JOURNAL OF TEACHER EDUCATION AND RESEARCH

AI Literacy as a Foundation for Digital Citizenship in Education

Salih Mansur — 2025-09-08

AI is emerging as the defining feature of how people communicate, learn, and engage within online environments, which means that becoming
a (digitally) AI literate individual is an essential part of modern education. With digital citizenship evolving past the understanding of digital
literacy, the skills to assess, respond to, and use AI technologies responsibly are prerequisites. In this paper, I will discuss AI literacy as a building
block of digital citizenship in education and how it can be used to promote ethical awareness, critical thinking, and responsible use of AI-driven
systems. It underscores the main skills including awareness of AI capabilities and limitations, artificial intelligence bias, data privacy protection,
and ethical choice making skills. In addition, it looks at how to include AI literacy in curricula and in teaching and learning practices to equip
students to be informed and responsible in the digital age. The paper reveals how access coverage and policy involvement can initiate equitable
access and output of AI literacy with the aim of ensuring equity in digital society participation among inclusive and democratic communities.

Evaluation Process Practice in the Pre-service Secondary Teacher Education Programme in Rajasthan

Kapil Rathor — 2025-09-22

The quality of teacher education has a significant impact on the overall educational system. This study aims to analyze the evaluation processes
practiced in the pre-service teacher education program at the secondary level in Rajasthan. It explores the perspectives of teacher educators
and student-teachers regarding the curriculum’s relevance and effectiveness. Using a mixed-method approach, data were collected from
60 teacher educators, 250 student teachers from 11 teacher education institutions of four selected universities across Rajasthan. Structured
questionnaires for teacher educators and student teachers were used for the data collection. The analysis of responses from teacher educators
and student teachers regarding assessment strategies reveals significant perceptual gaps and systemic challenges. While a large majority of
student teachers (84%) believe there is equal weightage between theory and practical components, only 41.66% of teacher educators agree,
highlighting a disconnect in curriculum transaction and instructional delivery. Similar disparities emerge in perspectives on the semester
system and the alignment of current evaluation practices with national frameworks like NCFTE 2009 and NCTE 2014. Although both groups
affirm the importance of internships and internal assessments, educators express greater skepticism about their quality and implementation.

Secondary School Teachers' Pathway to Transformational Education System

Priti S Sivaramakrishnan — 2025-06-23

Abstract

The National Education Policy 2020 aims to transform the Educations System in India. The suggestion and recommendations about school education have been varied. The school teachers are the torch bearers of NEP 2020 and it is important to understand their perception towards NEP 2020. With this objective in mind, this study aimed to study school teachers' perception towards NEP 2020 by sharing a booklet on NEP 2020 covering four areas which were – NEP suggestions on Assessment, Multilingualism, Integrating Language, arts and culture in education and Equitable and Inclusive education. The sample for the study consisted of 42 teachers within the Mumbai region of various boards (SSC, CBSE, ICSE). The findings of the study revealed no significant difference in the perception of teachers for the four areas on the basis of age.

Key Words – NEP 2020, Multilingualism, Multiculturalism, Art Education, Inclusive Education