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\"This short book examines the availability and adoption of new education technologies in higher education institutions in India. It provides a summary of the activities in which such technologies are being used and the catalytic factors for such adoptions. The book also evaluates the impact on skill development, and will be a useful reference for those who are interested to find out more about technology adoption and implementation in higher education, and what the challenges are through the learning experiences in these education institutions\"-- Provided by publisher.

Now a days with the rapidly increasing development of technology and communication system, the implementation of blockchain is continuously increasing in various sectors. With the increase in massive data in educational sectors there arise a requirement of handling such enormous data. This can be easily and securely handled by blockchain technology due to its scalability, robustness, and resilience characteristics. In this paper, a methodology is presented for systematic meta-analysis of the blockchain applications, technologies, and integration of next-gen technologies for the deployment of education 4.0. The bibliometric analysis, the methodology is divided into three steps: selection strategy, inclusion strategy, and meta-analysis of research contributions are provided based on PRISMA-P. In the selection strategy, different research sources are searched. Selection and sorting of contributing research articles are performed in the inclusion strategy and finally, in a meta-analysis, the critical assessment of the educational management system and security aspects with blockchain deployment is performed. It was observed that most of the research contributions are theoretical concept based without any practical validations. From the results, it was also observed that the blockchain designs presented mainly focus on confidentiality, integrity, and availability. But apart from these, other security concerns such as scalability, flexibility, authorization, mutual authentication, attack resistant, etc. are not explored most. Further, the paper presented a critical analysis of next-gen technologies with blockchain for future education 4.0. This paper is focused to analyze the growing demand of the educational blockchain paradigm (EBP). For this paper presented a meta-analysis of existing research contributions concerning the application area, technology used, real-world examples, and next-gen technologies in education 4.0. Therefore, this paper will enlighten the focus of researchers for future research innovations.

Just as those who have been least disadvantaged by their racial identity often announce that Americans live in a post-racial era, those who have historically benefited from their caste affiliation rush to declare that India is a post-caste nation. In The Caste of Merit, Ajantha Subramanian addresses the controversial relationships between technical education and caste formation and economic stratification in modern India. Through a series of in-depth studies of the elite Indian Institute of Technology (IIT)-the institutions Nehru once described as modern India's new temples-she explains that caste has not disappeared from India. On the contrary, it has acquired a kind of disturbing invisibility. Caste is now borne by the lower castes who invoke their affiliation in the public, political arena to claim resources from the state. The upper castes, by contrast, treat such discussions as backward and embarrassing. Caste privilege, Subramanian argues, is certainly working in India. But it has been transformed by a new discourse of \"merit.\" Reservations or quotas for historically disadvantaged groups, much like affirmative action in the United States, are a subject of great import in India. Admission to colleges and employment in the public sector are two of the most hotly debated subjects when it comes to quotas. Meanwhile, lynchings, gang rapes, ritual humiliation, and political intimidation of low-caste Indians appear in newspaper headlines and on social media timelines with frightening regularity. It is within this dangerous context that Subramanian's provocative and empirically based argument about the dominance of Brahmins in the Indian Institutes of Technology must be read.-- Provided by publisher.

Recently, the whole world has faced the deadliest and dangerous consequences due to the transmission of infectious novel coronavirus (nCov). With the outbreak of COVID-19, the education learners, practitioners, and other stakeholders were at the sake of a loss, as it causes the suspension of physical classes and physical interaction of the learners. In these circumstances, Electronic learning (E-learning), Online learning, and the use of Information and Communications Technology (ICT) tools came in handy. It helped the learners in the dissemination of ideas, conducting online classes, making online discussion forums, and taking online examinations. Like the government of each country, the Indian government was also caught off-guard but the existing E-learning infrastructure was able to leverage on while devising plans to tailor them to new situations and launching new ones. The initiatives at the forefront of this noble battle launched by the Department of School Education and Literacy, Ministry of Human Resources Development (MHRD) includes Diksha, Swayam Prabha Channel, Shiksha Van, E-Pathshala, and National Repository of Open Educational Resources (NROER). It worth noting that apart from the Indian central government efforts, each state has various online education initiatives that are tailored to their needs. This research evaluated each of these initiatives commenced by central and state governments and present a detailed analysis of most of the relevant initiatives. Additionally, a survey is conducted to get insights of learners in concern to online learning. Despite the issues raised in this learning, the outcomes come to be satisfactorily favoring online learning.

Background E-learning has emerged as a transformative approach in medical and dental education in India, offering flexibility and accessibility to students. However, there is a lack of a standardized tool to assess the multiple dimensions influencing e-learning utilization among undergraduate health profession students. This study aims to develop and validate the Comprehensive Knowledge, Attitude, and Practice Questionnaire (CKAPQ) to examine various factors affecting e-learning utilization among undergraduate medical and dental students. Methods The study employed a cross-sectional validation design using Zhou’s Mixed Methods Model to develop and validate the CKAPQ. The initial questionnaire contained 59 items across eight theoretical factors. Content validity was assessed using the Lawshe method, and the CKAPQ survey was conducted from 2014 to 2017 among medical and dental students at a South Indian tertiary care university. Data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to validate the questionnaire structure and verify the theoretical framework. Model fit was assessed using indices such as Goodness-of-Fit Index (GFI), Adjusted Goodness-of-Fit Index (AGFI), Root Mean Square Error of Approximation (RMSEA), Normed Fit Index (NFI), Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), and Standardized Root Mean Square Residual (SRMR). C onstruct validity and structural equation modelling (SEM) were assessed. Results A total of 960 students (61.6% females, 38.4% males) participated in the study. Through EFA, eight items were removed based on skewness and kurtosis values, and 35 items were excluded due to factor loadings < 0.5. The Bartlett’s Test of Sphericity was significant ( p  < 0.001), and the Kaiser-Meyer-Olkin measure (0.733) indicated sampling adequacy. The final model comprised 16 items representing five constructs with factor loadings ranging from 0.557 to 0.834. The model demonstrated good reliability (Cronbach’s α ranging from 0.65 to 0.78) and strong absolute fit indices (GFI = 0.982, AGFI = 0.971, SRMR = 0.063). Construct validity was supported by Composite Reliability (0.729–0.848), Average Variance Extracted (0.516–0.669), and Maximum Shared Variance (0.143–0.304). The SEM model revealed significant correlations between constructs, with PLE and PEI showing strong positive correlation ( r  = 0.614), while negative correlations were observed between PLE, PEI and other factors. Conclusion The proposed theoretical model had eight factors, while the psychometric properties of the CKAPQ and calculations of fit revealed a five-factor model. The developed CKAPQ provides a new, standardized method to evaluate knowledge, attitudes, and practices related to E-learning among medical and dental students.

Emergence of the use and application of Artificial Intelligence (AI) in higher education in India has opened new possibilities and challenges. Use of AI in will bring in effective change of governance in the entire internal architecture of Indian Institutes of higher education. The prospect of use of AI includes investigation of educational implications as to how teachers would enrich them, how students would learn, and how accurate and prompt decisions can be taken in the institutes of higher education. This is important since the workload has been multiplied due to massification of higher education. Such being the scenario, help of AI is highly essential. The question of adoption of AI in higher education is an important issue in this perspective. The purpose of this study is to explore how the stakeholders would be able to adopt it. For this, we have taken help of many adoption theories and models including ‘Unified Theory of Acceptance and Use of Technology’ (UTAUT) model. We have developed hypotheses and a conceptual model and got it validated through survey with the help of feedbacks from useable 329 respondents. It has been found that the model can help the authorities to facilitate adoption of AI in higher education.

COVID-19 global pandemic pushed a large number of higher educational institutions to use Online Proctored Exams (OPE) because of government-imposed lockdowns. Treating OPE as an educational technology innovation, we apply the diffusion of innovation theory in predicting factors affecting its adoption by university students which we believe is the first of its kind research study. The study presented here reviews OPE, its types, architecture, challenges, and prospects and then focuses on the student adoption experience at a large, multi-campus higher educational institution. We have used the fine-grained Aspect Level Sentiment Analysis to check the university students’ attitudes towards the Online Proctored Exams. We then used linguistic features to extract the aspect terms present in the feedback comments which showed that 55% of university students having a positive attitude towards OPE. Results of our study show that innovation characteristics such as relative advantage, compatibility, ease of use, trialability, and observability were found to be positively related to acceptance of OPE.

The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.

Background The COVID-19 pandemic had severely disrupted the education system in a variety of settings, particularly medical and dental teaching institutes. Restricting the teaching system to virtual mode and the treatment aspect to emergency-only care was of great challenge, in order to prevent the spread of COVID-19. During the pandemic, distance learning had become necessary to ensure that education continues. Objective The present study aimed to analyse dental students’ perceptions of the transition of education from traditional to distance learning. Methods This was a cross-sectional study consisting of a 25-statement online questionnaire, which was validated (Item- Content Validity Index (I-CVI: 0.87–0.89), reliability confirmed (Cronbach’s alpha = 0.82). The questionnaire was anonymously administered to students studying dentistry at the Manipal Academy of Higher Education, Manipal, India. The data collected were analysed statistically. Results A total of 713 out of 800 undergraduate dental students participated in the survey, resulting in an 89.12% response rate. Approximately 74% students did not feel that it was easier to concentrate in online classes than in offline lectures, and 60.9% of the students felt that they could not learn the theoretical aspects adequately. Almost three-fourths of the students (73.9%) felt that lockdowns and distance education severely affected the quality of their dental education. Most of the students (86.4%) felt that a lack of patient exposure would affect their future dental practice. With respect to learning preferences, the majority of the students preferred a combination of traditional methods and online learning. Conclusion The COVID-19 pandemic taught not only the use of technology in education but also future learning strategies. In today’s technologically adept world, e-learning is a convenient and effective method for teaching undergraduate dental students. Dental education is evolving consistently to accommodate rapid changes in the education system. However, it should be used as an auxiliary approach in the clinical setting since it cannot replace the conventional face-to-face approach.

Background The World Health Organization (WHO) predicts a global shortfall of 18 million health workers by 2030, particularly in low- and middle-income countries like India. The country faces challenges such as inadequate numbers of health professionals, poor quality of personnel, and outdated teaching styles. Digital education may address some of these issues, but there is limited research on what approaches work best in the Indian context. This paper conducts a scoping review of published empirical research related to digital health professions education in India to understand strengths, weaknesses, gaps, and future research opportunities. Methods We searched four databases using a three-element search string with terms related to digital education, health professions, and India. Data was extracted from 36 included studies that reported on empirical research into digital educational innovations in the formal health professions education system of India. Data were analysed thematically. Results Most study rationales related to challenges facing the Indian health care system, rather than a wish to better understand phenomena related to teaching and learning. Similarly, most studies can be described as general evaluations of digital educational innovations, rather than educational research per se. They mostly explored questions related to student perception and intervention effectiveness, typically in the form of quantitative analysis of survey data or pre- and post-test results. Conclusions The analysis revealed valuable insights into India-specific needs and challenges. The Indian health professions education system's size and unique challenges present opportunities for more nuanced, context-specific investigations and contributions to the wider digital education field. This, however, would require a broadening of methodological approaches, in particular rigorous qualitative designs, and a focus on addressing research-worthy educational phenomena.