Early literacy development is fundamental to academic success, yet many primary-level students experience persistent difficulties in reading and writing. This case study examined the factors contributing to literacy challenges among students in Grades 1– 4 at Oxford Secondary School, with particular attention to the influence of traditional teacher-centered pedagogy on literacy skill development. The study aimed to identify specific barriers to reading and writing proficiency and evaluate instructional approaches that support struggling learners. A mixed-methods design was employed, integrating qualitative classroom observations and teacher interviews with quantitative analyses of student assessment data.
The study investigated twenty-seven (N=27) students with reading and writing difficulties through video recordings and an individualised learning assessment project over two months. It uncovered a literacy–rote-learning paradox: students excelled at structured memorisation tasks but struggled with functional literacy, particularly in English sentence construction and Nepali phonics. Major challenges identified included underdeveloped motor skills affecting writing speed and legibility, a lack of a systematic writing process, and a teacher-centered instructional approach that favored theoretical knowledge over practical skills.
The results showed that practice-based instructional strategies and individualised support led to a 33% improvement in literacy performance over six weeks. The study concludes that traditional student-centered methods alone are insufficient for supporting learners with literacy challenges unless coupled with structured interventions. Key findings highlight the importance of practice-oriented pedagogy, motor skill development, a four-stage writing process, and enhanced collaboration between parents and teachers to improve early literacy outcomes and maintain learning progress among primary-level students.
Basanta Prasad Adhikari, Sabina Adhikari, Nava Raj Gautam· OCEM Journal of Management,...· 0 citations
Green innovation is vital for tackling climate change and promoting sustainable development, especially in least developed countries like Nepal, which faces unique socioeconomic and environmental hurdles. Despite commitments under the Nationally Determined Contributions, there is a significant gap between the development and practical implementation of green innovations. This study analyses the factors contributing to this gap and proposes a green growth framework that balances economic, social, and environmental priorities. Employing qualitative methods, the research involved content analysis of semistructured interviews with six experts during the OCEM Second International Conference on Green Technologies and Sustainability for a Sustainable Future.
Key findings indicate that the practical application of green innovations is hindered by weak policy enforcement, limited institutional coordination, inadequate financial incentives, and poor linkages among research institutions, educational systems, and industry. Although there is growing awareness of environmental sustainability and increased individual adoption of green practices, systemic barriers such as outdated curricula, lack of technical standards, and insufficient knowledge dissemination impede large-scale implementation. The study also highlights the underutilisation of indigenous knowledge and locally adapted, low-cost solutions as missed opportunities to bolster resilience and sustainability, particularly in rural areas.
The findings, informed by political ecology and socio-technical transition theory, suggest that the main challenges stem from structural and governance-related issues rather than technological shortcomings. The study concludes that fostering green growth in Nepal requires integrated policy frameworks, enhanced institutional capacity, inclusive governance, and collaboration among academia, industry, communities, and policymakers to bridge the gap between innovation and practice, thereby supporting equitable and context-sensitive development
The study concludes that successful AI integration in education required more than mere access to technology; it requires fostering AI literacy, self-efficacy, motivation, and ethical awareness through dedicated pedagogical support.
Basanta Prasad Adhikari, Suyantiningsih, Ariyawan Agung Nugroho et al.· OCEM Journal of Management,...· 0 citations
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