. Strategic Entrepreneurship Journal, 1(1‐2), 11-26.
[2]. Asoni, A. (2011). Intelligence, Self-Confidence And Entrepreneurship.
[3]. Chiles, T. H., Bluedorn, A. C., & Gupta, V. K. (2007). Beyond Creative Destruction And Entrepreneurial Discovery: A Radical Austrian Approach To Entrepreneurship. Organization Studies, 28(4), 467-493.
[4]. Cong, C., Dempsey, M., & Xie, H. M. (2017). Political Skill, Entrepreneurial Orientation And Organizational Justice: A Study Of Entrepreneurial Enterprise In China. International Journal Of Entrepreneurial Behavior & Research, 23(1), 20-34.
[5]. Cui, J., Sun, J., & Bell, R. (2021). The Impact Of Entrepreneurship Education On The Entrepreneurial Mindset Of College Students In China: The Mediating Role Of Inspiration And The Role Of Educational Attributes. The International Journal Of Management Education, 19(1), 100296.

Abstract: The present study examines the influence of self-efficacy on the psychological well-being of prospective teachers, a group whose emerging professional identity and emotional stability are fundamental to their future classroom effectiveness. The objectives of the study were to assess the levels of self-efficacy and psychological well-being among prospective teachers, compare their dimensions, and determine the relationship between these constructs. A descriptive....

Keywords: Self-efficacy, Psychological well-being, Prospective Teacher

[1]. Bandura, A. (1997). Self-Efficacy: The Exercise Of Control. W. H. Freeman. Https://Doi.Org/10.1016/B978-012109890-2/50004-6
[2]. Chaudhry, S., & Chhajer, R. (2023). Enhancing Psychological Well-Being Of School Teachers In India: Role Of Energy Management, Thriving, And Stress. Frontiers In Psychology, 14, 1239587. Https://Doi.Org/10.3389/Fpsyg.2023.1239587
[3]. Fathi, J., Shirbagi, N., & Xiyun, S. (2022). A Structural Model Of Teacher Self-Efficacy, Emotion Regulation And Psychological Wellbeing In EFL Context. Frontiers In Psychology, 13, 904151. Https://Doi.Org/10.3389/Fpsyg.2022.904151
[4]. José, G., Et Al. (2024). Emotional Factors And Self-Efficacy In The Psychological Well-Being Of Teachers. Frontiers In Psychology. Https://Doi.Org/10.3389/Fpsyg.2024.1434250
[5]. Martínez-Saura, I., Et Al. (2023). On The Outcomes Of Teacher Wellbeing: A Systematic Review. Frontiers In Psychology, 14, 1205179. Https://Doi.Org/10.3389/Fpsyg.2023.1205179.

Abstract: The rapid development of technology, globalization, and the demand for 21st-century skills have transformed educational practices worldwide. Learning innovation has become essential to improve student engagement, critical thinking, creativity, and problem-solving skills. In this context, teachers play a central role as key agents of educational change. Their knowledge and competence significantly influence the success or failure of innovative....

Keywords: Explanatort; survey; teacher; learning; innovation; factos

[1]. Darling-Hammond, L. (2000). Teacher Quality And Student Achievement.
[2]. Fullan, M. (2016). The New Meaning Of Educational Change.
[3]. Hattie, J. (2009). Visible Learning.
[4]. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge.
[5]. Shulman, L. S. (1986). Those Who Understand: Knowledge Growth In Teaching.

Abstract: Gender disparities persist in educational access, experiences, and outcomes globally, hindering the full participation and potential of girls and women. Promoting gender equity in the classroom is a critical step towards addressing these disparities and creating more inclusive learning environments. This paper explores practical strategies teachers can employ to advance gender equity in education, including: creating gender-inclusive classroom....

[1]. American Association Of University Women. (2016). Solving The Equation: The Variables For Women's Success In Engineering And Computing.
[2]. Blumberg, R. L. (2008). The Invisible Obstacle To Educational Equality: Gender Bias In Textbooks. Prospects, 38(3), 345-361.
[3]. Cushman, P. (2010). Male Primary School Teachers: Helping Or Hindering A Move To Gender Equity? Teaching And Teacher Education, 26(5), 1211-1218.
[4]. European Institute For Gender Equality. (2016). Gender In Education And Training.
[5]. GLSEN. (2016). Educational Exclusion: Drop Out, Push Out, And The School-To-Prison Pipeline Among LGBTQ Youth..

Abstract: Difficulties in mathematical learning remain a historical challenge in the context of Basic Education and are related to pedagogical, training, curricular, and sociocultural factors. This article discusses how digital technologies can contribute to overcoming these difficulties, based on a theoretical analysis grounded in recent studies in Mathematics....

Keywords: Mathematical learning; Digital technologies; Learning difficulties; Teacher mediation

[1]. ALLEVATO, Norma Suely Gomes; POSSAMAI, Janaína Poffo; CAI, Jinfa; LOPES, Mauício Capobianco. Aprendizagem E Pensamento Matemático: Um Olhar A Partir Da Resolução E Proposição De Problemas Por Crianças Dos Anos Iniciais. Revista Ibero-Americana De Estudos Em Educação, Araraquara, V. 19, N. Esp.2, P. E024072, 2024. DOI: 10.21723/Riaee.V19iesp.2.18551. Disponível Em: Https://Periodicos.Fclar.Unesp.Br/Iberoamericana/Article/View/18551. Acesso Em: 29 Jan. 2026.
[2]. ALMEIDA, Nerilton; ANDRESEN, Elisa. A Influência Das Tecnologias Digitais No Ensino Da Matemática: Gamificação E Ferramentas Interativas Como Estratégias De Aprendizagem. Revista Tópicos, V. 2, N. 13, 2024. DOI: 10.5281/Zenodo.13846848.
Disponível Em: Https://Revistatopicos.Com.Br/Artigos/A-Influencia-Das-Tecnologias-Digitais-No-Ensino-Da-Matematica-Gamificacao-E-Ferramentas-Interativas-Como-Estrategias-De-Aprendizagem. Acesso Em: 23 Jan. 2026.
[3]. BERNARDO, Shirlene De Souza Aragão. As Dificuldades De Aprendizagem Matemática No Ensino Médio: Uma Investigação Multifatorial De Causas E Abordagem. Revista Acadêmica Online, V. 11, N. 59, P. E1730, 2025. DOI: 10.36238/2359-5787.2025.V11N59.1730. Disponível Em: Https://Www.Revistaacademicaonline.Com/Index.Php/Rao/Article/View/1730. Acesso Em: 30 Jan. 2026.
[4]. FERREIRA, Debora Da Conceição; VIRGENS, Wellington Pereira Das. Em Busca Da Superação De Defasagens De Aprendizagem Durante A Atividade De Ensino De Matemática. Perspectivas Da Educação Matemática, V. 17, N. 45, P. 1–21, 2024. DOI: 10.46312/Pem.V17i45.19589. Disponível Em: Https://Periodicos.Ufms.Br/Index.Php/Pedmat/Article/View/19589. Acesso Em: 30 Jan. 2026.
[5]. GUMIERO, Bárbara Silva; PAZUCH, Vinícius. Tecnologias Digitais E O Ensino De Triângulos: Uma Revisão Sistemática Da Literatura. Revista Brasileira De Estudos Pedagógicos, V. 105, P. E5980, 2024. DOI: Https://Doi.Org/10.24109/2176-6681.Rbep.105.5980. Disponível Em: Https://Www.Scielo.Br/J/Rbeped/A/9hwmzh7xzblqnrts33df56k/. Acesso Em: 12 Jan. 2026.

Abstract: The formation of mathematics teachers in the context of digital resources has emerged as a central challenge for contemporary education. Traditional teaching practices, often centered on content transmission, have proven insufficient to meet students’ diverse learning needs. Integrating digital technologies into teacher education offers opportunities....

Keywords: Mathematics teacher education; Digital technologies; Professional development; Reflective practice

[1]. ARAUJO, Manoel Messias Pereira JUNGER, Alex Paubel. Dialogando A Formação Continuada De Professores: Uma Revisão Sistemática Da Literatura. Cuadernos De Educación Y Desarrollo, V. 16, N. 1, P. 1446–1463, 2024. DOI: 10.55905/Cuadv16n1-076. Disponível Em: Https://Ojs.Cuadernoseducacion.Com/Ojs/Index.Php/Ced/Article/View/3079. Acesso Em: 30 Jan. 2026.
[2]. BEZERRA, Renata Camacho; MORELLATTI, Maria Raquel Miotto. A Formação Continuada Dos Professores Que Ensinam Matemática No Contexto Da Lesson Study: Discutindo As Aprendizagens. Revista Pesquisa Qualitativa, V. 11, N. 27, P. 338–360, 2023. DOI: 10.33361/RPQ.2023.V.11.N.27.558. Disponível Em: Https://Editora.Sepq.Org.Br/Rpq/Article/View/558. Acesso Em: 30 Jan. 2026.
[3]. BEZERRA, Jônatas Dos Santos; SILVA, Clodoaldo Matias Da. A Formação De Professores De Matemática: Desafios, Inovações E Políticas Educacionais No Contexto Amazônico. Revista Ibero-Americana De Humanidades, Ciências E Educação, V. 10, N. 12, P. 3114–3130, 2024. DOI: 10.51891/Rease.V10i12.17669. Disponível Em: Https://Periodicorease.Pro.Br/Rease/Article/View/17669. Acesso Em: 15 Jan. 2026.
[4]. GOMES, Maria Laura Magalhães. Desafios Da Formação Docente Na Licenciatura Em Matemática. Perspectivas Da Educação Matemática, V. 9, N. 21, 2016. Disponível Em: Https://Periodicos.Ufms.Br/Index.Php/Pedmat/Article/View/2886. Acesso Em: 30 Jan. 2026.
[5]. IDEM, Rita De Cássia; SILVA, Ricardo Scucuglia Rodrigues Da. Tecnologias Digitais No Ensino E Na Formação Docente Segundo A Visão De Estudantes De Licenciatura Em Matemática. Eccos Revista Científica, São Paulo, N. 56, E8501, Jan. 2021. Disponível Em: Http://Educa.Fcc.Org.Br/Scielo.Php?Script=Sci_Arttext&Pid=S1983-92782021000100107&Lng=Pt&Nrm=Iso. Acesso Em: 30 Jan. 2026..

Abstract: Resumo Este ensaio traz três proposições fenomenológicas para compreender produção de conhecimento na educação intergeracional: presença-ausente como dispositivo pedagógico, corporeidade educadora e "tarcilar" como verbo metodológico. A partir de 20 anos de experiência da Universidade da Maturidade/UFT (UMA/UFT) - maior rede de educação intergeracional da América Latina, operando em 22 polos multiculturais (18 Tocantins, 3 Mato Grosso do Sul, 1 Portugal) em contextos urbanos, rurais, indígenas, quilombolas, neurodiversos e surdos - argumentamos.....

[1]. Ahmed, S. The Cultural Politics Of Emotion. Edinburgh: Edinburgh University Press, 2004.
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Abstract: This mixed-methods research examines awareness of the inclusion of LGBTIQA+ persons among graduate-level students in Kerala. Here, the researcher used a Likert scale for measuring the awareness of graduate-level students on cognitive, affective, and behavioural dimensions of awareness. Data were collected from 150 students (78 Arts, 72 Science....

Key Words: Disciplinary Differences, LGBTIQA+, Inclusion Awareness, graduate students, Mixed-Method, CAB Framework

[1]. Braun, V., & Clarke, V. (2022). Thematic Analysis: A Practical Guide. SAGE.
[2]. Ajzen, I. (1991). The Theory Of Planned Behavior. Organizational Behavior And Human Decision Processes, 50(2), 179–211.
[3]. Allport, G. W. (1954). The Nature Of Prejudice. Addison-Wesley.
[4]. Bandura, A. (1977). Social Learning Theory. Prentice Hall.
[5]. Bandura, A. (1986). Social Foundations Of Thought And Action: A Social Cognitive Theory. Prentice Hall.

Abstract: Background: Authentic videos are materials created for entertainment, in which language is used naturally, without pedagogical purposes. Recently, they have been used to support auditory learning, since the academic audios used for this purpose have a standardized structure (Gómez, 2007). A review of the literature shows that in the last ten years there has been an increase in studies related to the influence of videos on English language learning. Authentic videos, understood as materials created for entertainment rather than educational purposes, have gained.....

Keywords: authentic videos, academic audio recordings, experimental research

[1]. BELLO, T. (1999). New Avenues To Choosing And Using Videos. TESOL Matters, Vol. 9, No. 4, 1- 20.
[2]. CHURCHILL, G. A., & Blanco, J. (2003). Market Research. Mexico City: Thomson. DUNCAN, J. (1987). Technology Assisted Teaching Techniques. Pro-Lengua Associates.
[3]. GARCÍA, I. C. M. (2007). The Use Of Videos And Podcasts On The Internet To Improve Listening Comprehension In English Learners. [4]. GARDUÑO, M. D. R. R. (2009). The Use Of Video And Oral Production.
[4]. GÓMEZ, M. (2003). A Learning Model: Satellite Television For Developing Lesson Plans In English Teaching. In Annals Of The Metropolitan University. Vol. 3, No. 2, Pp. 159-169.
[5]. HERNÁNDEZ SAMPIERE, R., F. C., C., & B. L., P. (2010). Research Methodology. Mexico City: Mc Graw Hill. [7]. LONERGAN J. (1984). Video In Language Teaching. Cambridge: Cambridge University Press

Abstract: The study aimed to develop and validate an AI -enhanced digital motion graphic instructional package (DMGIP) for teaching Woodworking machine – tools in colleges of Education in North-West, Nigeria. The Research and Development (R&D) Methodology was employed utilizing the ADDIE Instructional Design Model. Also, the Quasi - Experimental procedure was used during the Implementation and Evaluation staged of the ADDIE design model in determining the effectiveness of the developed DMGIP on students Cognitive Achievement. The validation process.....

Keywords: AI -Enhanced Digital Motion Graphic, Woodworking Machine -Tools, Colleges of Education

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