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Department of Curriculum and Instruction 3
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Kathmandu University School of Education (KUSOED) 422
KUSOED repositories stores important information from its various research departments. This includes academic journals, theses, dissertations, and other collections. If you have any queries, please contact the KUSOED Library.
Kathmandu University School of Engineering (KUSoE) 9
This is a community for School of Engineering, Kathmandu University for Academic writings.
Kathmandu University School of Management (KUSoM) 36
This is a community for School of Management, Kathmandu University for Academic writings.

Recent Submissions

Disciplinary Practices and Children’s Holistic Development: A Survey among Early Childhood Development (ECD) Teachers from Godawari Municipality, Lalitpur District, Nepal
(Kathmandu University School of Education, 2026-10) Maharjan, Rajanee; Prof. Prakash Chandra Bhattarai, PhD; Sandip Dhungana
Tales from the River's Edge: A Narrative Inquiry into ECED Facilitators' Experiences of Flood Disrupted Early Learning, Coping and Resilience
(Kathmandu University School of Education, 2026-09) Tamang, Mamita; Meenakshi Dahal, PhD; Parbati Dhungana, PhD
There has been an increasing threat posed by floods on the educational experiences of children in resource-limited communities, where schools play significant roles in teaching, learning, care, and protection. Despite earlier studies having mostly addressed issues related to the restoration of infrastructure and educational access following disasters, there has been little emphasis on early childhood learning experiences and on the adaptation practices of both educators and children to disruptions in their learning environments. Thus, this study examined how floods had affected early childhood learning through narratives of educators working in flood affected community schools in Godawari Municipality, Lalitpur. I applied interpretivist framework in my study and generated the information through narrative inquiry. I selected six participants through purposive sampling, including head teachers and ECED facilitators from flood-affected community schools. I did thematic narrative analysis to analyze the generated information from the participants. The findings were substantiated by using Michael Ungar’s socio ecological resilience theory which viewed resilience as a dynamic process of positive adaptation amidst challenging environments, recognizing socio-ecological relationships among them. The study showed that the effects of floods extended beyond disrupting learning by interrupting formal classes. Classrooms and learning materials were destroyed by the flooding, disrupting children’s learning spaces, routine and playtime. The results show that developing resilience in schools is a team process. The flooding has made it harder for the kids to learn, follow rules, play and feel safe. In response to this challenge the teachers were there to protect the kids, help them make friends and help them grow. They contributed to making the setting safe by adapting their teaching, seeking help from family and neighbors and using what was available. The study concluded that the problems with learning after the floods were influenced by a number of factors, including academic, emotional, social and environmental.The study further showed that resilience was not simply an individual feature but was supported by relationships and pedagogies. This study contributed to the existing body of literature on disaster and early childhood education by redefining educational recovery as a multifaceted process rather than a purely physical one. The study suggests that resilience building, disaster preparedness, and psychosocial support need to be integrated within early childhood education policy and practice to increase learning quality in the disaster situation.
Exploring Project Based Learning: Experiences from Kathmandu Metropolitan Schools
(Kathmandu University School of Education, 2026-08) Ghimire, Mani Ram; Asst. Prof. Shree Krishna Wagley, PhD
Project-Based Learning (PBL) is a student-centered and inquiry-based approach to teaching and learning that provides opportunities for students to work together, investigate meaningful questions and problems, apply knowledge to real world situations and construct understanding through practical experiences. In Nepal, growing emphasis on student-centered, experiential and competency-based education has created an increasing interest in PBL. Though, limited contextual study has examined how teachers experience and interpret the implementation of PBL on their everyday classroom practices, particularly in relation to student’s participant, motivation and engagement. Thus, this study explored teachers lived experiences of implementing PBL in secondary level classrooms in selected Kathmandu Metropolitan schools. The study employed a qualitative methodology within an interpretivist paradigm and used hermeneutic phenomenological approach to examine teachers lived experiences of implementing of PBL. Six teachers from selected institutional schools in Kathmandu Metropolitan City participated in the study through purposive selection based on their experience of implementing PBL. Information was generated primarily through semi-structured in-depth interviews and were analyzed thematically through an inductive process informed by hermeneutic phenomenological interpretation. Experiential Leaning theory (ELT) provided the theoretical lens for interpreting teachers experiences in relating to experience, reflection, understanding and application. The findings indicated that teachers experienced PBL as a purposeful, authentic, collaborative and contextually situated approach to teaching and learning. Teachers emphasized the importance of aligning projects with curriculum and learning, outcomes, considering students understanding and readiness, facilitating participation, providing scaffolding, balancing student autonomy with appropriate guidance and responding to diverse learning needs. Teachers also perceived that meaningful projects, real-world connections, collaboration, students’ choice and active participation created opportunities for students’ interest, motivation and engagement. At the same time teachers’ experiences were shaped by professional confidence, collaboration with colleagues, institutional support, available resources, curriculum demands and local cultural contexts. Teachers described adapting their PBL practices according to students’ needs and classroom situations rather than following a single fixed approach. The study concludes that the meaning of PBL implementation in the selected Kathmandu Metropolitan school is closely connected with the teachers’ ongoing experiences of planning, facilitating, adapting, reflecting and learning from classroom practice. Through the lens of ELT, PBL can be understood as an experiential and context-responsive pedagogical practice that creates opportunities for meaningful participation, motivation and engagement while also requiring appropriate teacher preparation, collaboration, institutional support and contextual adaptation. The results provide context specific insights for teachers, school leaders, educators, curriculum developers and educational policymakers interested in strengthening PBL practices in Nepalese school education.
Promoting STEAM-Based Teacher Professional Development for Transformative Learning in Nepal: A Participatory Action Research
(Kathmandu University School of Education, 2026-09) Pandey, Durga; Assoc. Prof. Binod Prasad Pant, PhD
Teachers play an integral role in shaping the education system. They are the key agents responsible for implementing educational policies. The future of learners depends upon how teachers guide, support, and shape their learning. In this 21st century educational landscape, various innovations and trends are evolving. The rapid development of innovative pedagogies, curricula, and technologies is continuously shaping and transforming the unpredictable future of learners. In this context, to address future challenges, learners need more holistic learning that focuses on integrated, creative, critical, collaborative, and problem-solving skills, rather than content- or subject-specific knowledge. Teachers are the main pillar of education, whose right guidance paves the way for a better future for learners. Therefore, teachers need continuous professional development (TPD) to update their knowledge, pedagogical practices, and skills, and to respond effectively to the evolving needs of contemporary classrooms. Meaningful transformation in education is possible only when teachers are continuously supported to reflect on and improve their practice However, most Teacher professional development (TPD) programs in Nepal remain largely theoretical and expert-driven rather than participatory and responsive to teachers' actual needs. Further, many training programs neglect the practical application of the learning in the actual classroom. Furthermore, most teacher professional development sessions are often designed without analyzing teachers’ needs, challenges, and reflections. In today’s educational landscape, it is essential to focus on the holistic development of the learner; to do so, it's essential to prioritize teacher professional development, which actively involves them in identifying challenges and solutions and in implementing practices. This requires a shift from traditional top-down, expert-driven approaches to more participatory, bottom–up approaches. A STEAM-based teacher professional development approach provides an opportunity to facilitate such a shift by focusing on a multi-, inter-, and transdisciplinary approach in which learners are allowed to collaborate and develop critical, creative thinking. This study seeks to promote transformative learning in education through a STEAM (Science, Technology, Engineering, Arts, and Mathematics)- based Teacher Professional Development. As the main purpose of the research is related to the transformation of education, for this, teacher direct involvement in the TPD is essential. For this, Participatory action research was used as the research method, with participants as co-researchers directly involved from needs analysis to reflection. In addition, the research was conducted with 10 teachers at a private school who taught grades 3-6. Data were collected through interviews, observation, questionnaires, and focus group discussions. The research was conducted in two cycles: in the first cycle, teachers designed, implemented, and reflected on integrated projects. The second cycle focused on the opportunities and challenges of integrating art into learning to enrich creativity and meaningful learning in the classroom. The research findings focus on the effectiveness of STEAM-based TPD in fostering reflective practice, collaborative engagement, and holistic learning environments. The research highlights the importance of teacher-led, need-based, continuous STEAM-based teacher professional development programs as a catalyst for educational transformation.
Use of Digital MathsPad for Improving Geometric Construction Proficiency in Grade X students: An Action Research”
(Kathmandu University School of Education, 2026-10) Sitaula, Ram Chandra; Asst. Prof. Niroj Dahal, PhD
The action research study titled "Use of Digital MathsPad for Improving Geometric Construction Proficiency in Grade X Students: An Action Research" is carried out to explore the impact of using one of the digital tool MathsPad to teach geometric construction for class ten students. The experiment was carried out in one of a public school of Jhapa District of Nepal with the participation of 30 students studying class X mathematics as per CDC curriculum. This study was developed from my experience as a mathematics teacher, whereby I noted some difficulties faced by students in comprehending geometric construction concepts using conventional methods of teaching. Difficulties including poor visualization, unconcern, procedural misunderstanding, and minimal participation required the integration of digital technology in geometry instruction. This research project was designed under the interpretive paradigm action research as research methodology. Classroom action was undertaken using thirty Grade X students, out of which six students were strategically chosen as key informants from the perspective of their performance as low, medium, and high performers. Action research involved conducting a process of fifteen days through two action research cycles with processes of planning, acting, observing, and reflecting. MathsPad application was used as part of the intervention to engage students into the learning activity of different geometry constructions such as angle construction, perpendicular bisectors, triangle constructions, and area equivalent constructions. The findings from the study conducted indicated that there was an improvement in students' engagement, participation, visualization skills, procedure proficiency, and understanding after applying MathsPad. There were more interest and confidence among students while conducting geometrical constructions using the digital approach. It was also revealed that there is a benefit in terms of immediate feedback and visualization while learning collaboratively, thereby leading to less fear and confusion among students while learning geometrical concepts. Finally, this research provided me with an opportunity to reflect on my own practice and learn from it. The study finds that the usage of technological aids such as digital MathsPad can be used effectively to teach geometric constructions at secondary level schools. It is suggested that usage of easy-to-use digital aids in mathematics classrooms can not only promote effective learning but also motivate students. The results found in this study may prove useful for educators of mathematics, curriculum designers, teacher trainers, and educational policy makers who wish to bring about technology integration in mathematics classrooms.