Tribhuvan University Sanothimi Campus

Traditional teacher-centered teaching causes significant difficulties for both teachers and students. In this model, the teacher is active, delivering knowledge, while the student remains passive, attempting to absorb it. This approach often results in frustration for students as they struggle to memorize the teacher's words without truly understanding the subject matters. Traditional teaching methods not only cause suffering and pain for both teachers and students, but they also stifle students' creativity. These methods promote rote memorization of the teacher's words. Therefore, it is urgent to replace traditional teaching with more effective learner centred approaches. The main objective of this study is to analyze the pain, suffering, and challenges I faced with traditional teaching methods and how these experiences prompted changes in my pedagogy. I used multiple paradigms, and autoethnography as a strategy of inquiry, which combines personal experience and writing. I selected three participants based on their availability and willingness to be interviewed: a former colleague who teaches social studies and two of my former social studies students. In this study, I present my teaching experiences at the school level in the first section and at the university level in the second section. Initially, while teaching at the school level, I adopted traditional teacher centred teaching methods. Gradually, I recognized the weaknesses in these methods. Despite this realization, my teaching approach remained teacher-centered during my time at the school level. When I began teaching at the university level, I realized the need to improve my pedagogical practices. Consequently, I adapted my pedagogical practices to meet the needs of the students. This student-centered teaching method enabled the development of the knowledge, skills, and competencies I aimed to cultivate in them.

This article provides a brief overview of the integrated curriculum of Nepal. It uses the desk review method. It delves into the context of curriculum development and its rationale in the Nepalese context, emphasizing the need for a shift towards an integrated approach. The article explores the integration of the current basic level (grades 1-3) curriculum and discusses the continuum of curriculum integration. It highlights the evolving concept of an integrated curriculum and sheds light on its key features. Additionally, the article discusses the challenges of implementing an integrated curriculum in the Nepalese context. It explores the impact of integrated curriculum on the Nepalese education system, and students' learning, such as the development of soft skills, critical thinking, and interdisciplinary skills. The article also provides recommendations for promoting integrated curriculum practices and emphasizes the importance of teacher professional development and stakeholders' participation for effective implementation.

This article examines the impact of dyscalculia and dyslexia on students' mathematics learning and proposes strategies for supporting learners with these learning disabilities. It provides a concise overview of dyscalculia and dyslexia, emphasizing their distinct characteristics and prevalence rates within the Nepalese context. The study explores the challenges faced by students with dyscalculia and dyslexia in mathematics education and discusses the importance of inclusive education. It also provides an overview of the school-level curriculum in Nepal, highlighting the effects of dyscalculia and dyslexia on mathematics learning and the specific challenges experienced by students with these disabilities. The article uncovers areas within the school-level curriculum in Nepal that require attention and offers practical ways to support learners with dyscalculia and dyslexia. Overall, this article provides valuable insights into the challenges faced by students with dyscalculia and dyslexia in learning mathematics and offers practical recommendations for developing an inclusive curriculum that caters to the specific needs of the dyscalculic and dyslexic learners.

The discourse surrounding learner-centered teaching has been a focal point since the 1980s, with particular intensity during the 1990s. Following this period, dissent emerged from some educational theorists who criticized learner-centered teaching from various angles. One faction argued that learner-centered teaching disproportionately emphasizes the learner, thereby diminishing the role of the teacher, while another group contended that the model's focus on the learner's interests and needs comes at the expense of the content's importance. Many educators advocate for a teacher-centered, formalistic approach, positing that it is more effective in environments where resources are ample and the professional capabilities of teachers are exceptionally high. These divergent viewpoints have led to significant uncertainty among policymakers, curriculum developers, and educators regarding the implementation of educational strategies. Consequently, the ambiguity surrounding learner-centered teaching poses substantial challenges in its practical application within the classroom setting. Thus, how can these contradictions in the curriculum be effectively resolved? How can a lay parent, who may struggle to grasp these conflicting viewpoints, actively engage in their child's education? Additionally, how can a primary school teacher, who may lack sufficient qualifications, comprehend these concepts and deliver instruction effectively? It is urgent solve these problems. Therefore, the major intention of the present study is to revisit these major criticisms associated with learner-centered teaching. This study entirely based on the analysis and examination of the existing literature. This study has focused on nine criticisms of learner centered teaching to examine its deficiencies and weaknesses. These nine criticisms are- extreme contradiction in ideologies; legitimacy of learner centred teaching; more emphasis on the need, interest, freedom of learner; excessive attention on the learner; developmentally appropriate practice; practicality of learner centered teaching; individual and society; teacher's roles and responsibilities; and natural sequence of child development. An effort has been made to delve deeply into each criticism to reveal its underlying reality. The study concludes that while learner centered teaching is appealing in theory, its implementation is notably challenging. This difficulty is particularly pronounced in both developed and developing countries where there is a significant lack of resources and infrastructure, making the adoption of this pedagogy quite arduous.

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes were substantiated by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal.

American educator and philosopher Dewey developed a progressive pedagogical philosophy that emphasizes democratic principles. His approach centers on three main dispositions: equality, intelligent judgment and action, and working together. This study aims to investigate how secondary school teachers in Kailali District implement these dispositions in their teaching processes. This study used a qualitative research design. Ten secondary school teachers from Kailali District, Sudurpaschim Province, were selected through purposive and convenient sampling. A two-day seminar with two sessions was held to explore how these teachers implement the three core dispositions of Dewey's democratic pedagogy. The collected information, insights, and views are analyzed and presented through vignettes based on Dewey's three core dispositions. This study finds that secondary school teachers in Nepal encounter several challenges, including overcrowded classrooms, inadequate teacher training, insufficient educational resources, and limited familiarity with contemporary teaching methodologies. While the national curriculum framework highlights the importance of democratic pedagogy, it lacks detailed guidelines for its practical application. Furthermore, the study indicates that secondary school teachers in Nepal continues to predominantly employ traditional teaching methods, underscoring the critical need for reform.

Providing security over open and large distributed networks has always been both intriguing and challenging. There is a great chance for malicious individuals to perform disruptive and unethical tasks. Malicious users may attempt to obtain valuable information. So we require "secure channel" over insecure network. The secure communication channel should achieve primary security goals like confidentiality, integrity, authentication and non-repudiation and shared session keys are incorporated for the purpose. Therefore, it is of great interest and most challenging to devise effective mechanisms to establish these shared session keys, called key distribution problem. Much work has been done in recent years on mechanisms for key establishment. Many cryptosystems rely on cryptographically secure keys and therefore have to deal with issues like key management. A number of key establishment protocols have been proposed by different researchers as solutions to the key distribution problem and password based scheme is one of them. A password is shared between the entities in password based schemes. However, because users choose small and frequently used words as passwords, these schemes are suffered from password guessing attacks. Especially these schemes are subject to offline dictionary attacks. This work focus on password based key establishment. Even though there are a lot of password based schemes, the LDH, enhanced LDH, and PP-TAKE seems to be widely accepted mechanisms. In this context, this study includes performance evaluation of the above mentioned protocols.