ILAM is an interdisciplinary, double-blind, peer-reviewed bilingual research journal published annually by Tribhuvan University Teachers' Association (TUTA), Sanothimi Campus Unit, Sanothimi, Bhaktapur, Nepal. ILAM accepts manuscripts in Nepali and English. It provides a forum for publishing scholarly articles in diverse thematic areas related to education, Pedagogy, Training, Health, Sports, Language, and Mathematics.
English Teachers’ Practices on Pedagogical Well-being and Skills on Multiliteracy Pedagogy
The study examines the practices of secondary-level English teachers regarding pedagogical well-being and skills in multiliteracy pedagogy, in reference to the public school in Dharan Sub-Metropolitan. The teachers' well-being and skills in multiliteracy pedagogy are assets that measure students' reading strategies, analytical thinking, creativity, and critical thinking, among others, based on the students’ outcomes. This research was qualitative, and the prior design used here was a narrative inquiry. The prior source of the research data was obtained from five secondary-level English teachers of Dharan Sub-Metropolitan city. This research employed primary data, particularly from the secondary school and students studying in grades 9 to 12 in the secondary classroom. Classroom observation and interview were the tools to collect data. A closer reading of the narrative data indicated that each participant had different perceptions, experiences and practices. It was also noted that each teacher’s well-being was unique and versatile in their classroom engagement. The research found that teachers' well-being requires in-depth knowledge of subject matter. They equally accepted that teachers’ well-being is to have appropriate knowledge and skills about managing materials and methodology. Furthermore, they believed teachers’ strong well-being is to have sound knowledge about technology; and to be able to make contextual use of the 21st century skills, including communication, collaboration, creativity and critical thinking. They equally provoked that teachers’ well-being is to being and becoming self-esteemed and retrospective in the classroom context.
Determinants of Institutional Delivery Among Reproductive-age Women in Lumbini, Nepal
In Nepal, maternal health is still a concern issue and institutional delivery is the most direct and immediate way to decrease maternal and neonatal mortality. Insufficiently, nationwide initiatives signify disparities persevering between the institutions across Lumbini Province, as well as socio-demographic and economic factors are also playing significant roles. Thus, this paper focuses on factors determining institutional delivery in women of reproductive age in the Lumbini Province, based on the 2022 Nepal Demographic and Health Survey (NDHS) data. The data were collected using a stratified two-stage sampling design, with 14,545 women faces-naturalizing age-specific experiences of 15-49, and a logistic regression was employed to identify key determinants associated with institutional delivery. The younger women, first-time mothers, educated women, urban dwellers, and wealthier socio-economic quintiles are more likely to have an institutional birth. Significant disparities are present among castes, other ethnicities, religious minorities, and wealth quintiles, so that further targeting viewpoints can be realized for specific intermediation. The economic status plays a significant role, therefore women from the wealthiest households are significantly more given to accessing delivery services. Findings also show that cultural beliefs, ANC visits, and geographical barriers are significantly dishevelled in the determination of healthcare use. Improving institutional delivery rates will mean consideration by policymakers of the financial inducements, growth and development of the healthcare infrastructure and maternal awareness creation as sensitive assistance for targeted groups. Those in developing strategies to maximize improved maternal health within Nepal benefit extremely from the facts that this study generates.
Impact of Extracurricular and Cocurricular Science Activities on Students' Scientific Creativity: A Quasi-Experimental Study
This quasi-experimental study aims to assess effectiveness of structured extracurricular and cocurricular activity program on the scientific creativity of Grade IX students in Nepal. In this study, 136 participants were selected from two secondary schools in Kathmandu Valley who were divided into experimental (n = 70; boys = 30, girls = 40), and control (n = 66; boys = 42, girls = 24) groups. The experimental group took part in an 8-month intervention using ECA/CCA programs. To assess the scientific creativity, Scientific Creativity Test (SCT) developed by Hu and Adey (2002) was used. The data was analyzed through descriptive statistics, independent samples t-tests, and Cohen's d effect size. The results demonstrated that students in the experimental group showed statistically significant progress in scientific creativity in comparison to the control group [t(134) = 4.32, p < .001, Cohen's d = 0.74] which produced a medium-to-large effect size. Similarly, there is no gender-based differences visible between pre- and post-intervention during the study as the p-values of the t-tests were found above 0.05. The study demonstrates that ECA/CCA programs which educational institutions design to meet their particular needs functions as effective educational methods for developing scientific creativity in Nepal's resource-limited educational settings which extends to all areas of curriculum development and teacher education and inclusive science education policy creation.
Exploring College Students' Attitudes towards English Language Learning in Nepal
This study explored college-level students' attitudes, perceptions, and motivation toward learning English. The data were collected via online structured questionnaire in a Google form which was sent to two hundred students through email and social media. Data were analyzed using statistical tools such as frequency and percentage. The findings reveal a positive attitude toward English language learning, high motivation and enthusiasm, confidence, and recognition of its value for academic, professional, and personal growth. Emotional and psychological engagement emerged as a critical factor in language acquisition, while instrumental motivation, particularly regarding career opportunities, played a significant role. The study also found the importance of English in personality development and continued academic development. The findings of this study line up with established theories in second language acquisition, emphasizing the role of motivation and engagement in language learning. The implications suggest the need for interactive and communicative instructional approaches, confidence-building activities, and career-oriented English courses. By addressing these factors, educators can enhance language learning outcomes and better prepare students for academic and professional success.
The Threat of the Deep State in the Nepali Context
This study examines the evolution, structure, and persistence of Nepal’s deep state—a network of entrenched, unelected actors that continues to undermine democracy and governance. Rooted in the Shah monarchy’s legacy, the deep state institutionalized power through the military, bureaucracy, judiciary, and elite patronage networks. Despite the restoration of multiparty democracy in 1990 and the establishment of a federal republic in 2008, informal power networks have persisted, adapting to new political frameworks and shaping policymaking beyond public accountability. The Nepali deep state is distinctive for its decentralized, multi-nodal structure, maintained by domestic elites and reinforced by external actors, including India, China, and Western donors, who often favor stability over genuine democratization. Mechanisms such as military autonomy, bureaucratic politicization, judicial manipulation, corporate-political alliances, and information control enable covert actors to maintain informal sovereignty, marginalize dissent, and limit transparency. Historical and contemporary case studies—including the 2005 royal coup, the 2006 People’s Movement, the 2015 Constitution, and the 2025 Gen-Z uprising—illustrate the adaptability of these networks in responding to democratic pressures. The study highlights that governance in Nepal is heavily conditioned by elite capture, patronage networks, and geopolitical dependencies, which collectively obstruct meaningful reforms. Policy pathways to counter the deep state include civilian oversight of security institutions, judicial and bureaucratic reform, digital governance safeguards, youth engagement, and balanced foreign policy. By mapping these domestic and international networks and identifying structural vulnerabilities, the research contributes to understanding the persistence of informal authority in Nepal and offers insights to strengthen democratic accountability, inclusivity, and transparency.
Socio-Economic Status and Structural Constraints of Tharu Women Farmers in Chitwan, Nepal
This study aims to examine the role that the Tharu women play in the decision-making vegetable economy in the District of Chitwan. The study employed a mixed-method approach where quantitative data were taken from systematically sampled 267 Tharu women farmers. Similarly, qualitative data were taken from the interviews with community leaders. The descriptive statistics and a multilinear regression model were used to analyse quantitative data. The findings have shown that there are a lot of mismatches between the input of women to the workforce and the strength of women in determining the economy. Tharu women undertake the more physically exhausting tasks of weeding (85.4 percent) and harvesting (78.3 percent). However, the share of value that they control is negligeable, with only 11.6 per cent owning the land in which they worked outright, and few of them (15.7 per cent and 22.1 per cent) were engaged in activities of higher value, like marketing, and finance management. The most influential positive factors of income determine by the regression analysis to be the size of the landholding (8=.45) and access to agricultural training (1=.28). In sum, the paper has indicated that even though vegetable farming is an important livelihood system, it does not empower Tharu women because the structural imbalance is very deep rooted. The vegetable economy of Chitwan, where Tharu women form the workforce, supplies most manual labour, including weeding (85.4) and harvesting (78.3) the products, and earn 65 per cent of household income. They are however restricted in a labour only form; a mere 11.6% owning land and less than 10% negotiating in the markets they do not have the structural capacity to dictate on the financial decisions or even the value chain as a whole.
Mother Tongue Instruction and Foundational Mathematics Achievement: A Case Study of Primary Schools in Bara
In Nepal, Mother Tongue-Based Multilingual Education (MTB-MLE) is recognized as a crucial strategy for promoting inclusive and equitable early learning. As national policies encourage using students’ first languages in early grades, their practical effects on learning basic subjects like mathematics remain underexplored, especially in linguistically diverse areas like the Bara District. This qualitative study examines how the mother tongue—primarily Bhojpuri—affects teaching and learning of foundational mathematics in two public primary schools in Bara. Data were gathered through semi-structured interviews with six students, three primary teachers, classroom observations, and two headmasters. Although Nepali is the official medium of instruction, Bhojpuri predominantly shapes students’ linguistic environment. Thematic analysis showed that teaching in the mother tongue improved conceptual understanding, classroom engagement, and student participation. Similarly, it increased confidence among students when solving problems or asking questions, and better peer collaboration, especially when culturally relevant examples were used. These results suggest that mother tongue instruction fosters a supportive cognitive and emotional environment for learning mathematics. The study highlights the need for context-specific policies, locally developed teaching resources, and targeted teacher training to effectively implement MTB-MLE.
Exploring Apprenciative Pedagogic Classroom Practices of the Secondary Level Teachers
Appreciative Inquiry (AI) reflects the overall practices of a school. The teachers and students enjoy the teaching-learning environment where there is the use of an AI approach. The practices of teachers in their classrooms are expected by the principles of AI. The purpose of the study is to explore the classroom practices of teachers related to AI. A qualitative research method was used to explore the practices of AI in two schools in Bhaktapur district, Nepal. Interviews with teachers and students and observation of classrooms were the tools of data collection used in the study. The findings show that students are highly motivated by the intrinsic and extrinsic motivation that the teachers provide during teaching and learning. Teachers seek some additional training from the administration so that they can update their knowledge and skills. Teachers’ AI practices are different from the nature of the subjects. Students feel more comfortable with the teachers of soft subjects (for example, Social Studies) than with the teachers of hard subjects (for example, Math teachers). It helps the students learn better and encourages the teachers to teach effectively and create an appropriate learning environment in the classroom.
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Factors Associated with Hygiene Practices in Menstrual Management
Menstrual hygiene management is a key indicator to reducing the vulnerability of girls and women to reproductive tract infections. The main aim of this study is to examine the menstrual hygiene practices, and management. This study is based on a quantitative research design with census method, utilizing a self-administered, questionnaire among all eligible adolescent girls (grade 6-10) across eight community schools in Kirtipur Municipality of Kathmandu district. The sample size was determined based on the availability of all eligible girls from selected community schools of grades six to ten of eight community schools of Kirtipur Municipality. This study reflects encouraging progress in menstrual hygiene practices. Most of the respondents (98 %) reported they were frequently changing their pads for maintaining menstrual hygiene management and preventing infections. Furthermore, the fact that 87 percent of respondents acknowledged receiving institutional support, such as free sanitary pads and related facilities. However, more than half percent (51%) respondents reported that an inadequate supply of clean water at schools undermines the ability to maintain proper hygiene, management particularly handwashing after changing pad, daily bathing.
Perspectives on Instructional Improvement and Quality Mechanisms in Practice Teaching: An Interaction with Head Teachers
This qualitative study identifies the effectiveness of quality assurance practices, policy implications, and barriers to strengthening school-university partnerships and reforming M.Ed. practice teaching. The participation in a participatory interaction program at Kailali Multiple Campus (KMC) was taken up by 10 head teachers who had previously worked with M.Ed.'s interns. Braun and Clarke's (2006) analysis of data from focus groups and reflective prompts, guided by semi-structured protocols on pre-observation conferences, post-lesson debriefs, and rubrics was validated through member checks, summaries, triangulation. Through extended placements, school partnerships, and mentorship, KMC helps students build confidence while addressing the gaps in theory-practice. The head teachers supported structured feedback but identified discrepancies in alignment between schools and trainees, advocating for joint leadership. Nevertheless, coordinated workshops, predetermined lessons, rubrics, and incentives such as time and monetary rewards are all necessary to balance personal development with other demands, including absence debriefing, conventional approaches that employ minimal ICT skills, short placements in six weeks. A practical lab model with collaborative logs, workshops, and collaboration institutionalizes observation, feedback, or planning are essential for developing effective and possible trained teachers. In practice teaching, student teachers again need to have ICT modules and acquire skills to improve digital fluency and engagement for their betterment in the pedagogical and professional development.
Revised Bloom’s Taxonomy: A Review-Based Study
Revised Bloom's taxonomy (RBT) is one of the popular learning outcome frameworks, instructional planning frameworks, and alignment structures of assessment in modern education. This study is carried out to review the literature related to the RBT that has developed over the years, its conceptual framework, application in pedagogical practices, advantages, limitations, and implications. It is based on the qualitative systematic review methodology, which included identification, screening, extraction, and synthesis of academic sources published in 2001-2024. The results show that the two-dimensional model of RBT, which includes the knowledge dimension and cognitive process dimension, offers an elaborate framework of curriculum and assessment design. The taxonomy enhances clarity in pedagogy, encourages thinking at a higher order, and is consistent with the requirements of the 21st century. Limitations assume a hierarchy may be biased to Western epistemology and inconsistent in their classroom applications because of the limited capacity of the teacher. It concludes that RBT is still a foundational framework that needs to be adapted to the context, teacher training, and combined with modern digital and competency- based education reforms.
Mother Tongue Based Education: Critical Reflection of Policy to Practice in Nepal
Adopting Nepal's linguistic diversity, the Constitution of Nepal (2015) has assured constitutional recognition to all mother tongues spoken within the country as national languages. In this context, the primary aim of this study is to discuss which languages have been used as mediums of instruction in Nepal and to examine their current status. This study explores the meaning and importance of mother tongue education. It also examines the legal provisions in relation to the use of mother tongue in education and the actual practical situation of its use in schools and universities. It reviews the achievements of mother tongue education in both informal and formal education, and identifies the challenges observed in practices. This study also asserts ways to improve mother tongue teaching and learning in Nepal. This study employs a qualitative document analysis method to explore how education policies are implemented in practice in Nepal.
Teachers’ Experiences on Virtual Class During COVID-19 Crisis: Challenges and its Coping Measures
This study explores the experiences of science teachers who faced the COVID-19 crisis which was accidentally spread in Nepal as well as in the world. In response to the coronavirus crisis followed a series of lockdowns to save human lives and the Government decided to close all the educational institutions. After some months, the Government or University introduced a notice to resume (conduct) the class school and university classes. However the study found without preparation of online learning and quality technology, many teachers and students experienced a series of challenges to conduct the online classes. The research objectives were adopted to find out the challenges that teachers faced in online classes during the COVID-19 crisis, to explore the emergency response in education during the pandemic, and to find out coping measures for future emergencies. As the nature of objectives, qualitative method was followed and interview guidelines were used for in-depth interviews with teachers for necessary data collection. The literature review consists of the preparation of digital literacy and adequate quality of digital connectivity. The study also attempts that the ongoing COVID-19 pandemic has not only created a problem but also revolutionized the educational system and forced fundamental changes in the teaching and learning process. The contributions of this study make awareness to stay in a ready position i.e., management of connectivity, tools, and platforms for online education in any crisis.
देख्ने, सुन्ने र बुझ्ने अनुभवमार्फत् सिकाइको रूपान्तरण: विश्वविद्यालय सहप्राध्यापकको अटोएथ्नोग्राफी
शक्षण सिकाइका बारेमा प्राचीन कालदेखि निरन्तर बहस र छलफल भइरहेका छन् । प्रभावकारी शिक्षण कस्तो हुनु पर्छ भन्ने विषयमा शिक्षाविद्हरूको एकमत छैन । यसै सन्दर्भमा यस अध्ययनको मुख्य उद्देश्य शिक्षण सिकाइ प्रक्रियामा भएको रूपान्तरणलाई अटोएथ्नोग्राफीको माध्यमबाट विश्लेषण गर्नु रहेको छ । यसले शिक्षण सिकाइ प्रक्रियामा नविनतम चिन्तनको सिर्जना गर्ने छ । मैले आफू शिक्षक हुँदा प्राप्त गरेका शिक्षण अनुभवहरू र विद्यार्थी जीवनमा अनुभव गरेका सिकाइका पलहरूलाई अटोएथ्नोग्राफी विधिमार्फत विश्लेषणात्मक रूपमा प्रस्तुत गरेको छु । मैले आफ्ना व्यक्तिगत अनुभवहरूलाई आधार बनाएर यो अनुसन्धानात्मक लेख तयार पार्ने क्रममा म किन यस्तो खालको शिक्षक बनेँ ? र अहिले म किन यस्तो शिक्षक भएको छु ? जस्ता प्रश्नहरूको उत्तर खोजेको छु । यी प्रश्नहरूको उत्तर खोज्ने क्रममा म आफ्नो बाल्यकाल र विद्यालयीय जीवनका सम्झनाहरूतिर फर्किएको छु । त्यस समयमा मलाई पढाउने शिक्षकहरू र मसँग पढ्ने साथीहरूलाई सम्झिएको छु । ती अनुभव र मेरा महान शिक्षकहरूसँग भएका संवादहरू मेरा लागि सबैभन्दा प्रिय सम्झनाका पलहरू बनेका छन् । मैले ती अनुभवहरूलाई स–साना कथाहरूको रूपमा लेखेको छु । जब म ती सम्झनातिर फर्कन्छु, तब मलाई महसुस हुन्छ कि राम्रो शिक्षक बन्न विद्यार्थीहरूसँग आत्मीय सम्बन्ध हुनु अत्यन्त जरूरी छ । म क्याम्पसमा सहप्राध्यापक भइसकेपछिका स्मरणतिर पनि फर्किएको छु । यी स्मरणहरूले पनि शिक्षक र विद्यार्थीहरू बिच विन्रम, प्रेमपूर्ण, विश्वासिलो, सम्माजनक र प्रजातान्त्रिक बहस भइरहनु जरूरी भएको तथ्य स्पष्ट गरेका छन् । यस लेखले मलाई यस्तो शिक्षण अभ्यासतर्फ डो¥याएको छ जहाँ शिक्षक र विद्यार्थीबिच आत्मीय, सुझबुझपूर्ण र चेतनशील सम्बन्ध हुन जरूरी छ । शिक्षण सिकाइ पद्धति जहिले पनि मानवताको जगमा उभिएको हुनुपर्छ । यस्तो शिक्षण सिकाइमा शिक्षकले विद्यार्थीलाई देख्नु पर्छ, सुन्नु पर्छ, र बुझ्नुपर्छ । मैले यो शिक्षण सिकाइ पद्धति आफैंमा अनुभव गरेँ, आत्मसात गरेँ, र अभ्यास समेत गरे । यसले मलाई मेरो शिक्षक र विद्यार्थीको नयाँ पहिचान निर्माण गर्न मद्दत गरेको छ ।
प्रस्तुत लेख कक्षा कोठामा सांस्कृतिक पुनरुत्पादनका सम्बन्धमा विद्यालयमा अध्यापन गर्ने शिक्षकहरूका अनुभव चुनौतीहरूको विश्लेषणमा आधारित भएर तयार पारिएको छ । यसमा गुणात्मक अध्ययन विधि अन्तर्गत न्यारेटिभ (कथात्मक) ढाँचाको प्रयोग गरिएको छ । यस अध्ययनका लागि उद्देश्यमूलक नमुना छनोट विधिद्वारा उत्तरदाताको छनोट गरी सांस्कृतिक पुनरुत्पादनका सम्बन्धमा शिक्षकहरूको दृष्टिकोणलाई केन्द्रमा राखेर समस्याहरूको पहिचान गरिएको छ । विद्यालयले समाजमा विद्यमान सामाजिक संरचना, मूल्य र संस्कृतिलाई शिक्षा मार्फत पुनः निर्माण गर्दछ । विद्यालयलाई सांस्कृतिक पुनरुत्पादनका केन्द्र शिक्षणले केवल ज्ञान मात्र होइन, भाषा, व्यवहार र मूल्य दृष्टिकोण मार्फत सामाजिक संस्कार हस्तान्तरण गरेर पाठ्यक्रम र पाठ्यपुस्तकले प्रायः पहाडी हिन्दू मध्यमवर्गीय समुदायको भाषा, शैली, चाडपर्व, नाम र विचारलाई प्राथमिकता दिन्छ । यसले अल्पसंख्यक समुदायका विद्यार्थीलाई कम मूल्यवान महसुस गराउँछ र उनीहरू शिक्षाबाट टाढिन्छन ्। ‘शुद्ध नेपाली’मा जोड दिने भाषिक एकरूपताको दबाबले मातृभाषा फरक भएका विद्यार्थीलाई सीमान्तकृत गर्छ र सिकाइमा बाधा पु¥याउँछ । शिक्षकहरूको आफ्नै सामाजिक, सांस्कृतिक र भाषिक पृष्ठभूमिले शिक्षण प्रक्रिया र विद्यार्थीसँगको व्यवहारमा गहिरो प्रभाव पारेको हुन्छ । धेरैजसो शिक्षक प्रमुख समुदायबाट आउँदा अल्पसंख्यक विद्यार्थीलाई बुझ्न वा उनीहरूको व्यवहार मूल्याङ्कन गर्न कठिनाई हुन सक्छ, विशेष गरी जनजाति र दलित बालबालिकालाई चुनौतीका बाबजुद, केही शिक्षकहरू अनुभवबाट कक्षाकोठामा रहेको विविधताप्रति सचेत हुँदैनन् । उनीहरूले विद्यार्थीहरूको पृष्ठभूमि बुझ्ने, शिक्षण विधि परिवर्तन गर्ने, स्थानीय उदाहरण प्रयोग गर्ने र विद्यार्थीहरूको भाषाका केही शब्दहरू सिक्ने प्रयास गरेका छन् । यी व्यक्तिगत प्रयास सकारात्मक परिवर्तनको संकेत हुन्छन् तर शिक्षा प्रणालीलाई साँच्चिकै समावेशी र न्यायपूर्ण बनाउन पाठ्यक्रम, तालिम र नीतिगत तहमा संस्थागत परिवर्तन आवश्यक छ भन्ने प्रस्तुत लेखको सार रहेको छ । साथै प्रस्तुत लेखले सम्बन्धित क्ष्ोत्रमा अध्ययन, अनुसन्धान गर्न चाहने तथा यस विषय क्ष्ोत्रप्रति रुचि राख्ने सरोकारवाला सम्पूर्णमा अपेक्षित सहयोग पुर्याउने विश्वास गरिएको छ ।
‘फ्ल्यासब्याक’ कथाकार यादवप्रकाश लामिछानेद्वारा लिखित सामाजिक यथार्थमा आधारित कथा हो । यस कथामा मधेसको सामाजिक, आर्थिक र राजनीतिक अवस्थाको यथार्थ चित्रण गरिएको छ । प्रस्तुत कथामा मधेसमा धनी वर्गका मानिसले गरिब वर्गको सतार परिवारको शोषण, दोहनका साथै उसकी छोरीको शारीरिक शोषण गरेको तथ्यको चित्रण गरिएको छ । ‘फ्ल्यासब्याक’ कथाको प्रगतिवादी चेतनाका दृष्टिकोणबाट हालसम्म अध्ययन नगरिएकोले यही नै यसको मुख्य समस्या रहेको छ र सोही समस्याको प्राज्ञिक समाधान खोज्नु यस लेखको मुख्य उद्देश्य रहेको छ । यस अध्ययनको लागि पुस्तकालयीय कार्यको माध्यमबाट सामग्री सङ्कलन गरिएको छ । प्रस्तुत अध्ययनमा ‘फ्ल्यासब्याक’ कथालाई प्राथमिक सामग्रीको रूपमा प्रयोग गरिएको छ भने उक्त कथाका बारेमा पूर्व प्रकाशित फुटकर लेख, समीक्षा अनि प्रगतिवादी सिद्धान्तलाई द्वितीयक सामग्रीको रूपमा उपयोग गरिएको छ । प्रस्तुत कथाको व्याख्याका लागि पाठमा आधारित विश्लेषण विधिको प्रयोग गरिएको छ । विवेच्य कथामा आर्थिक अन्तरालले गर्दा धनी वर्गले गरिब वर्गमाथि गरेको अन्याय, अत्याचार, श्रमशोषण, बलात्कार, उत्पीडनजस्ता सामाजिक तथा आर्थिक बेथितिहरूको चित्रण गरिएको छ । अनुसन्धेय कथामा मधेसमा आर्थिक विषमताका कारण निर्मित आर्थिक अन्तराल र उक्त अन्तरालले सिर्जना गरेको श्रमशोषण, अन्याय, अत्याचार सामाजिक बेथितिबारे अध्ययन गरेर निष्कर्ष निकालिएको छ । सामाजिक–आर्थिक संरचनाले पारेको दुस्प्रभाव र त्यसबाट विपन्न वर्ग उत्पीडित रहेकाले त्यसको समाधानको खोजी कथाकारको अभीष्ट देखिन्छ । शोषित वर्गको मुक्ति नै कथाकारको मूल उद्देश्य रहेको प्रस्ट छ ।
विद्यालयका कक्षाकोठाभित्र र कक्षाकोठा बाहिर सूचना तथा सञ्चार प्रविधिमार्फत सिकाइको पुनर्संरचनाः रिस्कुलिङ र डिस्कुलिङको सैद्धान्तिक अवधारणा
विश्वभर डिजिटल प्रविधिको तीव्र विस्तार र प्रयोगले शिक्षाको स्वरूपलाई मौलिक रूपमा रूपान्तरण गर्दै परम्परागत विद्यालय शिक्षाको सान्दर्भिकता तथा वैकल्पिक सिकाइका ढाँचाहरूबारे नयाँ बहसलाई जन्म दिएको छ । यस अध्ययनले नेपालको सन्दर्भमा सूचना तथा सञ्चार प्रविधि ले रि–स्कुलिङ र डि–स्कुलिङ लाई कसरी एकसाथ अगाडि बढाइरहेको छ भन्ने विषयलाई समालोचनात्मक रूपमा विश्लेषण गरेको छ । यस अध्ययनमा सन् २००० देखि २०२५ सम्म प्रकाशित ४० वटा सहकर्मी–समीक्षित जर्नल लेख, नीतिगत दस्तावेज तथा घटना अध्ययनहरूमा आधारित प्रणालीगत साहित्य समीक्षाबाट प्राप्त प्रमाणहरूलाई आगमन र निगमन विधि मार्फत विश्लेषण गरी निष्कर्ष निकालिएको छ । रि–स्कुलिङको उत्प्रेरकका रूपमा सूचना तथा सञ्चार प्रविधि, डि–स्कुलिङ तथा वैकल्पिक सिकाइका माध्यमका लागि सहायोगिका रूपमा ICT, ICT एकीकरणसँग सम्बन्धित चुनौती र विरोधाभास, तथा शैक्षिक रूपान्तरणको द्वैध उत्प्रेरकका रूपमा ICT गरि जम्मा चार वटा मुख्य विषयगत आयाममा केन्द्रित रहि अध्यानको विश्लेषण गरिएको छ । ICT ले डिजिटल पेडागोजी, मिश्रित सिकाइ, शिक्षक पेशागत विकास तथा पाठ्यक्रम सुधारमार्फत नेपालका औपचारिक शैक्षिक संस्थाहरूलाई आधुनिकीकरण गर्न सहयोग पुर्याउने कुरा यस अध्ययनको निष्कर्ष रहेको छ । यससँगै, MOOCs, YouTube, रेडियो तथा टेलिभिजनमा आधारित शिक्षण, र सामुदायिक ICT केन्द्रमार्फत विद्यालय क्षेत्र भन्दा बाहिरको सिकाइलाई पनि विस्तार गर्दै सीमान्तकृत र न्यून स्रोत भएका समुदायका सिकारुहरू लाई फाईदा पुगाएको छ । यद्यपि, डिजिटल श्रोत–सामग्रिको असमानता, शिक्षकको सीमित तयारी र प्रविधिको उचित प्रयोगजस्ता चुनौतीहरूले यसको रूपान्तरणकारी सम्भावनालाई सीमित बनाइरहेका छन् । यस अध्ययनले ICT लाई केवल प्राविधिक उपकरणका रूपमा नभई औपचारिक, गैर–औपचारिक र अनौपचारिक सिकाइलाई एकीकृत गर्ने मध्यस्तकर्ताका रूपमा अवधारणागत रूपमा प्रस्तुत गरेको छ । इलिचको डि–स्कुलिङ आलोचना र सिमेन्सको कनेक्टिभिजमलाई जोड्दै यस लेखले शैक्षिक रूपान्तरणसम्बन्धी सैद्धान्तिक बहसमा योगदान पुर्याउनुका साथै नेपालमा समावेशी र सन्दर्भ संवेदनशील रूपमा ICT को प्रयोगका लागि नीतिगत अन्तर्दृष्टि प्रदान गरेको छ । आर–स्कलिङ, डि–स्कुलिङ, डिजिटल शिक्षा, सिकाइ सञ्जालहरू ।
प्रस्तुत अनुसन्धानात्मक लेखमा सानु शर्माद्वारा लिखित विप्लवी उपन्यासलाई लैङ्गिकताका आधारमा विश्लेषण गरिएको छ । लैङ्गिकता सांस्कृतिक अध्ययनअन्तर्गतको एक महŒवपूर्ण समालोचनात्मक सैद्धान्तिक अवधारणा मानिन्छ, जसले महिला तथा पुरुषबिचको सामाजिक भूमिका, मूल्य तथा मान्यताहरूको निर्माण प्रक्रियालाई स्पष्ट पार्दछ । यसमा नारीवाद, लैङ्गिक सत्ता सम्बन्ध, लैङ्गिक उत्पीडन तथा अस्तित्वबोधका अवधारणाहरूलाई विश्लेषणका लागि प्रयोग गरिएको छ । यस अध्ययनको लागि पुस्तकालयीय कार्यको माध्यमबाट सामग्री सङ्कलन गरिएको छ । प्रस्तुत अध्ययनमा ‘विप्लवी’ उपन्यासलाई प्राथमिक सामग्रीको रूपमा प्रयोग गरिएको छ भने लैङ्गिकतासम्बन्धी सिद्धान्तलाई द्वितीयक सामग्रीका रूपमा उपयोग गरिएको छ । प्रस्तुत उपन्यासको व्याख्याका लागि पाठमा आधारित विश्लेषणविधिको प्रयोग गरिएको छ । अध्ययनले उपन्यासमा पितृसत्तात्मक शक्ति संरचनाले महिलापात्रमाथि सिर्जना गरेको लैङ्गिक उत्पीडन, स्त्री पात्रको प्रतिरोध र स्वअस्तित्व निर्माण प्रक्रियालाई उजागर गरेको छ । विवेच्य उपन्यासमा पितृसत्तात्मक सामाजिक संरचना तथा त्यसैअनुरूपको सोच, संस्कार तथा मनाृविज्ञानले गर्दा पुरुषले महिलामाथि गरेको अन्याय, अत्याचार, उत्पीडनजस्ता सामाजिक बेथितिहरूको चित्रण गरिएको छ । अनुसन्धेय उपन्यासमा समाजमा विद्यमान लैङ्गिक विषमताका कारण महिलाले पुरुषको अन्याय, अत्याचार सहेर बस्नुपरेकाले महिलाले लैङ्गिक विभेद तथा लैङ्गिक उत्पीडन विरुद्ध लडेर स्वअस्तित्वको रक्षा गर्न सकिने विषयवस्तु प्रस्तुत गरिएकाले यस अध्ययनबाट विप्लवी उपन्यासले नेपाली समाजमा विद्यमान लैङ्गिक विभेद, उत्पीडन तथा स्वपहिचानको संघर्षलाई उजागर गर्नुका साथै महिलाको आत्मनिर्भरता र सशक्तीकरणको सम्भावनालाई प्रतिपादन गरेको निष्कर्षमा पुगिएको छ ।