Evolving Issues in Education in Nepal: Intersecting and Transcending Disciplinary Boundaries

Abstract

The field of education is continuously evolving, shaped by changing social, cultural, technological, and intellectual contexts. With these changing dimensions, the role of contemporary educational systems is also shifting from simply transmitting knowledge to responding to issues of equity, identity, language, technology, assessment, professional well-being, and meaningful learning. These changes need to be supported by evidence based and contextually grounded research. Educational research, in this context, has an important role in examining established practices, bringing lived experiences into academic discourse, and generating contextually relevant knowledge that can inform both policy and practice. The present issue of Education Quarterly presents diverse studies that engage with some of these emerging concerns in education. The twelve articles included in this issue reflect a broad range of methodological traditions, including narrative inquiry, auto-ethnography, hermeneutic and philosophical inquiry, qualitative inquiry, survey research, and scoping review. Together, they demonstrate the richness of educational research and highlight the importance of connecting educational ideas with institutional realities, classroom practices, learners’ experiences, and wider sociocultural transformations.