http://localhost:8080/xmlui/handle/123456789/12 Welcome to MIER College Open Access Repository- an institutional Digital Repository to store, index, preserve, distribute and share the digital learning resources developed by the Institution. Items in MCE Repository are protected by copyright, with all rights reserved by MIER, unless otherwise indicated. Tue, 14 Jul 2026 21:49:17 GMT 2026-07-14T21:49:17Z http://localhost:8080/xmlui/handle/123456789/164 Title: AI in the Classroom Before the Classroom: A Practitioner's Guide for Teacher Educators and Pre-Service Teachers in India Authors: Gupta, Adit Abstract: Artificial intelligence is reshaping education faster than most teacher education institutions have been able to respond. This guide offers a practical, jargon-free resource for teacher educators and pre-service teachers navigating that change. Organised around the stages of pre-service teacher preparation, it covers lesson planning, micro-teaching, school internship, assessment redesign, multilingual classrooms, ethics, and institutional getting-started strategies. Grounded in the AI Interaction Knowledge (AIK) framework and the Continuous and Comprehensive Evaluation (C²E) model developed at MIER College of Education, Jammu, every chapter concludes with one concrete action the reader can take immediately. This guide was written for the Monday morning classroom, not the conference hall. Description: This guide was written for teacher educators and pre-service teachers who want to engage with artificial intelligence practically and purposefully, without the jargon, the hype, or the assumption that everyone is starting from the same place. Organised around the real stages of pre-service teacher preparation in India, it moves from lesson planning and micro-teaching through school internship, assessment redesign, multilingual classrooms, and institutional getting-started strategies. Every chapter is grounded in the realities of B.Ed. and ITEP programmes across Indian cities, towns, and districts, and every chapter ends with one concrete action the reader can take immediately, no budget, no institutional approval, and no technical expertise required. At the heart of the guide is the AI Interaction Knowledge framework, which proposes four practical competencies for working effectively and critically with AI, and the Continuous and Comprehensive Evaluation model, both developed through research and practice at MIER College of Education, Jammu. This is not a guide about what AI might do for education someday. It is a guide about what teacher educators and student teachers can do with AI right now, on Monday morning, in the classrooms and institutions they already work in. Sun, 28 Jun 2026 00:00:00 GMT http://localhost:8080/xmlui/handle/123456789/164 2026-06-28T00:00:00Z http://localhost:8080/xmlui/handle/123456789/162 Title: Emerginng Fields in Educational Research:Shaping Future Directions with NEP 2020 Authors: Gupta, Adit (Editor); Rana, Nishta (Editor) Abstract: This edited volume, ‘Emerging Fields in Educational Research: Shaping Future Directions with NEP 2020’, features a carefully selected collection of papers presented at a national seminar organised by the Research and Development Cell of MIER College of Education (Autonomous), Jammu. The seminar offered a timely platform for discussion on emerging priorities in educational research that have gained renewed importance in the context of the National Education Policy (NEP) 2020. The chapters collectively explore how India’s education system can adapt to rapid socio-technical changes with academic rigour, equity, and ethical responsibility. Contributors address themes such as blended and technology-enabled pedagogies, digital literacy and digital citizenship, social and emotional learning, competency-based and formative assessment, vocationalisation and skill development, inclusion and learner well-being, sustainable and smart academic libraries, and the growing role of artificial intelligence in teaching, learning, and educational governance. Overall, these contributions present both conceptual arguments and practice-oriented insights that can guide researchers, teacher educators, and institutional leaders. As editors, we have strived to preserve each author's distinctive voice while enhancing coherence, clarity, and alignment with the volume's central focus. Where necessary, we made revisions to strengthen academic presentation and improve readability for a broader professional audience. The views expressed in individual chapters remain those of the respective authors. We sincerely thank all contributors for their scholarly work and cooperation during the editorial process. We also express our gratitude to the seminar organising team, the institutional leadership, and all colleagues who supported the preparation of this publication. We hope this book will be a valuable resource for researchers, teacher educators, practitioners, and policy stakeholders seeking evidence-based pathways for educational improvement in accordance with NEP 2020. Description: Emerging Fields in Educational Research: Shaping Future Directions with NEP 2020 Fri, 01 May 2026 00:00:00 GMT http://localhost:8080/xmlui/handle/123456789/162 2026-05-01T00:00:00Z http://localhost:8080/xmlui/handle/123456789/161 Title: MATHEMATICAL ANXIETY AMONG HIGH SCHOOL STUDENTS IN RELATION TO THEIR ACHIEVEMENT IN MATHEMATICS Authors: Dogra, Taniya; Rana, Nishta Abstract: Math anxiety is worry or fear about solving math problems. It is not a distinct medical condition, but a way of describing anxiety that occurs in a specific situation. A person with math anxiety may feel anxious any time they have to use math skills, from classes at school to calculating a restaurant bill. It is also known as Math Phobia. It is a feeling of tension and anxiety that interferes with the manipulation of numbers. Math anxiety or a fear of math is common, and although it can limit performance in certain situations and contexts, it’s not linked to intelligence or ability. So, in this context the present study has been conducted to examine the mathematical anxiety among high school students in relation to their achievement in mathematics. The present descriptive study is quantitative in nature. A standardized tool namely Mathematical Anxiety ScaleIndia by Karimi and Venkatesan (2011) has been used in the study. The tool contains 36 items comprising two factors (17 items of Math Test Anxiety & 19 items of Numerical Anxiety). A sample of 250 students studying in ninth class has been selected through Simple Random Sampling Technique. The data collected were analyzed by using Percentage and Pearson’s Coefficient of Correlation. With the help of SPSS, results of the study revealed that there is no significant relationship between mathematical anxiety and their achievement in mathematics in relation to their gender and residential background for both the factors. But there is a significant negative correlation between mathematical anxiety and their achievement in mathematics in relation to their economic status for the factor Math Test Anxiety of high economic status students. Description: P.G. Dissertations (2021-2023) Tue, 01 Aug 2023 00:00:00 GMT http://localhost:8080/xmlui/handle/123456789/161 2023-08-01T00:00:00Z http://localhost:8080/xmlui/handle/123456789/160 Title: MENTAL HEALTH AND ADJUSTMENT OF UNDER GRADUATE STUDENTS IN RELATION TO GENDER AND TYPE OF STREAM Authors: Akhter, Shahnaz; Dua, Bindu Abstract: Mental health and Adjustment affect the various aspects of a student's life. Mental health is the keyword for our total happy existence. To acquire this every individual works very hard. Alfred Adler had asked the whole world to adjust with each other for their survival on the earth due to less land and overwater of the sea. The main purpose of this research was to study the mental health and adjustment of under graduate students in relation to gender and type of stream. The idea behind this investigation is to compare the mental health and adjustment of students studying in government and private under graduate colleges of Jammu. Thus this study is a step in this direction of understanding the mental health and adjustment of under graduate students. The study is quantitative in nature and the sample consists of 200 under graduate students have been selected through simple random sampling from 2 government and 2 Private colleges of Jammu. Descriptive survey method was used for the present study. In this study , two standardized tools namely Mental Health Scale’ (MHS) by Sushma Talesara and Akhtar Bano (2017), having 54 items and Adjustment Inventory for College Students Scale (AICS) by A.K.P. Sinha and R.P. Singh (2007) having 102 items was used for data collection. To analyze the data, statistical techniques employed are Mean, Standard Deviation, Standard Error Mean, t- test and Pearson’s Coefficient of Correlation. There is no significant difference in the school related causes and peer group related causes and significant differences found in the home related causes in mental health of under graduate students with respect to gender. No significant difference is found in the school related causes, home related causes and peer group related causes in mental health of under graduate students with respect to type of stream. No Significant differences are found in the areas of home, health, social and educational but significant differences were found in the area of emotional adjustment of under graduate students with respect to gender. Significant difference is found in adjustment of under graduate students with respect to type of stream in the areas of home, health, social and emotional but no significant difference was found in the area of educational. Significant correlation is found between mental health and adjustment of under graduate students. Description: P.G. Dissertation (2021-2023) Tue, 01 Aug 2023 00:00:00 GMT http://localhost:8080/xmlui/handle/123456789/160 2023-08-01T00:00:00Z