Vol. 6 No. 2 (2021): Special Issue on Nepalese Higher Education

Cover image

This special issue, guest edited by Lina Gurung, Guna Raj Nepal, and Ranju Kumari Yadav, and Gobinda Puri, focuses on higher education in Nepal. Articles included draw perspectives from the context of Nepalese higher education, including on research, teaching/learning, policies, programs, technology, innovation, theoretical issues, to name a few. 

DOI: https://doi.org/10.32674/jimphe.v6i3
Published: 2021-11-08

Full Issue

Nepal Special Issue

  • Education as a Means, Not End Perspectives from Nepal

    Lina Gurung, Guna Raj Nepal, Ranju Kumari Yadav, Gobinda Puri
    1-5
    DOI: https://doi.org/10.32674/jimphe.v6i2.4378

  • Reflections on Pandemic Emotions Reconstructing Self as a Female Educator in Nepal

    Bhawana Shrestha
    6-29
    DOI: https://doi.org/10.32674/jimphe.v6i2.3805

  • University Students' Perceptions of Online Learning during COVID-19 Pandemic

    Binod Neupane
    30-49
    DOI: https://doi.org/10.32674/jimphe.v6i2.3950

  • Influence of Parental Socio-Economic Status on Students' Academic Performance Experience from Pokhara University, Nepal

    Deepak Neupane, Santosh Kumar Gurung
    50-67
    DOI: https://doi.org/10.32674/jimphe.v6i2.3946

  • Status of Girls' Participation in Higher Education in Nepal

    Devi Ram Acharya
    68-85
    DOI: https://doi.org/10.32674/jimphe.v6i2.3922

  • Action Initiatives in Integrating Indigenous and non-Western Knowledge in Curricular Practices of Tribhuvan University, Faculty of Education: A Qualitative Inquiry

    Indra Rai, Ram Gaire
    86-104
    DOI: https://doi.org/10.32674/jimphe.v6i2.3908

  • Higher Order Thinking Skills How Preservice MathematicsTeachers perceive?

    Nara Hari Acharya
    105-125
    DOI: https://doi.org/10.32674/jimphe.v6i2.3772

  • Unravelling Indigenous Pedagogy Tracing Dances and Songs of Dangaura Tharus

    Nathuram Chaudhary
    126-155
    DOI: https://doi.org/10.32674/jimphe.v6i2.3851

  • A critical-appreciative approach as/for transformative professional development

    Parbati Dhungana
    156-181
    DOI: https://doi.org/10.32674/jimphe.v6i2.3917