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 7

Published on: July 2026

SOCIO-ECONOMIC STATUS AND ATTITUDE OF B.ED. STUDENTS TOWARDS HYBRID TEACHER EDUCATION SYSTEMS: A STUDY IN SANTAL PARGANAS

BIMANT KUMAR

Dr. REENA MAHTO

Department of Education, Sonadevi University, Ghatshila, Jharkhand.
DOI:https://doi.org/10.55041/ijcope.v2i7.175

Article Status

Plagiarism Passed Peer Reviewed Open Access

Available Documents

Download PDF Review Report

Abstract

The National Education Policy 2020 India, which places a strong emphasis on integrating technology and cutting-edge pedagogical approaches, has significantly accelerated the development of teacher education in India. The new hybrid teacher education methods that blend online and in-person learning modalities are critically examined in this study. The purpose of the study is to examine the obstacles, accessibility, and efficacy of hybrid models in Indian teacher training schools. Using a qualitative and analytical research methodology, the study examines current literature, institutional practices, and policy documents to assess how hybrid systems fit with NEP 2020's goals. It examines important aspects like inclusion, learner engagement, teacher readiness, and digital infrastructure. The results show that whereas hybrid models provide flexibility, greater reach, and chances for individualized learning, they also have drawbacks including the digital divide, a lack of technical expertise, and inconsistent regional implementation. The study comes to the conclusion that, with strong infrastructure, ongoing professional development, and policy-level oversight, hybrid teacher education has the potential to be revolutionary. In line with national education reforms, it suggests tactical actions to fortify digital ecosystems, guarantee equity, and improve pedagogical efficacy.

Keywords: Hybrid Teacher Education, Blended Learning, Teacher Training, Digital Education, Educational Technology, Teacher Competency, Pedagogical Innovation, Digital Divide.

How to Cite this Paper

KUMAR, B. (2026). Socio-Economic Status and Attitude of B.Ed. Students towards Hybrid Teacher Education Systems: A Study in Santal Parganas. International Journal of Creative and Open Research in Engineering and Management, <i>02</i>(7), 1-9. https://doi.org/10.55041/ijcope.v2i7.175

KUMAR, BIMANT. "Socio-Economic Status and Attitude of B.Ed. Students towards Hybrid Teacher Education Systems: A Study in Santal Parganas." International Journal of Creative and Open Research in Engineering and Management, vol. 02, no. 7, 2026, pp. 1-9. doi:https://doi.org/10.55041/ijcope.v2i7.175.

KUMAR, BIMANT. "Socio-Economic Status and Attitude of B.Ed. Students towards Hybrid Teacher Education Systems: A Study in Santal Parganas." International Journal of Creative and Open Research in Engineering and Management 02, no. 7 (2026): 1-9. https://doi.org/https://doi.org/10.55041/ijcope.v2i7.175.

Search & Index

Google Scholar Crossref DOI ResearchGate

References


  1. Ministry of Education, Government of India. (2020). National education policy 2020. Government of India.

  2. Sharma, R., & Sharma, S. (2021). Hybrid teacher education: Opportunities and challenges in the Indian context. Journal of Teacher Education and Research, 16(2), 45–60.

  3. Kumar, A., & Singh, P. (2020). Blended learning in teacher education: A study of digital integration in India. International Journal of Educational Technology in Higher Education, 17(33), 1–12.

  4. UNESCO. (2020). COVID-19 and teacher education: Digital solutions for learning continuity. UNESCO.

  5. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher education. Teachers College Record, 108(6), 1017–1054.

  6. DIKSHA Platform. (2022). Teacher professional development resources for hybrid and blended learning. Ministry of Education, Government of India.

  7. Singh, R., & Kaur, A. (2021). Challenges in implementing blended teacher education in Indian universities. Asian Journal of Distance Education, 16(1), 33–50.

  8. Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.

  9. Jena, P. K. (2020). Online teacher education in India: Trends, opportunities, and challenges. Education and Information Technologies, 25, 5919–5934.

  10. Prasad, R., & Bhattacharya, S. (2021). Digital transformation in teacher education: Post-COVID perspective in India. Journal of Educational Technology Systems, 50(3), 348–367.

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: Jul 20 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 7View All Issues Next Article

← Previous Article

Socio-Economic Determinants of Women’s Labour Force Participation in Rural Jammu and Kashmir

Next Article →

Strength and Durability of High Strength Concrete Using Nano-Silica
Scroll to Top