Browsing by Author "Bikshyatsib Sardar"

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    Perception and Attitude of Stakeholders towards Mother Tongue Based Multilingual Education: A Systematic Review of Literature
    (Chitkara University Publications, 2023-11-04) Purna Chandra Sahu; Sudarshan Mishra; Sarat Kumar Rout; Jateendra Das; Bikshyatsib Sardar
    Background: Mother Tongue Based Multi-Lingual Education (MTB-MLE) is essential to promote inclusive as well as equitable education in multilingual cultures, but it faces mixed perception from stakeholders namely teachers, parents, administrative personnel and students because of various socio-economic and ideological issues. Purpose: The purpose of this systematic review is to analyze stakeholders’ perception and attitude towards MTB-MLE, highlighting the cause of both support and opposition as well as underlying the difficulties and potential challenges associated with its implementation. Method: A systematic review of related literature was conducted following the Preferred Reporting Items for Systematic Review (PRISMA). Five databases were searched to find out 26 research articles closely related to perception and attitude of stakeholders towards MTB-MLE published between 20212 to 2024, covering a wide range of geographic regions as well as educational context. Results: The result shows that MTB-MLE as a medium of instruction at formative years of education among children is widely recognized for its cognitive and cultural advantages. However, there were significant challenges persist including resistance due to superiority of global languages such as English, insufficient teacher training, limited learning resources and other socio-political barriers. Stakeholders’ perception and attitude are influenced by a complex interaction of socio-economic variables, linguistic ideologies and the practical realities of multilingual classrooms.
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    Stakeholders’ Perception towards the Quality of Pre-Service Teacher Education: A Systematic Review
    (Chitkara University Publications, 2025-10-10) Rajashree Das; Gouranga Charan Nanda; Sarat Kumar Rout; Laxmidhar Muduli; Bikshyatsib Sardar
    Background: The quality of pre-service teacher education has garnered increasing global attention due to its pivotal role in shaping future educators. Stakeholders’ perceptions—including those of student-teachers, faculty, policymakers, and mentors—provide critical insights into the strengths, limitations, and evolving needs of teacher education programs. Despite extensive research, there remains a lack of synthesized understanding concerning stakeholder perceptions across key dimensions such as technological integration, pedagogical practices, challenges, and professional development within pre-service teacher education from 2000 to 2025. Purpose: This systematic review aims to analyze and consolidate existing literature on stakeholder perceptions of the quality of pre-service teacher education programs across a 25-year span. The objective is to identify key themes, gaps, and emerging trends to inform policy formulation and institutional reforms. Methods: Using a systematic search strategy, 731 articles were initially retrieved from five databases: Google Scholar, ProQuest, ScienceDirect, and ERIC. After removing duplicates and applying screening criteria related to relevance, accessibility, and language, 55 studies were selected for final analysis. The review followed PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines, and the data were synthesized thematically, focusing on publication trends, research methods, geographical distribution, citation impact, and core thematic areas. Results: Findings reveal a fluctuating trend in publication volume, with qualitative methods being the most prevalent. The USA led in both publication count and average citation scores. Stakeholders highlighted several recurring themes, including the potential of technological tools to enhance teaching competence, persistent infrastructural and mentorship-related challenges, the importance of experiential learning, and the need for culturally relevant pedagogical models. Furthermore, gaps in assessment literacy, inclusion training, and technology integration persist despite recognized importance. Conclusion: This review illustrates the importance of aligning teacher education programs with evolving educational technologies, inclusive pedagogies, and stakeholder expectations. The findings suggest the need for a more integrated, practice-oriented, and culturally responsive teacher preparation framework to meet contemporary educational demands.