Subjective / Written Questions (25)
1. Analyse educational technology as a pedagogical system rather than a collection of devices. / educational technology को devices के संग्रह के बजाय pedagogical system के रूप में विश्लेषित कीजिए।
2. Compare instructional-design approaches and explain alignment of objectives, media, activities and assessment. / instructional-design approaches की तुलना कर objectives, media, activities और assessment के alignment को समझाइए।
3. Critically evaluate ICT integration through digital divide, teacher competence, accessibility and data ethics. / digital divide, teacher competence, accessibility और data ethics के संदर्भ में ICT integration का आलोचनात्मक मूल्यांकन कीजिए।
4. Examine educational possibilities and risks of AI, OER, e-learning and open-distance systems. / AI, OER, e-learning और open-distance systems की educational possibilities तथा risks का परीक्षण कीजिए।
5. Compare administration, management and leadership as related but distinct educational concepts. / educational administration, management और leadership को related लेकिन distinct concepts के रूप में compare कीजिए।
6. Critically examine leadership theories through school culture, decision-making, motivation and institutional change. / school culture, decision-making, motivation और institutional change से leadership theories का परीक्षण कीजिए।
7. Analyse planning, supervision, communication and resource allocation as functions of educational management. / planning, supervision, communication और resource allocation को educational management के functions के रूप में analyse कीजिए।
8. Evaluate inclusive education as a rights-based transformation rather than mere placement of learners with disabilities. / inclusive education को disability placement के बजाय rights-based transformation के रूप में evaluate कीजिए।
9. Explain how UDL, reasonable accommodation and assistive technology reduce participation barriers. / UDL, reasonable accommodation और assistive technology participation barriers को कैसे कम करते हैं?
10. Critically analyse disability, curriculum, assessment, teacher attitudes and school culture. / disability, curriculum, assessment, teacher attitudes और school culture के संबंध का आलोचनात्मक विश्लेषण कीजिए।
11. Evaluate Indian Knowledge Systems without reducing them to nostalgia or uncritical cultural celebration. / Indian Knowledge Systems को nostalgia या uncritical cultural celebration तक सीमित किए बिना evaluate कीजिए।
12. Compare Indian Knowledge System perspectives with contemporary aims of education, ethics and knowledge production. / Indian Knowledge System perspectives की contemporary aims, ethics और knowledge production से तुलना कीजिए।
13. Analyse guidance and counselling as developmental, preventive and remedial processes. / guidance and counselling को developmental, preventive और remedial processes के रूप में विश्लेषित कीजिए।
14. Critically compare multilingual education models in India through identity, cognition, equity and language policy. / identity, cognition, equity और language policy से Indian multilingual education models की तुलना कीजिए।
15. Evaluate open and distance education through access, flexibility, autonomy, quality assurance and digital inequality. / access, flexibility, autonomy, quality assurance और digital inequality के आधार पर open and distance education का मूल्यांकन कीजिए।
16. Explain how educational institutions can balance accountability with professional autonomy. / educational institutions accountability और professional autonomy को कैसे balance कर सकते हैं?
17. Analyse organisational climate and institutional culture as mediators between leadership and educational outcomes. / organisational climate तथा institutional culture को leadership और educational outcomes के बीच mediators के रूप में analyse कीजिए।
18. Critically examine planning, budgeting and equity in resource-constrained education systems. / resource-constrained education systems में planning, budgeting और equity का आलोचनात्मक परीक्षण कीजिए।
19. Compare special, integrated and inclusive education and identify the conceptual shift to inclusion. / special, integrated और inclusive education की तुलना कर inclusion का conceptual shift स्पष्ट कीजिए।
20. Discuss ethical implications of collecting learner data through ICT platforms, adaptive systems and AI assessment. / ICT platforms, adaptive systems और AI assessment से learner data collection के ethical implications समझाइए।
21. Evaluate multilingual pedagogy when home, school and assessment languages differ. / जब home, school और assessment languages अलग हों तब multilingual pedagogy का मूल्यांकन कीजिए।
22. Analyse counselling ethics through confidentiality, consent, referral, boundaries and learner welfare. / confidentiality, consent, referral, boundaries और learner welfare से counselling ethics का विश्लेषण कीजिए।
23. Compare synchronous and asynchronous distance learning through interaction, autonomy, feedback and equity. / interaction, autonomy, feedback और equity के आधार पर synchronous और asynchronous distance learning की तुलना कीजिए।
24. Critically examine educational leadership in technological change without weakening pedagogical judgement. / pedagogical judgement कमजोर किए बिना technological change में educational leadership की भूमिका परखिए।
25. Integrate Semester-IV themes around access, quality, inclusion, technology, leadership and lifelong learning. / Semester-IV के themes को access, quality, inclusion, technology, leadership और lifelong learning के integrated framework में विश्लेषित कीजिए।