TECHNO-PEDAGOGICAL PRACTICES OF CURRICULUM TRANSACTION IN ECONOMICS AT HIGHER SECONDARY LEVEL: A QUALITATIVE STUDY IN KERALA, INDIA

The quality of learning depends not only on the form of how the process is carried out but also on what content is taught and how content is presented. So, the process and product of education require re-structuring. In today’s instructional context educational technology places a decisive role in the effective assortment of teaching-learning practices by attaining the objectives of the digital pedagogical transactional process. This qualitative study assessed the existing instructional practices in teaching economics with due focuses on the major content areas including the most relevant topic ‘sustainable development’ at the higher secondary level. This was done by an expert interview guide that gave emphasis to the thrust area of techno-pedagogical practices and was employed for 20 higher secondary school teachers selected purposively, handled economics based on experience, subject mastery, professional competence, instructional supports and resources available in schools, etc. The analysis of data procured through expert interview guide validated by experts (ensure content, technological, and media validity) through the light into the current techno-pedagogical practices for teaching sustainable development in economics at the higher secondary level.