https://www.journaljesbs.com/index.php/JESBS <p style="text-align: justify;"><strong>Journal of Education, Society and Behavioural Science (ISSN:&nbsp;2456-981X)</strong>, publishes manuscripts with valuable insight to research, ideas and strategies of Education, Society &amp; Behavioural Science. By not excluding papers based on novelty, this journal facilitates the research and wishes to publish papers as long as they are technically correct and scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open-access INTERNATIONAL journal. This journal aims to publish high quality papers (<a href="/index.php/JESBS/general-guideline-for-authors">Click here for Types of paper</a>) in all below mentioned areas.&nbsp;</p> en-US [email protected] (Journal of Education, Society and Behavioural Science) [email protected] (Journal of Education, Society and Behavioural Science) Sat, 01 Aug 2026 12:05:34 +0000 OJS 3.3.0.21 http://blogs.law.harvard.edu/tech/rss 60 https://www.journaljesbs.com/index.php/JESBS/article/view/1509 <p>This study examined sustainability literacy among pre-service science teachers and explored whether their literacy levels differed according to gender and locale. A quantitative cross-sectional survey design was adopted. Data were collected through an online questionnaire using convenience sampling from 66 pre-service science teachers. Sustainability literacy was measured using a scale covering knowledge, attitude, and behaviour related to sustainability. Descriptive statistics were used to determine the overall level of sustainability literacy, and independent-samples t-tests were used to examine differences based on gender and locale. The findings showed that the mean sustainability literacy score was 166.39, with a standard deviation of 14.30. Most participants were found to have an average level of sustainability literacy, while smaller proportions demonstrated low and high levels. Female participants recorded a slightly higher mean score than male participants; however, the difference was not statistically significant. Similarly, rural participants recorded a higher mean score than urban participants, but this difference was also not statistically significant. The findings suggest that pre-service science teachers possess a moderate level of sustainability literacy, with no meaningful variation based on gender or locale in the present sample. The study highlights the need to strengthen sustainability-oriented teacher education through competency-based, experiential, and action-oriented learning practices.</p> K. Madhu, Sujata B. Hanchinalkar Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://www.journaljesbs.com/index.php/JESBS/article/view/1509 Sat, 01 Aug 2026 00:00:00 +0000 https://www.journaljesbs.com/index.php/JESBS/article/view/1510 <p>This study examined the perceptions of teacher educators and pupil teachers towards the use of Information and Communication Technology (ICT) in teacher education programmes in Balasore District, Odisha. It also investigated the problems faced by both groups when integrating ICT into the teaching-learning process. A descriptive survey method was used, and data were collected using a researcher-developed questionnaire for pupil teachers and an interview schedule for teacher educators in the three-year integrated B.Ed.-M.Ed. programme at F.M. University and CTE Balasore. The investigator randomly selected two teacher education institutions, namely Fakir Mohan University and CTE Balasore, and employed stratified random sampling. The sample comprised 80 participants: 56 pupil teachers, including 28 first-year and 28 second-year students, and 24 teacher educators. Percentage analysis showed that pupil teachers had positive perceptions of ICT tools such as digital cameras, digital projectors, and interactive whiteboards. ADSL and Wireless LAN were the most commonly accessed internet technologies. Insufficient pedagogical support, inadequate infrastructure and technical support, and limited technological resources were the principal barriers to effective ICT integration. Teacher educators also reported inadequate ICT skills and an insufficient number of laptops as important challenges affecting professional and instructional use. The findings indicate the need to strengthen ICT infrastructure, technical and pedagogical support, and professional training for teacher educators and pupil teachers.</p> Subrat Jena, Amrutajyoti Mohanty, Baisali Raj, Jyoti Sankar Pradhan, Satadal Giri Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://www.journaljesbs.com/index.php/JESBS/article/view/1510 Wed, 05 Aug 2026 00:00:00 +0000 https://www.journaljesbs.com/index.php/JESBS/article/view/1511 <p>Technology-enabled pedagogy has emerged as an important approach to enhancing student learning and engagement in contemporary educational settings. This study investigated the influence of Technology-Enabled Pedagogy (TEP) on students’ Behavioural Engagement (BE), Emotional Engagement (EE), and Cognitive Engagement (CE) in Saraswati Shishu Vidya Mandirs (SSVMs) across Odisha, India. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a quantitative, cross-sectional research design. Data were collected from 200 students representing 20 SSVMs across 10 districts of Odisha using a multistage stratified sampling technique. The proposed relationships were examined using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results revealed that TEP had significant positive effects on Behavioural Engagement (β = 0.612), Emotional Engagement (β = 0.548), and Cognitive Engagement (β = 0.657), thereby supporting all three proposed hypotheses. Among the three dimensions, Cognitive Engagement demonstrated the strongest association with TEP, indicating that technology-integrated teaching may particularly enhance students’ attention, understanding, and active involvement in learning. The findings suggest that the purposeful integration of technology with pedagogy and subject content can strengthen multiple dimensions of student engagement while complementing the value-oriented educational philosophy of SSVMs. The study provides context-specific evidence on technology integration in culturally rooted, value-based educational settings and offers practical implications for teachers, school administrators, and policymakers seeking to strengthen technology-supported teaching and learning.</p> Saswati Jena, Sabita Mishra Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://www.journaljesbs.com/index.php/JESBS/article/view/1511 Wed, 05 Aug 2026 00:00:00 +0000 https://www.journaljesbs.com/index.php/JESBS/article/view/1512 <p>Psychosomatic symptoms are an important aspect of student mental health because they reflect the interaction between psychological processes, emotional states, and physical complaints. This study examined whether negative emotional states, psychological resilience, life satisfaction, and demographic characteristics predicted psychosomatic symptoms among higher-education students in Greece. A quantitative cross-sectional study was conducted with 202 participants recruited from seven higher-education institutions in Athens. Participants completed self-report measures of psychosomatic symptoms, depression, anxiety, stress, psychological resilience, and life satisfaction. Data were analysed using descriptive statistics, independent-samples t-tests, correlation analysis, and multiple linear regression. The predictive model significantly explained variation in psychosomatic symptom scores, F(8, 193) = 46.289, p &lt; .001, R^²= .657, adjusted R^²= .643. Stress (β = .275, p &lt; .001) and anxiety (β = .388, p &lt; .001) were positively associated with psychosomatic symptoms, whereas psychological resilience (β = −.171, p &lt; .001) and life satisfaction (β = −.182, p &lt; .001) were negatively associated. Sex differences were observed: female students reported higher psychosomatic symptoms and negative emotional states, whereas male students reported higher resilience. No significant differences in psychosomatic symptoms were identified by study level, institution type, or age. Overall, the findings are consistent with previous literature and suggest that psychosomatic symptoms among higher-education students are associated with both psychological risk factors and protective resources. Screening for emotional distress and strengthening resilience and life satisfaction may contribute to student mental-health support strategies. However, the findings should be interpreted in light of the cross-sectional design and convenience sample.</p> Georgios Pilafas, Georgios Lyrakos, Evangelia Trikaki, Triantafyllia Iliopoulou, Konstantina Karamperi, Georgios Bartzis, Nikolaos Papaleventis Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://www.journaljesbs.com/index.php/JESBS/article/view/1512 Sat, 08 Aug 2026 00:00:00 +0000