Education, Cultural Studies, Multidisciplinary, Education
51
Scopus Publications
2693
Scholar Citations
26
Scholar h-index
63
Scholar i10-index
Scopus Publications
Development and Validation of Workplace Spirituality Scale in a South Asian Context Arjun Kumar Shrestha, Sharda S. Nandram, Puneet K. Bindlish, Bal Chandra Luitel Management and Labour Studies, 2026 This study aimed to develop and validate a workplace spirituality (WPS) scale tailored to a South Asian context. The scale’s initial item pool was generated by combining insights from a qualitative study and extant WPS scales. The item pool was subjected to face validity checks, member feedback and expert evaluation. Exploratory factor analysis and confirmatory factor analysis resulted in a 29-item WPS scale with six dimensions: altruism, interpersonal positivity, duty orientation, self-regulation, interconnectedness and mindfulness. The scale exhibits good internal consistency reliability, composite reliability, convergent validity, discriminant validity, predictive validity and nomological validity. This study addresses concerns regarding construct validity and the scale-construction process. It is the first to develop a WPS scale in a South Asian context using an emic approach, thereby opening the door for future validation studies and continued refinement and contributes to indigenizing the predominantly Western conceptualizations of WPS.
Exploring the dis/empowering cultures in prospective science learning: nurturing transformative learning Pratima Thapaliya, Bal Chandra Luitel Cogent Education, 2025 As STEAM scholars (both the authors) and a science teacher educator (the first author), we recognize that traditional teacher-centric methods of prospective science learning cultures have improved and transformed towards authentic, inclusive, and meaningful learning. In this regard, the driving question of this article is: How has Pratima experienced the empowering and disempowering cultures in her science learning journey from her perspective, and how has this nurtured transformative learning? As an autoethnographer, she viewed her prospective science learning-related narrative through a transformative lens to address the spirit of our research question and methodology. She generated three key themes: (i) enriching teacher-student communication, (ii) conceptualizing science as everyday phenomena rather than as facts and figures, and (iii) transforming a cookbook-dominated cultural reproduction through narrative analysis and interpretations. Likewise, she proposed deconstructing the disempowering cultures, such as the over-communication of teachers with students, conceptualizing science as facts and figures, and cookbook-dominated cultural reproduction to nurture transformative learning. In this regard, conceptualizing science as an everyday phenomenon, enriching intercommunication between teachers and students, and engaging in open-book science teaching-learning could transform from cultural reproduction to reconstruction. This can contribute to developing prospective science teachers as change agents.
Learning Experiences: A Hidden Curriculum for Novice Mathematics Teachers Deependra Budhathoki, Binod Prasad, Bal Chandra Luitel Asian Journal for Mathematics Education, 2025 Textbook-centred mathematics teaching rarely allows teachers to draw on their valuable learning experiences. This narrative study explored how novice mathematics teachers draw on their learning experiences in their current teaching practice. The participants include three mathematics teachers – two from private schools and one from a public school in the Kathmandu Valley, Nepal. They participated in at least two in-depth qualitative interviews that collected information about their experiences as mathematics learners and how those experiences shaped their teaching. The findings indicate that novice teachers often draw on their prior learning experiences as a form of hidden curriculum that implicitly guides their classroom practices. The underprepared and unconfident novice teachers tend to reproduce the inherited, traditional approaches to mathematics teaching. Nevertheless, once novice teachers gradually collect some experiences and merge these experiences with their emerging knowledge, they gradually emulate their role model mathematics teachers and replicate the practices that they appreciated as learners. These results suggest that recognizing and critically engaging novice and in-service teachers with their own learning experiences can support student-centred teaching.
Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context Agnita Siska Pramasdyahsari, Maya Rini Rubowo, Velma Nindita, Iin Dwi Astutik, Binod Prasad Pant, Niroj Dahal, Bal Chandra Luitel Infinity Journal, 2025 Enhancing mathematical creativity requires more learning activities that foster creative thinking. However, teachers need more resources and activities to nurture students' creativity in mathematics effectively. Therefore, this study aimed to design STEAM-based geometry activities using the Engineering Design Process (EDP) to explore how such projects can enhance students' mathematical creativity. In this study, creativity focuses on how students use geometric principles to design Wingko Babat as an Indonesian cuisine, making culturally meaningful connections and solving design challenges. The study involved research and development using the analysis, design, development, implementation, and evaluation (ADDIE) model, continuing with a descriptive qualitative approach. The activities designed for the STEAM-Geometry projects allow students to think creatively and elaborate on the engineering design process. Through expert reviews that involved multiple educators, the design activities on the STEAM-Geometry project are reliable and valid. The findings show that the EDP on Geometry project enables students to think creatively. The findings imply that teaching geometry can develop the students' mathematical creativity through the engineering design process in STEAM activities. Furthermore, it indicates that the design activities encompass more than just understanding geometry; they also nurture creativity by applying STEAM principles in the engineering design process. Integrating STEAM principles within culturally meaningful, geometry-based tasks enhances students' critical thinking, creativity, collaboration, and real-world problem-solving skills, preparing them to tackle complex challenges beyond the scope of mathematics.
Autoethnographic Action Research as a Contemplative Practice: Awareness and Transformation of Inner and Outer Selves Jiju Varghese, Bal Chandra Luitel, Niroj Dahal Qualitative Report, 2024 Contemplation as a spiritual practice has taken various forms across different religious traditions and regions worldwide. Over the years, various contemplative practices have evolved and become popular even outside religious traditions to promote the well-being of all for inner and outer selves’ transformation. In education, many scholars worldwide have expounded on the benefits of contemplative practices in the classroom for students and teachers. Contemplative practices have penetrated research practices in the form of contemplative inquiry considering performative, philosophical, and artistic transformations, where researchers enter into a deep, thoughtful, and reflective introspective journey to see the connection between what is seen and unseen and how it affects their lives. In this article, we explore how autoethnographic action research as a contemplative inquiry can be considered a contemplative practice by delving into three crucial similarities between contemplation and autoethnographic action research. They are self-awareness, transformation, and connecting the personal with the social, connecting inner and outer selves. Looking into various literature on contemplation and contemplative practices, autoethnography, and action research, we explain how these three similarities are integral to both contemplative life and autoethnographic action research, and thus, how the latter can be considered as a contemplative practice. The article concludes by highlighting that understanding self-awareness, transformation, and the connection between personal and social aspects can encourage researchers to take the dimensions of the inner and outer selves more seriously.
Exploring possibilities for participatory approaches to contextualized teaching and learning: a case from a public school in Nepal Shree Krishna Wagle, Bal Chandra Luitel, Erling Krogh Educational Action Research, 2024 This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of contextualised teaching and learning we initiated in response. However, at the end of three different participatory action research (PAR) cycles, we came to an understanding that, for sustainable pedagogical reforms, even buzz words like ‘participatory’ and ‘shifts in perspectives’ have some limitations. In a bureaucratic schooling structure, like that in Nepal, pedagogical innovations for contextualised teaching and learning have to negotiate pre-structured schooling cultures, and therefore, any change in individual and group perspectives has to be accompanied by a shift in regular schooling design, from linear closedness to ecological openness. Otherwise, the innovations for contextualised teaching and learning are unlikely to be sustained in the face of the dominant practice architecture.
Teachers’ Narratives on Integrating GeoGebra for Enhancing Conceptual Understanding in Mathematics Proceedings of the Asian Technology Conference in Mathematics, 2024
Developing a school-based nutrition education programme to transform the nutritional behaviours of basic-level schoolchildren: a case from participatory action research in Nepal Yadu R. Upreti, Bhimsen Devkota, Sheri Bastien, Bal Chandra Luitel Educational Action Research, 2024 Nutrition education at school can contribute to developing healthy nutritional behaviours in schoolchildren. This paper critically reflects on how participatory action research (PAR) empowered university researchers and a school community to co-develop a school-based nutrition education programme (SBNEP) that promotes healthy nutritional behaviours in basic-level schoolchildren (Grades 1–8). This study followed PAR as the methodological approach, where university researchers collaborated with the school stakeholders, also called ‘co-researchers’, to co-develop a SBNEP. This study was conducted in a public school located in the Chitwan district of Nepal from June 2018 to August 2022. The study involved basic-level schoolteachers, fourth to eighth-grade students and their parents/guardians, school leaders, and the PAR committee members as the co-researchers. The study used in-depth interviews, focus groups, participant observation, informal talks, and bridging-the-gap workshop methods. The interpretive phenomenological method was used to explain the meaning of the data. The findings of the study reflect that exploring the needs for good nutritional behaviours, prioritising them, and co-designing the SBNEP utilising the PAR methodology is a time-consuming project since it demands prolonged fieldwork, self-motivation, commitment, action with critical reflection (praxis), dialogic relation, and negotiation skills from both researchers and co-researchers. The study recommends that basic-level schoolteachers and researchers consider applying SBNEP using a participatory framework for transformational change in students’ nutritional behaviours.
Connecting Trigonometry to Its Geometric Roots: An Introduction to Trigonometric Values Proceedings of the Asian Technology Conference in Mathematics, 2024
Secondary Level Mathematics Teachers' Critical Reflections on the Use of GeoGebra for Teaching Trigonometry Proceedings of the Asian Technology Conference in Mathematics, 2023
VIRTUAL TEACHER PROFESSIONAL DEVELOPMENT IN NEPAL DURING COVID-19 17th International Conference on E Learning and Digital Learning 2023 Eldl 2023 and 11th International Conference on Sustainability Technology and Education 2023 Ste 2023, 2023
ENSURING HIGHER LEARNING OUTCOMES THROUGH E-LEARNING: AN EXAMPLE OF KATHMANDU UNIVERSITY SCHOOL OF EDUCATION, NEPAL 17th International Conference on E Learning and Digital Learning 2023 Eldl 2023 and 11th International Conference on Sustainability Technology and Education 2023 Ste 2023, 2023
AI Chatbots as Math Algorithm Problem Solvers: A Critical Evaluation of Its Capabilities and Limitations Proceedings of the Asian Technology Conference in Mathematics, 2023
Envisioning transition towards transformative mathematics education: A Nepali educator's autoethnographic perspective Education Reform in Societies in Transition International Perspectives, 2006
RECENT SCHOLAR PUBLICATIONS
Development and Validation of Workplace Spirituality Scale in a South Asian Context AK Shrestha, SS Nandram, PK Bindlish, BC Luitel Management and Labour Studies, 0258042X261429256 , 2026 2026
STEAM-based inclusive science education: Envisioning Brahma-Vishnu-Shiva epistemology P Thapaliya, BC Luitel Educational Philosophy and Theory, 1-20 , 2026 2026 Citations: 1
Introduction: Post-Qualitative Research in Education N Dahal, BC Luitel Post Qualitative Research Trends in Education, 1-18 , 2026 2026
Developing Educational Research as/for Transformative Professional Development: A Case of (Post) Graduate Education Program for a Greater Good BC Luitel, N Dahal, NK Manandhar, BP Pant, P Dhungana, SK Wagle, ... Post Qualitative Research Trends in Education, 63-86 , 2026 2026
Exploring the disempowering cultures in prospective science learning: nurturing transformative learning P Thapaliya, BC Luitel Cogent Education 12 (1), 2474278 , 2025 2025 Citations: 5
Mathematics Teacher Educators’ Journeys Towards Transforming Identity: Autoethnographic Reflections T Paudel, BC Luitel Pragyaratna प्रज्ञारत्न 7 (1), 72-80 , 2025 2025
Learning Experiences: A Hidden Curriculum for Novice Mathematics Teachers D Budhathoki, BP Pant, BC Luitel Asian Journal for Mathematics Education 4 (4), 435-461 , 2025 2025
Nepali Cultural Worldview as Eclectic Space in Transformative Action Research for Post-Critical Scientific Literacy: P. Thapaliya, BC Luitel P Thapaliya, BC Luitel Science & Education 34 (4), 2655-2676 , 2025 2025 Citations: 3
Ethics As the First Philosophy: Implications for Transformative Praxis N Dahal, BC Luitel Journal of Transformative Praxis 6 (1), 1-10 , 2025 2025
Understanding Female Motivation in Choosing Computer Science and Information Technology: A Narrative Study from Nepal G Subba, BC Luitel NPRC Journal of Multidisciplinary Research 2 (6), 193-209 , 2025 2025
Autoethnographic action research as a contemplative practice: Awareness and transformation of inner and outer selves J Varghese, BC Luitel, N Dahal The Qualitative Report 29 (11), 2848-2863 , 2025 2025 Citations: 4
Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context AS Pramasdyahsari, MR Rubowo, V Nindita, ID Astutik, BP Pant, N Dahal, ... Infinity Journal 14 (1), 213-234 , 2025 2025 Citations: 23
Exploring Undergraduate Students’ Understanding of the Limit of a Function HB Chand, BC Luitel, BP Pant, S Belbase Academic Journal of Mathematics Education 7 (1), 14-28 , 2024 2024
Swa-Twam-Tat inquiry: Challenging Western-induced epistemologies and exploring possibilities N Dahal, P Ghimire, BC Luitel, BP Pant Journal of Transformative Praxis 5 (1), 0-9 , 2024 2024 Citations: 3
STEAM Education in Nepal: Status, Opportunities, Challenges and Future Perspectives for Nurturing 21st Century Learners BP Pant, N Dahal, BC Luitel, IM Shrestha, NK Manandhar, R Rajbanshi, ... Mathematics Education Forum Chitwan 9 (1), 40-58 , 2024 2024 Citations: 4
Teachers' Narratives on Integrating GeoGebra for Enhancing Conceptual Understanding in Mathematics. BP Pant, N Dahal, BC Luitel Online Submission , 2024 2024 Citations: 1
Connecting Trigonometry to Its Geometric Roots: An Introduction to Trigonometric Values. N Dahal, BP Pant, BC Luitel, BR Lamichhane, T Paudel Online Submission , 2024 2024
GROWING UP AS PRACTITIONER RESEARCHERS IN MATHEMATICS EDUCATION: DEVELOPING A POSTCOLONIAL DESIGN SPACE BR Lamichhane, BC Luitel 2024
Developing a school-based nutrition education programme to transform the nutritional behaviours of basic-level schoolchildren: a case from participatory action research in Nepal YR Upreti, B Devkota, S Bastien, BC Luitel Educational Action Research 32 (3), 528-547 , 2024 2024 Citations: 22
Reflection-on-/in-/for-actions: Deconstructing hegemonic pedagogical culture in science education P Thapaliya, BC Luitel Cultures of Science 7 (1), 64-76 , 2024 2024 Citations: 10
MOST CITED SCHOLAR PUBLICATIONS
Multi-paradigmatic transformative research as/for teacher education: An integral perspective PC Taylor, E Taylor, BC Luitel Second international handbook of science education, 373-387 , 2011 2011 Citations: 291
Culture, worldview and transformative philosophy of mathematics education in Nepal: A cultural-philosophical inquiry BC Luitel Curtin University of Technology , 2009 2009 Citations: 187
Autoethnography: A method of research and teaching for transformative education S Belbase, BC Luitel, PC Taylor Journal of Education and Research 1, 86-95 , 2008 2008 Citations: 186
Mathematics as an im/pure knowledge system: Symbiosis,(w) holism and synergy in mathematics education BC Luitel International Journal of Science and Mathematics Education 11 (1), 65-87 , 2013 2013 Citations: 102
ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. N Dahal, NK Manandhar, L Luitel, BC Luitel, BP Pant, IM Shrestha Online Submission 2 (1), 289-296 , 2022 2022 Citations: 96
The shanai, the pseudosphere and other imaginings: Envisioning culturally contextualised mathematics education BC Luitel, PC Taylor Cultural Studies of Science Education 2 (3), 621-655 , 2007 2007 Citations: 85
Introduction: Research as Transformative Learning for Sustainable Futures BC Luitel, PC Taylor Research as Transformative Learning for Sustainable Futures, 1-16 , 2019 2019 Citations: 72
Overcoming culturally dislocated curricula in a transitional society: An autoethnographic journey towards pragmatic wisdom BC Luitel annual meeting of the American Educational Research… , 2005 2005 Citations: 66
Understanding the use of questioning by mathematics teachers: A revelation N Dahal, BC Luitel, BP Pant Available at SSRN 5102389 , 2019 2019 Citations: 62
A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education J Adams, BC Luitel, E Afonso, PC Taylor Cultural Studies of Science Education 3 (4), 999-1019 , 2008 2008 Citations: 54
Context-responsive Approaches of/for Teachers’ Professional Development: A Participatory Framework P Dhungana, BC Luitel, S Gjøtterud, SK Wagle Journal of Participatory Research Methods 2 (1), 18869 , 2021 2021 Citations: 53
Teachers’ perception of social justice in mathematics classrooms RK Panthi, BC Luitel, S Belbase Journal of Research in Mathematics Education 7 (1), 7-37 , 2018 2018 Citations: 52
Conceptualising transformative praxis BC Luitel, N Dahal Journal of Transformative Praxis 1 (1), 1-8 , 2020 2020 Citations: 51
Narrative explorations of Nepali mathematics curriculum landscapes: An epic journey BC Luitel Unpublished Master's Project, Curtin University of Technology, Perth , 2003 2003 Citations: 49
Understanding and Encountering the Ethics of Self and Others in Autoethnography: Challenging the Extant and Exploring Possibilities N Dahal, BC Luitel Qualitative Report 27 (12), 2671-2685 , 2022 2022 Citations: 48
Autoethnography: Writing lives and telling stories BC Luitel, N Dahal Journal of Transformative Praxis 2 (1), 1-7 , 2021 2021 Citations: 48
Journeying towards a multi-paradigmatic transformative research program BC Luitel Research as transformative learning for sustainable futures, 19-37 , 2019 2019 Citations: 46
Irrelevance of basic school education in Nepal: An anti-colonial critique on problems and prospects SK Wagle, BC Luitel, E Krogh Dhaulagiri Journal of Sociology and Anthropology 13, 31-39 , 2019 2019 Citations: 44
Envisioning transition towards transformative mathematics education: A Nepali educator's autoethnographic perspective BC Luitel, PC Taylor Education reform in societies in transition, 89-109 , 2006 2006 Citations: 42
Emerging ICT tools, techniques and methodologies for online collaborative teaching and learning mathematics N Dahal, BC Luitel, BP Pant, IM Shrestha, NK Manandhar Mathematics Education Forum Chitwan 5 (5), 17-21 , 2020 2020 Citations: 41
