BODHI International Journal of Research in Humanities, Arts and Science
From Panel to Presence: An Observational study on Communication Styles in Online Courses
The advent of online classes via internet platforms, known as MOOC (Massive Open Online Courses), has radically changed the means of teaching and learning by transferring the means of interaction from physical classrooms to those of digital, online systems. This research looks at the relationship between the way MOOC presenters communicate with learners and how this affects learner participation within the courses. A qualitative observational design was utilized to watch and analyze the four MOOCs purposely chosen from four different platforms. The observations involved a systematic examination of the verbal and non-verbal communication behaviors of course presenters, i.e., the clarity of speech; tone variation; question method; facial expressions; gestures; visual cues, etc. The study was conducted by using of Galloway Interaction analysis; this analysis framework assessed the communication patterns evident within the interactions and means of teacher presentation and was used to assess patterns of interaction between course participants. From the study results, it can be seen that presenters demonstrating a strong positive verbal style (i.e., clear explanations, encouraging language, and effective questioning practice) and positive non-verbal presentation style (i.e., maintaining eye contact, and gestures) produce a greater amount of perceived interactivity by course participants. In conclusion, the communication style has several implications for maintaining learner engagement and enhancing interactivity in large, digital classes. Based on the results, there is a need for targeted communication skills training for MOOC presenters to improve their presentation styles in order to enhance learner-interactive participation in MOOCs.
Copyright (c) 2026 N. Devaki, R. Thamarai Selvan, S. Janaki https://creativecommons.org/licenses/by-nc/4.0
AI Impact on Undergraduates’ Education in Sri Lanka and China; Special Reference to the Visual Communication Studies Subject
This research has been conducted to understand the impact of AI apps on undergraduate education in Sri Lanka and China. Although Sri Lanka and China have different levels of technological development, this study aims to investigate the impact of AI apps on undergraduate education in both countries. The research objectives are to indicate the most used AI apps by undergraduates in both countries, identify their impact on the quality of in-class assignments, and identify the impact on creative thinking in the visual communication subject. This is qualitative research. The data was collected through experimental research methods. The research used a purposive sampling strategy. The sample size was 240 from China and Sri Lanka. The research was analysed through content and thematic analysis. The research findings were very interesting. The AI app usage of Chinese undergraduates was significantly higher than that of Sri Lankan undergraduates. Chinese undergraduates use references to guide their thinking through AI technology, while most Sri Lankan undergraduates rely on their human brains and emotions for thinking, even though they use AI apps. The AI usage of Chinese students is more advanced than that of Sri Lankan students. The undergraduates in both countries use different AI apps. Chinese undergraduates use DeepSeek the most, while Sri Lankan undergraduates use Google Gemini the most. Hence, it's interesting to find out that abstract and creative thinking in Chinese undergraduates is less than that of Sri Lankan undergraduates. Chinese undergraduates often use AI apps; their thinking, creative and emotional approaches in visual communication activities have been reduced. Sri Lankan undergraduates’ usage of AI apps is lower. Hence, their creative and emotional approaches in visual communication activities are higher. The overall work quality of both undergraduates is mostly the same, with Sri Lankan students having more creative and emotional aspects, while Chinese students have direct approaches to solving the problem.a
Copyright (c) 2026 Dasuni Jayarathne https://creativecommons.org/licenses/by-nc/4.0
According to the National Education Policy (NEP) 2020, teachers are at the center of educational reforms. Artificial intelligence (AI) has emerged as a powerful tool to enhance teaching and learning progressions, and digital transformation has changed education. AI-supported systems enhance instruction and learning, increasing availability and competency in learning environments. According to earlier studies, AI can greatly assist educators by managing standard teaching duties and promoting learner-centered pedagogies. But teaching is fundamentally a human-centered profession that goes beyond imparting knowledge. Artificial intelligence cannot replace human teachers' unique contributions of empathy, emotional connection, moral guidance, creativity, and the ability to inspire students. In modern education, teachers play a crucial role in fostering students' happiness, wellbeing, and positive values. This conceptual paper makes the case that the development of fundamental human traits and technological proficiency must coexist in teacher education's digital transformation. While AI teaches effectively, teachers inspire meaningfully, and maintaining this human element is essential to producing contented, all-encompassing, and future-ready students in an AI-driven educational environment. Teaching remains a intensely human profession that demands value-based engagement those are highlighted both in Indian Knowledge Systems and the National Education Policy 2020. It highlights the necessity for teacher education programs to intentionally support teachers' and aspiring teachers' emotional intelligence, ethical sensitivity, and wellbeing-oriented pedagogical practices. And also claims that meaningful digital transformation in teacher education must integrate AI competencies with culturally rooted human values to prepare teachers as ethical guides, inspirers, and facilitators of holistic student wellbeing.
Copyright (c) 2026 R.K. Geetha, N. Devaki https://creativecommons.org/licenses/by-nc/4.0
Resilient Pedagogues in the Digital Era: Advancing Mental Health and Well Being in Technology Driven Teacher Education
The rapid integration of digital technologies into teacher education has transformed pedagogical practice while simultaneously introducing new psychological pressures. This study examines the intersection of mental health, technostress, and digital resilience among pre-service teachers within a sustainability-oriented framework aligned with SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education). Using a mixed-methods design, the research explores how technology-rich learning environments influence emotional well-being, cognitive load, and professional identity formation. Data were collected from 248 pre-service teachers across teacher education institutions through validated psychometric scales and semi-structured interviews. Statistical analysis revealed moderate technostress levels correlated with reduced emotional well-being, while digital resilience acted as a protective factor. Qualitative findings indicated that structured support systems, reflective pedagogy, and emotional skill development mitigate negative effects. The study proposes a sustainable model of teacher preparation that integrates digital competence with psychological resilience. Strengthening mental health frameworks within teacher education is essential for cultivating adaptive, future-ready educators capable of thriving in technologically evolving learning ecosystems.
Copyright (c) 2026 N. Devaki, P. Nithish, K. Ramya https://creativecommons.org/licenses/by-nc/4.0
Traditional Roots and Emerging Practices: A Study of Anganwadi Curriculum Implementation in Kerala and Tamil Nadu
The Anganwadi curriculum, under the Integrated Child Development Services (ICDS) program, is based on well-established values of overall child development and seeks to impact children aged 3-6 years through play and activity-based learning. The effective implementation of the curriculum at the grassroots level is essential for ensuring quality Early Childhood Care and Education (ECCE). With a focus on the perspective of established roots and new developments, the current study proposes a quantitative method to understand the implementation of the Anganwadi curriculum in the states of Kerala and Tamil Nadu. A total of 30 Anganwadi workers in each state were chosen for the study, using the purposive sampling technique. The data was collected using a semi-structured interview and classroom observation schedule, and the data was analyzed using descriptive analysis. The results show that the Anganwadi centers in both states are following the national framework of ECCE and are committed to child-centered and play-based pedagogy. Though some major differences were noticed in the basic principles of curriculum implementation, the emergence of technology-based practices like digital learning materials, mobile applications, and audiovisual materials is more evident in Kerala. In both settings, the Anganwadi workers have been pointing out some common difficulties in terms of workload, infrastructural issues, and time constraints. The need to acknowledge both the continuity of traditional approaches to ECCE and the growing inclusion of new approaches is emphasized. Improving professional support, infrastructure, and technology use can further help in curriculum implementation in Anganwadi centers.
Copyright (c) 2026 K. P. Kadeeja Sanam https://creativecommons.org/licenses/by-nc/4.0
Digital Storytelling in English Language Teaching: A Thematic Pedagogical Analysis of Language Development, Engagement, and Meaning-Making
Digital storytelling (DST) has gained increasing attention in English Language Teaching (ELT) as an instructional approach that integrates narrative, technology, and learner-centered pedagogy. In contemporary educational contexts shaped by digital communication practices, language learning is no longer restricted to textual proficiency but involves multimodal meaning-making, learner agency, and identity construction. This study adopts a qualitative thematic research design to examine the pedagogical role of digital storytelling in enhancing language development, learner engagement, and meaning-making among undergraduate learners of English. Data were collected through classroom observations, learner reflective journals, semi-structured interviews, and analysis of student-produced digital stories during a structured instructional intervention. Thematic analysis revealed three interconnected themes: (i) language development through narrative construction and iterative linguistic negotiation, (ii) sustained cognitive and emotional engagement driven by creative ownership and audience awareness, and (iii) multimodal meaning-making as a scaffold for expression and comprehension. The findings indicate that digital storytelling functions as a transformative pedagogical framework rather than a supplementary technological tool. The study concludes by highlighting implications for ELT pedagogy, curriculum design, and teacher education in digitally mediated learning environments.
Copyright (c) 2026 D. Sajitha https://creativecommons.org/licenses/by-nc/4.0
Elevating Educational Excellence in India: An AI-Powered Model Aligned with SDG 4 and Higher Order Cognitive Frameworks
The imperatives of Sustainable Development Goal 4 (SDG 4) and the revolutionary potential of artificial intelligence (AI) are driving India's pursuit of educational excellence at a critical moment. To improve learning results and educational equity nationwide, this study investigates the integration of higher-order cognitive frameworks like Bloom's Taxonomy and Marzano's New Taxonomy with AI-powered educational platforms. Particularly in underfunded schools, the study explores how AI tools might support lifelong learning, encourage critical thinking, and tailor instruction. Through national policy reviews and pilot interventions, the research assesses AI's efficacy using a mixed-methods methodology. Results indicate that AI can empower teachers and close learning gaps while promoting the inclusive and egalitarian values of SDG 4 when used responsibly and in line with pedagogy.The study concludes with policy suggestions for incorporating AI into India's educational governance framework, with a focus on infrastructure preparedness, teacher preparation, and human-AI collaboration.
Copyright (c) 2026 P. Nithish, A. Thangasamy, A. Sathiyaraj, R. Jeyanthi https://creativecommons.org/licenses/by-nc/4.0
Artificial Intelligence in Modern Education: Exploring Opportunities and Challenges
Artificial Intelligence is changing the education sector by revolutionizing conventional methods and implementing novel approaches to teaching, learning, evaluation, and management. This paper examines the massive influence of AI on contemporary educational practices, discussing the opportunities that include personalized learning platforms, improved evaluation methods, and immediate feedback systems. AI-based solutions make easy modified learning experiences, automate management tasks, and offer valuable data insights to educators, promoting more effective and engaging learning spaces. Questions regarding data protection, algorithmic fairness, equal access to AI-based solutions, and the fear of replacing teachers with AI-based solutions create critical dilemmas regarding the proper implementation of AI in the education sector. This paper strongly supports the idea that AI be supposed to be used as a complementary resource to human educators, rather than a substitute, and that it should help them focus on creativity and mentorship. In this way, the ethical issues raised by the application of simulated aptitude in education can be mitigated, and its budding can be unlocked to create more inclusive, efficient, and adaptive learning environments.
Copyright (c) 2026 K. Vellaichamy https://creativecommons.org/licenses/by-nc/4.0
The Role of Artificial Intelligence in Enhancing Cognitive Flexibility through Adaptive Learning Systems
The convergence of Artificial Intelligence and cognitive flexibility has opened up revolutionary potential in the education segment, especially with the conception of adaptive learning systems. These learning systems are personalized because they adapt to the individual learner by adjusting the content and strategies of instruction. This paper discusses how the utilization of the capabilities of Artificial Intelligence can assist build cognitive flexibility, which is the capability to shift mental focal point from one concept to another or to focus on multiple concepts at the same time, thereby making the learner more adaptable in a self-motivated knowledge economy.
Copyright (c) 2026 C. Subbulakshmi https://creativecommons.org/licenses/by-nc/4.0
Emerging Trends in the Integration of Artificial Intelligence in Teacher Education
The rapid advancement of Artificial Intelligence (AI) has significantly influenced the landscape of education, particularly teacher education. AI technologies are reshaping how future teachers are prepared, trained, and assessed by introducing personalized learning systems, intelligent tutoring, learning analytics, and virtual teaching simulations. This article examines the emerging trends in AI integration within teacher education and analyzes their educational implications for teaching competencies, pedagogical practices, assessment methods, and institutional policy. Drawing on recent literature, the study highlights both the transformative potential of AI and the challenges associated with ethical concerns, digital readiness, and equity. The article concludes that while AI offers substantial opportunities to enhance teacher preparation, its effective implementation requires systematic planning, ethical frameworks, and continuous professional development.
Copyright (c) 2026 M. Shanmugapriya, K. Jayaraman https://creativecommons.org/licenses/by-nc/4.0
Empowering Women through Online Education
The empowerment of women plays a significant role in the development of any community. It ensures that education is scalable, flexible and accessible making it a potent instrument for advancing women's empowerment. Increasing women's employment, reducing poverty, and promoting economic growth all depend heavily on education. Women with higher levels of education and ability are also more likely to make better life decisions and have better health outcomes. This essay aims to explain the value of digital learning in raising women's standing in the global community. The significance of equipping women with fundamental digital skills was also explored in the study.
Copyright (c) 2026 Z. Jamila Taj https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of Online Evaluation Techniques in Promoting Teacher-Initiated Practices
The digital transformation of the education system at all levels has made it possible to integrate a new teaching-learning environment known as e-learning. The utilize of machinery and digital tools to ensure the expansion of access to quality education is a trend in full bloom, and it challenges people to think deeply about the future of teaching and learning processes. One of the challenges is the progress of digital assessment. Information and communication technology has been used in various fields. ICT has its impact to enhance the learning environment and process. Therefore, digital assessment offers a solution to assess the routine of the students online. Lack of knowledge in developing the digital assessment technique and lack of interest and confidence in using technology were identified. In the first part of the pre-test, the question paper evaluates the basic knowledge of the teacher regarding Google form. In the second part of the pre-test, the question paper evaluates the application skill of using Google forms. Online training for the interventional procedure was conducted on the sample through Google-meet for a period of four days, and each session was conducted for an hour. The mean gained scores of female teachers were found to be higher than that of the male teachers regarding knowledge of Google form. The mean gained scores of the male teachers were found to be more or less equal to that of their female counterparts regarding application skills of Google forms. Digital assessment provides instant feedback, and it saves time and efforts to be put in for paper correction. Teachers would be able to analyze not only their students’ achievement level but also their teaching competence through digital assessment effortlessly so that they could initiate their professional development, thus paving the way for quality education.
Copyright (c) 2026 G. Jeyachitra https://creativecommons.org/licenses/by-nc/4.0
Digital Technology has Transformed the Study of Southern Tamil Nadu's Christian Pilgrimage History (1700-2000 C.E.)
Digital technology has transformed the study of Southern Tamil Nadu's Christian pilgrimage history (1700–2000 C.E.) by enabling access to digitized Jesuit archives, colonial records, and geo-mapping of key sites. Virtual tours, digital mapping, and online repositories preserve and digitize fragile architectural and historical data, making the evolution of these sites accessible globally. Learning about the history of Christian pilgrimage in Southern Tamil Nadu (1700–2000 C.E.) is being transformed by digital technology, which bridges the gap between historical scholarship and modern spiritual engagement.
Copyright (c) 2026 S. Selvin https://creativecommons.org/licenses/by-nc/4.0
Reframing Digital Literacy through Task-Based Pedagogy in Pre-Service Teacher Education
As the world continues to embrace digital technologies, there is an increasing need for teachers who can effectively use the tools of digital technology for teaching and learning. While many teacher education programs include an emphasis on developing teachers' digital literacy skills, the nature of the instruction provided to student teachers often does not facilitate the effective integration of digital technologies into their practice--the instructional approaches are frequently tool-oriented and fragmented rather than integrated through pedagogical practices. The purpose of this conceptual paper is to present a framework for re-conceptualising digital literacy within pre-service teacher education as task-based pedagogy where the use of technology is integrated into authentic, inquiry-based, contextualised tasks. The development of a pedagogical model for the integration of task-based learning (TBL) and multifaceted digital literacy has been informed by constructivist learning theory, sociocultural perspectives, and contemporary frameworks for digital competence. The proposed framework emphasises cognitive engagement, collaborative knowledge construction, responsible digital citizenship, and reflective practice. The paper concludes with a consideration of the implications for curriculum design, teacher preparation programs, and future empirical research. By further redefining digital literacy as a pedagogical practice rather than solely a technical skill-based competency, this research contributes to the developing discourse surrounding transformative teacher education in the digital age.
Copyright (c) 2026 G. Narmada Devi, P.S. Sreedevi https://creativecommons.org/licenses/by-nc/4.0
Access to Accountability: Digital Ethics in Teacher Education
The rapid integration of digital technologies in education has transformed teaching–learning processes, assessment practices, and professional development in teacher education. While digital tools enhance access, innovation, and pedagogical flexibility, they also raise critical ethical concerns related to data privacy, algorithmic bias, digital surveillance, misinformation, academic integrity, and equity. Teacher education institutions play a pivotal role in preparing future educators not only as competent users of technology but also as ethically responsible digital citizens. This thematic paper examines the concept of digital ethics and responsible technology use in teacher education, highlighting key ethical challenges, pedagogical responsibilities of teacher educators, and the need for structured ethical frameworks. The paper argues for the integration of digital ethics into teacher education curricula to promote values such as accountability, inclusivity, transparency, and critical digital literacy. It concludes by emphasizing policy alignment, institutional responsibility, and continuous professional development to ensure ethical and sustainable digital transformation in teacher education.
Copyright (c) 2026 P. Nandini, P.S. Sreedevi https://creativecommons.org/licenses/by-nc/4.0
Gandhian Values for Technology Driven 21st Century Learners
Technology's explosive growth has changed modern education by altering institutional structures, teaching strategies, and learning procedures. Technology-driven education poses pedagogical, ethical, and social issues while also improving accessibility, innovation, and global connectivity. The growing reliance on digital tools calls for a reconsideration of the ethical underpinnings of education. This essay examines critically the Gandhian educational philosophy's applicability in directing instruction for students who are motivated by technology in the twenty-first century. The study makes the case that education must strike a balance between technological proficiency and ethical awareness by addressing the Nai Talim principles of holistic development, self-reliance, truth, non-violence, and community-centered learning. The study offers an integrative framework that places Gandhian principles in the context of modern teaching methods, guaranteeing that students acquire not just digital skills but also moral accountability and social dedication.
Copyright (c) 2026 Jerold Antony Ephream, N. Devaki https://creativecommons.org/licenses/by-nc/4.0
Impact of Technology-Enhanced Learning on Student Engagement at Thiruvalluvar University
The rapid advancement of digital technology has significantly transformed higher education, encouraging universities to adopt Technology-Enhanced Learning (TEL) tools such as learning management systems, smart classrooms, blended learning platforms, and multimedia resources. TEL plays a crucial role in enriching traditional learning experiences and is widely recognized for its potential to enhance student engagement, which is strongly associated with academic performance, motivation, and learner satisfaction. Despite the growing implementation of TEL in Indian universities, empirical evidence from regional contexts remains limited. Therefore, the present study investigates the impact of Technology-Enhanced Learning on student engagement at Thiruvalluvar University, with particular focus on behavioral, emotional, and cognitive dimensions of engagement. A quantitative cross-sectional research design was employed, and data were collected from 150 undergraduate and postgraduate students using a structured questionnaire. Descriptive and inferential statistical analyses were performed using SPSS, including correlation, regression, and One-Way ANOVA. The results revealed a high level of TEL adoption among students (Mean = 3.89) and a moderate-to-high level of overall engagement (Mean = 3.74), with cognitive engagement being the strongest dimension (Mean = 3.81). Pearson correlation analysis demonstrated a significant positive relationship between TEL practices and student engagement (r = 0.682, p < 0.01). Regression findings further indicated that TEL practices accounted for 46.5% of the variance in student engagement outcomes (R² = 0.465), establishing TEL as a strong predictor of engagement. Additionally, One-Way ANOVA showed significant differences in engagement across academic disciplines (F = 4.26, p < 0.05). The study concludes that effective integration of TEL, supported by institutional infrastructure, faculty involvement, and student readiness, is essential for enhancing engagement in regional higher education institutions. The findings provide valuable insights for educators, university administrators, and policymakers in developing sustainable digital learning strategies that promote academic success.
Copyright (c) 2026 A. Kannan, R. Bagdha Vatchala Perumal, S. Aravind, R. U. Ramasamy https://creativecommons.org/licenses/by-nc/4.0
Preparing Future Teachers for STEAM Pedagogy in the Digital Era: Opportunities and Challenges
The rapid digital transformation in education has redefined the competencies and pedagogical approaches required of future teachers. Within this evolving context, STEAM education—integrating Science, Technology, Engineering, Arts, and Mathematics—has emerged as a powerful framework for nurturing creativity, critical thinking, collaboration, and problem-solving skills. Preparing future teachers for effective STEAM pedagogy in the digital era demands a paradigm shift in teacher education, emphasizing technological literacy, interdisciplinary integration, and innovative instructional design. This paper explores the opportunities and challenges associated with equipping pre-service teachers to implement STEAM pedagogy in technology-rich environments. It highlights the potential of digital tools in fostering experiential, inquiry-based learning and the need for programs aligned with 21st-century educational goals. The study also identifies barriers such as inadequate digital infrastructure and limited teacher preparedness. Finally, it presents recommendations for curriculum redesign, capacity building, and institutional strategies to create digitally competent, future-ready teachers who can effectively implement STEAM education across contexts.
Copyright (c) 2026 R. Navaneethan, T. Enok Joel https://creativecommons.org/licenses/by-nc/4.0
From Screens to Self-Reflection: Mental Health Apps as Catalysts for Student-Teacher Self-Awareness
The rapid digital transformation in education offers both significant opportunities and complex challenges for teacher training, especially regarding the mental well-being and self-awareness of student-teachers. This paper examines the potential of mental health applications as catalysts for promoting self-awareness, reflective practice, psychological well-being, and professional development among pre-service teachers. Digital tools supporting mental health offer scalable, accessible ways to foster psychological well-being, manage stress, and improve emotional regulation (Neagu & Vieriu, 2025). Studies show that technology-based interventions can deliver effective and affordable mental health support, increasing access to services, particularly for those unable to attend traditional in-person therapy (Sun, 2023). Yet, integrating MHapps into teacher education faces several hurdles. Key issues include concerns over data privacy and security, as MHapps often collect sensitive personal information (Khan et al., 2023; Lupton, 2021). Additional challenges involve the quality and accuracy of app-provided information, risks of digital dependence, and ensuring equitable access for all student-teachers (Sun, 2023). Ethical considerations—such as transparent data use policies and the need for international quality standards—are critical for addressing these risks (Khan et al., 2023). This paper contends that while MHapps can greatly improve student-teachers' self-awareness and well-being, their effective integration requires careful attention to these challenges, along with a commitment to ethical oversight, pedagogical embedding, and strong data protection measures.
Copyright (c) 2026 N. Devaki, M. Vel Aravind https://creativecommons.org/licenses/by-nc/4.0
Digital Technology for Prospective Teachers Professional Development to Enhance Quality of Education
The present research article aims to obtain the professional development model needs of prospective teachers in mastering digital technology to improve the quality of education. Technology development in education has forced all parties to integrate various educational activities according to current conditions. The research method used mixed research involving qualitative and quantitative data analysis. Data were collected through a survey which was completed with observation and interviews. Analysis of qualitative data is in the form of narrative through data reduction, data presentation, and concluding stages. In contrast, quantitative data is the result of digital technology needs presented in percentages. The analysis results show that digital technology is still not fully used in pre- service teaching and learning activities. This also impacts prospective teachers' understanding of the technology application model in schools and students' achievement.
Copyright (c) 2026 R.K. Radhika, G. Narmada Devi, R. Abinaya, V. Prawnya, P.S. Sreedevi https://creativecommons.org/licenses/by-nc/4.0
Learning Environments in the Digital Shift: A Thematic Analysis of Traditional versus Blended Classrooms among Teacher Educators
This study explores the changing landscape of educational environments as teacher education moves from traditional classroom settings to blended learning models. Through thematic analysis, we examine how teacher educators experience, adapt to, and perceive these different learning environments. The research identifies key themes including pedagogical transformation, technological integration, student engagement patterns, instructor role evolution, and institutional support systems. Findings reveal that while blended classrooms offer flexibility and expanded learning opportunities, they also present unique challenges in maintaining educational quality and personal connection. This article provides insights for educational institutions planning digital transitions and offers practical recommendations for teacher educators navigating this shift.
Copyright (c) 2026 M. Kousalya, R. Prasitha Indhumathi https://creativecommons.org/licenses/by-nc/4.0
Online Learning Platforms for Women’s Empowerment
This study investigates how online learning platforms contribute to women’s empowerment, examining global patterns in access, participation, and economic outcomes. Using empirical data from international reports, the paper highlights trends, gaps, and opportunities, and proposes actionable insights to maximize impact. The rapid expansion of online learning platforms presents transformative opportunities for women’s empowerment by increasing access to education, skills development, employment, and socioeconomic participation. This paper examines how digital education ecosystems contribute to women’s empowerment across diverse global contexts, analyzes key barriers to equitable access, and proposes strategies for enhancing impact. Through synthesis of existing literature, case studies, and thematic analysis, the study highlights the role of technology in bridging gender gaps and advancing sustainable development goals.
Copyright (c) 2026 R. Deepika, D.B. Usharani https://creativecommons.org/licenses/by-nc/4.0
Enhancing Student Engagement through AI-Based Learning Tools among Prospective Teachers
Artificial intelligence (AI) technology now interacts with educational systems to change teaching methods which especially impacts teacher training programs. The research aims to determine whether artificial intelligence learning tools improve student participation for future educators in a teacher training program. The study used a quasi-experimental design to assess how two groups interacted with their learning materials: one group used artificial intelligence learning tools while the control group followed standard educational procedures. The AI group showed statistically important gains in all three engagement types: emotional, behavioral, and cognitive. The research shows that artificial intelligence enables students to engage more deeply with learning materials which teachers and curriculum designers can use to improve educational programs.
Copyright (c) 2026 S. Janaki, N. Devaki, R. Thamarai Selvan, S. Gokila https://creativecommons.org/licenses/by-nc/4.0
From Cinema to Screen Space: Interactive Possibilities in Malayalam OTT Storytelling
Malayalam OTT stories are attaining bigger audience views as they emerge with different interactivities over the time. It is now a digitally mediated screen environment that allows for new kinds of audience interaction rather than the traditional way of theatre screening. Malayalam OTT stories are attaining bigger audience views as they emerge with different interactivities over the time. While the film world debates on the clear choices and trending new narratives, Malayalam film and narrative styles always brings wonders with interpretation, ethics, and shared cultural ideas and conversations. This paper studies on how Malayalam OTT storytelling uses narrative forms to create interaction. Looking at C U Soon (2020), Minnal Murali (2021), and Pharma (2025) through the lens of transmedia storytelling and participatory culture, it claims that these stories build a space where viewers engage themselves both mentally and emotionally. It also shows how local theatres are adapting general digital patterns to the local narrative traditions.
Copyright (c) 2026 Jose Babu, Ashkar Shaji https://creativecommons.org/licenses/by-nc/4.0
Storytelling and Inner Life: Memory, Narrative, and Everyday Life in Ram ℅ Ananthi
The paper aims to analyse Ram ℅ Ananthi using narratological ideas of Gerand Genette. The ideologies of Genette, such as narrative, voice and focalisation. It also examines how storytelling techniques shape the reader's understanding of the character's emotional lives. It also argues that the importance of the novel lies not in the plot but in how the story is narrated. The novel uses memories, time changes, a narrative voice that reflects and a point of view from a personal front that shows or talks about the hesitations of daily life.
Copyright (c) 2026 Jose Babu, Vijayashree B https://creativecommons.org/licenses/by-nc/4.0
Motherhood as Resistance: Systemic Injustice and Black Maternal Subjectivity in Tayari Jones's an American Marriage
This paper examines Black maternal subjectivity as a site of resistance to systemic injustice in Tayari Jones's An American Marriage (2018), through the lens of Kimberle Crenshaw's theory of intersectionality. Crenshaw argues that Black women's experiences of oppression cannot be understood through race or gender alone, but only through their simultaneous intersection. Applying this framework to the character of Celestial Davenport Hamilton, the study traces how she navigates the overlapping structures of racial injustice, gendered expectation, and class vulnerability that Roy's wrongful conviction sets into motion. Through close reading of key episodes, including Celestial's testimony at trial, her letters to Roy during his imprisonment, her decision to terminate her pregnancy, and her artistic practice as an act of self-constitution, the paper argues that Celestial's motherhood, both actual and deferred, becomes a form of political resistance to the interlocking systems of racial capitalism and carceral state violence. The findings demonstrate that Jones's novel offers a sustained literary interrogation of how Black women bear the compounded costs of intersectional injustice, and how maternal agency, even in its most constrained and ambivalent forms, constitutes a meaningful counter-hegemonic practice.
Copyright (c) 2026 Sandhya Rani B, Ancy Liyana A https://creativecommons.org/licenses/by-nc/4.0
Literary Genres in the Post-Digital World: Multimedia, Interactivity and New Literary Practices
The Digital age has completely transformed this world. Technology is growing rapidly in all areas and is bringing a lot of change. The traditional ways of creative writing, especially in reading and writing, have completely changed and assumed a new shape in the Digital arena. The way of reading and writing stories has changed their style due to the emergence of new Digital platforms. Digital tools like E-books, audio content, and publications are a completely new and revolutionary innovation in the field of literature. If we analyze this from a technological point of view, then it is a completely new kind of experience for the reader. The reader is now expanding the wings of creativity, where a large number of audiences are getting a chance to explore readers’ potential in various genres without any physical requirement of books and pens. After all these technical innovations, there are new genres of literature which can be transformed into digital literature. There are several forms of innovative literature which must be present, such as hypertext narratives, collaborative fiction, online poetry platforms, and hybrid literature. These literary forms which have been created digitally are felicitating a wide range of opportunities to create immersive and communicative storytelling experiences for the target writers. These digital literary forms are a significant recapitulation of the ancient literary forms for the digital world. These digital literary forms are utilizing the potential of technology to create creative and immersive storytelling experiences which surpass the potential of print media. The technology is constantly acquiring its importance in the literary world, and the future literary genres are bringing more interesting innovations.
Copyright (c) 2026 D. Bhagavathi https://creativecommons.org/licenses/by-nc/4.0
Literature as Liberation: Caste, Gender, and the Ethics of Resistance in Meena Kandasamy’s When I Hit You and Sujatha Gidla’s Ants Among Elephants
Contemporary Indian literature has evolved enough to facilitate the intellectual dialogue of social justice, it is thereby confronts the conventional force that institutionlize caste, patriarchy, and structural violence. Meena Kandasamy’s When I Hit You: Or, A Portrait of the Writer as a Young Wife (2017) and Sujatha Gidla’s Ants Among Elephants: An Untouchable Family and the Making of Modern India (2017) exemplify the ideational shift through their account of personal trauma exposing its impact on society, thereby converting it into political critique. Thanthai Periyar E. V. Ramasamy’s assertion that “Caste is the greatest enemy of humanity” (Periyar) is resonated in the personal accounts of the authors Meena and Sujatha. While Meena testifies the intimate violence of marriage and ideological patriarchy, Sujatha exposes generations of Dalit struggle and inherent caste oppression, labor exploitation, and political disillusionment. This article, as a resistance literature, intend to call for actions against institutional violence, hegemonic forces, and envisions social justice rooted in dignity, equality, and self-respect.
Copyright (c) 2026 S. Karthik Saravanan, A. Rajesh Kannan https://creativecommons.org/licenses/by-nc/4.0
Emotional Intelligence in the Adolescent Characters of John Green’s Looking for Alaska
Emotional Intelligence refers to an individual’s capacity to recognize emotions, regulate responses and respond sensitively to the feelings of others. Instead of measuring cognitive ability or technical skill, it is concerned with emotional awareness, empathy and the ability to manage interpersonal relationships. Scholars such as Daniel Goleman have emphasized the importance of emotional intelligence in handling stress, making balanced decisions and sustaining meaningful social connections. In John Green’s Looking for Alaska, emotional intelligence plays a central role shaping the inner lives and relationships of adolescent characters. The novel portrays Miles’s struggle to process grief, affection and loss following a sudden tragedy and revealing his gradual emotional maturation through reflection and interaction. Despite Alaska’s impulsive and unpredictable nature, she exhibits intense emotional sensitivity that deeply influences those around her. Through these characters, the novel presents how emotional understanding enables individuals to cope with loss and navigate personal challenges. The novel presents emotional intelligence not as an abstract psychological idea, but as a lived experience shaped by adolescent behavior and personal growth.
Copyright (c) 2026 Adithya C.L, R. David Raja Bose https://creativecommons.org/licenses/by-nc/4.0
Judicial Ethics and Moral Responsibility in The Children Act by Ian McEwan
Ian McEwan’s The Children Act explores the idea of judicial ethics and moral responsibility through the character of Fiona Maye, a High Court judge in the family division. The novel illustrates how judges must make difficult decisions that profoundly affect human lives. Fiona handles a case involving Adam Henry, a seventeen-year-old boy Jehovah’s Witness and who refuses a life saving blood transfusion because of his religious beliefs.This case creates a conflict between law, religion, and personal freedom.The novel conveys that following the law is not always enough to ensure justice. Fiona’s decision is legally correct, but it has emotional and moral consequences. McEwan shows that judges carry moral responsibility even after giving a judgment. The story also highlights the importance of empathy and human understanding in legal decisions. Fiona’s personal loneliness reflects her emotional distance in her profession. Through this, McEwan advice that justice requires both legal knowledge and moral awareness.This study argues that The Children Act presents a complex vision of justice in which judicial ethics and moral responsibility are deeply interconnected. McEwan indicates that true justice cannot emerge through legal authority alone. but requires ethical sensitivity, emotional awareness, and an acceptance of the enduring moral consequences of judicial decisions.
Copyright (c) 2026 Dephni David J.W, R. David Raja Bose https://creativecommons.org/licenses/by-nc/4.0