Contents
Dinara Bisimbaeva
Editorial. Key Principles of Peer Review 6
Branka Radulović, Alena Haškova, Stanislava Olić Ninković, Ljiljana Knežević
Adaptation and Empirical Evaluation of the Questionnaire on Mentor Teacher Burnout 10
Behrang Mohammad Salehi, Zainab Mousa Yaseen
The Impact of Teacher Motivational Practice on Improving EFL Learners’ Fluency and Accuracy in Speaking 18
Balwant Singh
Role of Educational Leadership for Sustainable Development 30
Rezeda Abdulina, Ildar Abitov, Inna Gorodetskaya, Gulsina Khaibullina, Kseniya Razumova, Anastasiya Novikova, Anastasiya Popkova
Influence of Parental Attitude and Parents’ Superstitiousness on Teenagers’ Superstitiousness 42
Inna Golovanova, Vlada Kugurakova, Anora Khamrayeva, Alexey Kazakov
Immersive Approaches in Teacher Students Training 55
Ekaterina Denisova, Pavel Ermakov, Nadezhda Sylka, Igor Kupriyanov
Psychological Aspects of Professional Performance and the Well-Being of Women in the Field of Education: Age Differences and Gender-wise Analysis of Correlation 72
Aliya Kalimullina
Two-way Feedback with the Use of Digital Tools in the Classroom: Effect Size 91
Vladimir Karapetyan, Alla Dallakyan, Marianna Amiraghyan, Vahram Qosakyan
Modular Approach to Educational Opportunities of Chess in the Training Process of Kindergarten Teachers106
Natalia Lyz, Alexander Lyz
The Phenomenon of Self-Education: Review of World Research Contexts 121
Maria Odintsova, Nataly Radchikova, Marina Sorokova, Ekaterina Polyanskaya, Dmitry Chernov, Nataliya Vasyagina, Natalia Khodyakova
Psychological Barriers to the Acceptance of the Digital Educational Environment by Students of Russian Universities 141
Tatiana Tikhomirova, Sergey Malykh
Estimating Accuracy of Quantity Representation During the Whole Schooling Period: Problems of Methods Development 157
Olga Tikhomirova
Professional Competence of the Teacher of Pre-professional Pedagogical Training of School Students: Development of Level Indicators 171
Albina Khalmetova
Transformation of the Content of Teacher Training in Russia in 1917-1941 187
Journal Issue Number : 4
Editorial. Key Principles of Peer Review
Almost all my editorials were written drawing on the experience of working with authors. The articles examined issues that were considered controversial or challenging for authors. However, this editorial will focus on another important participants of the publication process, i.e. reviewers. Earlier we wrote about the history of peer review and discussed the need of open reviewing (Rushby, 2020), this time I am going to cover key principles of peer review.
During a review process a scholarly paper is subject to meticulous analysis from peers who are specialists in the same field as authors. Peer review ensures that articles meet the quality requirements and high standards in a given discipline (Kelly et al., 2014). This process filters out low quality manuscripts (ibid, 2014).
There are different peer review methods: open, single-blind, double-blind, public, cascading, and public disclosure (Smart, 2018). Despite this diversity, probably the widely used type is double-blind peer review. It is a model when the identity of authors and reviewers is not disclosed. This anonymity ensures objectivity which is perceived as a great advantage of double-blind review. However, this model can be criticized due to a lack of transparency (Rushby, 2020). Among other disadvantages is long review times (Kelly et al., 2014). Despite these drawbacks, the scientific community is not ready to switch over to alternative models of peer review.
Adaptation and Empirical Evaluation of the Questionnaire on Mentor Teacher Burnout
The aim of this research is to determine the characteristics of the questionnaire for teacher burnout. In this study, Teacher Burnout questionnaire developed by Wrench et al. was used. The survey was conducted in May 2022. The sample consisted of 103 teachers. Cronbach alpha was 0.974. The results showed that the surveyed teachers experience low burnout (M = 31.53, SD = 17.89). Although being a mentor or the years of experience did not prove to be a statistically significant parameter, it is noticed that teachers who are not involved in mentoring activities express a higher feeling of burnout than mentors. Teachers who have between 11 and 30 years of experience show the signs of burnout; even young teachers (up to 5 years of service) report feeling burnout to some degree. The obtained results should be seen as indicators for next changes in the Serbian education system in terms of reducing the demands placed on teachers, especially administrative tasks. Therefore, the main recommendation is aimed at the education policy makers to take into account as many parameters as possible when introducing new changes, especially an underlying risk for teachers’ burnout.
The Impact of Teacher Motivational Practice on Improving EFL Learners’ Fluency and Accuracy in Speaking
The current study sought to examine the impact of teacher motivational practice on the improvement of Iraqi high school EFL learners’ fluency and accuracy in speaking. To this end, 50 female Iraqi high school students in Baghdad were selected based on a placement test. To gather the required data, two instruments, namely the Oxford Quick Placement Test (OQPT) and a speaking test were utilized. The study utilized a quasi-experimental pre-test-post-test design in which two dependent variables and one independent variable were applied. The participants joined a regular English teaching course for 18 consecutive sessions, three sessions each week. The last twenty minutes of each session was given to storytelling which was used as a motivational practice. Two different methods of storytelling were used for a cohort of students present in the control and experimental groups. After the intervention, the post-test was given to the participants to evaluate their improvement and to compare their performance with the pre-test. To analyze the data sets, an unpaired samples t-test was used to compare the means of the two groups. The results showed that teacher motivational practice improved Iraqi EFL high school learners’ fluency and accuracy in speaking. Lastly, the results and implications of the study were presented.
Role of Educational Leadership for Sustainable Development
Education is the strongest instrument for any development or change in the world. It is the most durable, acceptable and popular method of creating a change necessary for future development by creating willingness and self-awareness amongst people. Education geared towards sustainable development enables the individuals to gain knowledge, focused attitude, necessary skills and particular values which are essential for the formation of sustainable future (UNESCO, 2014). The foremost focus of Education for Sustainable Development is to improve the quality of life without damaging environment. In this fast-changing world, leadership is the basic element for making sustainable development through education and other factors. This paper aims to study the significance of educational leadership in promoting sustainable development, its basic principles, core competencies and approaches required for effective leadership. The study also explores the challenges faced by sustainable leadership and ways to overcome these challenges. With the help of literature review, it can be pointed out that to implement educational policies effectively, a system needs competent leaders who have multifaceted qualities. Though there are many challenges for educational leaders, visionary leaders can create sustainable education system which will in turn help in making sustainable development in the arena of economy, society, environment (Ecosystem & Biosphere), enhancing social justice and fight poverty.
Influence of Parental Attitude and Parents’ Superstitiousness on Teenagers’ Superstitiousness
The article addresses the empiric study of superstitious beliefs of teenagers influenced by the parent’s superstitions and parental attitudes. The population of the study included 46 adolescents aged 12-18 and 72 parents (mothers and fathers). The following methodology was used with the teenagers: “Superstitiousness Inventory” by Abitov, “Beliefs and Superstitions Questionnaire” by Stoyanova, questionnaire “Teenagers about Parents” by Wasserman, Gorkova, Romontzina and projective technique “Family sociogram” by Eidemiller and Nikilskaya. Parents were studied with the use of “Superstitiousness Inventory” by Abitov, “Beliefs and Superstitions Questionnaire” by Stoyanova, questionnaire “Family relationships analysis” (variant for parents who have 11-21-year-old children) by Eidemiller and Yustitskis and projective technique “Family sociogram” by Eidemiller, and Nikilskaya. It was found that the way teenagers experience parental attitude and peculiarities of parental attitude influence the superstitious beliefs of adolescents: father’s hostility and phobia of loss of a child contribute to the development of pralogical perception and magic anxiety; mother’s educational inconsistency contribute to the development of magical forecasting; father’s hostility, excessiveness and insufficiency of requirements for the child and emotional rejection promote the teenagers’ propensity for going to mentalists and for paying attention to signs; father’s directivity and mother’s low directivity impact the high level of superstitiousness. It was also revealed that various components of parental superstitiousness determine superstitiousness of teenagers by 55%.
Immersive Approaches in Teacher Students Training
The modern educational environment of the university is at the stage of active development of digital solutions to improve the learning process of students. The article discusses the possibilities of using virtual reality technology in the preparation of a future teacher. The approaches to the development of a project for the creation of a simulation simulator for the development of conflictological competence of students of pedagogical specialties, designed for training in immersive environments, are presented. The importance of using situational and constructivist learning in virtual reality is shown. The substantiation is given for the selected set of situational cases, the solution of which is possible in a virtual environment and will allow the future teacher to determine his behavior in pre-conflict and conflict situations with the aim of constructively resolving them or preventing them. The components of conflictological competence are described and an approach to assessing the effectiveness of its development is presented.
Psychological Aspects of Professional Performance and the Well-Being of Women in the Field of Education: Age Differences and Gender-wise Analysis of Correlation
The problem of the psychological well-being of women employed in the educational field currently still has a fairly wide range of unexplored issues. In this paper, well-being is considered in connection with the components of professional satisfaction and motivation, taking into account gender and age aspects. The study involved 140 people, including 103 women aged 20 to 75 years. The study was carried out using theoretical analysis of scientific literature, the Method for diagnosing the subjective well-being of a person (Shamionov & Beskova), Motivation Sources Inventory (version of Sidorenko), Job Satisfaction Survey (P. Spektor), Maslach Burnout Inventory (version by Vodopyanova & Starchenkova), Izard’s Differential Emotions Scale adapted by Leonov and Kapitsa, test “Personal differential” (adapted at the Bekhterev Research Institute). Statistical methods: Shapiro-Wilk test, non-parametric Kruskal-Wallis test, pairwise comparison using the Dunn method, Spearman’s rank correlation coefficient, Cohen’s q and z- test for comparing two sample correlation coefficients. As a result, differences between different age groups of women were revealed in terms of professional stress, well-being and burnout, as well as differences for women and men in relationship between the psychological aspects of their professional activities and personality traits, emotions and well-being.
Two-way Feedback with the Use of Digital Tools in the Classroom: Effect Size
The students’ learning outcomes strongly correlate with the level of feedback in the educational process. However, the analysis of the educational practice shows that the feedback provided in the modern educational process is not perfect. The aim of this research was to identify the two-way feedback mechanism, which can be used in the classroom at the stage of consolidating the material, and to evaluate its effectiveness. The research used the following methods: literature analysis and study of teaching experience, which helped to identify the most effective way to provide feedback in the lesson; a pedagogical experiment during which the feedback mechanism was tested at the consolidation stage in the lesson; diagnostic tests with subsequent statistical processing, which made it possible to judge the effectiveness of input feedback; survey, which provided an opportunity to assess whether the feedback mechanism introduced contributed to the self-regulation of educational activities of learners. The article reveals possible ways of implementing feedback in the classroom; develops a feedback mechanism that facilitates visible learning; and identifies the effect size of feedback at the stage of consolidating the material on learning success. The practical implication of the research is that by using the mechanism developed, the teacher and learners are able to make timely adjustments to the teaching and the learning, which contributes to the quality of the educational process and the formation of a visible educational environment.
Modular Approach to Educational Opportunities of Chess in the Training Process of Kindergarten Teachers
The success of the modern educational system often depends on the investment of new educational tools. A number of recent studies justified the use of chess as an effective educational tool in the development process of preschoolers. Introduction of educational possibilities of chess to educators during trainings, stimulates their professional competences.
The article discusses a training model for preschool teachers aimed at the formation of professional competences through acquiring prior knowledge on chess. The aim of the article is to describe a training model for preschool teachers.
The methodological basis of the proposed training program was to stimulate self-realization of the participants by introducing prior knowledge on chess in all spheres of a preschooler’s development. The effectiveness of the program was revealed by PARLA method, and the difficulties – through the Fishbone method by K. Ishikawa. The method revealed the insufficient formation of preschool teachers’ personal competences. The methods were used among 60 preschool teachers during 1,5 years. The experimental results justified the possibility of developing professional competences emphasizing personal competences and the importance of acquiring acme-qualitative results. The novelty of the research is clarified by the choice of sequential modules leading to the formation of professional competences. Practical significance – the proposed methodology can be used in various training programs for preschool teachers.
The Phenomenon of Self-Education: Review of World Research Contexts
Modern education overcomes institutional, age, and spatial limits. It provides each person with the opportunity to lifelong learning, and it also allows managing the learning process. Self-education as a proactive human activity for the purposeful accumulation of experience is becoming a relevant subject of scientific research. The research contexts of self-education in world science are the following concepts: «adult learning», «continuous learning», «continuous professional development», «informal learning», «lifelong learning», «non-formal learning», «self-development», «self-directed learning», «self-education», «workplace learning». A review of the segments of the subject field formed by these concepts was carried out. The main goal was to compare and determine the possibilities of using these concepts for the study of self-education in educational, organizational (professional) and life contexts. The articles indexed in the Scopus database served as the basis for the review. Quantitative indicators characterizing the prevalence of terms and the content of the sought-for concepts in the most cited articles were identified. The results showed that the significant amount of knowledge about self-education is concentrated in the segments related to the concepts of lifelong learning, self- directed learning, informal learning, and workplace learning. The most promising is the study of self-education of students or professionals based on the theories of self-directed and informal learning. The theories of self-directed learning are necessary to consider the initiation, implementation, and control of person’s proactive learning activities. The theories of informal learning are necessary to analyze the spontaneous, but meaningful experience accumulation in the process of various activities. The materials of the review, which describe contexts for the study of self-education, will be useful for scientists to determine the current research perspectives and select an adequate theoretical framework.
Psychological Barriers to the Acceptance of the Digital Educational Environment by Students of Russian Universities
The implementation of digital educational environment (DEE) in higher education is a complex and multifaceted process, often accompanied by opposition. The opposition may be due to various reasons, among which psychological barriers can be mentioned, for example, negative experiences in educational activity, personality traits that prevent DEE acceptance, an insufficient level of behavioral self-regulation. The identification of such barriers by university students was the main aim of present research. Using a sample of students from various universities (N=1059, age 22.3 ± 7.1 years), the following indicators were measured: attitude towards educational activity (Activity-Related Experiences Assessment technique); the resources of self-regulation (Self-Activation and the Style of Behavior Self-regulation questionnaires); personality traits (Big Five Inventory-2), and the attitude towards learning in DEE (AUDEE Scale). Cluster analysis (k-means method) allowed to identify two contrasting groups of students, differing in their assessments of the university DEE: acceptance group and resistance group. The selected groups differ in agreeableness and conscientiousness, and both of these qualities are higher in the group that has positive attitude towards learning in DEE. Acceptance group also has a higher level of self-activation and self-regulation: its members better plan goals, program their actions and model significant conditions for achieving goals. Students from resistance group make more efforts in learning activities with less pleasure, they are characterized by such experiences as meaninglessness and emptiness (void). At the same time, psychological barriers are of transient nature, and students are able to overcome them over time with appropriate support.
Estimating Accuracy of Quantity Representation During the Whole Schooling Period: Problems of Methods Development
The relevance and social demand for developing methods for measuring the accuracy of representation of quantitative information are associated with the need to analyze specific cognitive functions that underlie individual differences in speed and quality of learning in school. Expressed in symbolic, non-symbolic and mixed formats, representation of quantity is one of the most important cognitive functions that determines the success of learning mathematics. The article presents the results of the development and adaptation of three tests – “Number Sense”, “Number Line” and “Dot Number Task” – that measure the accuracy of the representation of quantitative information presented as sets of objects, numbers, and their combinations. The total number of study participants involved in the process of test adaptation amounted to 1,751 students in grades 1–11 aged from 6.8 to 18.8 years, of which 48.8% were girls. For each test, an internal consistency analysis was carried out, descriptive statistics were calculated, and the distribution of indicators of quantity representation accuracy at various levels of general education was analyzed. The results of the analysis showed satisfactory psychometric characteristics of computerized tests, which indicates their reliability and makes them suitable for application at the primary, basic and full levels of general education.
Professional Competence of the Teacher of Pre-professional Pedagogical Training of School Students: Development of Level Indicators
The relevance of the problem is determined by the general trends of pre-university education in the Russian Federation and the need to ensure the professional self-identification of school students in social and pedagogical professions, the creation of a network of psychological and pedagogical classes, which makes it essential to assess the teachers’ readiness to implement the ideas of pre-professional pedagogical training of school students. The purpose of the article is to develop and describe the level indicators for a teacher of pre-professional pedagogical training of school students. As the leading approach to the problem evaluation, a systemic approach was used, which made it possible to study the professional competence of a teacher within the context of the complex pre-professional training system. We have studied the professional competence of the teacher at the metasystemic level (following Belkina and Tsirulnikova’s classification, in which the subsystemic (intrapersonal) level, infrasystemic level (educational institutions), systemic level (social institutions) and metasystemic level (social and cultural pedagogical space) are distinguished in the system of pre-professional pedagogical training of school students). We regard teacher’s professional competence as a causal superstructure of universal pedagogical competencies acquired by students of psychological and pedagogical classes. As a result, the structure of the competence of the teacher of pre-professional pedagogical training of school students has been defined, competence levels have been identified, indicators for each level have been developed and described. The proposed materials fill to a certain extent the gaps existing in scientific studies in regards to the content and indicators of the competence of the teacher (trainer) of pre-professional pedagogical training; they may be applied in further scientific and methodological development of diagnostic tools and training programs for teachers of pre-professional education.
Transformation of the Content of Teacher Training in Russia in 1917-1941
This article examines the evolution of the content of teacher training in the period from 1917 to 1941. This problem is relevant because historical analysis of curricula helps to understand how the planning of the educational process took place and to draw lessons for the modern system of teacher education, which is in a state of continuous reform. It also examines the ideological component in teacher training, the process of introducing certain academic disciplines and its causes, and the changing structure of curricula over two decades. The study helps to trace not only the evolution of the planning of the educational process, but also the role of crucial historical events and individuals who influenced the formation of the content of teacher education in the period under study.
E&SD 17(4) December 2022
Contents
Roza A. Valeeva
Editorial: Modern Researches on Education (Review of Publications in Education and Self Development Journal) 6
Manpreet Kaur Bagga
The Psychological Safety of Indian School Teachers: Where the Mind is Without Fear 14
Milan Kubiatko, Kristyna Balatova, Erika Sustekova, Karel Nepras, Petr Kovarik
The Influence of Selected Variables on University Students’ Critical Thinking Level: Preliminary Results 22
Shrutidhara Mahanta, Ramesh Chander Sharma
Challenges, Prospects, and Strategies of Emergency Online Education at Secondary Level in the Assam State of India during COVID-19 Pandemic 34
Singh Anjali Devvrat, Harminder Kaur Gujral, Niharika Joshi Bhatt
Happiness: A New Perspective Contributing Towards Learning for Post-Pandemic Higher Educational Institutions 52
Enrique G. Gordillo
Parents’ Reasons to Enroll Their Daughters in an All-Girls School 67
Alena Hašková, Danka Lukáčová
The Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia 83
Lyudmila V. Bayborodova, Ekaterina N. Shipkova, Olga N. Shalnova, Juliya A. Bushkova, Svetlana G. Skorobogatova
Pre-University Teacher Training for Secondary School Students in a Networked Environment 94
Alexander Veraksa, Margarita Gavrilova, Olga Dmitrieva, Yuri Semyonov
Measuring Motivation in Preschool Children: Validation of the Russian Version of the Child Behaviour Motivation Scale 111
Elena V. Rodionova, Tatiana V. Konyukhova, Natalia A. Lukianova, Ekaterina T. Konyukhova
Emotional Intelligence of Digital Generation Students: Experience of Engineering University 126
Galina P. Savinykh
Formative Assessment as a Component of Internal Education Quality Assessment Systems 139
Nadezhda Yu. Ozornina, Polina A. Efimova, Nicole V. Timoshenko, Alexandra A. Bochaver
Zoom, Skype or Photos of Paper Sheets: Adolescents about the Transition to Distance Learning During the Pandemic 150
Nikita A. Khokhlov, Maria V. Balashova
The Method of “Object Exclusion”: Age Standards and Diagnostic Value for Neuropsychological Assessment of Children aged 4-17 years 165
Antonina N. Tretyakova
Students and Aggression: Perception and Strategies of Behavior 187
Elena A. Lapp, Elena V. Shipilova
Problems and Opportunities for Training Specialists for Working with Children with Mental Retardation in the Higher Education System 199
Olga A. Agatova
Data Competence of Subjects of Pedagogical and Managerial Analytics for Evidence based Development of Education 218
Vera V. Gavriliuk
Educational and Professional Choice of Working Youth in Service Industries 240
Irina E. Abramova, Elena P. Shishmolina
Distance Teaching of Professional Intergroup Communication to Non-Linguistic Students 252
Nikolay N. Tsybov
Didactic Peculiarities of the Use of Learning Systems in Technical Universities 267
Elvira N. Gilemkhanova, Rezeda M. Khusainova, Irina I. Lushpaeva, Milyausha R. Khairutdinova
A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment 288
Ruslan N. Khakimzyanov, Dmitry A. Ryazanov
Social, Psychological and Organizational Factors Affecting the Psychological Safety of the Educational Environment 303
Editorial: Modern Researches on Education (Review of Publications in Education and Self Development Journal)
Since the beginning of its publication by V.I. Andreev in 2006, the “Education and Self-Development” journal has been addressing the most pressing problems of pedagogy and psychology. The problem field of the journal is quite wide: it includes issues of pedagogy, andragogy and eutagogy; publishes articles on the conditions for ensuring access and equality of opportunities in education, paying serious attention to social inclusion. Didactics of general and higher education occupies a special place in the scope of the journal, including aspects of individual and group, open, distance and blended learning; development and application of systems, tools and technologies of training; content of education; monitoring, control and evaluation of the quality of education in schools, colleges, universities, professional institutions, covering all age groups of students. The issues of leadership and management in the field of continuing education, as well as vocational education, are no less relevant in the journal’s problems.
The Psychological Safety of Indian School Teachers: Where the Mind is Without Fear
A growing body of research has focused on understanding the nature of psychological safety (PS) and recognizing factors contributing to it. Psychological safety describes an individual’s perceptions of the consequences of taking interpersonal risks in a particular context. This study aimed to examine the following research questions: What is the level of PS among Indian school teachers? What are the factors affecting the PS of teachers? And what type of support is expected by teachers to enhance their PS? A mixed-method approach was used to find the answers to these research questions. Neuroception of psychological safety scale (NPSS) by Morton et al. (2021) was used to collect quantitative data from four different districts of Punjab state of India. The focus group technique was used to collect qualitative data. Participants for this study were selected using convenient and purposive sampling. Quantitative data for this study was drawn from 100 school teachers and for qualitative data, 10 participants with extremely low scores and 10 participants with extremely high scores on NPSS were selected for two focus groups to find out the factors contributing to PS of teachers. The results showed that Indian school teachers had an average level of PS. The findings also implied the importance of PS for teachers and revealed that organizational culture, leadership, and teamwork are important factors contributing to PS for teachers.
The Influence of Selected Variables on University Students’ Critical Thinking Level: Preliminary Results
Critical thinking is necessary not only to understand the academic content, but also to effectively carry out activities related to one’s own profession. The aim of the research was to identify the level of critical thinking in university students and to determine the influence of selected variables on the level of critical thinking. The variables were gender, age, use of the media, necessity of the media, up-to-date information, up-to-date professional information, and health information on the Internet. Fifty respondents studying at university participated in the research. Both bachelor’s and master’s students at the age of 21 to 36 were involved in the study. In order to achieve the set goal, an quantitative approach was adopted using a critical thinking test (Criticatl Thinking Test for university Students – CTTUS) as a research technique. Descriptive, inductive and multivariate statistics were applied for the data analysis. Age and gender emerged as important factors. Information literacy, which can significantly affect the level of critical thinking, can also be an important factor in the education of pupils and students. Finally, the study limitations are presented.
Challenges, Prospects, and Strategies of Emergency Online Education at Secondary Level in the Assam State of India during COVID-19 Pandemic
The COVID-19 pandemic has forced educational institutions globally to resort to the online mode of teaching and learning. In this paper, we examined how the emergency online education was carried out in the Assam state of India. An explanatory mixed methods study methodology was adopted. Perspectives of 92 students and 30 teachers from 30 secondary level institutions of Assam were examined. Students’ acceptability of the emergency online education as well as the effects on the mental and physical health of the students were studied. Moreover, the teachers’ perspectives on the emerging online threats were also examined. Data were collected using two separate questionnaires administered to the students and the teachers. It was followed with telephonic interviews with the teachers to gain in-depth knowledge on the studied issues. This study examines both the positive and negative effects of the adoption of online education. The results indicated that all the students could not avail the benefits of this mode. Social messaging apps and online tools like WhatsApp, schools’ own mobile apps, Google Classroom LMS and Google Meet, ZOOM, recorded videos and audio tutorials were used to provide online support to the students. Impact on the physical and mental health of the students was observed. The online teaching process led to the generation of a large repository of e-resources. The results also indicated the ignorance of teachers regarding the online threats which could severely affect their students. The study recommended awareness programmes and training sessions for teachers and students on educational technology tools, technologies and approaches for the post-COVID-19 period.