Niroj Dahal
Biographic Data
| ID | 1094648 |
|---|---|
| NAME | Niroj Dahal |
| GIVEN NAMES | Niroj |
| FAMILY NAME | Dahal |
| SIGNATURE | DAHAL N |
| AFFILIATIONS | Kathmandu University |
| ORCID | 0000-0001-7646-1186 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Evaluating the bachelor of dental surgery curriculum of Kathmandu university using Cipp evaluation model: A mixed-methods study
Introduction Although there is a dire need of expansion of the dental education sector in Nepal, a systematic evaluation of the program for its effectiveness is necessary. This study aimed to evaluate the current curriculum of the Bachelor of Dental Surgery of Kathmandu University using Stufflebeam's CIPP (Context, Input, Process, Product) model to identify strengths and find areas for improvement. Materials and methods A mixed-methods study was …
Empowering parents’ role towards digital well-being of preschoolers: An action research study
The pandemic-driven surge in digital device use has sharply increased global screen time. Early exposure to the digital world poses risks, including mobile addiction. This research explores parents’ understanding of digital well-being in kindergarteners and their role in fostering safer digital spaces. This study involved six upper kindergarten parents from a preschool in Lalitpur, Nepal, who participated in the action research and reflected on t…
STEAM in tertiary and teacher education: A rapid review
This review synthesizes recent STEAM scholarship to clarify current STEAM in tertiary education and to identify how adjacent evidence from teacher education and school-based implementation can inform tertiary decision-making. The review attempts to address a previously stated knowledge gap: recent STEAM reviews have often privileged K–12 settings, treated STEAM broadly without isolating its higher-education implications, or foregrounded pedagogic…
Pedagogical strategies for mitigating foreign language anxiety: A mixed-methods study of first-semester undergraduate students
Foreign language anxiety (FLA) is widely recognized as a significant affective factor influencing second language learning, particularly among non-native learners. Although the phenomenon has been extensively examined in global contexts, empirical evidence from Bangladesh remains limited. This study investigates the nature of foreign language anxiety among first-semester undergraduate students and explores the pedagogical strategies teachers use …
Examining EFL teachers’ awareness, use and challenges of AI integration in ELT context
AI tools have spread into English language classrooms faster than most teachers have been prepared for them. This study surveyed 221 EFL teachers and practicum students in Türkiye to understand how they use AI, what stops some from using it at all, and what they expect from these tools going forward. A mixed-methods design was used, combining thematic analysis of open-ended responses with descriptive frequency data. TPACK and AI literacy guided t…
Writing as a Process of Inquiry in Autoethnography for Meaning-Making: Reflections and Some Points for Consideration
This article explores writing as a process of inquiry and meaning-making in the autoethnographic tradition, offering reflections on the recursive, emergent, and dialogical/dialectical nature of writing, along with some points for consideration. Drawing on perspectives from qualitative research and narrative inquiry (Riessman, 2008), I argue that autoethnographic writing serves as a method of inquiry and/or discovery, generating ontological, epist…
Impact of activity types and speaking hours on spoken English fluency: A comparative study in Bangladeshi tertiary classes
The correlation between classroom activity kinds and the duration of student speaking time is essential for enhancing fluency in spoken English. This study investigates the effect of activity types and talk time on developing fluency in spoken English among Bangladeshi tertiary-level students. It used a comparative methodology, looking at two classes: a class that was taught using interactive activities (e.g., role-plays, group discussions) with …
University faculty perceptions of training transfer and professional growth: A qualitative study
University faculty recognize training transfer as significant for professional development, enhancing skills/knowledge, building confidence, fostering career growth, promoting collaboration, and benefiting institutions. This qualitative study, grounded in constructivist learning theory, experiential learning theory, and situated learning theory, explores faculty perceptions of research methods training transfer in their context. Conducted at Kath…
Higher-order thinking skills in e-learning contexts in higher education: A phenomenological study
Teaching and learning activities are primarily conducted through in-person classes and assessed by periodic examinations, with little emphasis on developing higher-order thinking skills (HOTS) in Asian territories and Nepal. In higher education, there is inadequate literature on the practice of HOTS in online and remote learning modes. Using a phenomenological approach, this study investigated how students experience and develop HOTS within the e…
Generative AI on professional development: A narrative inquiry using TPACK framework
This study explores the integration of generative AI (GenAI) tools in the professional development of English language teachers (ELT) using the Technological Pedagogical Content Knowledge (TPACK) framework. Subscribing to narrative inquiry research design, in-depth interviews were conducted with four educators in Kathmandu Valley, Nepal, in August 2024 to understand their experiences integrating GenAI in teaching practices. Four themes were ident…
Enhancing school performance through whole school intervention: A case study
Whole School Intervention (WSI) is a school improvement approach that engages the entire school community to enhance various aspects of the school, addressing the needs of every child and ensuring opportunities for success. This study, grounded in the theory of complex adaptive systems, investigates the implementation of the WSI approach in a private school in Nepal to assess its impact on school improvement. The central research question is: How…
Practice and effectiveness of guidance and counseling in Nepali schools: Roles of learning strategy, self-management, and social skills
This study investigates the status and effectiveness of guidance and counseling (G&C) practices in Nepali schools, focusing on three domains: learning strategies (LS), self-management (SM), and social skills (SS). Through a quantitative survey of 384 teachers, counselors, and headteachers across seven provinces of Nepal, we assessed G&C practices using a validated 30-item questionnaire adapted from the American School Counselor Association (ASCA)…
Female undergraduates’ perception of mathematics: A mixed-methods study
Mathematics is essential in daily life and career development, yet gender disparities persist, particularly in contexts such as Nepal, where socio-cultural norms influence educational access. This study examines the perceptions of female undergraduate mathematics students at Tribhuvan University, Nepal, exploring factors affecting their attitudes, self-efficacy, and motivation. A mixed-methods QUAN-QUAL research design integrated quantitative sur…
Stories of stress: Unveiling professional anxiety in mathematics teaching
Professional anxiety in teaching refers to the stress and nervousness that educators experience due to their job duties and the challenges they encounter. This article explores the prevalence of professional anxiety among secondary school mathematics teachers at private schools in Nepal. The study aims to address the question: How do secondary school mathematics teachers narrate their experiences of professional anxiety? Using narrative inquiry a…
Knowing, Doing, and Becoming Reflective Practitioners: A Narrative Inquiry of STEAM Educators
Reflective practice can guide educators toward enhancing their abilities, comprehension, and expertise, reflecting on their experiences to grow personally, professionally, and academically, thereby elevating the overall standard of their work. This paper aims to narrate the perception, practice, challenges, opportunities, and outcomes of reflective practices among STEAM (Science, Technology, Engineering, Arts, Math) educators in Nepal. Using narr…
Developing the Contextualized SERVQUAL Instrument for Measuring the Service Quality of Nepali Resorts: An Application of the Modified Delphi Technique
In resorts, service quality refers to the overall level of guest satisfaction during their stay. This includes a variety of factors, such as the friendliness and helpfulness of the staff, the cleanliness and condition of the rooms and common areas, the availability of amenities and activities, the efficiency of check-in and check-out procedures, and the resort’s overall atmosphere. To address above gap, this study aims to develop contextual servi…
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Developing the Contextualized SERVQUAL Instrument for Measuring the Service Quality of Nepali Resorts: An Application of the Modified Delphi Technique
In resorts, service quality refers to the overall level of guest satisfaction during their stay. This includes a variety of factors, such as the friendliness and helpfulness of the staff, the cleanliness and condition of the rooms and common areas, the availability of amenities and activities, the efficiency of check-in and check-out procedures, and the resort’s overall atmosphere. To address above gap, this study aims to develop contextual servi…
Knowing, Doing, and Becoming Reflective Practitioners: A Narrative Inquiry of STEAM Educators
Reflective practice can guide educators toward enhancing their abilities, comprehension, and expertise, reflecting on their experiences to grow personally, professionally, and academically, thereby elevating the overall standard of their work. This paper aims to narrate the perception, practice, challenges, opportunities, and outcomes of reflective practices among STEAM (Science, Technology, Engineering, Arts, Math) educators in Nepal. Using narr…
Impact of activity types and speaking hours on spoken English fluency: A comparative study in Bangladeshi tertiary classes
The correlation between classroom activity kinds and the duration of student speaking time is essential for enhancing fluency in spoken English. This study investigates the effect of activity types and talk time on developing fluency in spoken English among Bangladeshi tertiary-level students. It used a comparative methodology, looking at two classes: a class that was taught using interactive activities (e.g., role-plays, group discussions) with …
University faculty perceptions of training transfer and professional growth: A qualitative study
University faculty recognize training transfer as significant for professional development, enhancing skills/knowledge, building confidence, fostering career growth, promoting collaboration, and benefiting institutions. This qualitative study, grounded in constructivist learning theory, experiential learning theory, and situated learning theory, explores faculty perceptions of research methods training transfer in their context. Conducted at Kath…
Higher-order thinking skills in e-learning contexts in higher education: A phenomenological study
Teaching and learning activities are primarily conducted through in-person classes and assessed by periodic examinations, with little emphasis on developing higher-order thinking skills (HOTS) in Asian territories and Nepal. In higher education, there is inadequate literature on the practice of HOTS in online and remote learning modes. Using a phenomenological approach, this study investigated how students experience and develop HOTS within the e…
Generative AI on professional development: A narrative inquiry using TPACK framework
This study explores the integration of generative AI (GenAI) tools in the professional development of English language teachers (ELT) using the Technological Pedagogical Content Knowledge (TPACK) framework. Subscribing to narrative inquiry research design, in-depth interviews were conducted with four educators in Kathmandu Valley, Nepal, in August 2024 to understand their experiences integrating GenAI in teaching practices. Four themes were ident…
Enhancing school performance through whole school intervention: A case study
Whole School Intervention (WSI) is a school improvement approach that engages the entire school community to enhance various aspects of the school, addressing the needs of every child and ensuring opportunities for success. This study, grounded in the theory of complex adaptive systems, investigates the implementation of the WSI approach in a private school in Nepal to assess its impact on school improvement. The central research question is: How…
Practice and effectiveness of guidance and counseling in Nepali schools: Roles of learning strategy, self-management, and social skills
This study investigates the status and effectiveness of guidance and counseling (G&C) practices in Nepali schools, focusing on three domains: learning strategies (LS), self-management (SM), and social skills (SS). Through a quantitative survey of 384 teachers, counselors, and headteachers across seven provinces of Nepal, we assessed G&C practices using a validated 30-item questionnaire adapted from the American School Counselor Association (ASCA)…
Female undergraduates’ perception of mathematics: A mixed-methods study
Mathematics is essential in daily life and career development, yet gender disparities persist, particularly in contexts such as Nepal, where socio-cultural norms influence educational access. This study examines the perceptions of female undergraduate mathematics students at Tribhuvan University, Nepal, exploring factors affecting their attitudes, self-efficacy, and motivation. A mixed-methods QUAN-QUAL research design integrated quantitative sur…
Stories of stress: Unveiling professional anxiety in mathematics teaching
Professional anxiety in teaching refers to the stress and nervousness that educators experience due to their job duties and the challenges they encounter. This article explores the prevalence of professional anxiety among secondary school mathematics teachers at private schools in Nepal. The study aims to address the question: How do secondary school mathematics teachers narrate their experiences of professional anxiety? Using narrative inquiry a…
Evaluating the bachelor of dental surgery curriculum of Kathmandu university using Cipp evaluation model: A mixed-methods study
Introduction Although there is a dire need of expansion of the dental education sector in Nepal, a systematic evaluation of the program for its effectiveness is necessary. This study aimed to evaluate the current curriculum of the Bachelor of Dental Surgery of Kathmandu University using Stufflebeam's CIPP (Context, Input, Process, Product) model to identify strengths and find areas for improvement. Materials and methods A mixed-methods study was …
Empowering parents’ role towards digital well-being of preschoolers: An action research study
The pandemic-driven surge in digital device use has sharply increased global screen time. Early exposure to the digital world poses risks, including mobile addiction. This research explores parents’ understanding of digital well-being in kindergarteners and their role in fostering safer digital spaces. This study involved six upper kindergarten parents from a preschool in Lalitpur, Nepal, who participated in the action research and reflected on t…
STEAM in tertiary and teacher education: A rapid review
This review synthesizes recent STEAM scholarship to clarify current STEAM in tertiary education and to identify how adjacent evidence from teacher education and school-based implementation can inform tertiary decision-making. The review attempts to address a previously stated knowledge gap: recent STEAM reviews have often privileged K–12 settings, treated STEAM broadly without isolating its higher-education implications, or foregrounded pedagogic…
Pedagogical strategies for mitigating foreign language anxiety: A mixed-methods study of first-semester undergraduate students
Foreign language anxiety (FLA) is widely recognized as a significant affective factor influencing second language learning, particularly among non-native learners. Although the phenomenon has been extensively examined in global contexts, empirical evidence from Bangladesh remains limited. This study investigates the nature of foreign language anxiety among first-semester undergraduate students and explores the pedagogical strategies teachers use …
Examining EFL teachers’ awareness, use and challenges of AI integration in ELT context
AI tools have spread into English language classrooms faster than most teachers have been prepared for them. This study surveyed 221 EFL teachers and practicum students in Türkiye to understand how they use AI, what stops some from using it at all, and what they expect from these tools going forward. A mixed-methods design was used, combining thematic analysis of open-ended responses with descriptive frequency data. TPACK and AI literacy guided t…
Writing as a Process of Inquiry in Autoethnography for Meaning-Making: Reflections and Some Points for Consideration
This article explores writing as a process of inquiry and meaning-making in the autoethnographic tradition, offering reflections on the recursive, emergent, and dialogical/dialectical nature of writing, along with some points for consideration. Drawing on perspectives from qualitative research and narrative inquiry (Riessman, 2008), I argue that autoethnographic writing serves as a method of inquiry and/or discovery, generating ontological, epist…
Computer Science (8 works) · Mathematics education (8 works) · Psychology (8 works) · Qualitative research (6 works) · Knowledge management (4 works) · Pedagogy (4 works) · Sociology (4 works) · Artificial Intelligence (3 works) · Curriculum (3 works) · Engineering (3 works)