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Item REIMAGINING SCHOOL EDUCATION IN THE 21st CENTURY: POLICIES TO PRACTICES(Book Rivers, 2025) Bushra Jafri, Pratima Sahu, Divya R. PanjwaniThe education system in any nation serves as the foundation upon which the future of society is built. In the contemporary era, marked by digital disruptions, global interconnectivity, and shifting socio-cultural paradigms, school education must evolve not only in content but also in purpose and practice. The need of the hour is to reimagine education in a manner that empowers learners to thrive in an increasingly complex, diverse, and unpredictable world. Reimagining School Education in the 21st Century: Policies to Practices is a collective academic response to this imperative. Conceived with the aim of bridging the gap between policy vision and ground-level execution, this edited volume brings together scholars, educators, and practitioners who offer diverse perspectives on the current educational landscape in India. This book comprises twenty-one thoughtfully curated chapters, each addressing a critical aspect of school education—from policy frameworks and pedagogical transformation to technological integration, psychosocial well-being, and skill development. Contributors have explored themes such as the National Education Policy 2020, inclusive classroom practices, student-teacher ratios, challenges in educational administration, curriculum innovation, and the digital divide. Many chapters also delve into the real-world challenges faced by teachers and students, especially in government schools, and propose actionable recommendations grounded in research and field experience. We believe that this volume will be particularly valuable to teacher educators, education policymakers, school leaders, and scholars engaged in educational planning and reform. It serves as a practical guide to rethinking and reshaping our school systems for the 21st century learner. We express our sincere gratitude to all the contributors for their scholarly inputs and to Book Rivers for publishing this important work. Our special thanks go to all the educators and institutions whose experiences and reflections have enriched this volume. It is our hope that this book will ignite further research, dialogue, and