Transformative Educational Interventions For Marginalised: Way Forward With Community Engagement
DOI:
https://doi.org/10.64252/mrppyn93Keywords:
Community Participation, Educational Intervention, Engagement, Collaborative Learning, Sustainable Educational Practices, Inclusive LearningAbstract
This study investigated the impact of community-driven educational interventions implemented by pre-service teachers across three non-governmental organizations (NGOs) over an eight-week period. It examined the role of pre-service teachers as agents of change, the pedagogical strategies employed to enhance student learning outcomes, and the resultant effects of these interventions. Drawing upon empirical evidence documented through field reports, the research sought to generate insights into effective community-based educational practices and underscored the significance of fostering sustainable partnerships between educational institutions and local communities. Furthermore, the study analyzed the long-term implications of such interventions for promoting equitable access to quality education and for cultivating collaborative, community-centered learning ecosystems.