डिजिटल शिक्षा के संदर्भ में शिक्षकों की आत्म-प्रभावकारिता का अध्ययन: एक विषयवस्तु विश्लेषण

Punit Kumar; Yatendra Pal

doi:10.29121/shodhkosh.v5.i5.2024.6504

Authors

Punit Kumar Research Scholar, Institute of Education and Research, Mangalayatan University, Aligarh
Yatendra Pal Associate Professor, Institute of Education and Research, Mangalayatan University, Aligarh

DOI:

https://doi.org/10.29121/shodhkosh.v5.i5.2024.6504

Keywords:

Digital Education, Self-Efficacy, Teachers, Technical Skills, Training, Mental Health, Content Analysis

Abstract [English]

The nature of education is constantly changing in the digital age. Online platforms, technological tools, and e-learning resources have made the teaching process more flexible, interactive, and comprehensive. In such times, teachers' self-efficacy has a significant impact on the quality of teaching and student learning. This research uses content analysis to analyze key themes related to teachers' self-efficacy in the context of digital education. By studying various academic reports, research papers, government documents, and material from online platforms, factors such as teachers' competence, confidence, training, technical support, psychological stress, and institutional support in digital education were identified. The research revealed that technical training, mental health support, access to resources, and positive communication contribute to increasing self-efficacy. It also found that teachers' self-efficacy directly impacts student engagement, motivation, and academic outcomes. The study highlights challenges associated with digital education and suggests effective measures to increase self-efficacy. Ultimately, this research contributes to understanding teachers' role in making digital education effective and to developing policies and training programs to enhance self-efficacy.

Abstract [Hindi]

डिजिटल युग में शिक्षा का स्वरूप निरंतर परिवर्तित हो रहा है। ऑनलाइन प्लेटफॉर्म, तकनीकी उपकरण और ई-लर्निंग संसाधनों ने शिक्षण प्रक्रिया को अधिक लचीला, इंटरैक्टिव और व्यापक बनाया है। ऐसे समय में शिक्षकों की आत्म-प्रभावकारिता शिक्षण की गुणवत्ता और विद्यार्थियों की सीखने की प्रक्रिया पर महत्वपूर्ण प्रभाव डालती है। यह शोध डिजिटल शिक्षा के संदर्भ में शिक्षकों की आत्म-प्रभावकारिता से संबंधित प्रमुख विषयों का विश्लेषण करने हेतु विषयवस्तु विश्लेषण पद्धति का उपयोग करता है। विभिन्न शैक्षणिक रिपोर्टों, शोध पत्रों, सरकारी दस्तावेजों तथा ऑनलाइन प्लेटफॉर्मों से प्राप्त सामग्री का अध्ययन कर डिजिटल शिक्षा में शिक्षकों की दक्षता, विश्वास, प्रशिक्षण, तकनीकी सहायता, मानसिक तनाव और संस्थागत सहयोग जैसे घटकों की पहचान की गई। शोध से स्पष्ट हुआ कि तकनीकी प्रशिक्षण, मानसिक स्वास्थ्य समर्थन, संसाधनों की उपलब्धता और सकारात्मक संवाद आत्म-प्रभावकारिता को बढ़ाने में सहायक होते हैं। साथ ही यह भी पाया गया कि शिक्षकों की आत्म-प्रभावकारिता का सीधा प्रभाव विद्यार्थियों की सहभागिता, प्रेरणा और शैक्षणिक परिणामों पर पड़ता है। अध्ययन में डिजिटल शिक्षा से जुड़ी चुनौतियाँ तथा आत्म-प्रभावकारिता बढ़ाने के लिए प्रभावी उपाय सुझाए गए हैं। अंततः यह शोध डिजिटल शिक्षा को प्रभावी बनाने में शिक्षकों की भूमिका को समझने और आत्म-प्रभावकारिता बढ़ाने के लिए आवश्यक नीतियों और प्रशिक्षण कार्यक्रमों की दिशा में योगदान प्रदान करता है।

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