Author: admin

Physics in Real Life: Understanding the Applications of Physical Principles in Everyday Life

Author: Sudhir Kumar
Email – sudhirsirkusi@gmail.com
Designation: PGT physics (St. Xavier school Dildarnagr)

Paper Id: JCRSIVOL1|2008       (Volume 1, Issue 2, 2026)

Citation: Kumar ,Sudhir (2026). “Physics in Real Life: Understanding the Applications of Physical Principles in Everyday Life” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 50–53.

Available at:https://jcrsiindia.com/wp-content/uploads/2026/10/JCRSIVOL12008.pdf

Abstract

Physics is one of the fundamental branches of science that explains the behaviour of matter, energy, motion, forces, space, and time. Although physics is often perceived as a theoretical subject involving formulas and mathematical calculations, its principles are deeply connected with almost every aspect of everyday life. From walking, cycling, cooking, transportation, communication, electricity, and household appliances to medical technology, sports, construction, and modern digital devices, physical principles operate continuously around us.
This research paper examines the role of physics in everyday human activities and explains how fundamental concepts such as force, motion, friction, pressure, heat, electricity, magnetism, sound, light, and energy are applied in real-life situations. The study uses a descriptive and conceptual approach based on secondary sources and examples from daily life. The findings indicate that understanding physics through real-life applications can improve scientific awareness, problem-solving ability, and students’ interest in science. The paper concludes that connecting classroom physics with practical experiences can make learning more meaningful and relevant.
Keywords: Physics, Real Life, Force, Motion, Energy, Electricity, Heat, Light, Sound, Technology

Computer Skills Development among Rural Students: Challenges, Opportunities and Educational Implications

Author: Jainab Parveen ( TGT Computer S.S.DEV PUBLIC School)

Paper ID: JCRSIVOL1|2007  (Volume1 Issue 2, 2026)

Citation: Parveen, Jainab(2026). “Computer Skills Development among Rural Students: Challenges, Opportunities and Educational Implications” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 45–49.

Available at: https://jcrsiindia.com/wp-content/uploads/2026/09/JCRSIVOL12007.pdf

Abstract
Computer literacy has become an essential component of modern education, employment, communication, and social participation. However, students living in rural areas often experience limited access to computers, reliable internet connectivity, digital learning resources, and trained instructors. These limitations can create a significant digital divide between rural and urban students. This research paper examines the importance of computer skills among rural students, identifies major barriers to developing digital competencies, and discusses practical strategies for improving computer education in rural schools. The paper adopts a descriptive and analytical approach based on secondary literature and educational policy perspectives. It highlights the importance of basic computer operations, word processing, spreadsheets, presentations, internet literacy, digital communication, online safety, information searching, and emerging skills such as coding and artificial intelligence awareness. The study argues that computer education in rural areas should move beyond merely providing hardware and should focus on regular practice, teacher training, locally relevant content, affordable connectivity, community participation, and skill-based assessment. Strengthening computer skills among rural students can contribute to improved academic performance, employability, entrepreneurship, digital inclusion, and participation in the knowledge economy.
Keywords: Computer Skills, Rural Students, Digital Literacy, Digital Divide, Rural Education, ICT, Digital Education, India

Implementation of the National Curriculum Framework (NCF 2023) in CBSE Schools: Opportunities, Challenges and Implications for School Education

Author: Prajjwal Pandey (PGT Commerce, Dalimss Sunbeam School, Ghazipur)
Email: prajjwal.pandey99@gmail.com

Paper ID: JCRSIVOL1|2006  (VOLUME 1 ISSUE 2, 2026)

Citation: Pandey, Prajjwal (2026). “Implementation of the National Curriculum Framework (NCF 2023) in CBSE Schools: Opportunities, Challenges and Implications for School Education” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 39–44.

Available at:https://jcrsiindia.com/wp-content/uploads/2026/09/JCRSIVOL12006.pdf

Abstract
The National Curriculum Framework for School Education (NCF-SE) 2023 represents an important step in translating the vision of the National Education Policy (NEP) 2020 into curriculum, pedagogy, assessment and school practices. For schools affiliated with the Central Board of Secondary Education (CBSE), the framework has significant implications because many of its principles—competency-based learning, experiential learning, multidisciplinary education, vocational exposure, flexibility in subject choices, holistic development and assessment reform—are closely connected with ongoing CBSE initiatives. NCF 2023 seeks to move school education beyond content transmission and memorisation towards the development of knowledge, competencies, values and dispositions required for responsible participation in society and the world of work. The framework also recommends greater flexibility at the secondary stage and a reduction in rigid separation among academic disciplines. This paper examines the major implications of NCF 2023 for CBSE schools through a qualitative analysis of official policy and curriculum documents. It discusses opportunities and implementation challenges related to pedagogy, assessment, teacher preparation, vocational education, multidisciplinary learning and school leadership. The study argues that successful implementation requires alignment among curriculum, classroom practices, assessment systems, teacher capacity and school-level planning. The paper concludes with practical recommendations for CBSE schools seeking to translate the principles of NCF 2023 into meaningful educational practice.
Keywords: NCF 2023, CBSE, NEP 2020, competency-based education, school education, assessment reform, experiential learning, vocational education

“From Rote Learning to Meaningful Learning: Strengthening Foundational Literacy and Numeracy through Activity-Based Pedagogy in Primary Schools”

Author: Nisha Soni (Educator, Excellence Learning Academy, Zamania)
Email: nishasoni0501@gmail.com

Paper Id: JCRSIVOL1|2005  (Volume 1 Issue 2 2026)

Citation: Soni, Nisha (2026). “From Rote Learning to Meaningful Learning: Strengthening Foundational Literacy and Numeracy through Activity-Based Pedagogy in Primary Schools” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 31–38.

Available : https://jcrsiindia.com/wpcontent/uploads/2026/09/JCRSIVOL12005.pdf

Abstract
Foundational literacy and numeracy (FLN) constitute the essential foundation upon which children’s subsequent educational development is built. In primary schools, however, classroom learning can still become dominated by textbook completion, memorisation, repetitive written exercises, and examination-oriented practices. Such approaches may provide short-term familiarity with content but do not necessarily ensure that children can apply literacy and numeracy skills in meaningful situations. The National Education Policy (NEP) 2020 and the NIPUN Bharat Mission have consequently placed foundational learning at the centre of school education in India. NIPUN Bharat seeks to ensure that children acquire foundational competencies in reading, writing and numeracy by the end of Grade 3.
The present paper examines how activity-based, play-based, experiential and context-sensitive pedagogies can strengthen foundational literacy and numeracy among primary school children. The study adopts a conceptual research approach based on analysis of policy documents, educational frameworks and relevant literature concerning foundational learning and primary education. The paper argues that meaningful learning requires a shift from teacher-dominated transmission to child-centred classroom experiences involving stories, games, manipulatives, local contexts, peer interaction, questioning, observation and formative assessment. It further proposes a practical classroom framework integrating literacy, numeracy, assessment and local resources. The paper concludes that activity-based pedagogy can make primary education more engaging and conceptually meaningful when supported by teacher preparation, appropriate assessment, locally relevant learning materials and systematic monitoring of individual learning progress.
Keywords: foundational literacy, foundational numeracy, primary education, activity-based learning, experiential learning, NIPUN Bharat, classroom pedagogy, formative assessment

Reimagining Primary Education in Uttar Pradesh: Major Reforms Required for Foundational Learning, Teacher Effectiveness and Future-Ready Schools

Author: Ravi Kumar singh
(PGT, Mount Litera ZEE Ghazipur, U.P)
Email: ravisingh00771@gmail.com

Paper ID: JCRSIVOL1|2004  (Volume 1 Issue 2, 2026)

Citation: Singh, Kumar Ravi (2026). “Reimagining Primary Education in Uttar Pradesh: Major Reforms Required for Foundational Learning, Teacher Effectiveness and Future-Ready Schools” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 23–30.

Available at: https://jcrsiindia.com/wp-content/uploads/2026/09/JCRSIVOL12004.pdf

Abstract

Primary education is the foundation upon which the entire educational development of a child is constructed. Uttar Pradesh, India’s most populous state, has made significant efforts to strengthen school education through programmes related to foundational literacy and numeracy, school infrastructure, teacher development and educational technology. However, substantial challenges remain in ensuring that every child acquires age-appropriate reading, writing, numeracy, and communication, problem-solving and socio-emotional competencies. Recent evidence indicates that learning outcomes in Uttar Pradesh have improved considerably, particularly in government schools, but a large proportion of children continue to experience foundational learning gaps. This conceptual research paper examines the major changes required in primary education in Uttar Pradesh with particular emphasis on foundational literacy and numeracy, teacher effectiveness, classroom pedagogy, multilingual education, assessment, digital and technological integration, parental participation, school leadership, local learning resources and competency-based education. The study adopts a qualitative, policy-oriented review methodology using government frameworks and large-scale educational evidence as major sources. The paper argues that the next stage of educational reform in Uttar Pradesh should move beyond an emphasis on enrolment, infrastructure and textbook completion towards measurable learning outcomes and child-centred classroom practices. It proposes a comprehensive UP Primary Education Transformation Framework (UP-PETF) consisting of ten interconnected reform areas: foundational learning, teacher professionalism, classroom pedagogy, language development, assessment reform, experiential learning, technology, parental engagement, school leadership and continuous monitoring. The paper concludes that sustainable improvement requires a district- and school-level approach in which teachers are supported rather than merely monitored and children are provided with meaningful opportunities to read, think, communicate, create and solve problems.
Keywords: primary education, Uttar Pradesh, foundational literacy, foundational numeracy, teacher effectiveness, educational reform, NIPUN Bharat, experiential learning, competency-based education, school innovation

A Secondary-Data Analysis of Competency-Based Mathematics Education at the Senior Secondary Level: Evidence from Class XII CBSE Curriculum and Assessment

 Author: K.N Sahni
Affiliation:  Mathematics Educator, S.S. Dev Public school, Zamania

Author: Vinod Kumar Patel
Affiliation: Assistant Professor, MIST, Indore

Paper ID: JCRSIVOL1|2003   (Volume 1 Issue 2, 2026)

Citation: Sahni,K.N & Patel Kumar Vinod, (2026). “A Secondary-Data Analysis of Competency-Based Mathematics Education at the Senior Secondary Level: Evidence from Class XII CBSE Curriculum and Assessment” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 16–22.

Available at:https://jcrsiindia.com/wp-content/uploads/2026/08/JCRSIVOL12003.pdf

Abstract

Mathematics education at the senior secondary level plays an important role in developing logical reasoning, analytical thinking, and quantitative decision-making and problem-solving abilities. However, the effectiveness of Mathematics education cannot be assessed only through students’ ability to recall formulas and reproduce standard procedures. The National Education Policy (NEP) 2020 calls for a movement away from rote learning towards conceptual understanding, critical thinking, inquiry, analysis, application and problem solving. The present study examines the extent to which these objectives are reflected in the current Class XII Mathematics curriculum and assessment structure of the Central Board of Secondary Education (CBSE). The study uses secondary data obtained from official CBSE curriculum documents, the CBSE Class XII Mathematics Sample Question Paper and Marking Scheme for 2025–26, NCERT’s learning-outcome framework, and Government of India policy documents.

A documentary research design was adopted. The Class XII Mathematics curriculum was analysed in terms of unit-wise weightage, while the official Sample Question Paper was analysed according to question type and marks distribution. The 2025–26 CBSE Mathematics Sample Question Paper contains 38 questions carrying 80 marks and is divided into five sections: multiple-choice and assertion-reason questions, very-short-answer questions, short-answer questions, long-answer questions and case-study-based questions. The analysis shows that 25% of the written examination marks are allocated to one-mark objective questions, 12.5% to two-mark questions, 22.5% to three-mark questions, 25% to five-mark questions and 15% to case-study-based questions. The curriculum also gives the highest weightage to Calculus (35/80 marks), followed by Vectors and Three-Dimensional Geometry (14/80), Algebra (10/80), Relations and Functions (8/80), Probability (8/80), and Linear Programming (5/80).

The findings indicate that the formal CBSE framework has incorporated several features consistent with competency-based education, particularly application-oriented questions, case-based assessment and a balance of different response formats. However, documentary evidence alone cannot establish the actual level of mathematical reasoning or critical thinking achieved by students in classrooms. The study therefore concludes that assessment reform must be accompanied by classroom-level pedagogical change, teacher capacity building and systematic use of reasoning, investigation, interpretation and real-life mathematical tasks.

Keywords: Mathematics Education, Class XII, CBSE, Competency-Based Education, Secondary Data, Mathematical Reasoning, Problem Solving, Critical Thinking, Assessment, Senior Secondary Education

Science and Technology for Sustainable Development: A
Review of Emerging Trends, Challenges, and Future
Opportunities

Author: Rakesh Kumar Tiwari (PGT Chemistry, D.A.V Public School)

Paper ID:JCRSIVOL1009 (VOLUME 1 / ISSUE 1 / JULY2026)

Citation: Tiwari, Rakesh Kumar.(2026). Science and Technology for Sustainable Development: A Review of Emerging Trends, Challenges, and Future Opportunities. Journal of Classroom Research and School Innovation (JCRSI), 1(1), 69–76.

https://jcrsiindia.com/wp-content/uploads/2026/08/JCRSIVOL1009.pdf

Abstract

Science and technology have become the driving forces behind global economic growth, educational transformation, healthcare advancement, industrial innovation, and sustainable development. The twenty-first century has witnessed unprecedented technological progress through artificial intelligence, robotics, biotechnology, nanotechnology, cloud computing, the Internet of Things (IoT), renewable energy, and advanced communication systems. These innovations have significantly improved productivity, quality of life, and decision-making while creating new opportunities for research and development. At the same time, technological growth has raised important concerns regarding cybersecurity, environmental sustainability, ethical issues, digital inequality, and employment displacement. This review paper synthesizes recent literature to examine the impact of science and technology on various sectors, including education, healthcare, agriculture, industry, governance, and environmental management. The paper also explores emerging technologies that are expected to reshape society over the next decade. Using a systematic review approach based on secondary data from peer-reviewed journals, books, government reports, and international organizations, the study identifies major trends, opportunities, and challenges associated with scientific and technological advancements. The findings indicate that science and technology are essential for achieving the Sustainable Development Goals (SDGs), enhancing innovation capacity, and promoting inclusive economic growth. However, effective policy implementation, ethical governance, digital literacy, investment in research and development, and international collaboration remain necessary to ensure equitable and sustainable technological development. The review concludes that science and technology will continue to be the foundation of future societal transformation and should be integrated responsibly into all sectors of development.

Keywords: Science, Technology, Artificial Intelligence, Innovation, Sustainable Development, Digital Transformation, Research and Development.

“Beyond Digital Literacy: Developing AI Readiness and Critical Thinking Skills among Senior Secondary Students”

Author: Hariom Jadav (Assistant Professor Graduate School Of Business, Indore M.P)

Email:Hariom.jadav.mca@gmail.com

Paper ID: JCRSIVOL1|2002   (Volume 1 Issue 2, 2026)

Citation: Jadav, Hariom (2026). “Beyond Digital Literacy: Developing AI Readiness and Critical Thinking Skills among Senior Secondary Students” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 09–15.

Available at : https://jcrsiindia.com/wpcontent/uploads/2026/08/JCRSIVOL12002.pdf

Abstract

The rapid integration of artificial intelligence (AI) into education is changing the way senior secondary students access information, complete academic tasks, and engage with learning. Although students are becoming increasingly familiar with AI-based applications, technological familiarity alone may not ensure their ability to evaluate, interpret, and use AI-generated information appropriately. This paper examines the importance of developing AI readiness alongside critical thinking among senior secondary students. It argues that future-ready education requires students to move beyond the basic use of digital tools towards questioning information, identifying inaccuracies, analysing evidence, making independent judgments, and applying knowledge to real-life situations. The study adopts a conceptual and analytical approach to examine the relationship between AI readiness, critical thinking, learner autonomy, and responsible technology use. It further explores the role of teachers and classroom practices in developing these competencies through inquiry-based learning, project work, collaborative activities, problem-solving tasks, and guided use of AI tools. The discussion indicates that meaningful AI integration is possible when students are encouraged to use technology as a learning support rather than as a substitute for independent thought. The paper proposes that schools should incorporate AI literacy, information evaluation, ethical awareness, and critical reasoning into existing learning practices. Developing these competencies at the senior secondary level can strengthen students’ academic decision-making, adaptability, and preparedness for higher education and future employment. The study concludes that combining AI readiness with critical thinking can provide a more responsible, learner-centred, and future-oriented framework for contemporary school education.

Keywords: Artificial Intelligence, AI Readiness, Critical Thinking, Senior Secondary Education, Digital Literacy, Future Skills, AI Literacy

Developing 21st Century Skills in School Education: A
Systematic Review of Contemporary Practices, Challenges,
and Future Directions

Author: Dr. Santosh Kumar Chaubey (Principal, D.A.V Public School)

Paper ID:JCRSIVOL1010  (VOLUME 1 / ISSUE 1 / JULY2026)

Citation: Chaubey , Dr. Santosh(2026). Developing 21st Century Skills in School Education: A Systematic Review of Contemporary Practices, Challenges, and Future Directions.Journal of Classroom Research and School Innovation (JCRSI), 1(1), 77–84.

https://jcrsiindia.com/wp-content/uploads/2026/08/JCRSIVOL1010.pdf

Abstract

The twenty-first century has brought unprecedented transformations in education due to globalization, digitalization, artificial intelligence, and the knowledge-based economy. Traditional educational systems that primarily focused on rote learning and content memorization are no longer sufficient to prepare students for future academic, professional, and social challenges. Modern learners require a broad range of competencies including critical thinking, creativity, communication, collaboration, digital literacy, problem-solving, adaptability, leadership, and ethical responsibility. Collectively, these competencies are known as 21st Century Skills.
This review paper examines the evolution, significance, and implementation of 21st century skills in school
education by synthesizing contemporary national and international literature. The paper explores major frameworks developed by organizations such as the Partnership for 21st Century Learning (P21), OECD, UNESCO, and the World Economic Forum. It also discusses the integration of these skills within India’s National Education Policy (NEP) 2020 and the changing role of teachers in facilitating competency-based learning. The paper concludes that fostering 21st century skills is essential for creating lifelong learners capable of addressing complex global challenges while contributing meaningfully to society. Schools must shift from teacher-centered instruction to learner-centered environments where inquiry, collaboration, creativity, and reflective thinking become integral components of education.

Keywords: 21st Century Skills, Competency-Based Education, Critical Thinking, Creativity, Collaboration, Communication, Digital Literacy, NEP 2020, School Education, Systematic Review.

Recent Trends and Innovations in Science Education: A
Systematic Review of Teaching, Learning, and Assessment
Practices

Author:  Sashibala Devi (TGT, S.S.DEV PUBLIC SCHOOL)

Paper ID: JCRSIVOL1008 (VOLUME 1 / ISSUE 1 / JULY2026)

Citation: Devi, Shashibala (2026).Recent Trends and Innovations in Science Education: A Systematic Review of Teaching, Learning, and Assessment Practices. Journal of Classroom Research and School Innovation (JCRSI), 1(1), 61–68.

https://jcrsiindia.com/wpcontent/uploads/2026/08/JCRSIVOL1008.-pdf

Abstract

Science education has become one of the most significant pillars of educational development in the twenty-first century. Rapid technological advancement, globalization, environmental concerns, and the increasing demand for
scientific literacy have transformed the objectives and methodologies of science teaching across the world. Traditional teacher-centered instruction has gradually shifted toward learner-centered, inquiry-based, technology supported, and competency-oriented approaches. The National Education Policy (NEP) 2020 in India and international educational frameworks have further emphasized experiential learning, interdisciplinary education,
digital integration, and scientific reasoning. This review paper synthesizes recent literature on science education
published between 2018 and 2026 to identify emerging trends, innovations, challenges, and future research
directions. The study adopts a systematic review methodology using peer-reviewed journal articles, conference proceedings,
policy documents, and educational reports indexed in Scopus, Web of Science, ERIC, Google Scholar, and UGC
CARE-listed journals. The literature highlights that inquiry-based learning, STEM education, virtual laboratories,
artificial intelligence, flipped classrooms, blended learning, and competency-based assessment significantly
improve students’ conceptual understanding, scientific thinking, creativity, and problem-solving skills. However,
several barriers remain, including inadequate teacher training, infrastructure limitations, unequal access to digital
technologies, curriculum overload, and assessment practices that continue to emphasize rote learning.

Keywords: Science Education, STEM Education, Inquiry-Based Learning, Artificial Intelligence, Virtual Laboratory, Scientific Literacy, Competency-Based Education, Review Study.