Dr. Niroj Dahal

Scopus Publications

Writing as a Process of Inquiry in Autoethnography for Meaning-Making: Reflections and Some Points for Consideration
Qualitative Report, 2026
Ethical dilemmas in narrative research: a review informed by Eastern wisdom traditions
Rejina K. C., Niroj Dahal
Frontiers in Research Metrics and Analytics, 2026
Narrative research is intended to explore human experiences. However, there are ethical dilemmas that challenge researchers beyond formal protocols. This review examines 16 empirical studies (2014-2023) alongside insights from Eastern wisdom traditions, drawing on the experiences of three university faculty members who have employed narrative inquiry methodology in their graduate-level research to explore ethical dilemmas and shortcomings. This review identifies key recurring dilemmas in narrative research, including navigating informed consent, ensuring anonymity/confidentiality, managing power dynamics, mitigating emotional vulnerability, and respecting cultural sensitivity. The findings feature ethical integrity that relies on continuous reflexivity, relational ethics, and trust-building-principles reflected in Eastern concepts such as Dharma (i.e., righteous duties) and Karma (i.e., selfless actions). The study emphasizes the importance of context-sensitive ethical practices that prioritize participant dignity and the researcher's integrity. The article addresses the implications of creating ethical dilemmas in narrative research guidelines, provides ongoing ethical training, and promotes collaborative learning among researchers to enhance the trustworthiness of qualitative research in general and narrative research in particular.
Trends and challenges of implementing randomized controlled trials in English language education: a systematic review
Keshab Kumar Sijali, Tikaram Poudel, Niroj Dahal
Cogent Education, 2026
Becoming (De)Contextualized Learners and Teachers of Mathematics: An Arts-Based Ethnodrama
Mathematics Teaching Research Journal, 2026
Examining EFL teachers’ awareness, use and challenges of AI integration in ELT context
Ali Hamed Barghi, Ramazan Zengin, Niroj Dahal, Md. Kamrul Hasan, Sushil Shrestha
Frontiers in Education, 2026
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 the interpretation of findings. Most participants who used AI did so for activity design, lesson planning, and assessment work. Nearly two-thirds, however, had never received any formal training. Ethical concerns were common on both sides, among users and avoiders alike, especially around data privacy and a perceived risk of professional displacement. Non-users most often cited a simple lack of preparation rather than any principled rejection of the technology. Future tool preferences were practical and specific, with content creation and assessment support ranking highest. Teacher training in this context needs to move well beyond introducing tools, taking seriously both the practical gaps and the ethical questions that AI raises in everyday ELT work.
Data collection methods in qualitative research: researchers' reflections
Bharat Prasad Neupane, Niroj Dahal, Rebat Kumar Dhakal, Md. Kamrul Hasan, Joseph A. Villarama, et al.
Frontiers in Research Metrics and Analytics, 2026
This article explores qualitative data collection methods based on researchers' experiences, integrating established techniques with culturally situated innovations. It explores core methods—interviews, observations, focus group discussions, and self-reflection—featuring their applications, strengths, and challenges in capturing nuanced human experiences. Moving beyond conventional frameworks, the article introduces and elaborates on innovative, context-sensitive data collection approaches such as Kurakani (informal conversational inquiry), Pandheri Guff (contemplative dialogue among women), and Chautari Guff (public participatory dialogue). Grounded in the authors' critical reflections from their own research journeys, the discussion offers practical insights for both novice and experienced researchers. It advocates methodological creativity and epistemic diversity, arguing that thoughtful adaptation and the generation of methods aligned with local contexts enhance rigor, authenticity, and the ethical co-construction of knowledge in qualitative research.
Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students
Md. Nurul Haque, Niroj Dahal, Md. Kamrul Hasan, Netra Kumar Manandhar, Hiralal Kapar, et al.
Frontiers in Education, 2026
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 to mitigate it in Bangladeshi higher education. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Data were collected from 42 English-major undergraduate students and 10 teachers at a university in Bangladesh through surveys, interviews, and classroom observations. Descriptive statistics, t-tests, and content analysis were used to analyze the data. The findings reveal moderate to high levels of foreign language anxiety, particularly in oral communication. Key sources of anxiety include fear of negative evaluation, low self-confidence, test-related stress, and cultural differences. Teachers addressed these challenges by fostering a supportive classroom atmosphere, using humor, providing positive feedback, integrating motivational videos, and promoting collaborative learning activities. Students reported that these strategies enhanced their confidence, motivation, and engagement in language learning. The study highlights the importance of supportive pedagogical practices in reducing foreign language anxiety and improving language learning outcomes. The findings offer practical implications for teacher training, curriculum development, and language education policy in similar educational contexts.
Enhancing Mobile Learning Platforms through Meaningful Gamification: Heatmaps, Quizzes, and Time-Based Rewards
Krishna Lamsal, Sudhan Bhattarai, Sulav Pokharel, Sashank Baral, Sushil Shrestha, et al.
International Journal of Interactive Mobile Technologies, 2025
Developing long-term study habits through gamification in educational platforms presents a significant challenge. The approaches taken by modern gamified platforms and researchers to gamify the educational platform often rely on extrinsic rewards akin to video games, which engage students but fail to cultivate the intrinsic motivation necessary for habit development. Educational platforms commonly implement badges, leaderboards, achievements, and points (BLAP) that predominantly reward students for their results rather than their effort, thereby lacking meaningful gamification. To address these issues, this paper proposes alternative strategies such as competitive player-vs-player quizzes, visual time statistics, and a habit-tracking heatmap to foster intrinsic motivation through a competitive environment that enhances self-awareness and cultivates a growth mindset. This research utilized an initial survey and literature review to identify the shortcomings of existing gamification approaches, developed a prototype based on the hypotheses, and engaged participants in interactive sessions to gather qualitative feedback. Subsequently, a quantitative survey measured the effectiveness of the proposed strategies. As an initial exploratory study, this paper aims to lay the groundwork for future empirical validation of these strategies. The findings from this phase provide initial validation that these new features may serve as effective alternatives to traditional gamification elements. While the study suggests these methods have potential, a longitudinal evaluation is necessary to assess their long-term impact on study habits.
Qualitative data analysis: reflections, procedures, and some points for consideration
Niroj Dahal
Frontiers in Research Metrics and Analytics, 2025
This article adopts a constructivist grounded theory approach based on the principle of intersubjective relations and the co-construction of interpretations. Reflecting on the author's experiences as a tutor, supervisor, examiner, and reviewer to demystify qualitative data analysis (QDA), this article emphasizes member checking with participants to confirm the researchers' interpretations and collaboratively constructed meanings, addressing reflexivity, peer debriefing, and triangulation. QDA is framed as an iterative, dynamic process of extracting meaning from diverse data forms (field text, narrative, voice, reflective note, text, audio, and video). The procedures of data analysis and/or writing as a process of inquiry, such as data immersion, initial impressions, codes, categories, and theme developments, are explored across methods or methodologies, including autoethnography, participatory action research (PAR), narrative inquiry, grounded theory, phenomenology, ethnography, case study, and other alternative research methods or methodologies, with data saturation as the final stepping point when no new data and/or insights from field text, narrative, voice, reflective note, text, audio, or video are extracted. Challenges like generating an intersubjective construction of meaning with research participants and achieving data saturation are addressed through methods such as reflexivity, peer debriefing, member checking and triangulation. This article provides a practical guide for scholars on data analysis, incorporating reflections, procedures, and some points for consideration to ensure rigor and meaningful analysis.
Female undergraduates’ perception of mathematics: a mixed-methods study
Tara Paudel, Niroj Dahal, Md. Kamrul Hasan
Frontiers in Education, 2025
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 surveys (n = 75) and qualitative interviews (n = 4). Quantitative findings revealed that 72% of participants held negative attitudes toward mathematics, perceiving it as stressful (66%) and male-dominated (65%), with low self-efficacy (37% negative) and ambivalent motivation (49% uncertain). Caste/ethnicity significantly influenced perceptions of mathematics as male-dominated (χ2 = 23.923, p = 0.021). Qualitative insights highlighted socio-cultural barriers, including familial pressures prioritizing marriage over education, gendered stereotypes, and limited parental education. Female undergraduate students reported balancing household duties with academic demands, exacerbating stress and self-doubt. Despite recognizing mathematics use, systemic inequities hindered engagement. The study underlines the need for gender-sensitive curricula, confidence-building pedagogies, and community awareness to challenge stereotypes and enhance support. Recommendations include policy reforms, scholarships for marginalized groups, and teacher training to foster inclusive learning environments. Addressing these barriers is critical to transforming mathematics education into an equitable and empowering space for Nepali female students.
University faculty perceptions of training transfer and professional growth: a qualitative study
Anju Gautam, Niroj Dahal, Md. Kamrul Hasan
Frontiers in Education, 2025
Enhancing school performance through whole school intervention: a case study
Dhundi Raj Giri, Bharat Prasad Neupane, Niroj Dahal, Dhanapati Subedi
Frontiers in Education, 2025
Preface
Advances in Science Technology and Innovation, 2025
Technology-mediated task-based language teaching: a systematic review
Laxman Prasad Bhandari, Niroj Dahal, Jai Raj Awasthi, Siddhartha Dhungana
Cogent Education, 2025
Navigating the meta-crisis of generativity: adapting qualitative research quality criteria in the era of generative AI
Niroj Dahal, Md. Kamrul Hasan, Amine Ounissi, Md. Nurul Haque, Hiralal Kapar
Frontiers in Research Metrics and Analytics, 2025
Generative AI on professional development: a narrative inquiry using TPACK framework
Buddhi Laxmi Lakhe Shrestha, Niroj Dahal, Md. Kamrul Hasan, Santosh Paudel, Hiralal Kapar
Frontiers in Education, 2025
Connecting the dots: Teachers’ reflective practices for developing self-efficacy, emancipation, and empowerment
Babita Maharjan, Pushpa Kumari Sunar, Niroj Dahal, Binod Prasad Pant, Netra Kumar Manandhar
Journal of Interdisciplinary Studies in Education, 2025
Stories of stress: unveiling professional anxiety in mathematics teaching
Daya Ram Simkhada, Niroj Dahal, Binod Prasad Pant, Laxman Luitel, Netra Kumar Manandhar
Frontiers in Education, 2025
Impact of activity types and speaking hours on spoken English fluency: a comparative study in Bangladeshi tertiary classes
Md. Nurul Haque, Niroj Dahal, Md. Kamrul Hasan, Netra Kumar Manandhar, Sumona Sharmin
Frontiers in Education, 2025
Higher-order thinking skills in e-learning contexts in higher education: a phenomenological study
Jiban Khadka, Niroj Dahal, Usha Acharya, Gobinda Puri, Nirmala Subedi, et al.
Frontiers in Education, 2025
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, et al.
Infinity Journal, 2025
Practice and effectiveness of guidance and counseling in Nepali schools: roles of learning strategy, self-management, and social skills
Jiban Khadka, Niroj Dahal, Md. Kamrul Hasan, Md. Nurul Haque, Dirgha Raj Joshi, et al.
Frontiers in Education, 2025
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
Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators
Dolma Lama, Niroj Dahal, Pushpa Kumari Sunar
Journal of Childhood Education and Society, 2024
Cultural Collaborative Ways of Knowing, Doing, Valuing and Becoming: A ‘Pandheri Guff’ Inquiry of Nepali Women Scholars
Parbati Dhungana, Pushpa Kumari Sunar, Babita Maharjan, Sachita Suwal, Niroj Dahal
Journal of Underrepresented and Minority Progress, 2024
Participatory learning: Exploring place-based pedagogy for future teachers
Babita Maharjan, Binod Prasad Pant, Niroj Dahal
Pedagogical Research, 2024
Meaningful engagement of preschoolers through storytelling pedagogy
Babita Maharjan, Netra Kumar Manandhar, Binod Prasad Pant, Niroj Dahal
Pedagogical Research, 2024
How Can Generative AI (GenAI) Enhance or Hinder Qualitative Studies? A Critical Appraisal from South Asia, Nepal
Niroj Dahal
Qualitative Report, 2024
Transformative Visions of Qualitative Inquiry: Performative, Philosophical, and Artistic Transformations
Niroj Dahal
Qualitative Report, 2024
Teachers’ Narratives on Integrating GeoGebra for Enhancing Conceptual Understanding in Mathematics
Proceedings of the Asian Technology Conference in Mathematics, 2024
Knowing, Doing, and Becoming Reflective Practitioners: A Narrative Inquiry of STEAM Educators
Pushpa Kumari Sunar, Binod Prasad Pant, Niroj Dahal
Alberta Journal of Educational Research, 2024
Connecting Trigonometry to Its Geometric Roots: An Introduction to Trigonometric Values
Proceedings of the Asian Technology Conference in Mathematics, 2024
Participant selection procedures in qualitative research: experiences and some points for consideration
Niroj Dahal, Bharat Prasad Neupane, Binod Prasad Pant, Rebat Kumar Dhakal, Dhudi Raj Giri, et al.
Frontiers in Research Metrics and Analytics, 2024
Experiencing Transformative Learning during Participatory Needs Assessment of a Public School: Journeys and Arrivals to Relational Ontology(ies)
Shree Krishna Wagle, Parbati Dhungana, Bal Chandra Luitel, Erling Krogh, Niroj Dahal
Qualitative Report, 2023
Implementing Transformative Education with Participatory Action Research: A Review
Niroj Dahal
Qualitative Report, 2023
Digital citizenship and digital ethics: An educator's perspective
Niroj Dahal
Critical Roles of Digital Citizenship and Digital Ethics, 2023
Students' Experience in Learning Trigonometry in High School Mathematics: A Phenomenological Study
Mathematics Teaching Research Journal, 2023
Transformation through participatory action research in a community school of Nepal
Roshani Rajbanshi, Niroj Dahal
Implementing Transformative Education with Participatory Action Research, 2023
Transformative praxis as a mode of fostering action learning
Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant
Implementing Transformative Education with Participatory Action Research, 2023
Ensuring Quality in Qualitative Research: A Researcher's Reflections
Niroj Dahal
Qualitative Report, 2023
Developing the Contextualized SERVQUAL Instrument for Measuring the Service Quality of Nepali Resorts: An Application of the Modified Delphi Technique
Yadav Adhikari, Mana Prasad Wagley, Niroj Dahal
Sage Open, 2023
Integrating collaborative ict tools in higher education for teaching and learning: A modest proposal for innovation in digital instructions
Niroj Dahal
Innovations in Digital Instruction Through Virtual Environments, 2023
Journey of Realization and Adaptation through Auto/Ethnography: A Shift to Transformative Educational Research
Tara Paudel, Bal Chandra Luitel, Niroj Dahal
Qualitative Report, 2023
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
BLENDED LEARNING PEDAGOGY: ENSURING HIGHER LEARNING OUTCOMES
Elearning and Software for Education Conference, 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
Mediating effects of employees' education on service quality and customer satisfaction: A study of resorts in Nepal
Yadav Adhikari, Jiban Khadka, Mana Prasad Wagley, Prakash C Bhattarai, Niroj Dahal
Humanities and Social Sciences Letters, 2023
Development and Evaluation of E-Learning Courses: Validity, Practicality, and Effectiveness
Niroj Dahal, Binod Prasad Pant, Bal Chandra Luitel, Jiban Khadka, Indra Mani Shrestha, et al.
International Journal of Interactive Mobile Technologies, 2023
REALITY OF E-LEARNING: SUCCESS AND FAILURE OF LEARNING MANAGEMENT SYSTEM
Elearning and Software for Education Conference, 2023
Understanding and Encountering the Ethics of Self and Others in Autoethnography: Challenging the Extant and Exploring Possibilities
Niroj Dahal, Bal Chandra Luitel
Qualitative Report, 2022
GeoGebra Integration in High School Mathematics-An Experiential Exploration on Concepts of Circle
Mathematics Teaching Research Journal, 2022
ENHANCING STUDENT-TEACHERS ASSESSMENT SKILLS: A SELF-AND PEER-ASSESSMENT TOOL IN HIGHER EDUCATION
Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant, Roshani Rajbanshi
International Journal of Education and Practice, 2022
The Learning Performance of Indigenous Students in Nepali Private Schools: A Mixed-Methods Study
Faculty of Social Sciences and Education, Nepal Open University, Nepal, jiban@nou.edu.np, Jiban Khadka, Krishna Prasad Adhikari, Oxford University, School of Anthropology and Museum Ethnography, UK, krishna.adhikari@anthro.ox.ac.uk, Niroj Dahal, et al.
International Journal of Instruction, 2022
Use of GeoGebra in Teaching and Learning Geometric Transformation in School Mathematics
Niroj Dahal, Binod Prasad Pant, Indra Mani Shrestha, Netra Kumar Manandhar
International Journal of Interactive Mobile Technologies, 2022
Understanding the use of questioning by mathematics teachers: A revelation
International Journal of Innovation Creativity and Change, 2019

Dr. Niroj Dahal

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Dr. Niroj Dahal

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AI and Education

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