This qualitative study explores the implementation and conformation process of digital devices in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers' Diffusion of Innovation Theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n=62) and their perceptions and preferences towards instructional modality. The findings suggest that despite the increased reliance on digital devices during the pandemic, there is a less likelihood of using them in face-to-face classrooms in developing countries like Nepal. The adoption of online learning has not yet reached the confirmation stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely implemented or confirmed by teachers in developing countries societies. The study also provides important insights into the challenges and opportunities of using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal.
This article attempts to investigate the modern medical practices and the major factors triggering the changes in views, attitudes, and practices among the Hyolmos, an indigenous people residing in high hill region, Helambu, the northeast of Sindhupalchok, central Nepal. This ethnographic study with the key informants' interview, participant observation and household census was employed during a year-long fieldwork. The collected data were thematically analyzed and interpreted. The finding shows that the major triggering factors bringing such changes are education, communication, and transportation that increased awareness among the people for choosing alternative opportunities. Tourism and foreign employment raised the economic level that created better financial options for treatment. Conservation of forest was limited to the performance of herbalists and Amchis. To some extent, inter-caste marriage practice and the urbanization process also increased awareness about the use of western medicine.
This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers’ diffusion of innovation theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n = 62) and the teachers’ perceptions of and preferences for instructional modalities. The findings suggest that, despite the increased reliance on digital devices during the pandemic, there is a lower likelihood of them being used in face-to-face classrooms in developing countries, such as Nepal. The adoption of online learning had not yet reached the adoption stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely adopted by teachers in developing countries societies. The study also provides important insights into the challenges of and opportunities provided by using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal.
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