Author: Siuli Dey & Dr. Gokul Ch. Patra
DOI Link: https://doi.org/10.70798/PP/030210023
Abstract: The transformation of education systems in the twenty-first century requires the integration of global pedagogical innovations with indigenous knowledge traditions. In the Indian context, the vision of Viksit Bharat emphasizes the development of a knowledge-driven society rooted in cultural values while embracing modern educational advancements. Instructional effectiveness plays a crucial role in achieving this objective because it directly influences students’ engagement, conceptual understanding, and overall academic development. The present study investigates instructional effectiveness among mainstream learners by integrating global pedagogical practices with indigenous educational perspectives. A mixed-method research design combining quantitative and qualitative approaches was adopted to obtain a comprehensive understanding of instructional practices. The quantitative component involved a survey of 200 undergraduate students selected from colleges in West Bengal using a structured Instructional Effectiveness Scale. Statistical techniques, including mean, standard deviation, correlation, regression, and ANOVA, were used for data analysis. The qualitative component involved semi-structured interviews with 20 teachers and classroom observations to explore indigenous instructional approaches such as experiential learning, dialogic pedagogy, and value-based teaching. The findings reveal that instructional strategies integrating global pedagogical methods with indigenous learning traditions significantly enhance student engagement and conceptual understanding. Regression analysis indicates that teacher–student interaction, experiential learning, and collaborative instruction significantly predict instructional effectiveness. The study highlights the importance of culturally responsive pedagogy in achieving the educational transformation envisioned in the vision of Viksit Bharat. The research provides valuable implications for teacher education, curriculum development, and educational policy
Keywords: Instructional Effectiveness, Indigenous Knowledge System, Mixed Method Research, Global Pedagogy, Viksit Bharat, Higher Education.
Page No: 147-156