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    A study on perceptions and practices of STEAM-based education with university students
    (Social Sciences & Humanities Open, 2024) Manisha Singh
    The present survey-based study was conducted with (n = 317) university students in Lucknow city of India to examine their perceptions and practices about Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The data was collected from students belongingto different academic streams including Science, Economics, Arts, Engineering, Architecture, Computer Sciences, and Business and Management etc. from different higher educational institutions of the city. The snowball sampling method was adopted for the study. A tool in the form of a 5-pointer rating scale with three categories viz. Awareness, Perception and Implementation along with two dimensions in the Awareness category, four dimensions in the Perception category and one dimension in the Implementation category was constructed to collect data with a total of 23 items which were related to majorly three mentioned categories and demographic information. Frequency data analysis and the Kruskal-Wallis H test were used for analysis. The findings showed that most students hold a positive perspective towards the advantages of STEAM in their learning process. Still, despite the positive perspective, significant differences in the perception and implementation category of STEAM-based education was seen. The teaching-learning process is not planned as per STEAM education and classroom teaching lacks in in-cooperating STEAM. A significant difference was observed in the perception and implementation of STEAM-based education. The study showed that more than 70 per cent of the students believed that STEAM-based Education may enhance deeper understanding, constructivist approach, professional efficiency and critical thinking. The findings also highlighted the positive role of STEAM Education in infusing aesthetic elements and holistic approach in students.
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    The role of NEP transforming Higher Education in India :Challenges and opportunities in Higher Education in India
    (Jyotikiran Publication Pune, 2023) Azkiya Waris, Rajani Chandel
    As a developing country, India has shown continuous progress in the field of education. NEP2020 has been very important in transforming higher education in India. While there are many challenges in the Indian higher education system, there are equally many opportunities to overcome these challenges and improve the higher education system. It needs greater transparency and accountability, most importantly the role of higher education institutions in the new millennium and emerging scientific research into how people learn. Our country needs well qualified and highly educated citizens who can take our economy to a new level. Our country therefore provides highly qualified people to other nations as well; it is very easy for us to transform our country from a developing country to a developed one. The current study aims to advance the role of NEP in the transformation of higher education in India and also to find challenges and opportunities in higher education in India. This article can be considered as a reference to the policy implementation done by the team of Govt. India.