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Volume: 01, Issue: 01, August 2025

Published August 1, 2025

Issue description

The Issues and Articles section of the Asian Journal of Education and Society (AJES) showcases a rich collection of peer-reviewed research, insightful analyses, and academic discussions that span across the diverse domains of education and social sciences. Each issue is curated to highlight contemporary challenges, emerging theories, innovative practices, and interdisciplinary approaches shaping education and society in Asia and beyond.

We publish original articles, review papers, case studies, conceptual frameworks, and empirical research that contribute to the global discourse on:

  • Educational innovation and pedagogical strategies

  • Curriculum development and instructional design

  • Inclusive education and equitable learning opportunities

  • Sociology of education and cultural studies

  • Educational leadership and policy reform

  • Teacher education, training, and professional development

  • Social development and community engagement

  • Technological integration in teaching and learning

  • Comparative and international education

  • Youth, identity, and social transformation

Each issue reflects the journal’s commitment to advancing academic scholarship and supporting evidence-based educational and social policies. Articles are selected through a rigorous double-blind peer-review process, ensuring academic integrity, originality, and relevance.

Researchers, scholars, educators, and policy-makers are encouraged to browse current and archived issues to explore high-impact contributions that foster critical thinking, professional dialogue, and progressive change in education and society.

Explore our issues to stay informed, inspired, and involved in the evolving landscape of education and social transformation.

Articles

  1. Dr. Jayachandra S. Yaradoddi (Author)

    Digital Pedagogy and Learning Outcomes: An Empirical Study of Online Classrooms in Asian Higher Education

    The digitalization of education, accelerated by the COVID-19 pandemic, has 
    fundamentally transformed the learning experience across global institutions, 
    particularly in Asia where higher education is expanding rapidly. This paper 
    explores the relationship between digital pedagogy—the strategic use of 
    technology in teaching—and learning outcomes in online classrooms within 
    Asian universities. It aims to assess whether digital teaching methods have 
    improved student engagement, comprehension, critical thinking, and academic 
    performance. 
    The study adopts a mixed-methods research design, combining 
    quantitative data from 500 students across 10 universities in India, Malaysia, 
    Thailand, and Indonesia, with qualitative insights from 25 faculty interviews. 
    Key pedagogical components examined include interactive tools, learning 
    management systems (LMS), multimedia content, real-time feedback, and 
    flipped classroom strategies. Two tables are included: (1) comparative 
    effectiveness of digital tools in student learning and (2) correlation between 
    digital pedagogy attributes and self-reported learning outcomes. 
    Findings reveal that interactive platforms (e.g., Google Classroom, 
    Moodle), live discussions, and multimedia-rich content positively affect 
    comprehension and retention. However, disparities in internet access, instructor 
    digital skills, and lack of student motivation remain persistent barriers. The 
    study also finds that digital pedagogy is most effective when integrated with 
    active learning models and personalized feedback loops. 

  2. Dr. Manoj Kumar (Author)

    Inclusive Education Policies and Their Impact on Marginalized Communities: A Comparative Analysis of Rural Schools in South Asia

    Inclusive education has become a cornerstone of global education reform, 
    aiming to ensure that all children—regardless of gender, caste, ethnicity, 
    disability, or socio-economic background—have equal opportunities to learn 
    and thrive. In the context of rural South Asia, where educational disparities are 
    deeply entrenched due to structural inequalities, the implementation of inclusive 
    education policies offers both promise and challenge. This study presents a 
    comparative analysis of inclusive education policies in India, Bangladesh, and 
    Nepal, evaluating their practical impact on marginalized communities in rural 
    school settings. 
    Using a mixed-methods approach, the study incorporates policy analysis, 
    field surveys from 300 educators and students, and 25 in-depth interviews with 
    school administrators, NGO workers, and education officers. Two key tables are 
    included: (1) policy implementation metrics across the three countries, and (2) 
    correlation between inclusivity measures and learning outcomes among 
    marginalized students. 
    Findings reveal that while national frameworks strongly advocate for 
    inclusion—such as India’s Right to Education Act, Bangladesh’s PEDP-IV, and 
    Nepal’s School Sector Development Plan—implementation is uneven. Teacher 
    preparedness, infrastructure accessibility, language inclusion, and community 
    participation vary widely across contexts. Nevertheless, schools that received sustained NGO support, localized teacher training, and community engagement 
    saw significant improvements in enrollment, retention, and student confidence. 
    This study concludes that inclusive education must go beyond policy 
    declarations to address grassroots realities. A culturally sensitive, locally 
    adapted, and multi-stakeholder approach is essential for inclusive policies to 
    achieve their intended impact in rural South Asian communities. 

  3. Dr. Rajesh Kumar Mourya (Author)

    Social Media Usage and Its Influence on Student Mental Health: A Study Among University Students  in Southeast Asia

    Social media has become an integral part of student life across the globe, 
    particularly in Southeast Asia where internet penetration and mobile 
    connectivity have surged dramatically in recent years. While social media 
    platforms offer avenues for learning, connection, and entertainment, their 
    excessive or unregulated use has raised concerns regarding student mental 
    health. This study investigates the relationship between social media usage 
    patterns and mental health indicators among university students in Southeast 
    Asia, focusing on psychological factors such as anxiety, depression, self
    esteem, and sleep disturbances. 
    Using a mixed-methods approach, the research surveyed 500 students 
    across universities in Malaysia, Indonesia, Thailand, and the Philippines. In 
    addition, 20 in-depth interviews were conducted with university counselors and 
    psychologists. Two main tables are presented: (1) social media usage by 
    platform and average screen time, and (2) correlation between usage intensity 
    and mental health indicators. 
    The results reveal a complex relationship. Moderate social media use 
    enhances peer support and information sharing, whereas excessive use—
     especially passive scrolling and night-time usage—is significantly associated 
    with increased levels of anxiety, reduced sleep quality, and symptoms of 
    depression. Platforms emphasizing appearance-based content (e.g., Instagram, TikTok) showed higher links to self-esteem issues, especially among female 
    students. 

  4. Dr. Prajakta Medhekar (Author)

    Gender Dynamics in Educational Leadership: Barriers and Opportunities for Women in Academic Administration in Asia

    While educational institutions across Asia have seen significant strides in 
    gender equity at the student level, this progress has not fully translated into 
    leadership. Women remain underrepresented in academic administration, 
    particularly in top-tier roles such as deans, principals, vice-chancellors, and 
    university presidents. This paper explores the complex interplay of gender, 
    culture, institutional norms, and leadership pathways that shape the experiences 
    of women in educational leadership across Asian contexts. 
    Adopting a mixed-methods approach, this study includes survey data 
    from 250 female academic professionals across South Asia, Southeast Asia, and 
    East Asia, alongside 20 in-depth interviews with women in mid- and senior
    level leadership positions. The research identifies common barriers such as 
    gender bias, work-family imbalance, lack of mentorship, and institutional 
    gatekeeping. Simultaneously, it uncovers opportunities arising from changing 
    policy frameworks, feminist leadership models, international collaboration, and 
    shifting societal attitudes. 
    Two analytical tables are presented: (1) representation of women in 
    leadership across different Asian regions and (2) correlation between enabling 
    factors (like mentorship and leadership training) and career progression 
    outcomes. Findings reveal that countries with strong gender equity policies, such as Singapore and Sri Lanka, show better representation than others where 
    cultural conservatism and patriarchal values remain dominant. 
    The paper concludes by recommending a multi-stakeholder approach to 
    enhancing women’s representation in academic leadership, including gender
    responsive institutional reforms, targeted capacity building, and mentorship 
    networks. These changes are crucial not only for equity but also for harnessing 
    diverse perspectives that can transform educational systems across Asia. 

  5. Sreekanth Sudesan (Author)

    The Role of Multilingual Education in Promoting Cultural Identity and Academic Achievement: Evidence from Northeast India

    In linguistically diverse regions such as Northeast India, education is not only a 
    tool for academic development but also a means of preserving cultural identity. 
    With more than 200 indigenous languages spoken in the region, multilingual 
    education (MLE) has emerged as a promising strategy to address the dual goals 
    of academic achievement and cultural preservation. This study explores the 
    effectiveness of multilingual education in promoting both academic outcomes 
    and cultural identity among students in the states of Assam, Nagaland, 
    Mizoram, and Manipur. 
    Using a mixed-method research approach, the study surveyed 400 
    students and 80 teachers across 40 schools offering multilingual instruction, and 
    conducted interviews with policy makers, linguists, and tribal leaders. The 
    research focused on three key areas: (1) language of instruction and its impact 
    on comprehension and learning; (2) students’ sense of cultural belonging; and 
    (3) performance in multilingual vs. monolingual educational environments. 
    Two main tables are presented: (1) comparison of academic scores 
    between students in multilingual and monolingual schools; and (2) correlation 
    between mother tongue-based instruction and cultural identity scores. The 
    findings reveal that students taught in their mother tongue in early years 
    perform better in language and cognitive assessments, and also demonstrate a 
    stronger sense of pride in their ethnic identity. Teachers report improved engagement, retention, and classroom participation when instruction is 
    culturally and linguistically contextualized. 
    The study concludes by recommending policy frameworks that support mother 
    tongue-based multilingual education (MTB-MLE), inclusive curriculum design, 
    and teacher training in indigenous languages. In a region as linguistically rich 
    and politically sensitive as Northeast India, multilingual education is not just a 
    pedagogical tool—it is a pathway to equity, identity, and academic 
    empowerment.