IJCOPE Journal

UGC Logo DOI / ISO Logo

International Journal of Creative and Open Research in Engineering and Management

A Peer-Reviewed, Open-Access International Journal Supporting Multidisciplinary Research, Digital Publishing Standards, DOI Registration, and Academic Indexing.
Journal Information
ISSN: 3108-1754 (Online)
Crossref DOI: Available
ISO Certification: 9001:2015
Publication Fee: 599/- INR
Compliance: UGC Journal Norms
License: CC BY 4.0
Peer Review: Double Blind
Volume 02, Issue 04

Published on: April 2026

“CHALLENGES FACED BY URDU MEDIUM STUDENTS IN PREPARING AND QUALIFYING TEACHER ELIGIBILITY EXAMS”

Maria

Department of Teacher Training & Non-Formal Education (IASE) Faculty of Education Jamia Millia Islamia New Delhi
DOI:https://doi.org/10.55041/ijcope.v2i4.178

Article Status

Plagiarism Passed Peer Reviewed Open Access

Available Documents

Download PDF Review Report

Abstract

The current research explores how Urdu medium students are struggling to pass Teacher Eligibility Tests (TETs) like the Central Teacher Eligibility Test and State-specific TETs in the larger context of linguistic diversity and inclusive education in India. Although Urdu is one of the scheduled languages in the Constitution of India, competition exams still do not favor it, thus posing a structural disadvantage to Urdu medium candidates. The research design used is a qualitative approach with descriptive research design to examine the linguistic, academic, and resource-related barriers faced by candidates. The sample was purposely selected and semi-structured interviews were conducted with a sample of students preparing to take TET examinations in Urdu medium and analysed through thematic analysis. The results indicate that language issues are one of the significant obstacles since English and Hindi as the languages of examination limit understanding and communication. Respondents indicated that they had a major problem with technical vocabulary, question interpretation, and expression of answers.

How to Cite this Paper

Maria, (2026). “Challenges Faced by Urdu Medium Students in Preparing and Qualifying Teacher Eligibility Exams”. International Journal of Creative and Open Research in Engineering and Management, <i>02</i>(04). https://doi.org/10.55041/ijcope.v2i4.178

Maria, . "“Challenges Faced by Urdu Medium Students in Preparing and Qualifying Teacher Eligibility Exams”." International Journal of Creative and Open Research in Engineering and Management, vol. 02, no. 04, 2026, pp. . doi:https://doi.org/10.55041/ijcope.v2i4.178.

Maria, . "“Challenges Faced by Urdu Medium Students in Preparing and Qualifying Teacher Eligibility Exams”." International Journal of Creative and Open Research in Engineering and Management 02, no. 04 (2026). https://doi.org/https://doi.org/10.55041/ijcope.v2i4.178.

Search & Index

Google Scholar Crossref DOI ResearchGate

References


  1. Bashir, L., & Nabi, R. (2022). Educational challenges of Urdu medium students in higher education in India. Journal of Language and Education, 8(4), 45–58. https://doi.org/10.17323/jle.2022.13567

  2. Bunar, N. (2021). Migration and education in Sweden: Integration of migrants in the Swedish school education and higher education systems. International Migration, 59(2), 131–146. https://doi.org/10.1111/imig.12785

  3. Ministry of Education. (2020). National Education Policy 2020. Government of India.

  4. Mohanty, A. K. (2020). The multilingual reality: Living with languages. Multilingual Matters. https://doi.org/10.21832/MOHANT8910

  5. National Council for Teacher Education. (2021). Guidelines for Teacher Eligibility Test (TET). Government of India.

  6. NCERT. (2022). Learning outcomes at the elementary stage. National Council of Educational Research and Training, India.

  7. Panda, S. (2021). Language, education, and equity: The challenge of multilingual classrooms in India. Contemporary Education Dialogue, 18(2), 237–256. https://doi.org/10.1177/09731849211021762

  8. Rao, V. (2022). Medium of instruction and learning outcomes: Evidence from Indian classrooms. International Journal of Educational Development, 90, 102545. https://doi.org/10.1016/j.ijedudev.2022.102545

  9. Sharma, U., & Sokal, L. (2020). Teacher beliefs and practices in inclusive education: A global perspective. Teaching and Teacher Education, 88, 102966. https://doi.org/10.1016/j.tate.2019.102966

  10. Singal, N. (2020). Challenges and opportunities in efforts towards inclusive education: Reflections from India. International Journal of Inclusive Education, 24(3), 1–16. https://doi.org/10.1080/13603116.2019.1624845

Ethical Compliance & Review Process

  • •All submissions are screened under plagiarism detection.
  • •Review follows editorial policy.
  • •Authors retain copyright.
  • •Peer Review Type: Double-Blind Peer Review
  • •Published on: Apr 09 2026
CCBYNC

This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share and adapt this work for non-commercial purposes with proper attribution.

View License
Back to Volume 02, Issue 04View All Issues Next Article

← Previous Article

“Assessing the Impact of Artificial Intelligence on Individuals’ Financial Decisions”

Next Article →

“From Extraction to Evaluation : Development of a Novel Orange Flavored Sugar Free Polyherbal Immunity Boosting Syrup”
Scroll to Top