Browsing by Author "Bushra Sumaiya"

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Adapting to the Unprecedented: Cultivating Student Engagement and Resilience in the Post-COVID Educational Era
(Nitya Publications, Bhopal MP India, 2023) Bushra Sumaiya; Sania Kulsum
The COVID-19 pandemic brought about unheard-of upheavals in the global educational system, ushering in what has been dubbed the “new normal.” This chapter explores the key elements of student engagement and resilience in the post-COVID era, highlights the critical role that fostering student engagement and resilience plays in the post-COVID education landscape and aims to offer insights and strategies to help educators and institutions navigate the opportunities and challenges that lie ahead. Understanding how the pandemic has affected students’ academic progress and general well-being is crucial as educational institutions adjust to the “new normal.” The chapter delves into effective strategies and innovative approaches to navigate this uncharted territory, promoting active student participation, and cultivating resilience to overcome adversities. By addressing the intersection of student engagement and resilience, this chapter offers valuable insights and practical recommendations to empower educators, administrators, and policymakers in shaping a resilient and engaging education system in the post-COVID era.
Building Sustainable Digital Education Ecosystems: A Stakeholder-Centric Roadmap Towards 2030 and Beyond
(Pratibha Spandan, 2025) Bushra Sumaiya
This chapter presents a comprehensive analysis of how digital education can be transformed into a sustainable, inclusive, and future-ready system through multi-stakeholder collaboration. Recognizing the disruptive yet transformative potential of digital technologies in education, the chapter outlines the strategic roles and shared responsibilities of key actors—government, academia, industry, and civil society. It emphasizes that the sustainability of digital education hinges not only on technological access and innovation but also on policy coherence, equity of opportunity, and responsiveness to diverse learner contexts. A central argument is the pressing need to develop inclusive, localized, and learner-centric models that bridge the digital divide and promote meaningful engagement. The chapter advocates the use of Open Educational Resources (OERs), capacity-building initiatives, community-based innovations, and co-created content that reflect local languages, cultures, and needs. A proposed stakeholder framework for digital education sustainability illustrates the interdependence among various actors, emphasizing mutual accountability and coordinated action. The chapter concludes with a roadmap for 2030 and beyond, aligned with the Sustainable Development Goals, particularly SDG 4, offering actionable recommendations for policy, practice, and partnerships. By developing an ecosystem built on equity, innovation, and shared values, this chapter aims to contribute to the global discourse on digital education reform and sustainability.
Indigenizing Education: Integrating Indigenous Knowledge Systems (IKS) for Cultural Relevance, Cognitive Justice, and Student Engagement
(Book Rivers HN 22 Kanchan Nagar Kalyanpur Lucknow UP, 2024) Bushra Sumaiya
The chapter investigates the integration of Indigenous Knowledge Systems (IKS) into educational curricula, stressing its significance in promoting cultural relevance, inclusivity, and student empowerment. The chapter emphasizes the transformative power of Indigenous Knowledge Systems (IKS) in preserving cultural heritage, fostering creative thinking, and encouraging sustainable practices by integrating academic content with indigenous perspectives. It also deals with the difficulties of digitizing IKS, the opposition in Western-focused educational systems, and the dangers of tokenism, calling for a change in perspective towards cognitive justice and fair educational methods. In the end, the chapter asserts that incorporating IKS is not just about improving academic material but about empowering communities and establishing a fairer and more inclusive educational environment.
Role of Parental Involvement in Fostering Student Resilience for Academic Success: A Symbiotic Relationship
(Nitya Publications, Bhopal MP India, 2023) Sania Kulsum; Bushra Sumaiya
Parental involvement has long been recognized as a significant factor in shaping children's educational outcomes. This research paper explores the vital role of parental involvement in fostering student resilience, ultimately leading to academic success. The idea of resilience has increasingly important in the field of education in recent years as there has been an increased understanding of the long-term impacts difficulty and trauma have on the success of students. Resilience, as defined by the Psychological Association, is “the process of adapting in the face of adversity, trauma, tragedy, or even significant sources of stress.” The paper delves into the concept of resilience, its importance in educational contexts, and the multifaceted nature of parental involvement. Drawing on various theoretical frameworks and empirical studies, the paper highlights the ways in which different forms of parental involvement positively influence students' ability to overcome challenges and thrive academically. The discussion also addresses potential barriers to effective parental involvement and suggests strategies for schools and parents to collaborate effectively. By understanding the symbiotic relationship between parental involvement and student resilience, educators, parents, and policymakers can create environments that nurture academic achievement and holistic development.
Socially Responsible Educational Research in Pursuit of the Sustainable Development Goals: Bridging Scholarship, Society, and Global Commitments
(Book Rivers Publications, Lucknow, India, 2026) Bushra Sumaiya
Educational research today is situated within a world marked by rapid technological change, persistent inequalities, and an escalating urgency to achieve the Sustainable Development Goals (SDGs). Against this backdrop, socially responsible research emerges as both a moral imperative and a scholarly necessity. This chapter examines how responsibility is conceptualised, practiced, and institutionalised within educational research, drawing on diverse theoretical, methodological, and policy-oriented perspectives. It argues that socially responsible research is anchored in values of equity, reflexivity, participation, and responsiveness to societal needs. Foundational scholarship highlights how responsibility extends beyond technical rigour, requiring researchers to remain critically aware of their positionalities, ethical commitments, and the broader socio-cultural contexts that shape knowledge production. Building on this foundation, the chapter explores the growing alignment between educational research and the SDGs, particularly through Education for Sustainable Development (ESD), institutional policies, and curriculum reforms. These developments illustrate how higher education systems are increasingly expected to foster sustainability, global citizenship, and community engagement. The chapter also examines how leadership education, citizenship frameworks, and teacher professional development contribute to cultivating socially responsible mindsets among learners and educators. Through such interconnected efforts, educational systems become active contributors to sustainable futures. The role of universities is further highlighted as they evolve into socially responsible institutions capable of integrating sustainability into research, governance, and community partnerships. Methodological innovations and technological advancements—ranging from design-based research to artificial intelligence and ICT for development—offer powerful tools for advancing socially responsive scholarship. Taken together, these perspectives demonstrate that socially responsible research is not a peripheral aspiration but a transformative framework that can shape the future of educational inquiry. The chapter concludes by outlining future possibilities for strengthening the integration of responsibility and sustainability within research ecosystems, thereby reinforcing education’s role in global development.