SkulTech Nepal

SkulTech is the pinnacle of education-based media and advertising, revolutionizing learning experiences. Dive into a world where knowledge meets innovation, exploring dynamic content that inspires, educates, and engages. Empower your educational journey with SkulTech's cutting-edge platform, where excellence in media seamlessly merges with the art of learning.

NEB ENGLISH 2

SkulTech Educational Resources

We offer flexible learning options, including online courses and in-person workshops, so you can choose the format that works best for you. And with our state-of-the-art learning management system, you can access course materials and assignments from anywhere, at any time.

Join the SkulTech community today and discover the power of digital marketing. Let us help you unlock your full potential and achieve your goals in this exciting field!

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Class 10 English Guide [New Curriculum 2080]

Enhance your language skills with the Class 10 English Guide! From reading comprehension to grammar, vocabulary, and more, this comprehensive guide offers extensive exercises, question-answer sessions, summaries, and engaging activities. Boost your understanding of literature while developing critical thinking and communication skills. Join us on this exciting journey of language exploration and mastery.

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Home Tuition Lalitpur

Welcome to SkulTech, the ultimate digital marketing school where we empower individuals with the skills and knowledge to excel in the ever-evolving world of digital marketing. Our goal is to create a community of savvy marketers who are equipped with the latest tools and techniques to succeed in today’s digital landscape.

At SkulTech, we believe in a hands-on approach to learning, where students are encouraged to put theory into practice through real-world projects and case studies. Our experienced instructors bring a wealth of industry knowledge and expertise to the classroom, providing students with invaluable insights and practical advice.

 

Publications

Pedagogical Paradigms & Technological Integration: Exploration Of Flipped Classrooms In The Nepalese Educational Landscape

This comprehensive research article investigates the intricate landscape of flipped classrooms in the Nepalese educational context, offering a nuanced examination of this pedagogical paradigm’s adoption, challenges, and theoretical underpinnings. Anchored in theoretical frameworks proposed by educational scholars such as Mitra & Rana, the study scrutinizes the practices prevalent in Nepal, shedding light on educators’ awareness and implementation levels. The analysis dissects synchronous and asynchronous classes, emphasizing their implications for flipped learning and addressing challenges posed by student variations and potential digital resource misuse. Theoretical foundations, including Self-Organized Learning Environments (SOLEs), Minimally-invasive Education (MIE), and Massive Open Online Courses (MOOCs), are intricately woven into the narrative to provide a robust theoretical grounding. The article concludes by positioning flipped classrooms as transformative bridges between traditional and online instruction, offering valuable insights for educators, policymakers, and researchers navigating the evolving landscape of educational technology in Nepal and beyond.
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Creating Classroom Harmony: Effective Behavior Management Guide for Educators

This article provides educators with a comprehensive guide for cultivating a positive and productive classroom environment. It emphasizes clear communication, proactive intervention, positive role modeling, and a balanced teacher-student relationship. The strategies include addressing unusual behavior, appreciating positive efforts, and practicing constructive discipline. By implementing these approaches, educators can create a dynamic learning space that prioritizes safety, positivity, and productivity, fostering student engagement, academic success, and overall well-being.
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Shadow Learning for English Language Proficiency: Student Perceptions on Shadow Education in Nepal

The present study based on Language Learning with Shadow Education was carried out to explore the perceptions of English language learners on private tutoring in terms of language teaching technique, content coverage, use of materials (teaching materials and reference materials), and classroom management.  Thirty Bachelor level students were selected following a purposive non-random sampling procedure. To find out the perceptions of the students, I used a questionnaire containing both open-ended and close-ended questions. Data collected from informants were tabulated and analyzed applying simple statistical tools i.e. tables, bar diagrams,s, and pie-chart. By analyzing and interpreting the data, I found that students are positive toward private tutoring in the sense, tutoring helps to secure high marks; it also helps the students who cannot regularly attend the class. Students get individual treatment and student-centered techniques are applied in tutoring classes. But they accepted that tutoring increases students’ dependency on teachers; it demands extra fees and time, so all the students may not be able to afford it. So, it increases social inequality as well.
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Examining Interpretivism in Social Science Research

This research explores the Interpretivism in Social Science Research, emphasizing the need for a deep understanding of individuals’ beliefs in decoding data related to a phenomenon. Investigating hermeneutics, phenomenology, ethnomethodology, and symbolic interactionism in sociology, the study advocates methodological diversity, utilizing both qualitative and quantitative research methods. Rejecting a singular “right path” to knowledge, interpretivists challenge universal methodologies, prioritizing qualitative data and contextual understanding. The research highlights interpretive divergence from positivist paradigms and contributes to ongoing discourse by providing a comprehensive overview of interpretivism, including approaches, influential figures, and methodological nuances, aiming to deepen appreciation for interpretive social science complexity.
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