Niroj Dahal

Kathmandu University school of education, STEAM Education, Graduate Student

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Niroj Dahal (https://orcid.org/0000-0001-7646-1186) is a lecturer at the Department of STEAM Education, Kathmandu University School of Education, Nepal. He also serves as an editorial board member of TQR. Likewise, according to July data on the AD Scientific Index 2024, Mr. Dahal is Nepal's 3rd scientist in education. His research interests include ICT in education, artificial intelligence (AI), generative artificial intelligence (GenAI), qualitative research—action research, participatory action research, appreciative inquiry, arts-based inquiry, autoethnography, narrative inquiry, case study, content analysis, critical ethnography, critical social theories inquiry, decolonizing methodologies, decolonizing autoethnography, thematic analysis, narrative analysis, and collaborative inquiry (among others), mathematics education, open, distance & e-learning, STEAM education, research and development, and ICT & e-Research. Mr. Dahal has been teaching graduate and undergraduate students for the past decades. He has also been continuously taking part and presenting his research and practices in more than five dozen national and international conferences, workshops, and seminars. He has published articles, research notes, commentaries, editorials, book reviews, books, and book chapters in various national and international journals and publication presses in ICT, qualitative research, education in general and mathematics education, and STEAM education. He has been contributing continuously as an organizing committee member at national and international conferences, seminars, and workshops. Besides his regular work, he has been engaging with scholarly communities worldwide by offering his support in research, innovation, and publications. He also serves as the editorial manager of the Journal of Transformative Praxis (JrTP), which publishes a yearly issue from Kathmandu University School of Education, Nepal. He may be contacted by email at [email protected].
Supervisors: Bal Chandra Luitel
Phone: 9851190604
Address: Kathmandu University School of Education, Hattiban, Lalitpur

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Participatory learning: Exploring place-based pedagogy for future teachers

Pedagogical Research, 2024

Place-based knowledge, a legacy from our ancestors, is inherently sustainable. However, modern li... more Place-based knowledge, a legacy from our ancestors, is inherently sustainable. However, modern lifestyles have eclipsed this wisdom, leading to environmental issues such as land and water pollution. Similarly, the current pedagogical practices often fail to connect place-based knowledge. It resulted in a deviation of students' contextual learning. Thus, this paper explores the integration of place-based knowledge into pedagogy, fostering students' contextual engagement and promoting sustainable living. The guiding research questions for this study are how can integration of place-based knowledge in the pedagogical practice lead to contextualized learning and sustainability? and how can researchers, teachers, and community members incorporate place-based knowledge into pedagogical practices for contextualized learning and sustainability? This article identifies pertinent issues by subscribing to participatory action research and devises collaborative solutions with teachers, co-researchers, and the community. The study involved four teachers from a seventh-grade class in a school in Lalitpur, Nepal. The findings revealed that integrating place-based pedagogical practices helped students connect with their ancestors' knowledge about their local and its relationship with nature, thereby facilitating contextual knowledge construction. This study asserts that integrating place-based knowledge into pedagogical practices equips learners to effectively address present and future environmental issues.

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