Prakash C. Bhattarai

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

The agriculture sector is the backbone of a country. However, this sector receives limited loan disbursement from commercial banks. In this context, the present study aims to explore the experiences of farmers utilizing agricultural credit and the challenges they face during the loan acquisition process. Adopting a qualitative approach, the study carried out in-depth interviews with seven farmers of Nepal. The findings reveal that farmers face challenges stemming from limited financial awareness and procedural hurdles. Additional difficulties include struggles with loan acquisition and repayment, family misunderstandings regarding using credit for farming, and obstacles in optimizing loanable funds within the broader context of credit management, project extension, technology transfer, and the creation of value chains through circular linkages. This study offers valuable insights for policymakers and practitioners in designing rational and impactful agricultural credit policies to promote sustainable farming in Nepal by highlighting the key hurdles farmers face in accessing agricultural loans.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

Researchers are responsible for ensuring that their studies adhere to established ethical standards. However, compliance with these standards can vary across participants and contexts. This is especially important when studying individuals with disabilities, who may be more sensitive and vulnerable compared to those without disabilities. Ethical considerations become critical in this context, as researchers must carefully navigate the complexities of working with such populations. Drawing from the researchers’ case study on inclusive education for students with visual impairments (partial, low vision, or total blindness), this paper highlights the ethical dilemmas that arise when studying people with disabilities. Key concerns include obtaining informed, voluntary consent, maintaining mindfulness throughout the research process, managing participants’ expectations, and building trusting relationships with them. Researchers must be especially attentive to these issues, given the vulnerabilities and specific needs of this group. To address these concerns, this paper suggests that researchers practice diplomacy, foster positive relationships, and respect diversity. Building trust with participants is essential, and communication plays a crucial role in this process. Researchers must be sensitive to participants’ unique challenges and socio-economic backgrounds to ensure respectful and inclusive interactions. In conclusion, while ethical approaches are generally consistent across research studies, additional care is required when studying individuals with visual impairments due to their physical limitations in seeing. Researchers and all stakeholders involved in the research process bear the responsibility to design disability studies that explicitly address these ethical concerns and incorporate appropriate strategies to mitigate them, thereby ensuring that the research remains both ethically sound and methodologically robust.

Nepal's technical and vocational education and training (TVET) system is positioned in national policy as a driver of the country's transition to middle-income status, yet whether it is equipped to meet that expectation has been difficult to assess with evidence. Drawing on a decade of administrative records from the Council for Technical Education and Vocational Training, complemented by a survey of affiliated schools, this report assesses the readiness of the TVET school system to meet that challenge. The findings describe a system in transition rather than one uniformly succeeding or failing: capacity has continued to expand while utilisation has fallen, and the sector is splitting along disciplinary lines, with the traditional trades contracting sharply as health and work-based provision sustain strong and unmet demand. What the rising fields share is a greater degree of workplace-based learning, suggesting a shift in the model of vocational training rather than a retreat from it. Where demand is strongest, supply has not responded, and quality across the system falls short of the standard it has recently set for itself, with the linkage between schools and employers weakest of all. Gender parity, by contrast, emerges as a clear and sustained success. The report concludes that the system's readiness is not a fact to be observed but a choice to be made, and sets out priorities for aligning provision with demand, deepening industry engagement, and building the evidence base on which future monitoring depends.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

Introduction The TVET sector is crucial for socioeconomic development, bridging skills gaps and meeting industry demands for skilled workers. Yet, developing countries like Nepal face challenges such as declining enrollment, low stakeholder trust, and quality issues, despite growing labor market needs. A major problem is the absence of a standardised, verifiable Quality Assurance and Accreditation framework that objectively evaluates institutional performance and promotes quality enhancement. While Nepal approved the QAA Bylaw (2025) with 73 indicators, the lack of measurable subindicators leads to concerns about subjective and inconsistent assessments. This study aimed to operationalize the 73 indicators by developing and initially validating 300 sub-indicators to ensure the QAA anticipations are clear and measurable for TVET institutions. Methods A modified Delphi method was used, comprising multiple stages: an exploratory expert consultation; an in-depth literature review; a workshop with a broader group of TVET stakeholders; two rounds of expert surveys with 10 purposively selected TVET professionals; and preliminary field testing at 2 institutions. Results Results showed strong content validity (SCVI/Ave = 0.91-0.97), and initial scoring consistency measured by the percentage agreement among independent rater teams during field testing yielded a weighted agreement of 82% to 97% across seven criteria. Discussion These findings provide initial evidence of the instrument's content validity and rater-consistency in scoring. While recognizing the study's limitations of relying on expert consensus and small-scale testing, the tool should thus be considered as a context-specific, developmental resource that can be further validated on larger and more diverse institutional samples. Importantly, the results show that participatory, evidence-based methods can help adapt international standards to local contexts, and the approach provides a potentially replicable model for other developing economies aiming to quantify policy frameworks, such as the QAA framework, into measurable tools.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

Introduction The TVET sector is crucial for socioeconomic development, bridging skills gaps and meeting industry demands for skilled workers. Yet, developing countries like Nepal face challenges such as declining enrollment, low stakeholder trust, and quality issues, despite growing labor market needs. A major problem is the absence of a standardised, verifiable Quality Assurance and Accreditation framework that objectively evaluates institutional performance and promotes quality enhancement. While Nepal approved the QAA Bylaw (2025) with 73 indicators, the lack of measurable subindicators leads to concerns about subjective and inconsistent assessments. This study aimed to operationalize the 73 indicators by developing and initially validating 300 sub-indicators to ensure the QAA anticipations are clear and measurable for TVET institutions. Methods A modified Delphi method was used, comprising multiple stages: an exploratory expert consultation; an in-depth literature review; a workshop with a broader group of TVET stakeholders; two rounds of expert surveys with 10 purposively selected TVET professionals; and preliminary field testing at 2 institutions. Results Results showed strong content validity (SCVI/Ave = 0.91-0.97), and initial scoring consistency measured by the percentage agreement among independent rater teams during field testing yielded a weighted agreement of 82% to 97% across seven criteria. Discussion These findings provide initial evidence of the instrument's content validity and rater-consistency in scoring. While recognizing the study's limitations of relying on expert consensus and small-scale testing, the tool should thus be considered as a context-specific, developmental resource that can be further validated on larger and more diverse institutional samples. Importantly, the results show that participatory, evidence-based methods can help adapt international standards to local contexts, and the approach provides a potentially replicable model for other developing economies aiming to quantify policy frameworks, such as the QAA framework, into measurable tools.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

Instructional leadership is central to teaching and learning processes and is undertaken by academic leaders to promote higher levels of student learning. Despite its recognized importance, students' academic performance in public schools in Nepal remains persistently low, raising concerns about how instructional leadership is practiced in the schools. There is a need for a validated model to implement the required instructional leadership practices in schools. The existing instructional leadership models are primarily Western and not entirely suitable for implementation in Nepal. Therefore, it seemed essential to develop a model by identifying the determinants of instructional leadership in Nepal's local context. Kathmandu, home to the country's largest concentration of public schools, provides a critical context for examining instructional leadership practices. Given this, the present study examined the determinants of instructional leadership in Kathmandu, Nepal. The study employed a quantitative, non-experimental, cross-sectional research design to examine those factors. The framework for this study is grounded in Hallinger and Murphy's (1985) model of instructional leadership, which serves as the conceptual basis. Using the Classical Delphi method, the model was adapted to develop a measurement scale. At the same time, the study was situated within a post-positivist paradigm, considering that the reality of instructional leadership exists independently. Exploratory factor analysis was then conducted to extract the underlying factors. The findings reveal three major factors influencing instructional leadership: (a) planning, managing, and supervising instructional programs; (b) motivating and developing the competence of teachers and students; and (c) involving parents in the learning process. The inclusion of parental involvement emerged as a novel dimension in Nepal. These results provide meaningful insights for school head teachers, other educational stakeholders, government policymakers, and international researchers interested in instructional leadership.

Introduction The TVET sector is crucial for socioeconomic development, bridging skills gaps and meeting industry demands for skilled workers. Yet, developing countries like Nepal face challenges such as declining enrollment, low stakeholder trust, and quality issues, despite growing labor market needs. A major problem is the absence of a standardised, verifiable Quality Assurance and Accreditation framework that objectively evaluates institutional performance and promotes quality enhancement. While Nepal approved the QAA Bylaw (2025) with 73 indicators, the lack of measurable subindicators leads to concerns about subjective and inconsistent assessments. This study aimed to operationalize the 73 indicators by developing and initially validating 300 sub-indicators to ensure the QAA anticipations are clear and measurable for TVET institutions. Methods A modified Delphi method was used, comprising multiple stages: an exploratory expert consultation; an in-depth literature review; a workshop with a broader group of TVET stakeholders; two rounds of expert surveys with 10 purposively selected TVET professionals; and preliminary field testing at 2 institutions. Results Results showed strong content validity (SCVI/Ave = 0.91-0.97), and initial scoring consistency measured by the percentage agreement among independent rater teams during field testing yielded a weighted agreement of 82% to 97% across seven criteria. Discussion These findings provide initial evidence of the instrument's content validity and rater-consistency in scoring. While recognizing the study's limitations of relying on expert consensus and small-scale testing, the tool should thus be considered as a context-specific, developmental resource that can be further validated on larger and more diverse institutional samples. Importantly, the results show that participatory, evidence-based methods can help adapt international standards to local contexts, and the approach provides a potentially replicable model for other developing economies aiming to quantify policy frameworks, such as the QAA framework, into measurable tools.

The agriculture sector is the backbone of a country. However, this sector receives limited loan disbursement from commercial banks. In this context, the present study aims to explore the experiences of farmers utilizing agricultural credit and the challenges they face during the loan acquisition process. Adopting a qualitative approach, the study carried out in-depth interviews with seven farmers of Nepal. The findings reveal that farmers face challenges stemming from limited financial awareness and procedural hurdles. Additional difficulties include struggles with loan acquisition and repayment, family misunderstandings regarding using credit for farming, and obstacles in optimizing loanable funds within the broader context of credit management, project extension, technology transfer, and the creation of value chains through circular linkages. This study offers valuable insights for policymakers and practitioners in designing rational and impactful agricultural credit policies to promote sustainable farming in Nepal by highlighting the key hurdles farmers face in accessing agricultural loans.

Nepal's technical and vocational education and training (TVET) system is positioned in national policy as a driver of the country's transition to middle-income status, yet whether it is equipped to meet that expectation has been difficult to assess with evidence. Drawing on a decade of administrative records from the Council for Technical Education and Vocational Training, complemented by a survey of affiliated schools, this report assesses the readiness of the TVET school system to meet that challenge. The findings describe a system in transition rather than one uniformly succeeding or failing: capacity has continued to expand while utilisation has fallen, and the sector is splitting along disciplinary lines, with the traditional trades contracting sharply as health and work-based provision sustain strong and unmet demand. What the rising fields share is a greater degree of workplace-based learning, suggesting a shift in the model of vocational training rather than a retreat from it. Where demand is strongest, supply has not responded, and quality across the system falls short of the standard it has recently set for itself, with the linkage between schools and employers weakest of all. Gender parity, by contrast, emerges as a clear and sustained success. The report concludes that the system's readiness is not a fact to be observed but a choice to be made, and sets out priorities for aligning provision with demand, deepening industry engagement, and building the evidence base on which future monitoring depends.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

The agriculture sector is the backbone of a country. However, this sector receives limited loan disbursement from commercial banks. In this context, the present study aims to explore the experiences of farmers utilizing agricultural credit and the challenges they face during the loan acquisition process. Adopting a qualitative approach, the study carried out in-depth interviews with seven farmers of Nepal. The findings reveal that farmers face challenges stemming from limited financial awareness and procedural hurdles. Additional difficulties include struggles with loan acquisition and repayment, family misunderstandings regarding using credit for farming, and obstacles in optimizing loanable funds within the broader context of credit management, project extension, technology transfer, and the creation of value chains through circular linkages. This study offers valuable insights for policymakers and practitioners in designing rational and impactful agricultural credit policies to promote sustainable farming in Nepal by highlighting the key hurdles farmers face in accessing agricultural loans.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

Researchers are responsible for ensuring that their studies adhere to established ethical standards. However, compliance with these standards can vary across participants and contexts. This is especially important when studying individuals with disabilities, who may be more sensitive and vulnerable compared to those without disabilities. Ethical considerations become critical in this context, as researchers must carefully navigate the complexities of working with such populations. Drawing from the researchers’ case study on inclusive education for students with visual impairments (partial, low vision, or total blindness), this paper highlights the ethical dilemmas that arise when studying people with disabilities. Key concerns include obtaining informed, voluntary consent, maintaining mindfulness throughout the research process, managing participants’ expectations, and building trusting relationships with them. Researchers must be especially attentive to these issues, given the vulnerabilities and specific needs of this group. To address these concerns, this paper suggests that researchers practice diplomacy, foster positive relationships, and respect diversity. Building trust with participants is essential, and communication plays a crucial role in this process. Researchers must be sensitive to participants’ unique challenges and socio-economic backgrounds to ensure respectful and inclusive interactions. In conclusion, while ethical approaches are generally consistent across research studies, additional care is required when studying individuals with visual impairments due to their physical limitations in seeing. Researchers and all stakeholders involved in the research process bear the responsibility to design disability studies that explicitly address these ethical concerns and incorporate appropriate strategies to mitigate them, thereby ensuring that the research remains both ethically sound and methodologically robust.

Researchers are responsible for ensuring that their studies adhere to established ethical standards. However, compliance with these standards can vary across participants and contexts. This is especially important when studying individuals with disabilities, who may be more sensitive and vulnerable compared to those without disabilities. Ethical considerations become critical in this context, as researchers must carefully navigate the complexities of working with such populations. Drawing from the researchers’ case study on inclusive education for students with visual impairments (partial, low vision, or total blindness), this paper highlights the ethical dilemmas that arise when studying people with disabilities. Key concerns include obtaining informed, voluntary consent, maintaining mindfulness throughout the research process, managing participants’ expectations, and building trusting relationships with them. Researchers must be especially attentive to these issues, given the vulnerabilities and specific needs of this group. To address these concerns, this paper suggests that researchers practice diplomacy, foster positive relationships, and respect diversity. Building trust with participants is essential, and communication plays a crucial role in this process. Researchers must be sensitive to participants’ unique challenges and socio-economic backgrounds to ensure respectful and inclusive interactions. In conclusion, while ethical approaches are generally consistent across research studies, additional care is required when studying individuals with visual impairments due to their physical limitations in seeing. Researchers and all stakeholders involved in the research process bear the responsibility to design disability studies that explicitly address these ethical concerns and incorporate appropriate strategies to mitigate them, thereby ensuring that the research remains both ethically sound and methodologically robust.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

Researchers are responsible for ensuring that their studies adhere to established ethical standards. However, compliance with these standards can vary across participants and contexts. This is especially important when studying individuals with disabilities, who may be more sensitive and vulnerable compared to those without disabilities. Ethical considerations become critical in this context, as researchers must carefully navigate the complexities of working with such populations. Drawing from the researchers’ case study on inclusive education for students with visual impairments (partial, low vision, or total blindness), this paper highlights the ethical dilemmas that arise when studying people with disabilities. Key concerns include obtaining informed, voluntary consent, maintaining mindfulness throughout the research process, managing participants’ expectations, and building trusting relationships with them. Researchers must be especially attentive to these issues, given the vulnerabilities and specific needs of this group. To address these concerns, this paper suggests that researchers practice diplomacy, foster positive relationships, and respect diversity. Building trust with participants is essential, and communication plays a crucial role in this process. Researchers must be sensitive to participants’ unique challenges and socio-economic backgrounds to ensure respectful and inclusive interactions. In conclusion, while ethical approaches are generally consistent across research studies, additional care is required when studying individuals with visual impairments due to their physical limitations in seeing. Researchers and all stakeholders involved in the research process bear the responsibility to design disability studies that explicitly address these ethical concerns and incorporate appropriate strategies to mitigate them, thereby ensuring that the research remains both ethically sound and methodologically robust.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

Instructional leadership is central to teaching and learning processes and is undertaken by academic leaders to promote higher levels of student learning. Despite its recognized importance, students' academic performance in public schools in Nepal remains persistently low, raising concerns about how instructional leadership is practiced in the schools. There is a need for a validated model to implement the required instructional leadership practices in schools. The existing instructional leadership models are primarily Western and not entirely suitable for implementation in Nepal. Therefore, it seemed essential to develop a model by identifying the determinants of instructional leadership in Nepal's local context. Kathmandu, home to the country's largest concentration of public schools, provides a critical context for examining instructional leadership practices. Given this, the present study examined the determinants of instructional leadership in Kathmandu, Nepal. The study employed a quantitative, non-experimental, cross-sectional research design to examine those factors. The framework for this study is grounded in Hallinger and Murphy's (1985) model of instructional leadership, which serves as the conceptual basis. Using the Classical Delphi method, the model was adapted to develop a measurement scale. At the same time, the study was situated within a post-positivist paradigm, considering that the reality of instructional leadership exists independently. Exploratory factor analysis was then conducted to extract the underlying factors. The findings reveal three major factors influencing instructional leadership: (a) planning, managing, and supervising instructional programs; (b) motivating and developing the competence of teachers and students; and (c) involving parents in the learning process. The inclusion of parental involvement emerged as a novel dimension in Nepal. These results provide meaningful insights for school head teachers, other educational stakeholders, government policymakers, and international researchers interested in instructional leadership.

Instructional leadership is central to teaching and learning processes and is undertaken by academic leaders to promote higher levels of student learning. Despite its recognized importance, students' academic performance in public schools in Nepal remains persistently low, raising concerns about how instructional leadership is practiced in the schools. There is a need for a validated model to implement the required instructional leadership practices in schools. The existing instructional leadership models are primarily Western and not entirely suitable for implementation in Nepal. Therefore, it seemed essential to develop a model by identifying the determinants of instructional leadership in Nepal's local context. Kathmandu, home to the country's largest concentration of public schools, provides a critical context for examining instructional leadership practices. Given this, the present study examined the determinants of instructional leadership in Kathmandu, Nepal. The study employed a quantitative, non-experimental, cross-sectional research design to examine those factors. The framework for this study is grounded in Hallinger and Murphy's (1985) model of instructional leadership, which serves as the conceptual basis. Using the Classical Delphi method, the model was adapted to develop a measurement scale. At the same time, the study was situated within a post-positivist paradigm, considering that the reality of instructional leadership exists independently. Exploratory factor analysis was then conducted to extract the underlying factors. The findings reveal three major factors influencing instructional leadership: (a) planning, managing, and supervising instructional programs; (b) motivating and developing the competence of teachers and students; and (c) involving parents in the learning process. The inclusion of parental involvement emerged as a novel dimension in Nepal. These results provide meaningful insights for school head teachers, other educational stakeholders, government policymakers, and international researchers interested in instructional leadership.

Nepal's technical and vocational education and training (TVET) system is positioned in national policy as a driver of the country's transition to middle-income status, yet whether it is equipped to meet that expectation has been difficult to assess with evidence. Drawing on a decade of administrative records from the Council for Technical Education and Vocational Training, complemented by a survey of affiliated schools, this report assesses the readiness of the TVET school system to meet that challenge. The findings describe a system in transition rather than one uniformly succeeding or failing: capacity has continued to expand while utilisation has fallen, and the sector is splitting along disciplinary lines, with the traditional trades contracting sharply as health and work-based provision sustain strong and unmet demand. What the rising fields share is a greater degree of workplace-based learning, suggesting a shift in the model of vocational training rather than a retreat from it. Where demand is strongest, supply has not responded, and quality across the system falls short of the standard it has recently set for itself, with the linkage between schools and employers weakest of all. Gender parity, by contrast, emerges as a clear and sustained success. The report concludes that the system's readiness is not a fact to be observed but a choice to be made, and sets out priorities for aligning provision with demand, deepening industry engagement, and building the evidence base on which future monitoring depends.

Background: Functional health literacy enables individuals to navigate health information and resources to make health decisions to choose and to use appropriate health services. It promotes self-health care management and to cope with crisis like Coronavirus disease 2019 (COVID-19). However, teachers’ functional health literacy about COVID-19 study was scant. This study aimed to measure teachers’ functional health literacy and its association with their socio-demographic characteristics. Methods: This study was cross-sectional survey conducted among since June 29 to August 28, 2023. Sample size was 732. Multi-stage cluster sampling was used. Tool was developed by modified Delphi technique. Firstly, items about access to and apply health information for preventive measures of COVID-19 were developed from guidelines about COVID-19 remaining under functional health literacy framework. Then school teachers, health, language experts, and supervision were consulted for improvement. Tool consisted of socio-demography, access to and use of health information about COVID-19 prevention. Tool was piloted and correlation coefficient was calculated. Tool was self-administered at leisure period after taking informed consent from school head teachers and teachers for data collection. Data were entered and analyzed in SPSS version 27. Both descriptive and inferential statistics like Chi-square test was used to analyze data at 5% level of significance. Study proposal was approved by school of medical science, Kathmandu University Results: Results showed that 59.2% of participants had adequate functional health literacy about COVID-19. Gender, ethnicity, and involvement in social health insurance were significantly associated with functional health literacy about COVID-19. Conclusion: This study revealed that teachers have inadequate functional health literacy about COVID-19. This study results suggest interventions from authority of school education and health sector focusing gender, ethnicity and economy to promote teachers’ functional health literacy and to make school and community resilient for future pandemic.

Introduction The TVET sector is crucial for socioeconomic development, bridging skills gaps and meeting industry demands for skilled workers. Yet, developing countries like Nepal face challenges such as declining enrollment, low stakeholder trust, and quality issues, despite growing labor market needs. A major problem is the absence of a standardised, verifiable Quality Assurance and Accreditation framework that objectively evaluates institutional performance and promotes quality enhancement. While Nepal approved the QAA Bylaw (2025) with 73 indicators, the lack of measurable subindicators leads to concerns about subjective and inconsistent assessments. This study aimed to operationalize the 73 indicators by developing and initially validating 300 sub-indicators to ensure the QAA anticipations are clear and measurable for TVET institutions. Methods A modified Delphi method was used, comprising multiple stages: an exploratory expert consultation; an in-depth literature review; a workshop with a broader group of TVET stakeholders; two rounds of expert surveys with 10 purposively selected TVET professionals; and preliminary field testing at 2 institutions. Results Results showed strong content validity (SCVI/Ave = 0.91-0.97), and initial scoring consistency measured by the percentage agreement among independent rater teams during field testing yielded a weighted agreement of 82% to 97% across seven criteria. Discussion These findings provide initial evidence of the instrument's content validity and rater-consistency in scoring. While recognizing the study's limitations of relying on expert consensus and small-scale testing, the tool should thus be considered as a context-specific, developmental resource that can be further validated on larger and more diverse institutional samples. Importantly, the results show that participatory, evidence-based methods can help adapt international standards to local contexts, and the approach provides a potentially replicable model for other developing economies aiming to quantify policy frameworks, such as the QAA framework, into measurable tools.

The agriculture sector is the backbone of a country. However, this sector receives limited loan disbursement from commercial banks. In this context, the present study aims to explore the experiences of farmers utilizing agricultural credit and the challenges they face during the loan acquisition process. Adopting a qualitative approach, the study carried out in-depth interviews with seven farmers of Nepal. The findings reveal that farmers face challenges stemming from limited financial awareness and procedural hurdles. Additional difficulties include struggles with loan acquisition and repayment, family misunderstandings regarding using credit for farming, and obstacles in optimizing loanable funds within the broader context of credit management, project extension, technology transfer, and the creation of value chains through circular linkages. This study offers valuable insights for policymakers and practitioners in designing rational and impactful agricultural credit policies to promote sustainable farming in Nepal by highlighting the key hurdles farmers face in accessing agricultural loans.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

The national policy in Nepal, particularly after the promulgation of the new constitution in 2015, emphasizes the role of local governments in designing, implementing, and monitoring Technical and Vocational Education and Training (TVET). Despite policy priority, households, the private sector, and other non-government organizations primarily share TVET costs. The contribution from these sources varies from unit to unit, from time to time, and from place to place. This variation in financing has often created problems, such as a lack of funds and inconsistencies in designing and implementing TVET among different government agencies and tiers. With this context, this study explains how local governments are prepared to finance TVET and provide access to it for youth employment. We detail allocation, particularly in their investment in TVET and sources of funding made by local governments in Gandaki Province of Nepal. This would help in understanding the priority of the local governments in designing, implementing, and monitoring the TVET sector. The data were collected from secondary sources (SUTRA – a financial management system managed by the government of Nepal). This study found that the local governments in Gandaki province allocated a minimal budget from their internal source in three consecutive fiscal years (2019-2022), which reveals the fact that local governments are yet to prioritize this as the TVET budget shares only about 5% of the total budget. The findings also show that almost all the budget goes to short-term training programmes and the long term formal TVET gets little attention. Further, the study also found TVET at local governments are largely financed by external sources.

The choice of academic programs for higher education is a crucial decision after school for students. It is one of the difficult decisions they make as they face dilemmas for choosing a right program which is influenced by different factors. Similar is the case with Bachelor of Hotel Management (BHM) students. Remarkably, little is known about the reasons behind the BHM choice in Nepal. With this consideration, a survey was conducted among 251 Bachelor of Hotel Management students in Kathmandu, Nepal. For this, exploratory factor analysis was used for data analysis. The result revealed four components: i) self-interest, ii) career development perception, iii) outcome expectations, and iv) social pressure. The findings of this study can help students and their parents to understand dimensions of BHM choice. The result can also benefit hotel management schools to counsel the students during the admission process.

Identifying the factors influencing pro-environmental behavior among adolescents is crucial. Several studies have explored these factors using various methodologies, but the research designs used in those studies have not been systematically examined. To address this gap, a review of previous studies was conducted. The results reveal that most past research has relied on quantitative methods. Given the complexity of pro-environmental behavior, a deeper exploration necessitates mixed methods research. Mixed methods research offers a more comprehensive understanding, broadens the scope of the study, provides complementary insights, and enhances validity through triangulation. This article is vital for guiding future researchers in examining the determinants of pro-environmental behavior using mixed methods research.

Equifinality is a principle in open systems that states that there are many potential ways to reach a given end state. In public administration and organizational theory, equifinality is explored in relation to organizational design. This approach suggests that there is no single best way to design an organization or a group. Levi&s;s (2014) discussion highlights two implications of this approach: there is no single best way to design a team for high performance, and teams are not always beneficial for all organizations. Equifinality reminds us that high performance can be achieved through different strategies, structures, designs, and behaviors. The chapter explores different ideas related to equifinality, such as fit and misfit with multiple contingencies, functional equivalence, and normative comparisons. Equifinality is also important for organizational diagnosis, as managers must view the organization as an open and total system with internal interdependence, feedback, equilibrium, and adaptation. Overall, equifinality is crucial for establishing balance and promoting organizational growth. Key concepts in the chapter include equifinality, high performance, organizational diagnosis, equilibrium, and feedback.

Chhath is an antique popular bi-annual Hindu festival devoted to the God of energy - Sun for sustaining life on the earth. The Hindus worship the sun very enthusiastically and pray for the well-being, success, and progress of their family members, friends, and elders. According to Hinduism, Sun worship is related to healing a range of skin diseases. Given this context, a qualitative inquiry was carried out in Kathmandu to explore the multifaceted dimensions that influenced people to celebrate it from time immemorial. Data were collected and interpreted through cultural diffusion theory. The finding shows that this festival has not only economic, socio-cultural but also spiritual, scientific aspects so it has gained much popularity from past to present.

Abstract This study was conducted to explore the relationship between actors of education and employment systems in Nepali Technical and Vocational Education and Training (TVET) system. The study measured the engagement of actors from both systems in the curriculum process: design, application, and feedback phases. Further, it explained why the actors of these systems have weak relationships in Nepal. This study used an explanatory sequential mixed methods approach. First, we collected the information with 124 TVET experts with at least five years of experience to calculate the linkage index score. Second, we interviewed 15 individuals who were the respondents in the first survey. The survey revealed that although the education and employment system has gradually increased collaboration in the last few years, particularly since 2018, education actors still have more power for decision-making across all three curriculum phases. The study revealed that employers’ lack of meaningful participation in the curriculum design phase impedes them from engaging in the curriculum application and excludes them in the feedback phase. This study contributes an essential insight to bridging a gap between actors of the education and employment system.

'Homestay tourism' occupies significant space in Nepal's tourism sector, and these homestays are mostly operated by women, who are often informally educated and have less access to modern skills and knowledge-gaining opportunities. However, limited information is available on rural women's experiences in such endeavors. This paper elaborates the experiences of rural women who received various types of technical and vocational training in the process of developing and managing community homestays in rural areas of Nepal. The study was carried out using qualitative approach (ethnography) in the Mahabharat Hills of Bagmati Province administering various qualitative tools, such as participant observations, 'bhalakusari' (intimate informal talks/'kurakani'), focus group discussions (FGDs), and study of local artifacts. A total of seven homestay operators (women) were engaged in the close observations and 'bhalakusari'. Additional reflections were also gathered from other stakeholders: the family members, tourists, local leaders, as well as the community facilitators. The findings suggest that homestay tourism in the area has been playing significant role in the process of transferring technical knowledge and vocational skills to these rural women, so that they are inspired and motivated to engage in the homestay enterprising with better confidence. The study also concludes that homestay operators' limited educational and literacy skills, and less exposures have put difficulties in the learning and capacity development processes. Suitable training courses with local and/or simple Nepali language, along with adequate reading/ supporting materials and continued facilitation and backstopping are some of the practical implications suggested by the study.

The impact of work design on job satisfaction and retention cannot be overlooked. In fact, work design plays a critical role in determining work-family conflict and turnover intention. While most scholars tend to focus on why employees quit, this chapter highlights the theoretical and practical aspects of work design and its importance in job satisfaction and retention. While turnover can sometimes have positive outcomes, such as creating promotional opportunities and introducing new ideas and technology, it remains a major concern for organizations. The chapter delves into the effects of work design, exploring principles, theories, and practices. It covers a range of topics, including job expectancy and survival, job attitudes, tough choices, communication, and organizational outcomes. The authors also present various intervention models and techniques, such as realistic job previews, orientation programs, leader-member exchange, and compensation assessment surveys. These models and techniques are the result of empirical research conducted throughout the 20th century. The chapter also explores topics such as conflicts between roles, adaptation to organizational culture, and retention and job satisfaction. Finally, the chapter provides a guide for measuring the costs of turnover, and offers suggestions for designing and implementing effective retention policies. The major concepts covered in this chapter include work design, turnover, job satisfaction, compatibility, retention, and communication.

Adolescent and youth girls’ empowerment is as crucial as that of women. However, research on women’s empowerment has received more attention than studies focused on adolescent and young girls. To address this gap, a scale was constructed and administered to 325 girls from Rupandehi, Nepal, to explore the factors influencing adolescent and youth girls’ empowerment. The exploratory factor analysis revealed three factors: (a) equality, respect, and fairness, (b) resourcefulness and (c) opportunity to make choices. Further analysis revealed that girls in this region depend on external resources rather than family resources for empowerment. These include government assistance, access to financial services from banks or cooperatives, and their knowledge of education, particularly regarding gender equality and rights. This research provides valuable insights for adolescents and youth girls, as well as their families. The findings also inform the efforts of governmental/non-governmental organizations working to support the empowerment of adolescents and youth girls.

Entrepreneurship is shaped by personality traits and driven by personal intention, and it is crucial for economic mobility and societal progress. Despite being an underexplored area, the relationship between traits and entrepreneurial intention is vital for understanding how educational entrepreneurs differ from non-entrepreneurs. This study used a mixed-methods approach to investigate how personality traits influence entrepreneurial intentions. The study’s first phase was a survey of 171 teachers and 125 school owners, employing a validated scale to identify traits such as need for achievement, ambiguity tolerance, enthusiasm, creativity, locus of control, and risk-taking. The results showed that these traits collectively explained 89% of entrepreneurial intention, with enthusiasm as the strongest predictor. The second phase involved case studies of four individuals with extreme trait scores, revealing that school owners possessed stronger traits and excelled at resource utilization and overcoming challenges, unlike the schoolteachers—the non-entrepreneurs. Findings revealed that stronger personality traits significantly impact entrepreneurial intention. The contrasting result was found in individuals with weaker traits characterized by their favor toward traditional job security. The findings enhance our understanding of the psychological drivers behind entrepreneurial intentions and the implication of cultivating these traits through program interventions for entrepreneurship. Recommendations include policy makers fostering specific traits by creating enabling environments and supporting educational entrepreneurs in developing personal confidence and traits like risk-taking and adaptability. The study also calls for a cultural shift to prioritize entrepreneurship over traditional employment.

Understanding how elevation influences forest structure and species composition is crucial for effective conservation in mountainous regions like Nepal, where ecosystems change dramatically over short distances. This study assessed forest dynamics along an elevational gradient (600–3200 m) in Nepal’s mid-hills, incorporating elevational zonation (Tropical, Subtropical, Lower Temperate, and Upper Temperate) and aspect-driven variations. We established 27 square plots (20 × 20 m) at 100 m elevation intervals along a trekking route from Tallo Dungeshwor near the Karnali River to Mahabu Lek, recording all tree species with a diameter at breast height (DBH) ≥ 5 cm. Tree density across the elevational gradient ranged from 250 to 800 trees/ha. Basal area varied between 7.46 and 82.43 m2/ha, while mean tree height ranged from 6.89 to 16.62 m. Species diversity was assessed using the Shannon diversity index, and species dominance was evaluated through the Importance Value Index (IVI). Diversity peaked at mid-elevations, with Shorea robusta and Quercus semicarpifolia identified as dominant species. While minor variations occurred across topographic aspects, statistical analysis confirmed elevation as the dominant driver of forest structure and composition. Correlation analysis revealed a significant positive relationship between elevation and Simpson’s diversity index (r = 0.45, p < 0.05), indicating increased dominance diversity at higher elevations. These findings highlight the critical role of elevation and aspect in shaping forest ecosystems and offer valuable baseline data for climate-resilient management. We recommend conservation planning that is sensitive to topographic gradients, integrates long-term, climate-adaptive monitoring, and engages local communities to anticipate ecological shifts and address mounting anthropogenic pressures in vulnerable montane zones.

This paper presents a study that explores how individuals become entrepreneurs in the context of micro and small enterprises (MSEs) in Nepal. The study specifically considers the sources and avenues of obtaining entrepreneurial knowledge and skills. This focal point is highly significant, because ultimately it is the entrepreneurs’ knowledge base and skills that play a vital role in creating jobs and eventually, income generation for individuals. This study has adopted the lens of Bourdieu’s habitus. Methodologically, this study has utilized narrative inquiry, and six entrepreneurs from Nepali MSEs participated in the field work, by sharing the personal narratives of their experiences, regarding their entrepreneurial journey. The findings reveal that the entrepreneurs of Nepali MSEs, gained entrepreneurial orientation from different sources such as their parent’s professions, past experiences, formal education and training activities, and inspiration of successful personality. They have distinctive ways of ‘becoming’ and adopting the relevant entrepreneurial behaviors that they can utilize within their business careers. Therefore, the insights from this research study that focuses on the ‘course of becoming’ an entrepreneur contribute to the scholarly knowledge on the development of MSE’s within Nepal and similar economies.

The impact of work design on job satisfaction and retention cannot be overlooked. In fact, work design plays a critical role in determining work-family conflict and turnover intention. While most scholars tend to focus on why employees quit, this chapter highlights the theoretical and practical aspects of work design and its importance in job satisfaction and retention. While turnover can sometimes have positive outcomes, such as creating promotional opportunities and introducing new ideas and technology, it remains a major concern for organizations. The chapter delves into the effects of work design, exploring principles, theories, and practices. It covers a range of topics, including job expectancy and survival, job attitudes, tough choices, communication, and organizational outcomes. The authors also present various intervention models and techniques, such as realistic job previews, orientation programs, leader-member exchange, and compensation assessment surveys. These models and techniques are the result of empirical research conducted throughout the 20th century. The chapter also explores topics such as conflicts between roles, adaptation to organizational culture, and retention and job satisfaction. Finally, the chapter provides a guide for measuring the costs of turnover, and offers suggestions for designing and implementing effective retention policies. The major concepts covered in this chapter include work design, turnover, job satisfaction, compatibility, retention, and communication.

The framework of circular economy (CE) has emerged as a sustainable alternative to a waste-generating linear economy. To achieve this goal long term, it is important to educate youth. The levels of knowledge, attitude, and behaviour (KAB) among developed countries and developing countries differ. However, there are limited comparative studies. Our study investigates the KAB of university students of two countries – Poland and Nepal – to assess possible differences between developed and developing countries. The survey data were analyzed by applying descriptive statistics, t-statistics, and multiple regression models, with total sample of 166 participants. According to the survey, students in both countries possess knowledge, positive attitudes, and positive CE behaviour, with the knowledge level of Nepali students significantly higher compared to Polish students. In addition, the behaviours of students are correlated with knowledge and attitude. The findings also suggest that knowledge and attitude predict CE behaviour among students and students’ KAB differs across their place of origin (rural and urban). The findings of this study may be useful for policymakers, students, and academic institutions.

This paper presents a study that explores how individuals become entrepreneurs in the context of micro and small enterprises (MSEs) in Nepal. The study specifically considers the sources and avenues of obtaining entrepreneurial knowledge and skills. This focal point is highly significant, because ultimately it is the entrepreneurs’ knowledge base and skills that play a vital role in creating jobs and eventually, income generation for individuals. This study has adopted the lens of Bourdieu’s habitus. Methodologically, this study has utilized narrative inquiry, and six entrepreneurs from Nepali MSEs participated in the field work, by sharing the personal narratives of their experiences, regarding their entrepreneurial journey. The findings reveal that the entrepreneurs of Nepali MSEs, gained entrepreneurial orientation from different sources such as their parent’s professions, past experiences, formal education and training activities, and inspiration of successful personality. They have distinctive ways of ‘becoming’ and adopting the relevant entrepreneurial behaviors that they can utilize within their business careers. Therefore, the insights from this research study that focuses on the ‘course of becoming’ an entrepreneur contribute to the scholarly knowledge on the development of MSE’s within Nepal and similar economies.

The framework of circular economy (CE) has emerged as a sustainable alternative to a waste-generating linear economy. To achieve this goal long term, it is important to educate youth. The levels of knowledge, attitude, and behaviour (KAB) among developed countries and developing countries differ. However, there are limited comparative studies. Our study investigates the KAB of university students of two countries – Poland and Nepal – to assess possible differences between developed and developing countries. The survey data were analyzed by applying descriptive statistics, t-statistics, and multiple regression models, with total sample of 166 participants. According to the survey, students in both countries possess knowledge, positive attitudes, and positive CE behaviour, with the knowledge level of Nepali students significantly higher compared to Polish students. In addition, the behaviours of students are correlated with knowledge and attitude. The findings also suggest that knowledge and attitude predict CE behaviour among students and students’ KAB differs across their place of origin (rural and urban). The findings of this study may be useful for policymakers, students, and academic institutions.

Abstract The climate crisis has negative consequences for the environment and society, like pollution, climate crisis, and physical and mental health problems, while pro-environmental behavior (PEB) helps mitigate these crises. Among various factors, ethical values related to the environment play a pivotal role in influencing PEB. However, there are few studies on the influence of ethics on PEB, and even fewer that have consolidated the ethical discourse surrounding PEB. With this consideration, the dispersed ethical discourse on PEB was consolidated by using a systematic literature review, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analysis) guidelines for all 52 articles published between January 2010 and April 2024 and available in Scopus and Web of Science databases. The findings suggest that the frequency of studies on ethical discourse on PEB has increased since 2020, and most of the studies implement quantitative research design. Likewise, this paper suggests four major subject areas and several related subtopics: (1) morality ( moral norms; moral licensing and cleansing effects; moral disengagement ), (2) ethics ( ethical leadership; environmental ethics; ethical literacy ), (3) prosocial behavior/benefitting others ( altruistic behavior; generativity; animal welfare ), and (4) corporate social responsibility . The findings of this study will benefit business organizations in promoting ethical leadership, educational institutions in integrating ethical pedagogy, and the general public in their practices. Additionally, future researchers can use these findings to promote ethical leadership, integrate ethical pedagogy, and foster discourse on moral values, all of which contribute to promoting environmentally friendly behavior.

Entrepreneurship is shaped by personality traits and driven by personal intention, and it is crucial for economic mobility and societal progress. Despite being an underexplored area, the relationship between traits and entrepreneurial intention is vital for understanding how educational entrepreneurs differ from non-entrepreneurs. This study used a mixed-methods approach to investigate how personality traits influence entrepreneurial intentions. The study’s first phase was a survey of 171 teachers and 125 school owners, employing a validated scale to identify traits such as need for achievement, ambiguity tolerance, enthusiasm, creativity, locus of control, and risk-taking. The results showed that these traits collectively explained 89% of entrepreneurial intention, with enthusiasm as the strongest predictor. The second phase involved case studies of four individuals with extreme trait scores, revealing that school owners possessed stronger traits and excelled at resource utilization and overcoming challenges, unlike the schoolteachers—the non-entrepreneurs. Findings revealed that stronger personality traits significantly impact entrepreneurial intention. The contrasting result was found in individuals with weaker traits characterized by their favor toward traditional job security. The findings enhance our understanding of the psychological drivers behind entrepreneurial intentions and the implication of cultivating these traits through program interventions for entrepreneurship. Recommendations include policy makers fostering specific traits by creating enabling environments and supporting educational entrepreneurs in developing personal confidence and traits like risk-taking and adaptability. The study also calls for a cultural shift to prioritize entrepreneurship over traditional employment.

The coronavirus disease 2019 (COVID-19) pandemic has impacted numerous organisations, including those in the health, education, livelihood, and development sectors.The outbreak of COVID-19 resulted in the prolonged closure of many educational institutions.Health and education authorities made concerted efforts to maintain teaching and learning activities in schools.Teachers' perceptions are crucial for the effectiveness of future pandemic response initiatives.Therefore, this study aims to assess teachers' perceptions of the responses to the COVID-19 pandemic.An institution-based cross-sectional study was conducted among teachers in community schools from June 29 to August 28, 2023, in the Gandaki Province of Nepal.The sample size consisted of 732 individuals, selected using a multi-stage cluster sampling method.A pretested questionnaire was self-administered.Data were analysed using the chi-square test and logistic regression at a 5% significance level.This study reveals that 69.7% of teachers held inadequate perceptions regarding efforts to manage the COVID-19 pandemic and reopen schools.Teachers with more experience (B = 0.11; p = 0.57) and those from urban municipalities (B = 0.02; p = 0.26) had a more positive perception of the responses.However, gender, monthly family income, work experience, number of family members, and municipal type were insignificantly associated with teachers' perceptions of the responses to manage the COVID-19 pandemic.This study demonstrates that teachers had an inadequate level of perception regarding responses to COVID-19 pandemic management and the reopening of schools.These results suggest that policymakers and managers in the health and education sectors must develop comprehensive responses to prevent the entry and spread of COVID-19 among teachers, as well as to enhance the resilience of schools and society for future epidemics.

Chhath is an antique popular bi-annual Hindu festival devoted to the God of energy - Sun for sustaining life on the earth. The Hindus worship the sun very enthusiastically and pray for the well-being, success, and progress of their family members, friends, and elders. According to Hinduism, Sun worship is related to healing a range of skin diseases. Given this context, a qualitative inquiry was carried out in Kathmandu to explore the multifaceted dimensions that influenced people to celebrate it from time immemorial. Data were collected and interpreted through cultural diffusion theory. The finding shows that this festival has not only economic, socio-cultural but also spiritual, scientific aspects so it has gained much popularity from past to present.

The framework of circular economy (CE) has emerged as a sustainable alternative to a waste-generating linear economy. To achieve this goal long term, it is important to educate youth. The levels of knowledge, attitude, and behaviour (KAB) among developed countries and developing countries differ. However, there are limited comparative studies. Our study investigates the KAB of university students of two countries – Poland and Nepal – to assess possible differences between developed and developing countries. The survey data were analyzed by applying descriptive statistics, t-statistics, and multiple regression models, with total sample of 166 participants. According to the survey, students in both countries possess knowledge, positive attitudes, and positive CE behaviour, with the knowledge level of Nepali students significantly higher compared to Polish students. In addition, the behaviours of students are correlated with knowledge and attitude. The findings also suggest that knowledge and attitude predict CE behaviour among students and students’ KAB differs across their place of origin (rural and urban). The findings of this study may be useful for policymakers, students, and academic institutions.

Introduction: Acute ischemic stroke (AIS) is a major cause of hospital admission and is responsible for a large proportion of disabilities. The CHA 2 DS 2 -VASc score was developed to improve the accuracy of stroke risk stratification in patients with non-valvular atrial fibrillation. It includes major risk factors for ischemic stroke and may be useful in prognostic risk stratification before and after the event of acute ischemic stroke. This study was conducted to study the role of CHA 2 DS 2 -VASc score in severity and outcome prediction of acute ischemic stroke. Methods: A cross-sectional study was conducted in a tertiary center in Nepal for the period of 12 months (June 2021 to June 2022) including patients more than 18 years presenting with symptoms of stroke and underwent neuroimaging studies at admission with the diagnosis of acute ischemic stroke. The National Institute of Health (NIH) stroke scale score, pre-stroke and current functional status according to modified Rankin scale (mRS) score were noted. The CHA 2 DS 2 -VASc score was calculated. Based on the result, patients were grouped into low-risk CHA 2 DS 2 -VASc score (0, 1) and high-risk CHA 2 DS 2 -VASc score. At discharge, patients were evaluated and their functional status was noted according to mRS score. Results: Seventy-five patients with acute ischemic stroke were enrolled in the study, in which 48 (64%) were male and only 35 (46.7%) of patients could reach the emergency department within 24 hours of onset of symptoms. The mean age of patients was 61.8 ± 16.04 years and 18 (24%) of patients were of age ≥75 years. Hemiplegia/paresis with UMN facial palsy was the most common presentation. Smoking and hypertension were the most common risk factors followed by diabetes mellitus. The severity of stroke as evaluated by NIH stroke scale score at the time of admission categorized as minor, moderate, moderately severe, and severe stroke was present in 7 (9.3%), 47 (62.7%), 11 (14.7%), and 10 (13.3%) patients, respectively. Low-risk CHA 2 DS 2 -VASc score (0, 1) was observed in 23 (30.7%) of patients, and a high-risk score (≥2) in the remaining patients. On evaluation of the functional status at the time of discharge, 28 (37.3%) patients had mRS scores of good outcome (0, 1, 2) and remaining had mRS score ≥3. Conclusion: The CHA 2 DS 2 -VASc score demonstrates significant predictive value in evaluating both the severity and functional outcomes of acute ischemic stroke patients. In this study, a higher CHA 2 DS 2 -VASc score was associated with more severe stroke presentations and poorer discharge outcomes. Given its simplicity and reliance on readily available clinical data, the CHA 2 DS 2 -VASc score can serve as a practical, cost-effective tool for early prognostic stratification in AIS management.

This paper presents a study that explores how individuals become entrepreneurs in the context of micro and small enterprises (MSEs) in Nepal. The study specifically considers the sources and avenues of obtaining entrepreneurial knowledge and skills. This focal point is highly significant, because ultimately it is the entrepreneurs’ knowledge base and skills that play a vital role in creating jobs and eventually, income generation for individuals. This study has adopted the lens of Bourdieu’s habitus. Methodologically, this study has utilized narrative inquiry, and six entrepreneurs from Nepali MSEs participated in the field work, by sharing the personal narratives of their experiences, regarding their entrepreneurial journey. The findings reveal that the entrepreneurs of Nepali MSEs, gained entrepreneurial orientation from different sources such as their parent’s professions, past experiences, formal education and training activities, and inspiration of successful personality. They have distinctive ways of ‘becoming’ and adopting the relevant entrepreneurial behaviors that they can utilize within their business careers. Therefore, the insights from this research study that focuses on the ‘course of becoming’ an entrepreneur contribute to the scholarly knowledge on the development of MSE’s within Nepal and similar economies.

This article shows how the paradigm of dialectical pluralism can be applied for a deeper understanding of a research issue by abstracting insights from post-positivist and constructivist paradigms and bringing their interaction for additional meaning-making. As an example, a mixed methods study on ethical leadership is presented. On the study, the qualitative and quantitative strands had similar findings that ethical leadership was rooted in schools in the form of care, justice, and critique. However, contradictions were observed to their extent, which were answered by dialoguing between the strands, and the process of dialogue generated additional meaning. This article contributes to the mixed methods research in education by presenting evidence that dialectical pluralism provides additional meaning in the process of integrating the strands.

Understanding how elevation influences forest structure and species composition is crucial for effective conservation in mountainous regions like Nepal, where ecosystems change dramatically over short distances. This study assessed forest dynamics along an elevational gradient (600–3200 m) in Nepal’s mid-hills, incorporating elevational zonation (Tropical, Subtropical, Lower Temperate, and Upper Temperate) and aspect-driven variations. We established 27 square plots (20 × 20 m) at 100 m elevation intervals along a trekking route from Tallo Dungeshwor near the Karnali River to Mahabu Lek, recording all tree species with a diameter at breast height (DBH) ≥ 5 cm. Tree density across the elevational gradient ranged from 250 to 800 trees/ha. Basal area varied between 7.46 and 82.43 m2/ha, while mean tree height ranged from 6.89 to 16.62 m. Species diversity was assessed using the Shannon diversity index, and species dominance was evaluated through the Importance Value Index (IVI). Diversity peaked at mid-elevations, with Shorea robusta and Quercus semicarpifolia identified as dominant species. While minor variations occurred across topographic aspects, statistical analysis confirmed elevation as the dominant driver of forest structure and composition. Correlation analysis revealed a significant positive relationship between elevation and Simpson’s diversity index (r = 0.45, p &lt; 0.05), indicating increased dominance diversity at higher elevations. These findings highlight the critical role of elevation and aspect in shaping forest ecosystems and offer valuable baseline data for climate-resilient management. We recommend conservation planning that is sensitive to topographic gradients, integrates long-term, climate-adaptive monitoring, and engages local communities to anticipate ecological shifts and address mounting anthropogenic pressures in vulnerable montane zones.

Abstract The climate crisis has negative consequences for the environment and society, like pollution, climate crisis, and physical and mental health problems, while pro-environmental behavior (PEB) helps mitigate these crises. Among various factors, ethical values related to the environment play a pivotal role in influencing PEB. However, there are few studies on the influence of ethics on PEB, and even fewer that have consolidated the ethical discourse surrounding PEB. With this consideration, the dispersed ethical discourse on PEB was consolidated by using a systematic literature review, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analysis) guidelines for all 52 articles published between January 2010 and April 2024 and available in Scopus and Web of Science databases. The findings suggest that the frequency of studies on ethical discourse on PEB has increased since 2020, and most of the studies implement quantitative research design. Likewise, this paper suggests four major subject areas and several related subtopics: (1) morality ( moral norms; moral licensing and cleansing effects; moral disengagement ), (2) ethics ( ethical leadership; environmental ethics; ethical literacy ), (3) prosocial behavior/benefitting others ( altruistic behavior; generativity; animal welfare ), and (4) corporate social responsibility . The findings of this study will benefit business organizations in promoting ethical leadership, educational institutions in integrating ethical pedagogy, and the general public in their practices. Additionally, future researchers can use these findings to promote ethical leadership, integrate ethical pedagogy, and foster discourse on moral values, all of which contribute to promoting environmentally friendly behavior.

This study aimed to assess the skills gap between competency evaluations by employers and the self-perceived competencies of employees within the engineering sector of the construction industry. We also examined the foundational subject matter knowledge of graduate employees and their likelihood of acquiring such knowledge based on different variables like gender, ethnicity, infrastructure quality, and the quality of on-the-job training (OJT). Accordingly, we conducted a cross-sectional survey using a self-administered questionnaire, which was completed by 59 employers and 222 recent graduates. From the perspective of the employers, the findings indicate that the majority of graduates exhibit inadequate proficiency in soft skills, professional competencies, common technical skills, and trade-specific abilities. Furthermore, the graduates demonstrated limited subject matter knowledge, with an average score of only 50.98% on a basic knowledge assessment. The analysis also revealed that graduates with access to high-quality institutional infrastructure and OJT opportunities performed nearly twice as well on the foundational knowledge test compared to those with poorer-quality experiences in these areas. These results highlight the urgent need to revise the technical and vocational education and training (TVET) curriculum as well as strengthen collaborations between training institutions and industry stakeholders to ensure that graduate competencies are aligned with the labor market demands.

This article shows how the paradigm of dialectical pluralism can be applied for a deeper understanding of a research issue by abstracting insights from post-positivist and constructivist paradigms and bringing their interaction for additional meaning-making. As an example, a mixed methods study on ethical leadership is presented. On the study, the qualitative and quantitative strands had similar findings that ethical leadership was rooted in schools in the form of care, justice, and critique. However, contradictions were observed to their extent, which were answered by dialoguing between the strands, and the process of dialogue generated additional meaning. This article contributes to the mixed methods research in education by presenting evidence that dialectical pluralism provides additional meaning in the process of integrating the strands.

Adolescent and youth girls’ empowerment is as crucial as that of women. However, research on women’s empowerment has received more attention than studies focused on adolescent and young girls. To address this gap, a scale was constructed and administered to 325 girls from Rupandehi, Nepal, to explore the factors influencing adolescent and youth girls’ empowerment. The exploratory factor analysis revealed three factors: (a) equality, respect, and fairness, (b) resourcefulness and (c) opportunity to make choices. Further analysis revealed that girls in this region depend on external resources rather than family resources for empowerment. These include government assistance, access to financial services from banks or cooperatives, and their knowledge of education, particularly regarding gender equality and rights. This research provides valuable insights for adolescents and youth girls, as well as their families. The findings also inform the efforts of governmental/non-governmental organizations working to support the empowerment of adolescents and youth girls.

Purpose The purpose of this paper is to explore the predictors of knowledge management (KM) in the context of educational institutions, particularly in universities. Design/methodology/approach This study applied the survey methods to identify the predictors of KM in the context of a university. The self-developed research tools were used to collect data from the 445 academic staff of four different universities in Nepal. Factor analysis was applied to identify the predictors of KM. Findings The factor analysis explored seven predictors of KM processes, i.e. knowledge utilization, acquisition, generation, dissemination, creation, transfer and presentation. The finding of the research showed that the predictors of KM are contextual and depend upon the practices of the faculty members of higher educational institutions (HEIs). It further showed that knowledge utilization is a way of solving problems while knowledge can be acquired through interaction. The knowledge can be generated through involvement within professional networks and the trend of dissemination of knowledge depends on the usage of social medial. The role of e-portal is vital to transfer knowledge, where the knowledge can be created through participation in conferences and conduction of academic projects. The knowledge presentation skill helps to enhance the personal capacity in academia. Research limitations/implications This study was carried out based on the individual perception of the faculty members of four different universities in Nepal. The current status of KM and predictors of KM differ, and they are determined by contextual practices due to geographical and cultural differences. Originality/value In a country like Nepal, the concept of KM is in an emerging stage, and this is applied to some financial institutions. In this context, this paper carried out the predictors of KM in the context of HEIs to enhance the intellectual capital of faculty members.

This paper presents a study that explores how individuals become entrepreneurs in the context of micro and small enterprises (MSEs) in Nepal. The study specifically considers the sources and avenues of obtaining entrepreneurial knowledge and skills. This focal point is highly significant, because ultimately it is the entrepreneurs’ knowledge base and skills that play a vital role in creating jobs and eventually, income generation for individuals. This study has adopted the lens of Bourdieu’s habitus. Methodologically, this study has utilized narrative inquiry, and six entrepreneurs from Nepali MSEs participated in the field work, by sharing the personal narratives of their experiences, regarding their entrepreneurial journey. The findings reveal that the entrepreneurs of Nepali MSEs, gained entrepreneurial orientation from different sources such as their parent’s professions, past experiences, formal education and training activities, and inspiration of successful personality. They have distinctive ways of ‘becoming’ and adopting the relevant entrepreneurial behaviors that they can utilize within their business careers. Therefore, the insights from this research study that focuses on the ‘course of becoming’ an entrepreneur contribute to the scholarly knowledge on the development of MSE’s within Nepal and similar economies.

Identifying the factors influencing pro-environmental behavior among adolescents is crucial. Several studies have explored these factors using various methodologies, but the research designs used in those studies have not been systematically examined. To address this gap, a review of previous studies was conducted. The results reveal that most past research has relied on quantitative methods. Given the complexity of pro-environmental behavior, a deeper exploration necessitates mixed methods research. Mixed methods research offers a more comprehensive understanding, broadens the scope of the study, provides complementary insights, and enhances validity through triangulation. This article is vital for guiding future researchers in examining the determinants of pro-environmental behavior using mixed methods research.

Introduction: Acute ischemic stroke (AIS) is a major cause of hospital admission and is responsible for a large proportion of disabilities. The CHA2DS2-VASc score was developed to improve the accuracy of stroke risk stratification in patients with non-valvular atrial fibrillation. It includes major risk factors for ischemic stroke and may be useful in prognostic risk stratification before and after the event of acute ischemic stroke. This study was conducted to study the role of CHA2DS2-VASc score in severity and outcome prediction of acute ischemic stroke. Methods: A cross-sectional study was conducted in a tertiary center in Nepal for the period of 12 months (June 2021 to June 2022) including patients more than 18 years presenting with symptoms of stroke and underwent neuroimaging studies at admission with the diagnosis of acute ischemic stroke. The National Institute of Health (NIH) stroke scale score, pre-stroke and current functional status according to modified Rankin scale (mRS) score were noted. The CHA2DS2-VASc score was calculated. Based on the result, patients were grouped into low-risk CHA2DS2-VASc score (0, 1) and high-risk CHA2DS2-VASc score. At discharge, patients were evaluated and their functional status was noted according to mRS score. Results: Seventy-five patients with acute ischemic stroke were enrolled in the study, in which 48 (64%) were male and only 35 (46.7%) of patients could reach the emergency department within 24 hours of onset of symptoms. The mean age of patients was 61.8 ± 16.04 years and 18 (24%) of patients were of age ≥75 years. Hemiplegia/paresis with UMN facial palsy was the most common presentation. Smoking and hypertension were the most common risk factors followed by diabetes mellitus. The severity of stroke as evaluated by NIH stroke scale score at the time of admission categorized as minor, moderate, moderately severe, and severe stroke was present in 7 (9.3%), 47 (62.7%), 11 (14.7%), and 10 (13.3%) patients, respectively. Low-risk CHA2DS2-VASc score (0, 1) was observed in 23 (30.7%) of patients, and a high-risk score (≥2) in the remaining patients. On evaluation of the functional status at the time of discharge, 28 (37.3%) patients had mRS scores of good outcome (0, 1, 2) and remaining had mRS score ≥3. Conclusion: The CHA2DS2-VASc score demonstrates significant predictive value in evaluating both the severity and functional outcomes of acute ischemic stroke patients. In this study, a higher CHA2DS2-VASc score was associated with more severe stroke presentations and poorer discharge outcomes. Given its simplicity and reliance on readily available clinical data, the CHA2DS2-VASc score can serve as a practical, cost-effective tool for early prognostic stratification in AIS management.

Understanding how elevation influences forest structure and species composition is crucial for effective conservation in mountainous regions like Nepal, where ecosystems change dramatically over short distances. This study assessed forest dynamics along an elevational gradient (600–3200 m) in Nepal’s mid-hills, incorporating elevational zonation (Tropical, Subtropical, Lower Temperate, and Upper Temperate) and aspect-driven variations. We established 27 square plots (20 × 20 m) at 100 m elevation intervals along a trekking route from Tallo Dungeshwor near the Karnali River to Mahabu Lek, recording all tree species with a diameter at breast height (DBH) ≥ 5 cm. Tree density across the elevational gradient ranged from 250 to 800 trees/ha. Basal area varied between 7.46 and 82.43 m2/ha, while mean tree height ranged from 6.89 to 16.62 m. Species diversity was assessed using the Shannon diversity index, and species dominance was evaluated through the Importance Value Index (IVI). Diversity peaked at mid-elevations, with Shorea robusta and Quercus semicarpifolia identified as dominant species. While minor variations occurred across topographic aspects, statistical analysis confirmed elevation as the dominant driver of forest structure and composition. Correlation analysis revealed a significant positive relationship between elevation and Simpson’s diversity index (r = 0.45, p &lt; 0.05), indicating increased dominance diversity at higher elevations. These findings highlight the critical role of elevation and aspect in shaping forest ecosystems and offer valuable baseline data for climate-resilient management. We recommend conservation planning that is sensitive to topographic gradients, integrates long-term, climate-adaptive monitoring, and engages local communities to anticipate ecological shifts and address mounting anthropogenic pressures in vulnerable montane zones.

Adolescent and youth girls’ empowerment is as crucial as that of women. However, research on women’s empowerment has received more attention than studies focused on adolescent and young girls. To address this gap, a scale was constructed and administered to 325 girls from Rupandehi, Nepal, to explore the factors influencing adolescent and youth girls’ empowerment. The exploratory factor analysis revealed three factors: (a) equality, respect, and fairness, (b) resourcefulness and (c) opportunity to make choices. Further analysis revealed that girls in this region depend on external resources rather than family resources for empowerment. These include government assistance, access to financial services from banks or cooperatives, and their knowledge of education, particularly regarding gender equality and rights. This research provides valuable insights for adolescents and youth girls, as well as their families. The findings also inform the efforts of governmental/non-governmental organizations working to support the empowerment of adolescents and youth girls.

Abstract This study was conducted to explore the relationship between actors of education and employment systems in Nepali Technical and Vocational Education and Training (TVET) system. The study measured the engagement of actors from both systems in the curriculum process: design, application, and feedback phases. Further, it explained why the actors of these systems have weak relationships in Nepal. This study used an explanatory sequential mixed methods approach. First, we collected the information with 124 TVET experts with at least five years of experience to calculate the linkage index score. Second, we interviewed 15 individuals who were the respondents in the first survey. The survey revealed that although the education and employment system has gradually increased collaboration in the last few years, particularly since 2018, education actors still have more power for decision-making across all three curriculum phases. The study revealed that employers’ lack of meaningful participation in the curriculum design phase impedes them from engaging in the curriculum application and excludes them in the feedback phase. This study contributes an essential insight to bridging a gap between actors of the education and employment system.

The framework of circular economy (CE) has emerged as a sustainable alternative to a waste-generating linear economy. To achieve this goal long term, it is important to educate youth. The levels of knowledge, attitude, and behaviour (KAB) among developed countries and developing countries differ. However, there are limited comparative studies. Our study investigates the KAB of university students of two countries – Poland and Nepal – to assess possible differences between developed and developing countries. The survey data were analyzed by applying descriptive statistics, t-statistics, and multiple regression models, with total sample of 166 participants. According to the survey, students in both countries possess knowledge, positive attitudes, and positive CE behaviour, with the knowledge level of Nepali students significantly higher compared to Polish students. In addition, the behaviours of students are correlated with knowledge and attitude. The findings also suggest that knowledge and attitude predict CE behaviour among students and students’ KAB differs across their place of origin (rural and urban). The findings of this study may be useful for policymakers, students, and academic institutions.

This study aimed to assess the skills gap between competency evaluations by employers and the self-perceived competencies of employees within the engineering sector of the construction industry. We also examined the foundational subject matter knowledge of graduate employees and their likelihood of acquiring such knowledge based on different variables like gender, ethnicity, infrastructure quality, and the quality of on-the-job training (OJT). Accordingly, we conducted a cross-sectional survey using a self-administered questionnaire, which was completed by 59 employers and 222 recent graduates. From the perspective of the employers, the findings indicate that the majority of graduates exhibit inadequate proficiency in soft skills, professional competencies, common technical skills, and trade-specific abilities. Furthermore, the graduates demonstrated limited subject matter knowledge, with an average score of only 50.98% on a basic knowledge assessment. The analysis also revealed that graduates with access to high-quality institutional infrastructure and OJT opportunities performed nearly twice as well on the foundational knowledge test compared to those with poorer-quality experiences in these areas. These results highlight the urgent need to revise the technical and vocational education and training (TVET) curriculum as well as strengthen collaborations between training institutions and industry stakeholders to ensure that graduate competencies are aligned with the labor market demands.

Understanding how elevation influences forest structure and species composition is crucial for effective conservation in mountainous regions like Nepal, where ecosystems change dramatically over short distances. This study assessed forest dynamics along an elevational gradient (600–3200 m) in Nepal’s mid-hills, incorporating elevational zonation (Tropical, Subtropical, Lower Temperate, and Upper Temperate) and aspect-driven variations. We established 27 square plots (20 × 20 m) at 100 m elevation intervals along a trekking route from Tallo Dungeshwor near the Karnali River to Mahabu Lek, recording all tree species with a diameter at breast height (DBH) ≥ 5 cm. Tree density across the elevational gradient ranged from 250 to 800 trees/ha. Basal area varied between 7.46 and 82.43 m2/ha, while mean tree height ranged from 6.89 to 16.62 m. Species diversity was assessed using the Shannon diversity index, and species dominance was evaluated through the Importance Value Index (IVI). Diversity peaked at mid-elevations, with Shorea robusta and Quercus semicarpifolia identified as dominant species. While minor variations occurred across topographic aspects, statistical analysis confirmed elevation as the dominant driver of forest structure and composition. Correlation analysis revealed a significant positive relationship between elevation and Simpson’s diversity index (r = 0.45, p < 0.05), indicating increased dominance diversity at higher elevations. These findings highlight the critical role of elevation and aspect in shaping forest ecosystems and offer valuable baseline data for climate-resilient management. We recommend conservation planning that is sensitive to topographic gradients, integrates long-term, climate-adaptive monitoring, and engages local communities to anticipate ecological shifts and address mounting anthropogenic pressures in vulnerable montane zones.

Adolescent and youth girls’ empowerment is as crucial as that of women. However, research on women’s empowerment has received more attention than studies focused on adolescent and young girls. To address this gap, a scale was constructed and administered to 325 girls from Rupandehi, Nepal, to explore the factors influencing adolescent and youth girls’ empowerment. The exploratory factor analysis revealed three factors: (a) equality, respect, and fairness, (b) resourcefulness and (c) opportunity to make choices. Further analysis revealed that girls in this region depend on external resources rather than family resources for empowerment. These include government assistance, access to financial services from banks or cooperatives, and their knowledge of education, particularly regarding gender equality and rights. This research provides valuable insights for adolescents and youth girls, as well as their families. The findings also inform the efforts of governmental/non-governmental organizations working to support the empowerment of adolescents and youth girls.

Entrepreneurship is shaped by personality traits and driven by personal intention, and it is crucial for economic mobility and societal progress. Despite being an underexplored area, the relationship between traits and entrepreneurial intention is vital for understanding how educational entrepreneurs differ from non-entrepreneurs. This study used a mixed-methods approach to investigate how personality traits influence entrepreneurial intentions. The study’s first phase was a survey of 171 teachers and 125 school owners, employing a validated scale to identify traits such as need for achievement, ambiguity tolerance, enthusiasm, creativity, locus of control, and risk-taking. The results showed that these traits collectively explained 89% of entrepreneurial intention, with enthusiasm as the strongest predictor. The second phase involved case studies of four individuals with extreme trait scores, revealing that school owners possessed stronger traits and excelled at resource utilization and overcoming challenges, unlike the schoolteachers—the non-entrepreneurs. Findings revealed that stronger personality traits significantly impact entrepreneurial intention. The contrasting result was found in individuals with weaker traits characterized by their favor toward traditional job security. The findings enhance our understanding of the psychological drivers behind entrepreneurial intentions and the implication of cultivating these traits through program interventions for entrepreneurship. Recommendations include policy makers fostering specific traits by creating enabling environments and supporting educational entrepreneurs in developing personal confidence and traits like risk-taking and adaptability. The study also calls for a cultural shift to prioritize entrepreneurship over traditional employment.

Identifying the factors influencing pro-environmental behavior among adolescents is crucial. Several studies have explored these factors using various methodologies, but the research designs used in those studies have not been systematically examined. To address this gap, a review of previous studies was conducted. The results reveal that most past research has relied on quantitative methods. Given the complexity of pro-environmental behavior, a deeper exploration necessitates mixed methods research. Mixed methods research offers a more comprehensive understanding, broadens the scope of the study, provides complementary insights, and enhances validity through triangulation. This article is vital for guiding future researchers in examining the determinants of pro-environmental behavior using mixed methods research.

Adolescent and youth girls’ empowerment is as crucial as that of women. However, research on women’s empowerment has received more attention than studies focused on adolescent and young girls. To address this gap, a scale was constructed and administered to 325 girls from Rupandehi, Nepal, to explore the factors influencing adolescent and youth girls’ empowerment. The exploratory factor analysis revealed three factors: (a) equality, respect, and fairness, (b) resourcefulness and (c) opportunity to make choices. Further analysis revealed that girls in this region depend on external resources rather than family resources for empowerment. These include government assistance, access to financial services from banks or cooperatives, and their knowledge of education, particularly regarding gender equality and rights. This research provides valuable insights for adolescents and youth girls, as well as their families. The findings also inform the efforts of governmental/non-governmental organizations working to support the empowerment of adolescents and youth girls.

This article shows how the paradigm of dialectical pluralism can be applied for a deeper understanding of a research issue by abstracting insights from post-positivist and constructivist paradigms and bringing their interaction for additional meaning-making. As an example, a mixed methods study on ethical leadership is presented. On the study, the qualitative and quantitative strands had similar findings that ethical leadership was rooted in schools in the form of care, justice, and critique. However, contradictions were observed to their extent, which were answered by dialoguing between the strands, and the process of dialogue generated additional meaning. This article contributes to the mixed methods research in education by presenting evidence that dialectical pluralism provides additional meaning in the process of integrating the strands.

Chhath is an antique popular bi-annual Hindu festival devoted to the God of energy - Sun for sustaining life on the earth. The Hindus worship the sun very enthusiastically and pray for the well-being, success, and progress of their family members, friends, and elders. According to Hinduism, Sun worship is related to healing a range of skin diseases. Given this context, a qualitative inquiry was carried out in Kathmandu to explore the multifaceted dimensions that influenced people to celebrate it from time immemorial. Data were collected and interpreted through cultural diffusion theory. The finding shows that this festival has not only economic, socio-cultural but also spiritual, scientific aspects so it has gained much popularity from past to present.

Abstract The climate crisis has negative consequences for the environment and society, like pollution, climate crisis, and physical and mental health problems, while pro-environmental behavior (PEB) helps mitigate these crises. Among various factors, ethical values related to the environment play a pivotal role in influencing PEB. However, there are few studies on the influence of ethics on PEB, and even fewer that have consolidated the ethical discourse surrounding PEB. With this consideration, the dispersed ethical discourse on PEB was consolidated by using a systematic literature review, following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analysis) guidelines for all 52 articles published between January 2010 and April 2024 and available in Scopus and Web of Science databases. The findings suggest that the frequency of studies on ethical discourse on PEB has increased since 2020, and most of the studies implement quantitative research design. Likewise, this paper suggests four major subject areas and several related subtopics: (1) morality ( moral norms; moral licensing and cleansing effects; moral disengagement ), (2) ethics ( ethical leadership; environmental ethics; ethical literacy ), (3) prosocial behavior/benefitting others ( altruistic behavior; generativity; animal welfare ), and (4) corporate social responsibility . The findings of this study will benefit business organizations in promoting ethical leadership, educational institutions in integrating ethical pedagogy, and the general public in their practices. Additionally, future researchers can use these findings to promote ethical leadership, integrate ethical pedagogy, and foster discourse on moral values, all of which contribute to promoting environmentally friendly behavior.

Purpose The purpose of this paper is to explore the predictors of knowledge management (KM) in the context of educational institutions, particularly in universities. Design/methodology/approach This study applied the survey methods to identify the predictors of KM in the context of a university. The self-developed research tools were used to collect data from the 445 academic staff of four different universities in Nepal. Factor analysis was applied to identify the predictors of KM. Findings The factor analysis explored seven predictors of KM processes, i.e. knowledge utilization, acquisition, generation, dissemination, creation, transfer and presentation. The finding of the research showed that the predictors of KM are contextual and depend upon the practices of the faculty members of higher educational institutions (HEIs). It further showed that knowledge utilization is a way of solving problems while knowledge can be acquired through interaction. The knowledge can be generated through involvement within professional networks and the trend of dissemination of knowledge depends on the usage of social medial. The role of e-portal is vital to transfer knowledge, where the knowledge can be created through participation in conferences and conduction of academic projects. The knowledge presentation skill helps to enhance the personal capacity in academia. Research limitations/implications This study was carried out based on the individual perception of the faculty members of four different universities in Nepal. The current status of KM and predictors of KM differ, and they are determined by contextual practices due to geographical and cultural differences. Originality/value In a country like Nepal, the concept of KM is in an emerging stage, and this is applied to some financial institutions. In this context, this paper carried out the predictors of KM in the context of HEIs to enhance the intellectual capital of faculty members.

The coronavirus disease 2019 (COVID-19) pandemic has impacted numerous organisations, including those in the health, education, livelihood, and development sectors.The outbreak of COVID-19 resulted in the prolonged closure of many educational institutions.Health and education authorities made concerted efforts to maintain teaching and learning activities in schools.Teachers' perceptions are crucial for the effectiveness of future pandemic response initiatives.Therefore, this study aims to assess teachers' perceptions of the responses to the COVID-19 pandemic.An institution-based cross-sectional study was conducted among teachers in community schools from June 29 to August 28, 2023, in the Gandaki Province of Nepal.The sample size consisted of 732 individuals, selected using a multi-stage cluster sampling method.A pretested questionnaire was self-administered.Data were analysed using the chi-square test and logistic regression at a 5% significance level.This study reveals that 69.7% of teachers held inadequate perceptions regarding efforts to manage the COVID-19 pandemic and reopen schools.Teachers with more experience (B = 0.11; p = 0.57) and those from urban municipalities (B = 0.02; p = 0.26) had a more positive perception of the responses.However, gender, monthly family income, work experience, number of family members, and municipal type were insignificantly associated with teachers' perceptions of the responses to manage the COVID-19 pandemic.This study demonstrates that teachers had an inadequate level of perception regarding responses to COVID-19 pandemic management and the reopening of schools.These results suggest that policymakers and managers in the health and education sectors must develop comprehensive responses to prevent the entry and spread of COVID-19 among teachers, as well as to enhance the resilience of schools and society for future epidemics.

Introduction: Acute ischemic stroke (AIS) is a major cause of hospital admission and is responsible for a large proportion of disabilities. The CHA 2 DS 2 -VASc score was developed to improve the accuracy of stroke risk stratification in patients with non-valvular atrial fibrillation. It includes major risk factors for ischemic stroke and may be useful in prognostic risk stratification before and after the event of acute ischemic stroke. This study was conducted to study the role of CHA 2 DS 2 -VASc score in severity and outcome prediction of acute ischemic stroke. Methods: A cross-sectional study was conducted in a tertiary center in Nepal for the period of 12 months (June 2021 to June 2022) including patients more than 18 years presenting with symptoms of stroke and underwent neuroimaging studies at admission with the diagnosis of acute ischemic stroke. The National Institute of Health (NIH) stroke scale score, pre-stroke and current functional status according to modified Rankin scale (mRS) score were noted. The CHA 2 DS 2 -VASc score was calculated. Based on the result, patients were grouped into low-risk CHA 2 DS 2 -VASc score (0, 1) and high-risk CHA 2 DS 2 -VASc score. At discharge, patients were evaluated and their functional status was noted according to mRS score. Results: Seventy-five patients with acute ischemic stroke were enrolled in the study, in which 48 (64%) were male and only 35 (46.7%) of patients could reach the emergency department within 24 hours of onset of symptoms. The mean age of patients was 61.8 ± 16.04 years and 18 (24%) of patients were of age ≥75 years. Hemiplegia/paresis with UMN facial palsy was the most common presentation. Smoking and hypertension were the most common risk factors followed by diabetes mellitus. The severity of stroke as evaluated by NIH stroke scale score at the time of admission categorized as minor, moderate, moderately severe, and severe stroke was present in 7 (9.3%), 47 (62.7%), 11 (14.7%), and 10 (13.3%) patients, respectively. Low-risk CHA 2 DS 2 -VASc score (0, 1) was observed in 23 (30.7%) of patients, and a high-risk score (≥2) in the remaining patients. On evaluation of the functional status at the time of discharge, 28 (37.3%) patients had mRS scores of good outcome (0, 1, 2) and remaining had mRS score ≥3. Conclusion: The CHA 2 DS 2 -VASc score demonstrates significant predictive value in evaluating both the severity and functional outcomes of acute ischemic stroke patients. In this study, a higher CHA 2 DS 2 -VASc score was associated with more severe stroke presentations and poorer discharge outcomes. Given its simplicity and reliance on readily available clinical data, the CHA 2 DS 2 -VASc score can serve as a practical, cost-effective tool for early prognostic stratification in AIS management.