Perception of Teacher toward Art Integrated Learning in Arunachal Pradesh

Perception of Teacher toward Art Integrated Learning in Arunachal Pradesh | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Perception of Teacher toward Art Integrated Learning in Arunachal Pradesh Iba Nyori, Dr. Hitesh Sharma This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7222283/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Despite the introduction of Art Integrated Learning by NEP 2020 for more holistic and child centered pedagogy there still a major setback of in education system in Arunachal Pradesh, India. This study explores the perceptions of teachers toward Art integrated learning in Aalo, West District of Arunachal Pradesh. Using quantitative approach, data were collected from 70 teachers across five schools through self-developed 30-item, 3-point Liker scale measuring four dimensions: Meaning of AIL, Impact on Students, Communication Skills and Teaching Management. The result suggests a need for teacher training, better resource allocation and curriculum. This study highlights the necessity of structured support to bridge gap between policy and practice in art-integrated education, especially in culturally diverse and resource-constrained regions like Arunachal Pradesh. Art Integrated Learning Teachers Perception Arunachal Pradesh 1. Background of the study A school is place to encourage and promote creativity among young minds with a sense of belonging. In the modern era of increasing digitalization, there has been a noticeable decline in individuals’ direct sensory engagement with their surroundings and their own physical experiences. Within this context, art emerges as a vital medium, offering a substantial foundation for sensory and aesthetic experiences. The concept of art integration can be understood through three primary perspectives, due to the absence of a universally accepted definition: learning via and alongside the arts, art as a component of the curriculum, and art integration as a form of collaborative involvement [8]. Bamford’s [4] global research found that nations that adopt art-enriched educational initiatives demonstrate similar indicators of excellence in both arts’ instruction and overall education. Effective implementation of art integration heavily relies on teachers' collaboration. For instance, in South Korea, the government established the Korea Arts & Culture Education Service (KACES) in 2005, following the introduction of new legislation aimed at enhancing arts and cultural education. This agency organizes teacher training, fosters partnerships with arts institutions and cultural communities, and undertakes research activities. Similarly, in Canada, the government collaborates extensively with art organizations like the Royal Conservatory of Music and Education Arts Canada to facilitate training and support for incorporating arts into the school system [2]. In India, the National Education Policy (2020) was introduced, advocating for the holistic development of students. It also states that “pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible and of course enjoyable. The curriculum must include basic arts, crafts, 3 humanities, games, sports and fitness, language, literature, culture and values, in addition to science and mathematics, to develop all aspects and capabilities of learners”. (p.3). The current study is centered upon Arunachal Pradesh, the Northeastern state of India, which continues to perform low with a literacy rate of 84.2% among the 28 states and 8 Union Territories of India. While Mizoram, a Northeastern state of India, primarily outperforms all the states by standing tall on top with 98.2%. The literacy rate of Arunachal Pradesh speaks volumes about need for urgent major changes in their education system (Arunachaltimes.in). The region in question is a tribal state, and the inclusion of art in education can enhance its cultural relevance, particularly for children from economically disadvantaged and racially or ethnically marginalized communities [1], [15]. As noted by [14], art also offers a pathway for developing fundamental cognitive skills, which can be especially beneficial for children facing developmental challenges linked to poverty. Effectiveness of culturally relevant education hinges on integrating students’ existing cultural knowledge, which for many minority students, often involves artistic forms of expression [1], [15], [28]. However, a major challenge lies in how teachers approach art integration. Bresler ( 1995 ) highlighted that classroom teachers, who frequently have limited training or experience in the arts, tend to implement subordinate art-based activities. Therefore, this study aims to explore teachers’ perspectives on art-integrated learning. 2. Review of Literature Teachers have remained the epitome of implementation of successful Art Integration in school curriculum. They carry the cerebral function for the students, as they have the rightful command in their subject. NEP 2020 has clearly stated why it is necessary to shift from traditional teaching to AIL and Experiential learning. Several studies have been conducted in Art Integrated Learning. Brow [7] discusses the impact of Art enrichment program on school readiness and achievement of low-income students and racially diverse pre-school at-risk students. It was found that the enrichment program provides better school readiness and achievement than regular pre-school. Similarly, Surbhi & Sharma [24] in their study developed an art-integrated teaching method to improve communication skills and developed a lesson plan. They found out AIL sparked curiosity among students who were quiet in class and had greater comprehension. In a review paper by Burnaford et.al [8], which attempts to describe the art integration between 1995 and 2007, which mostly emphasizes United States, the paper provides a clearer perspective on historical model, empirical research. It further mentioned how research on Art Integration is still scant in different parts of the world. Wolkowiz [27] explains that art integration presents both advantages and challenges. While it has the potential to foster a deeper level of understanding, there are concerns that it may compromise the integrity and authenticity of arts education. The article explores concept-based art integration, where the curriculum is organized around central themes that create links between the arts and other academic disciplines. The findings suggest that art integration activities are frequently carried out by classroom teachers who have limited background or training in the arts, highlighting a gap in pre-service teacher education. Biscone and Wilson [5] investigated the impact of art integration on the development of students’ personal skills and academic performance, particularly in underperforming schools. Their study emphasized the critical role of professional development for educators and school leaders, suggesting the importance of establishing professional learning communities where teachers can exchange effective strategies, share lesson plans, and consistently evaluate student progress. Surbhi and Sharma [25] explore the application of "arts" as an instructional method and its influence on a child’s overall learning and development. They emphasize that an art-integrated learning model plays a vital role in fostering inclusivity within classrooms and also contributes to growth in the education sector. Bresler [6] delves into the ideas surrounding art, children's artistic expression, and art created for children, noting that these concepts can extend the conversation from the arts into academic domains. The research advocates for a more expansive inclusion of artistic techniques throughout the curriculum. Niranjana and Arjun [22] conducted a quasi-experimental study to evaluate the impact of an art-integrated approach on mathematics achievement among secondary school students in Kerala, involving a sample of 67 participants. While the findings indicate that art-based strategies can be applied in teaching mathematics at the secondary level, the approach did not prove to be as effective as constructivist strategies in improving performance. The researchers conclude that art integration should be more thoughtfully incorporated into the school curriculum, with an emphasis on training both pre-service and in-service teachers. Morales et al. [19] observe that art education has historically been viewed as a leisure-oriented subject. Their case study, carried out at a Spanish university, used a combination of quantitative and qualitative methods to analyze students’ future perceptions regarding the subject of Art. Results indicated it still has a long way to go due to limited teacher specialization; new technologies were seen as challenge to shift from traditional art, some educators feel it is a step less towards content more towards enjoyment. Many teachers still believe that art education is a summarized version of crafts and it is an easy subject. Robinson [23] conducted an evaluative study analyzing research published between 1995 and 2011, focusing on the application of art integration among disadvantaged student groups, which included economically marginalized learners, English language learners, and students with disabilities. The reviewed studies were grouped into those that involved single-art integration, multi-art integration, and those examining the impact on school climate. Findings indicated generally positive outcomes. Drama emerged as an evidence-based strategy that supports improved academic performance in reading and mathematics, as well as enhanced social skills, expressive and receptive language, and creative thinking in disadvantaged groups. Dance integration showed beneficial effects on consonant sound recognition and phoneme segmentation [17]. Similarly, visual arts were identified as potentially effective in improving reading, writing, math achievement, and fostering empathetic behavior in underprivileged students [3], [26]. Denee [11] highlighted the importance of visual art pedagogies in early childhood education and noted the strong influence of teacher self-efficacy. Despite this significance, the connection between visual arts pedagogy and teacher confidence remains insufficiently explored. The author conducted a qualitative re-examination within the Australian and New Zealand contexts, drawing from three studies. Linsay [16] examined early childhood educators’ perceptions of visual arts, identifying barriers that hinder confidence and effective curriculum implementation. Denee [12] focused on professional development interventions aimed at fostering significant changes in teaching practice and self-efficacy. Probine [22] emphasized the role of high-quality learning environments, where strong philosophical leadership and collaborative professional development led to successful visual arts instruction. The findings suggest that factors such as initial teacher training and epistemological beliefs shape educator attitudes. Positive engagement in visual arts is supported by hands-on material use, professional development, trust within relationships, and purposeful leadership. The following reviews the paper established why art integration needs much more attention due to lack of blueprint for implementation of Art integrated learning, NEP 2020, doesn’t provide a road map for AIL [25] Many researchers [27], [19], [11] has stated lack of adequate pre-service teacher training. Although many in-service teachers report incorporating the arts into their classroom practices, research by Biscose & Wilson [5] and Denee [11] highlights a general lack of commitment among educators. This often stems from viewing art as merely decorative rather than as an essential academic subject. Contributing factors also include limited time, inadequate physical space, restricted resources, and connect between the idea of child art as a tool for self-expression and the lack of such expression in the formal curriculum. According to Denee [11], long-standing beliefs can hinder the acceptance of new approaches. They emphasize that reflection serves as a key strategy to help educators confront and reinterpret past negative experiences, aligning them with the kind of teacher they aim to become. Furthermore, effective leadership and a foundation of trust are crucial for fostering a supportive teaching environment where educators feel secure to implement such practices. Burnaford et.al [8] in their review paper recommended how unexplored the research still exist in Art Integrated. Surbhi & Sharma [24] recommended diversifying the research in different areas. Arunachal Pradesh is a Northeastern state of India. Research perimeter regarding Art Integrated learning still remains scanty in this state. What remains under-researched is the perspective of teachers on Art Integrated learning, which is still new for the teachers. Even though NEP 2020 has emphasized how crucial it is to shift the teaching paradigm, the state still remains unchanged. Keeping the context of gaps found in the current papers, the researcher has focused on perception of teachers towards Art Integrated Learning. 2.1. Theoretical Framing Various theoretical frameworks exist for art-integrated learning. In this study, the chosen framework is built upon Bresler’s ( 1995 ) classification of four distinct art integration styles: Subservient, Co-equal, Affective, and Social Integration. The Subservient model has faced criticism from the art education community, and evidence shows that this approach continues to be in practice [18]. Bresler characterizes this style as one where the arts are used to support the core academic curriculum in terms of structure, pedagogy, and content. The Co-equal approach treats both the arts and non-arts subjects with equal importance concerning objectives, content, skills, and instructional design. The Affective model highlights the use of the arts to stimulate emotions, allowing learners to creatively express themselves across various subject areas. Finally, the Social Integration approach involves a more politically oriented application, where school leaders implement art integration through community partnerships and collaborative projects. This theory is suitable for this study on its ability to understand how teachers perceive art integrated learning, how they navigate the challenges, and various shortcomings in their teaching through art practices. 3. Methodology This study employed a Quantitative approach (Creswell, 2014) to investigate teachers’ perceptions of art-integrated learning. Seventy teachers participated in the study, which was carried out in five schools in the Aalo West-Siang district of Arunachal Pradesh, India. A stratified random sample was employed. Teachers’ perceptions of art-integrated learning scale were assessed using a self-created 3-point Likert scale. The scale has 3 options, Agree, Undecided, and Disagree. The investigator personally visited the schools and met the teachers. The data were collected, and SPSS version 20 were employed to examine the data. 3.1. Objectives On the basis of the following literature review, the following research objectives were developed. 1.To study the overall perceptions of teachers in Aalo, Arunachal Pradesh regarding Art Integrated Learning. 2.To study the factors influencing teachers’ perceptions of Art-Integrated Learning. 3.2. Hypothesis On the basis of the above research objectives, the following hypotheses were tested in the study. H₁ There is no significant relationship between the factors influencing the teacher’s perception of Art integrated learning. 3.3. Reliability and Validity of the Scale The reliability and validity of the Teachers’ perceptions of art-integrated learning scale was developed by the researcher along with the supervisor based on the related literature review. The scale consisted of 30 items which were group into four dimensions; perception of teachers on Meaning of Art Integrated Learning, Perception of Teacher’s on Impact of Art integrated Learning, Perception of Teacher’s on Communication skill through Art Integrated Learning, and Perception of Teacher’s on Teaching Management through Art Integrated Learning. The content validity was ensured by expert’s professors in this field of study; feedback was gathered and incorporated to aligned with the objectives. To test the reliability the researcher conducted a test on small sample (N = 30) teachers from the nearby school of Arunachal Pradesh. The internal consistency of scale was measured using Cronbach alpha which was 0.89 which indicate good reliability. 3.4. Data Analysis and Interpretation: The information gathered was examined using descriptive statistics, the T-test, and an ANOVA in accordance with the goals. As per objective 1 the data were collected and analyzed regarding frequency count and percentage that are shown in the tables. Perception scale of Preparatory Teachers Towards Art Integrated learning [Insert Table 1 here] Table 1 Dimension 1- Perception of Teachers on Meaning of AIL Item No. Item Mean Standard Deviation Agree (F & %) Undecided (F& %) Disagree (F&%) 1. AIL is a pedagogy that includes using various forms of arts in teaching 2.72 0.8 40 25 5 2. The Primary goal of AIL is to teach art to oneself 2.6 0.85 30 30 10 3. AIL is a pedagogy that includes using various forms of arts in teaching 2.74 0.80 35 25 10 4. The main goal of AIL is not on the product but on the process of the formative 2.67 0.78 33 28 9 5. AIL provides a sense of freedom and aesthetic expression among students 2.8 0.75 40 20 10 6 AIL means Art a medium of instruction to help understand the subject better 2.85 0.80 42 20 8 According to Table 6.1, it is found that 40% of the teachers agreed that AIL is a pedagogy that includes using various forms of arts in teaching. 30% agreed that the primary goal of AIL is to teach art to oneself while 30% remain undecided. 35% agreed that AIL is a pedagogy that includes using various arts in teaching, and 33% agreed the main goal of AIL is not on the product but on the process to cater formative learning. 40% of the teachers agreed that AIL provides a sense of freedom and aesthetic expression among students and 42% Agreed AIL is a means of Art as a medium of instruction to help understand the subject better. [Insert Table 2 here] Table 2 Dimension 2- Perception of teachers on Impact of AIL on students. Sl.NO Item Mean Standard Deviation Agree (F&%) Undecided (F&%) Disagree (F&%) 7. “AIL promotes experiential learning among students” 2.9 0.75 45 15 10 8. “AIL helps escape the child from rote memorization” 2.77 0.78 38 22 10 9. “AIL can address diverse styles of learning” 2.85 0.72 44 18 8 10. “AIL can help promote Indigenous knowledge through teaching” 2.7 0.80 37 24 9 11. “AIL is time-consuming and can promote financial burden on students” 2.45 0.85 30 25 15 12. “AIL provides a variety of knowledge which also provides sustainability” 2.6 0.80 35 20 15 N-70, *Indicates Percentage, F-indicates frequency count 45% of the students agreed that AIL promotes experiential learning among the students. 38% agreed that AIL helps escape the child from rote memorization, 44% agreed that AIL can address diverse styles of learning 37% agreed that AIL can help promote indigenous knowledge through teaching. 30% stated AIL is time-consuming and costly for students. 35% stated AIL delivers diverse, sustainable knowledge. [Insert Table 3 here] Table 3 Dimension-3 Perception of Teachers on Communication skill through AIL. Sl.NO Item Mean Standard Deviation Agree (F&%) Undecided (F&%) Disagree (F&%) 13. “AIL provides a sense of belonging in the class” 2.75 0.75 40 18 12 14. “AIL is child-centric which can help promote holistic development in students” 2.85 0.70 42 20 8 15. “AIL can strengthen the communication skills among students” 2.8 0.72 41 22 7 16. “AIL serves as a medium to promote active participation in students” 2.75 0.78 40 23 7 17. “AIL ensures the active participation of every child in the teaching-learning process” 2.85 0.76 44 20 6 18. “AIL motivates each student to come to school regularly” 2.72 0.68 40 23 7 N-70, *Indicates Percentage, F-indicates frequency count 40% of the teachers agreed with the statement AIL provides a sense of belonging in the class. 42%. Agreed that AIL is child-centered which can promote holistic development in students. 41% agreed that AIL can strengthen the communication skills among the students. 40% agreed that AIL serves as the medium to promote active participation in the students. 40% agreed that AIL motivates each student to come to school regularly. [Insert Table 4 here] Table 4 Dimension-4 Perception of Teachers on Teaching Management through AIL Sl.NO Item Mean Standard Deviation Agree (F&%) Undecided (F&%) Disagree (F&%) 19. it is necessary to teach without any bias through AIL 2.90 0.72 45 20 5 20. AIL can help reflect on the day’s lesson at the end of the class 2.80 0.85 40 22 8 21. AIL provides all students equal opportunity to take part in class activity 2.85 0.80 42 20 8 22. Teaching with AIL can make it difficult to complete the syllabus. 2.40 0.85 30 25 15 23. With AIL it is difficult to evaluate the students’ performances 2.55 0.80 33 22 15 24. It is difficult to use different art forms due to material constraints 2.50 0.85 31 24 15 25. Formative and diagnostic evaluation can be more evolve through AIL 2.75 0.78 42 20 10 26. AIL promotes a continuous and comprehensive evaluation of students 2.70 0.82 38 23 9 27. AIL can cause a burden on teachers 2.40 0.85 30 26 14 28. AIL includes too many activities hence it becomes difficult for teachers to choose. 2.45 0.85 31 24 15 29. AIL doesn’t provide equal opportunities to students. 2.50 0.82 32 24 14 30 AIL can cause a burden on teachers. 2.55 0.78 34 23 13 N-70, *Indicates Percentage, F-indicates frequency count. Forty-five percent of respondents felt that using AIL to teach without bias is essential. At the end of class, 40% of students thought that AIL might help in reflection on the day’s teaching. 42% of respondents believed that AIL gives every student an equal chance to participate in class activities. 30% agreed that teaching with AIL can cause difficulty in completing the syllabus. 33% agreed that with AIL it is difficult to evaluate students’ performances. 31% state that it is difficult to use different art forms due to material constraints. 42% agreed that Formative and diagnostic evaluation can be more evolved through AIL. 38% agreed that AIL promotes a continuous and comprehensive evaluation for students. 30% agreed that AIL can cause a burden on teachers, and 31% agreed that AIL includes too many activities hence it becomes difficult for teachers to choose. 32% agreed that AIL doesn’t provide equal opportunities to students, and 34% on AIL can cause a burden on teachers. As per objective 2. The data were analyzed using T-test and ANOVA Which is shown in the Table. [Insert Table 5 here] Table 5 Mean table for Teaching experience Teaching experience The mean of perception score Below 15 years 2.74 15–25 years 2.72 Over 35 years 2.84 [Insert Table 6 here] Table 6 The sum of squares & ANOVA Source of variable The sum of Squares (SS) df Mean Square (MS) F-Statistics p-value Between Groups 5.621 2 2.811 3.75 0.05 Within Groups 68.507 67 1.023 - - Total 74.128 69 - - - A one-way ANOVA had been performed to test the hypothesis. H₁.1 There is no significant difference between the teaching experience and teachers’ perception of AIL. The independent variable is teaching experience which was categorized into three groups: Below 5 years, 15–25 year, and over 35 years. The dependent variable is perception score of AIL. According to Table 6 , teacher perceptions of AIL and their teaching experience differ significantly (F (2,67) = 3.75, p < 0.05). [Insert Table 7 here] Table 7 Mean table for Age Age Group Mean Perception Score Below 25 2.31 26–35 2.45 Over 35 2.38 [Insert Table 8 here] Table 8 The sum of Square & ANOVA Source of variable Sum of Squares (SS) df Mean Square (MS) F-Statistics p-value Between Groups 3.876 2 1.938 2.78 0.05 Within Groups 68.507 67 1.023 - - Total 72.383 69 - - - A one-way ANOVA had been performed to test the hypothesis. H₁.2 There is no significant difference between the age and teachers’ perception of AIL. The independent variable is age which was categorized into three groups: Below 25 years, 26–35 year, and over 35 years. The dependent variable is perception score of AIL. Table 8 states that there is no significant difference between the age and the teachers’ perception of AIL, hence accepting the null hypothesis. F (2,67) = 2.78, p = 0.05. [Insert Table 9 here] Table 9 Group Statistics for Gender Group Mean Perception score Standard Deviation Sample size (n) Male 2.41 0.743 28 Female 2.20 0.823 42 [Insert Table 10 here] Table 10 T-test for Gender Group T-test df p-value Male/ Female 2.00 68 0.05 According to the Table 9 and 10 , the mean scores for males and females were (2.41) and (2.20). The T-test is 2.00 at a p-value of 0.05 hence we reject the null hypothesis, which means gender significantly influences teachers’ perception of AIL. 3.5. Findings and Discussions This section presents the findings and discussion from the quantitative analysis of teachers’ perception of Art Integrated Learning in Aalo, Arunachal Pradesh. The scale has four dimensions Perception of teachers’ on meaning of AIL The data revealed that the majority of teachers perceived AIL as a pedagogy that integrated various types of arts to facilitate learning. For instance, 42% of the respondents agreed art can be used as medium of instruction to help understand the subject better. This aligned with the Bresler’s [6] “subservient” and “co-equal” integration model. While the subservient model in which art serves as the basic academic tool for the core subject, the co-equal model places both art and core subjects on equal level. This interpretation resonates with National Education Policy (2020), which stresses upon the need for pedagogy to move toward more “experiential, holistic, integrated and inquiry-driven” (NEP, 2020, p.3). However, 30% of the respondents remained undecided on whether the primary goal of AIL is self-expression or subject comprehension, indicating an immediate need for deeper conceptual clarity in teacher training programs, as mentioned by Wolkowiz [27] and Morales et.al [19] Perception of teachers on impact of AIL on students 45% of the respondents agreed AIL promotes experiential learning among students, 44% agreed AIL can address diverse style of learning. These findings align with Surbhi & Sharma [24] study, which found that AIL sparked curiosity and student engagement, especially those students who are quiet & passive in class. 37% of the respondents perceived that AIL can help promote indigenous knowledge through teaching. As Arunachal Pradesh is state where tribal tradition & oral arts are prevalent and according to [1] and [15] incorporating students cultural heritage through arts enhances engagement and educational relevance, especially those belonging to ethnically diverse settings. However, 30% respondents expressed, AIL is time consuming and promote financial burden on students. This aligns with [23]. AIL is pedagogically rich but often lack sufficient intuitional support. Perception of teachers on communication skill through AIL 44% agreed, AIL ensures the active participation of every child, 42% agreed AIL is child centric which promotes holistic development, and 41% agreed AIL can strengthen communication skills of students. This finding aligns with [12] and [23], who both argued that AIL foster interpersonal communication skill and emotional expression, particularly when drama, visual arts, dance are used in inclusive classrooms. Bresler’s [6] affective model is evident for this finding as teachers appreciate AIL as a space for emotional exploration and creativity, contributing to sense of belonging and motivation, as 40% agreed AIL motivated regular school attendance. Perception of teachers on management through AIL The data of this dimension further unveil several practical challenges in implementing AIL, which includes, 30% respondents agreed teaching with AIL can make it difficult to complete syllabus, 31% agreed, it is difficult to use different forms due to material constraint, 31% agreed it is difficult to choose between the number of activities, 34% agreed it cause burden on teachers, and 33% agreed it is difficult to evaluate students’ performance using AIL. These challenges echo Biscose and Wilson [5], who emphasized that AIL enhances learning, but it demands considerable preparation, collaboration, and professional development. Similarly, [8] highlighted that AIL is often compromised when teacher lack adequate training and institutional support. Furthermore, Morales et.al [19] observed that AIL has remained non-essential due to limited specialization among the educators and their perception of art as a non-essential, and leisurely subject. Influence of demographic variable of teachers’ on AIL perception The study reveals that, teaching experience significantly affects teachers’ perception of AIL. Teachers with over 35 years of experience had higher perception score (M = 2.84) as compared to those with fewer years of experience. This suggest that experienced teachers may feel more confident or see greater value in incorporating AIL in the curriculum. However, gender also emerged as a significant factor, with male teachers showing higher mean perception than females (t-test = 2.00, p = 0.05). These raises questions about access to training or confidence in implementing AIL among female teachers as pointed in Denee ( 2023 , pp.1035–1045), who stressed the importance of building teacher’s self-efficacy through sustained professional learning. Overall, the findings confirm that teachers in Aalo, Arunachal Pradesh appreciate the value of conceptual and pedagogical value of AIL but they are scummed to material, structural, infrastructural, institutional support and training challenges for the successful implementation. These challenges are consistent with national and international literature, yet the findings also fill an important gap by providing one of the few documented accounts of AIL perceptions from Arunachal Pradesh. 4. Educational Implications The present study has unveiled a significant finding for educational implications for policy and practices, especially in region like Arunachal Pradesh, where Art Integrated Learning is still at the nascent stage. The section outlined the multiple findings derived from the findings. Teacher training and capacity building The most significant finding this study found is that people see AIL differently based on their gender and how long they’ve been teaching. Teachers who had more experience with AIL liked it more, whereas female teachers said they liked it less than male teachers. This makes it even more important to have more structured and ongoing pre-service and in-service teacher training programs that focus on AIL. Training should include strategies for making lesson plans based on AIL, figuring out how well students did, and connecting art to the main subjects. Gender equality in professional development must also be a part of the training. Data shows that female teachers have fewer positive views, so targeted workshops and mentoring programs should be created to boost their confidence and ability to use art in the classroom. Denee [11] indicates that teachers should be encouraged to think about their beliefs in order to get over the idea that art is just for decoration and not for teaching. Also, adding Bresler’s [6] four models of AIL (Subservient, Co-equal, Affective, and Social Integration) to teacher training can help teachers learn more about the range and potential of AIL. With this kind of theoretical support, teachers can go beyond using art in a fictitious or superficial way and instead make it an integral component of their daily lessons. Revising and Aligning Curriculum for AIL Integration The current curriculum doesn’t always allow for versatility or give teachers clear instructions on how to combine arts and academics. The results show that teachers have trouble finishing the syllabus and grading students using AIL methods. Because of this, curriculum developers and education boards need to work together to create syllabi and textbooks that are in line with AIL. These should include activities that are ready to use, local and tribal art forms, and content from different fields that make it easy to use AIL without hurting academic goals. When adding AIL to the curriculum, it’s important to also think about how different regions are. This means that Arunachal Pradesh will include traditional knowledge and art forms in its lessons. This method fits with Allen and Boykin’s [1] theory of cultural relevance theory, which says that education is only relevant if it builds on what students already know about their culture. For many racial and ethnic minority students, this includes expressing themselves through the arts. Art in education gives students a chance to learn about different cultures by using different cultural traditions and encouraging them to bring their own experiences into the classroom. Institutional support and Infrastructure Development An important finding from the study is that 31% of teachers cited a lack of materials and 34% reported increased in workload with AIL. To overcome these barriers, the state education departments, school management committees must collaborate to provide the necessary infrastructure, including art supplies, space, time and staff support. Schools should be encouraged to set up the art corners where students can explore various materials without placing additional burden on the teachers. Time table should be flexible enough to accommodate AIL without fear of losing the syllabus coverage. The government should consider allocating specific funds for AIL implementation. Further, schools should foster a culture of collaboration among teachers by organizing professional learning communities, where educators can share AIL strategies, lesson plans, and students works. These communities will allow teachers to support each other in overcoming implementation difficulties and adapting AIL to their unique classroom context. Rethinking student Assessment Practices Traditional ways of testing may not fully show the learning outcomes that AIL encourages. Teachers in this study said that it was harder to grade students using AIL because there weren’t any clear rules or metrics. So, assessment frameworks need to change to include formative, diagnostic, and performance-based evaluations that are in line with AIL goals. Educational boards should give teachers rubrics that help them rate students’ creativity, critical thinking, teamwork, and emotional expression, which are all important learning goals of AIL. These rubrics should be adapted to fit the learning environments in your area and take into account the cultural backgrounds of your students. Teachers should also learn how to do real backgrounds. Teachers should learn how to do real assessments that fit with the idea of art-integrated education. These include project work, feedback from peers, and reflective journals. Policy Implementation and Mentoring The NEP 2020 strongly supports including art in all areas of learning, but there is still a big gap because there is no clear plan for how to do this, as Surbhi & Anuradha [24], [25] also pointed out in their review. The results of this study support this worry: even though there is policy support, many teachers are still not sure how to use AIL well. The Department of School Education in Arunachal Pradesh should make state-specific AIL implementation guidelines that spell out clear goals, responsibilities, and deadlines. Setting up monitoring and support teams at the district level can also help keep track of progress, give schools feedback, and make sure everyone is doing their job. Supporting Equitable and Inclusive Education When executed effectively, art-integrated learning makes the classroom fairer and welcoming for everyone. This is very important in Arunachal Pradesh, which has a lot of different tribes and languages. Teachers in this study said that AIL helps kids feel like they belong, get involved, and talk to each other, especially kids who have trouble with traditional ways of learning. Therefore, policymakers and curriculum designers should see AIL as not only just a teaching tool; they should also see it as a way to include students who are not typically represented. NEP 2020 says that including tribal art forms, storytelling traditions, and local languages in AIL practices can help students feel more connected to school and home culture. This can make it easier for them to move from home to school in the early years. 5. Limitation of the study This study gives useful information about how teachers in Arunachal Pradesh perceive regarding Art Integrated learning, but it has some flaws that need to be pointed out. The study used a quantitative approach with a self-made Likert scale, which made it harder to look into deeper personal experiences, beliefs, and classroom practices. A mixed-method or qualitative approach might have given us a better idea of how teachers think about and use AIL. Only 70 teachers from five schools in Aalo, West Siang District, took part in the study. This area has a lot of interesting cultural and educational aspects, but the sample may not be representative of the whole state or other tribal areas in Northeast India. Because of this, one should be careful when making generalizations. The study used self-reported data, which can be biased by social desirability. Teachers may have acted in ways they thought were expected of them instead of being honest about their thoughts and problems. We didn't go into much detail about things like teachers' qualifications, what subjects they specialize in, and what kind of school they work at. These things could have a big effect on how people see AIL, so they should be looked at in future studies. Finally, the study mostly looked at how teachers saw things, leaving out how students, parents, and school administrators saw things, even though they are all very important. To get around these problems, future research should use a research design that is more comprehensive and inclusive and shows how AIL practices involve many different people. 6. Conclusion India's National Education Policy (2020) states about Art Integrated Learning (AIL), which wants to shift away from rote memorization and passive instruction and towards a more active, experiential, and culturally responsive way of teaching and learning. In Arunachal Pradesh, a place with a unique social and cultural landscape, this study looked at how teachers felt about AIL. It found that teachers more interested in it, but there were certain problems with how it was being put into practice. The results show that even though many teachers see AIL's potential to promote holistic development, experiential learning, and cultural expression, there are still practical problems that make it hard to use, such as a lack of resources, training, and institutional support. Differences in how people see things based on their gender and teaching experience show even more how important it is to prepare teachers in a way that takes into account the needs of all students. What comes out is a more complex picture: teachers are willing and interested, but they need help, support, and changes to the system to really adopt and keep AIL practices. This supports the ideas of scholars like Bresler [6] and Burnaford et al. [8], who say that for art integration to work, the education system needs to change its structure and philosophy, not just its teaching methods. This study is not just a look at the way teachers believe; it is also a call to action. A call to rethink classrooms as places where people can be creative and feel like they belong. A call for policies that do more than simply record things down. A call to give teachers more than just tools; give them a vision as well. Art Integrated Learning can be more than just a way to teach; it can also be a way of thinking about education that helps every student grow in mind, heart, and spirit. Declarations Competing interests The author declares no competing interests Ethical Approval The need for ethical approval was waived by the Institutional Ethics Committee of Tezpur University, Assam, India, as the study involved minimal risk and did not collect sensitive personal data. The research was conducted in accordance with the Tezpur University Code of Ethics in Research. Consent to Participate Informed consent was obtained from all individual participants included in the study. Consent to Publish Not applicable Funding This research received no external funding Author Contribution Background of study, Theoretical Framing, Methodology, Writing, Original Drafting, Preparation, Study design, data collection and data analysis, I.N; Review and Editing, H.S Data Availability The datasets generated during and or/or analysed during the study are available from corresponding author on reasonable request References Allen, B. A., & Boykin, A. W. (1992). African-American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review , 21(4), 586–598. https://doi.org/10.1080/02796015.1992.12087366 Andere, E. (2009). Art-integrated education: Policies and practices from Canada and Korea. Comparative Education Research Centre. Andorzljiszak, G., Trainin, G., & Creel, L. (2005). Visual arts and academic achievement: Literature review. University of Nebraska-Lincoln Research Series. Bamford, A. (2009). The Wow Factor: Global research compendium on the impact of the arts in education. Waxmann Verlag. Biscone, T., & Wilson, C. (2014). The role of art integration in enhancing student competencies. Journal of Arts Education , 18(2), 45–58. Bresler, L. (1995). The subservient, co-equal, affective, and social integration styles: Toward conceptualization of meaning in integrated curricula. Arts Education Policy Review , 96(5), 31–37. https://doi.org/10.1080/10632913.1995.9934564 Brow, M. (2009). The impact of art enrichment on readiness and achievement of low-income students. Journal of Early Childhood Research , 7(1), 15–28. Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts integration frameworks, research & practice: A literature review. Arts Education Partnership. Cameron, D. (2001). Working with spoken discourse. London: SAGE. Coates, J. (2007). Talk in a play frame: More on laughter and intimacy. Journal of Pragmatics , 39, 29–49. https://doi.org/10.1016/j.pragma.2006.05.003 Denee, R. (2023). Transformative visual arts pedagogy in early childhood education. Australasian Journal of Early Childhood , 48(4), 1035–1045. https://doi.org/10.1177/18369391231183920 Denee, R. (2022). Professional learning interventions and self-efficacy in early childhood visual arts. Early Years, 42(2), 121–138. https://doi.org/10.1080/09575146.2022.2032107 Drew, P., & Heritage, J. (1992). Analysing talk at work: An introduction. In P. Drew & J. Heritage (Eds.), Talk at work (pp. 3–65). Cambridge University Press. Gregoire, M., & Lupinetti, J. (2005). Supporting diversity through arts integration. Teaching and Teacher Education, 21(5), 585–597. Griffin, M., & Miller, K. (2008). Culturally relevant pedagogy and arts integration. Urban Education Review, 43(6), 779–804. Linsay, G. (2017). Early childhood educators’ belief systems and visual art teaching. Australian Journal of Early Childhood , 42(3), 34–42. McMahon, S. D., Rose, D. S., & Parks, M. (2003). Basic reading through dance program: The impact on phonemic awareness. Reading Research Quarterly, 38(1), 56–78. https://doi.org/10.1598/RRQ.38.1.3 Mishook, J. J., & Kornhaber, M. L. (2006). Arts integration in an era of accountability. Arts Education Policy Review, 107(4), 3–11. https://doi.org/10.3200/AEPR.107.4.3-11 Morales, C., Garcia, L., & Pons, R. (2023). The future of art education in Spanish universities: A case study. Journal of Art and Design Education, 42(1), 25–38. https://doi.org/10.1111/jade.12458 National Education Policy (NEP). (2020). National Education Policy 2020. Ministry of Human Resource Development, Government of India. Niranjana, V., & Arjun, P. (2021). Effectiveness of art-integrated strategy on achievement in mathematics among secondary school students. Kerala Journal of Education, 20(2), 12–17. Probine, M. (2020). High-quality art education in early learning centers. Journal of Early Years Education, 18(1), 70–85. Robinson, K. (2013). The impact of arts integration on disadvantaged learners: A meta-evaluation. National Endowment for the Arts. Surbhi, D., & Anuradha, S. (2023). Challenges in implementing AIL: A policy gap analysis. Journal of Indian Education Policy , 14(2), 122–125. Surbhi, D., & Sharma, R. (2023). Art integrated learning and its impact on classroom communication. Educational Innovations Journal , 11(1), 74–79. Turand, J. (2008). Empathy through art: A study of student engagement. Journal of Educational Psychology, 100(4), 820–830. Wolkowiz, E. (2017). Concept-based curriculum in arts integration. Journal of Curriculum Studies, 49(1), 40–47. https://doi.org/10.1080/00220272.2016.1205132 Young, B. (1990). Arts and minority youth: Cultural relevance in education. Journal of Multicultural Education, 6(2), 21–29. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7222283","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":520387071,"identity":"c75813af-d8ca-486d-a74a-1cbd71195064","order_by":0,"name":"Iba Nyori","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA3klEQVRIiWNgGAWjYBAC+RkQmoeNvfkAkJaQIaiFTQKqhZ/nWAJICw/RWhgkZ+QYgPUS1iLd/OwxT8U9GYMbOZ9f3aix4GFgP3x0A14tMsfMjXnOFPMYnHm7zTrnGNBhPGlpN/A7LMFMmrctgcfgeO424xw2oBYJHjMCWtK/QbQcyHlmnPOPKC05EFskO3KYH+e2EaNF5kyZ5JwzCaBANmPO7ZPgYSPkF/nZ7dsk3lQk2AOj8vHnnG91cvzsh4/h1QICTDwwR4JJQspBgPEHhGb+QIzqUTAKRsEoGHkAAOu4QPjFCcWiAAAAAElFTkSuQmCC","orcid":"","institution":"Tezpur University","correspondingAuthor":true,"prefix":"","firstName":"Iba","middleName":"","lastName":"Nyori","suffix":""},{"id":520387072,"identity":"c5c4e614-114c-4d30-90c3-ca006c909419","order_by":1,"name":"Dr. Hitesh Sharma","email":"","orcid":"","institution":"Tezpur University","correspondingAuthor":false,"prefix":"Dr.","firstName":"Hitesh","middleName":"","lastName":"Sharma","suffix":""}],"badges":[],"createdAt":"2025-07-26 16:08:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7222283/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7222283/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":92841182,"identity":"40467e5a-9af5-403d-9d30-5e933a064497","added_by":"auto","created_at":"2025-10-06 08:55:51","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":50031,"visible":true,"origin":"","legend":"","description":"","filename":"word.docx","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/b5a7f2cdc112936a8d9806a9.docx"},{"id":92840012,"identity":"4a0a3987-6dd8-4b27-b3d5-1c4055f41ded","added_by":"auto","created_at":"2025-10-06 08:47:51","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":24740,"visible":true,"origin":"","legend":"","description":"","filename":"Tables.docx","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/f6f8fdba66557d5295dde523.docx"},{"id":92841181,"identity":"1f03104f-f106-4a43-a90d-ad09dfb0d7cb","added_by":"auto","created_at":"2025-10-06 08:55:51","extension":"json","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":3593,"visible":true,"origin":"","legend":"","description":"","filename":"acb9fb9ad070471eaa1ca258c94f5a49.json","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/f10869d28d9e98c0cdc074eb.json"},{"id":92840015,"identity":"00583178-5252-4bbd-8b40-0f71bb3eed56","added_by":"auto","created_at":"2025-10-06 08:47:51","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":110457,"visible":true,"origin":"","legend":"","description":"","filename":"acb9fb9ad070471eaa1ca258c94f5a491enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/1a9a34a06262b0febc38a3be.xml"},{"id":92840014,"identity":"50e0dc8a-0b0c-4f97-b542-7c8a58f721e7","added_by":"auto","created_at":"2025-10-06 08:47:51","extension":"xml","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":106161,"visible":true,"origin":"","legend":"","description":"","filename":"acb9fb9ad070471eaa1ca258c94f5a491structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/90377bf67a5a177786bb6bf2.xml"},{"id":92840017,"identity":"9842f36e-37a2-498b-af33-c4709d73c856","added_by":"auto","created_at":"2025-10-06 08:47:51","extension":"html","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":115572,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/8f0bbf5cfd574a17c15ad538.html"},{"id":102295546,"identity":"fc9da515-241b-4dac-b0df-dbf270a10238","added_by":"auto","created_at":"2026-02-10 10:12:23","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1205072,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7222283/v1/6e2f4e4a-7501-4648-9639-c0a7f384e32d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Perception of Teacher toward Art Integrated Learning in Arunachal Pradesh","fulltext":[{"header":"1. Background of the study","content":"\u003cp\u003eA school is place to encourage and promote creativity among young minds with a sense of belonging. In the modern era of increasing digitalization, there has been a noticeable decline in individuals\u0026rsquo; direct sensory engagement with their surroundings and their own physical experiences. Within this context, art emerges as a vital medium, offering a substantial foundation for sensory and aesthetic experiences. The concept of art integration can be understood through three primary perspectives, due to the absence of a universally accepted definition: learning via and alongside the arts, art as a component of the curriculum, and art integration as a form of collaborative involvement [8]. Bamford\u0026rsquo;s [4] global research found that nations that adopt art-enriched educational initiatives demonstrate similar indicators of excellence in both arts\u0026rsquo; instruction and overall education. Effective implementation of art integration heavily relies on teachers' collaboration. For instance, in South Korea, the government established the Korea Arts \u0026amp; Culture Education Service (KACES) in 2005, following the introduction of new legislation aimed at enhancing arts and cultural education. This agency organizes teacher training, fosters partnerships with arts institutions and cultural communities, and undertakes research activities. Similarly, in Canada, the government collaborates extensively with art organizations like the Royal Conservatory of Music and Education Arts Canada to facilitate training and support for incorporating arts into the school system [2]. In India, the National Education Policy (2020) was introduced, advocating for the holistic development of students. It also states that \u0026ldquo;pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible and of course enjoyable. The curriculum must include basic arts, crafts, 3 humanities, games, sports and fitness, language, literature, culture and values, in addition to science and mathematics, to develop all aspects and capabilities of learners\u0026rdquo;. (p.3).\u003c/p\u003e\u003cp\u003eThe current study is centered upon Arunachal Pradesh, the Northeastern state of India, which continues to perform low with a literacy rate of 84.2% among the 28 states and 8 Union Territories of India. While Mizoram, a Northeastern state of India, primarily outperforms all the states by standing tall on top with 98.2%. The literacy rate of Arunachal Pradesh speaks volumes about need for urgent major changes in their education system (Arunachaltimes.in). The region in question is a tribal state, and the inclusion of art in education can enhance its cultural relevance, particularly for children from economically disadvantaged and racially or ethnically marginalized communities [1], [15]. As noted by [14], art also offers a pathway for developing fundamental cognitive skills, which can be especially beneficial for children facing developmental challenges linked to poverty. Effectiveness of culturally relevant education hinges on integrating students\u0026rsquo; existing cultural knowledge, which for many minority students, often involves artistic forms of expression [1], [15], [28]. However, a major challenge lies in how teachers approach art integration. Bresler (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1995\u003c/span\u003e) highlighted that classroom teachers, who frequently have limited training or experience in the arts, tend to implement subordinate art-based activities. Therefore, this study aims to explore teachers\u0026rsquo; perspectives on art-integrated learning.\u003c/p\u003e"},{"header":"2. Review of Literature","content":"\u003cp\u003eTeachers have remained the epitome of implementation of successful Art Integration in school curriculum. They carry the cerebral function for the students, as they have the rightful command in their subject. NEP 2020 has clearly stated why it is necessary to shift from traditional teaching to AIL and Experiential learning. Several studies have been conducted in Art Integrated Learning.\u003c/p\u003e\u003cp\u003eBrow [7] discusses the impact of Art enrichment program on school readiness and achievement of low-income students and racially diverse pre-school at-risk students. It was found that the enrichment program provides better school readiness and achievement than regular pre-school. Similarly, Surbhi \u0026amp; Sharma [24] in their study developed an art-integrated teaching method to improve communication skills and developed a lesson plan. They found out AIL sparked curiosity among students who were quiet in class and had greater comprehension. In a review paper by Burnaford et.al [8], which attempts to describe the art integration between 1995 and 2007, which mostly emphasizes United States, the paper provides a clearer perspective on historical model, empirical research. It further mentioned how research on Art Integration is still scant in different parts of the world. Wolkowiz [27] explains that art integration presents both advantages and challenges. While it has the potential to foster a deeper level of understanding, there are concerns that it may compromise the integrity and authenticity of arts education. The article explores concept-based art integration, where the curriculum is organized around central themes that create links between the arts and other academic disciplines. The findings suggest that art integration activities are frequently carried out by classroom teachers who have limited background or training in the arts, highlighting a gap in pre-service teacher education. Biscone and Wilson [5] investigated the impact of art integration on the development of students\u0026rsquo; personal skills and academic performance, particularly in underperforming schools. Their study emphasized the critical role of professional development for educators and school leaders, suggesting the importance of establishing professional learning communities where teachers can exchange effective strategies, share lesson plans, and consistently evaluate student progress. Surbhi and Sharma [25] explore the application of \"arts\" as an instructional method and its influence on a child\u0026rsquo;s overall learning and development. They emphasize that an art-integrated learning model plays a vital role in fostering inclusivity within classrooms and also contributes to growth in the education sector. Bresler [6] delves into the ideas surrounding art, children's artistic expression, and art created for children, noting that these concepts can extend the conversation from the arts into academic domains. The research advocates for a more expansive inclusion of artistic techniques throughout the curriculum. Niranjana and Arjun [22] conducted a quasi-experimental study to evaluate the impact of an art-integrated approach on mathematics achievement among secondary school students in Kerala, involving a sample of 67 participants. While the findings indicate that art-based strategies can be applied in teaching mathematics at the secondary level, the approach did not prove to be as effective as constructivist strategies in improving performance. The researchers conclude that art integration should be more thoughtfully incorporated into the school curriculum, with an emphasis on training both pre-service and in-service teachers.\u003c/p\u003e\u003cp\u003eMorales et al. [19] observe that art education has historically been viewed as a leisure-oriented subject. Their case study, carried out at a Spanish university, used a combination of quantitative and qualitative methods to analyze students\u0026rsquo; future perceptions regarding the subject of Art. Results indicated it still has a long way to go due to limited teacher specialization; new technologies were seen as challenge to shift from traditional art, some educators feel it is a step less towards content more towards enjoyment. Many teachers still believe that art education is a summarized version of crafts and it is an easy subject. Robinson [23] conducted an evaluative study analyzing research published between 1995 and 2011, focusing on the application of art integration among disadvantaged student groups, which included economically marginalized learners, English language learners, and students with disabilities. The reviewed studies were grouped into those that involved single-art integration, multi-art integration, and those examining the impact on school climate. Findings indicated generally positive outcomes. Drama emerged as an evidence-based strategy that supports improved academic performance in reading and mathematics, as well as enhanced social skills, expressive and receptive language, and creative thinking in disadvantaged groups. Dance integration showed beneficial effects on consonant sound recognition and phoneme segmentation [17]. Similarly, visual arts were identified as potentially effective in improving reading, writing, math achievement, and fostering empathetic behavior in underprivileged students [3], [26].\u003c/p\u003e\u003cp\u003eDenee [11] highlighted the importance of visual art pedagogies in early childhood education and noted the strong influence of teacher self-efficacy. Despite this significance, the connection between visual arts pedagogy and teacher confidence remains insufficiently explored. The author conducted a qualitative re-examination within the Australian and New Zealand contexts, drawing from three studies. Linsay [16] examined early childhood educators\u0026rsquo; perceptions of visual arts, identifying barriers that hinder confidence and effective curriculum implementation. Denee [12] focused on professional development interventions aimed at fostering significant changes in teaching practice and self-efficacy. Probine [22] emphasized the role of high-quality learning environments, where strong philosophical leadership and collaborative professional development led to successful visual arts instruction. The findings suggest that factors such as initial teacher training and epistemological beliefs shape educator attitudes. Positive engagement in visual arts is supported by hands-on material use, professional development, trust within relationships, and purposeful leadership.\u003c/p\u003e\u003cp\u003eThe following reviews the paper established why art integration needs much more attention due to lack of blueprint for implementation of Art integrated learning, NEP 2020, doesn\u0026rsquo;t provide a road map for AIL [25] Many researchers [27], [19], [11] has stated lack of adequate pre-service teacher training. Although many in-service teachers report incorporating the arts into their classroom practices, research by Biscose \u0026amp; Wilson [5] and Denee [11] highlights a general lack of commitment among educators. This often stems from viewing art as merely decorative rather than as an essential academic subject. Contributing factors also include limited time, inadequate physical space, restricted resources, and connect between the idea of child art as a tool for self-expression and the lack of such expression in the formal curriculum. According to Denee [11], long-standing beliefs can hinder the acceptance of new approaches. They emphasize that reflection serves as a key strategy to help educators confront and reinterpret past negative experiences, aligning them with the kind of teacher they aim to become. Furthermore, effective leadership and a foundation of trust are crucial for fostering a supportive teaching environment where educators feel secure to implement such practices. Burnaford et.al [8] in their review paper recommended how unexplored the research still exist in Art Integrated. Surbhi \u0026amp; Sharma [24] recommended diversifying the research in different areas. Arunachal Pradesh is a Northeastern state of India. Research perimeter regarding Art Integrated learning still remains scanty in this state. What remains under-researched is the perspective of teachers on Art Integrated learning, which is still new for the teachers. Even though NEP 2020 has emphasized how crucial it is to shift the teaching paradigm, the state still remains unchanged. Keeping the context of gaps found in the current papers, the researcher has focused on perception of teachers towards Art Integrated Learning.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1. Theoretical Framing\u003c/h2\u003e\u003cp\u003eVarious theoretical frameworks exist for art-integrated learning. In this study, the chosen framework is built upon Bresler\u0026rsquo;s (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1995\u003c/span\u003e) classification of four distinct art integration styles: Subservient, Co-equal, Affective, and Social Integration. The Subservient model has faced criticism from the art education community, and evidence shows that this approach continues to be in practice [18]. Bresler characterizes this style as one where the arts are used to support the core academic curriculum in terms of structure, pedagogy, and content. The Co-equal approach treats both the arts and non-arts subjects with equal importance concerning objectives, content, skills, and instructional design. The Affective model highlights the use of the arts to stimulate emotions, allowing learners to creatively express themselves across various subject areas. Finally, the Social Integration approach involves a more politically oriented application, where school leaders implement art integration through community partnerships and collaborative projects. This theory is suitable for this study on its ability to understand how teachers perceive art integrated learning, how they navigate the challenges, and various shortcomings in their teaching through art practices.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThis study employed a Quantitative approach (Creswell, 2014) to investigate teachers\u0026rsquo; perceptions of art-integrated learning. Seventy teachers participated in the study, which was carried out in five schools in the Aalo West-Siang district of Arunachal Pradesh, India. A stratified random sample was employed. Teachers\u0026rsquo; perceptions of art-integrated learning scale were assessed using a self-created 3-point Likert scale. The scale has 3 options, Agree, Undecided, and Disagree. The investigator personally visited the schools and met the teachers. The data were collected, and SPSS version 20 were employed to examine the data.\u003c/p\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e3.1. Objectives\u003c/h2\u003e\u003cp\u003eOn the basis of the following literature review, the following research objectives were developed.\u003c/p\u003e\u003c/div\u003e\n\u003cp\u003e1.To study the overall perceptions of teachers in Aalo, Arunachal Pradesh regarding Art Integrated Learning.\u003c/p\u003e\n\n\u003cp\u003e2.To study the factors influencing teachers’ perceptions of Art-Integrated Learning.\u003c/p\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.2. Hypothesis\u003c/h2\u003e\u003cp\u003eOn the basis of the above research objectives, the following hypotheses were tested in the study.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH₁\u003c/strong\u003e\u003cp\u003eThere is no significant relationship between the factors influencing the teacher\u0026rsquo;s perception of Art integrated learning.\u003c/p\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.3. Reliability and Validity of the Scale\u003c/h2\u003e\u003cp\u003eThe reliability and validity of the Teachers\u0026rsquo; perceptions of art-integrated learning scale was developed by the researcher along with the supervisor based on the related literature review. The scale consisted of 30 items which were group into four dimensions; perception of teachers on Meaning of Art Integrated Learning, Perception of Teacher\u0026rsquo;s on Impact of Art integrated Learning, Perception of Teacher\u0026rsquo;s on Communication skill through Art Integrated Learning, and Perception of Teacher\u0026rsquo;s on Teaching Management through Art Integrated Learning.\u003c/p\u003e\u003cp\u003eThe content validity was ensured by expert\u0026rsquo;s professors in this field of study; feedback was gathered and incorporated to aligned with the objectives. To test the reliability the researcher conducted a test on small sample (N\u0026thinsp;=\u0026thinsp;30) teachers from the nearby school of Arunachal Pradesh. The internal consistency of scale was measured using Cronbach alpha which was 0.89 which indicate good reliability.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.4. Data Analysis and Interpretation:\u003c/h2\u003e\u003cp\u003eThe information gathered was examined using descriptive statistics, the T-test, and an ANOVA in accordance with the goals.\u003c/p\u003e\u003cp\u003eAs per objective 1 the data were collected and analyzed regarding frequency count and percentage that are shown in the tables.\u003c/p\u003e\u003cp\u003ePerception scale of Preparatory Teachers Towards Art Integrated learning\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDimension 1- Perception of Teachers on Meaning of AIL\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem No.\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eItem\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAgree (F \u0026amp; %)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUndecided (F\u0026amp; %)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDisagree\u003c/p\u003e\u003cp\u003e(F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL is a pedagogy that includes using various forms of arts in teaching\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe Primary goal of AIL is to teach art to oneself\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL is a pedagogy that includes using various forms of arts in teaching\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe main goal of AIL is not on the product but on the process of the formative\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL provides a sense of freedom and aesthetic expression among students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL means Art a medium of instruction to help understand the subject better\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAccording to Table\u0026nbsp;6.1, it is found that 40% of the teachers agreed that AIL is a pedagogy that includes using various forms of arts in teaching. 30% agreed that the primary goal of AIL is to teach art to oneself while 30% remain undecided. 35% agreed that AIL is a pedagogy that includes using various arts in teaching, and 33% agreed the main goal of AIL is not on the product but on the process to cater formative learning. 40% of the teachers agreed that AIL provides a sense of freedom and aesthetic expression among students and 42% Agreed AIL is a means of Art as a medium of instruction to help understand the subject better.\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDimension 2- Perception of teachers on Impact of AIL on students.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSl.NO\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eItem\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAgree (F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUndecided\u003c/p\u003e\u003cp\u003e(F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDisagree (F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL promotes experiential learning among students\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL helps escape the child from rote memorization\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL can address diverse styles of learning\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL can help promote Indigenous knowledge through teaching\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e11.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL is time-consuming and can promote financial burden on students\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e12.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL provides a variety of knowledge which also provides sustainability\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN-70, *Indicates Percentage, F-indicates frequency count\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e45% of the students agreed that AIL promotes experiential learning among the students. 38% agreed that AIL helps escape the child from rote memorization, 44% agreed that AIL can address diverse styles of learning 37% agreed that AIL can help promote indigenous knowledge through teaching. 30% stated AIL is time-consuming and costly for students. 35% stated AIL delivers diverse, sustainable knowledge.\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDimension-3 Perception of Teachers on Communication skill through AIL.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSl.NO\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eItem\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAgree (F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUndecided\u003c/p\u003e\u003cp\u003e(F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDisagree (F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e13.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL provides a sense of belonging in the class\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e14.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL is child-centric which can help promote holistic development in students\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e15.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL can strengthen the communication skills among students\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e16.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL serves as a medium to promote active participation in students\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e17.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL ensures the active participation of every child in the teaching-learning process\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e18.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;AIL motivates each student to come to school regularly\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN-70, *Indicates Percentage, F-indicates frequency count\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e40% of the teachers agreed with the statement AIL provides a sense of belonging in the class. 42%. Agreed that AIL is child-centered which can promote holistic development in students. 41% agreed that AIL can strengthen the communication skills among the students. 40% agreed that AIL serves as the medium to promote active participation in the students. 40% agreed that AIL motivates each student to come to school regularly.\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDimension-4 Perception of Teachers on Teaching Management through AIL\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSl.NO\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eItem\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAgree (F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUndecided\u003c/p\u003e\u003cp\u003e(F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDisagree (F\u0026amp;%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e19.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eit is necessary to teach without any bias through AIL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.90\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e20.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL can help reflect on the day\u0026rsquo;s lesson at the end of the class\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e21.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL provides all students equal opportunity to take part in class activity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e22.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTeaching with AIL can make it difficult to complete the syllabus.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e23.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWith AIL it is difficult to evaluate the students\u0026rsquo; performances\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e24.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIt is difficult to use different art forms due to material constraints\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e25.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFormative and diagnostic evaluation can be more evolve through AIL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e26.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL promotes a continuous and comprehensive evaluation of students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e27.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL can cause a burden on teachers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e28.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL includes too many activities hence it becomes difficult for teachers to choose.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e29.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL doesn\u0026rsquo;t provide equal opportunities to students.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAIL can cause a burden on teachers.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cem\u003eN-70, *Indicates Percentage, F-indicates frequency count.\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eForty-five percent of respondents felt that using AIL to teach without bias is essential. At the end of class, 40% of students thought that AIL might help in reflection on the day\u0026rsquo;s teaching. 42% of respondents believed that AIL gives every student an equal chance to participate in class activities. 30% agreed that teaching with AIL can cause difficulty in completing the syllabus. 33% agreed that with AIL it is difficult to evaluate students\u0026rsquo; performances. 31% state that it is difficult to use different art forms due to material constraints. 42% agreed that Formative and diagnostic evaluation can be more evolved through AIL. 38% agreed that AIL promotes a continuous and comprehensive evaluation for students. 30% agreed that AIL can cause a burden on teachers, and 31% agreed that AIL includes too many activities hence it becomes difficult for teachers to choose. 32% agreed that AIL doesn\u0026rsquo;t provide equal opportunities to students, and 34% on AIL can cause a burden on teachers.\u003c/p\u003e\u003cp\u003eAs per objective 2. The data were analyzed using T-test and ANOVA Which is shown in the Table.\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMean table for Teaching experience\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTeaching experience\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe mean of perception score\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBelow 15 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.74\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e15\u0026ndash;25 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.72\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOver 35 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.84\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe sum of squares \u0026amp; ANOVA\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSource of variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe sum of Squares (SS)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean Square\u003c/p\u003e\u003cp\u003e(MS)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eF-Statistics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBetween Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e5.621\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.811\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e3.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWithin Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e68.507\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e74.128\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA one-way ANOVA had been performed to test the hypothesis.\u003c/p\u003e\u003cp\u003eH₁.1 There is no significant difference between the teaching experience and teachers\u0026rsquo; perception of AIL.\u003c/p\u003e\u003cp\u003eThe independent variable is teaching experience which was categorized into three groups: Below 5 years, 15\u0026ndash;25 year, and over 35 years. The dependent variable is perception score of AIL. According to Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, teacher perceptions of AIL and their teaching experience differ significantly (F (2,67)\u0026thinsp;=\u0026thinsp;3.75, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMean table for Age\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge Group\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMean Perception Score\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBelow 25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.31\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e26\u0026ndash;35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.45\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOver 35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.38\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe sum of Square \u0026amp; ANOVA\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSource of variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSum of Squares (SS)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean Square\u003c/p\u003e\u003cp\u003e(MS)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eF-Statistics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBetween Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.876\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.938\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e2.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWithin Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e68.507\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e72.383\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA one-way ANOVA had been performed to test the hypothesis.\u003c/p\u003e\u003cp\u003eH₁.2 There is no significant difference between the age and teachers\u0026rsquo; perception of AIL.\u003c/p\u003e\u003cp\u003eThe independent variable is age which was categorized into three groups: Below 25 years, 26\u0026ndash;35 year, and over 35 years. The dependent variable is perception score of AIL. Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e states that there is no significant difference between the age and the teachers\u0026rsquo; perception of AIL, hence accepting the null hypothesis. F (2,67)\u0026thinsp;=\u0026thinsp;2.78, p\u0026thinsp;=\u0026thinsp;0.05.\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eGroup Statistics for Gender\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMean Perception score\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSample size (n)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.743\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.823\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e[Insert\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e \u003cb\u003ehere]\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eT-test for Gender\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eT-test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale/ Female\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2.00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAccording to the Table \u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e and \u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e, the mean scores for males and females were (2.41) and (2.20). The T-test is 2.00 at a p-value of 0.05 hence we reject the null hypothesis, which means gender significantly influences teachers\u0026rsquo; perception of AIL.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e3.5. Findings and Discussions\u003c/h2\u003e\u003cp\u003eThis section presents the findings and discussion from the quantitative analysis of teachers\u0026rsquo; perception of Art Integrated Learning in Aalo, Arunachal Pradesh. The scale has four dimensions\u003c/p\u003e\u003cp\u003e\u003cb\u003ePerception of teachers\u0026rsquo; on meaning of AIL\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe data revealed that the majority of teachers perceived AIL as a pedagogy that integrated various types of arts to facilitate learning. For instance, 42% of the respondents agreed art can be used as medium of instruction to help understand the subject better. This aligned with the Bresler\u0026rsquo;s [6] \u0026ldquo;subservient\u0026rdquo; and \u0026ldquo;co-equal\u0026rdquo; integration model. While the subservient model in which art serves as the basic academic tool for the core subject, the co-equal model places both art and core subjects on equal level.\u003c/p\u003e\u003cp\u003eThis interpretation resonates with National Education Policy (2020), which stresses upon the need for pedagogy to move toward more \u0026ldquo;experiential, holistic, integrated and inquiry-driven\u0026rdquo; (NEP, 2020, p.3). However, 30% of the respondents remained undecided on whether the primary goal of AIL is self-expression or subject comprehension, indicating an immediate need for deeper conceptual clarity in teacher training programs, as mentioned by Wolkowiz [27] and Morales et.al [19]\u003c/p\u003e\u003cp\u003e\u003cb\u003ePerception of teachers on impact of AIL on students\u003c/b\u003e\u003c/p\u003e\u003cp\u003e45% of the respondents agreed AIL promotes experiential learning among students, 44% agreed AIL can address diverse style of learning. These findings align with Surbhi \u0026amp; Sharma [24] study, which found that AIL sparked curiosity and student engagement, especially those students who are quiet \u0026amp; passive in class.\u003c/p\u003e\u003cp\u003e37% of the respondents perceived that AIL can help promote indigenous knowledge through teaching. As Arunachal Pradesh is state where tribal tradition \u0026amp; oral arts are prevalent and according to [1] and [15] incorporating students cultural heritage through arts enhances engagement and educational relevance, especially those belonging to ethnically diverse settings.\u003c/p\u003e\u003cp\u003eHowever, 30% respondents expressed, AIL is time consuming and promote financial burden on students. This aligns with [23]. AIL is pedagogically rich but often lack sufficient intuitional support.\u003c/p\u003e\u003cp\u003e\u003cb\u003ePerception of teachers on communication skill through AIL\u003c/b\u003e\u003c/p\u003e\u003cp\u003e44% agreed, AIL ensures the active participation of every child, 42% agreed AIL is child centric which promotes holistic development, and 41% agreed AIL can strengthen communication skills of students. This finding aligns with [12] and [23], who both argued that AIL foster interpersonal communication skill and emotional expression, particularly when drama, visual arts, dance are used in inclusive classrooms. Bresler\u0026rsquo;s [6] affective model is evident for this finding as teachers appreciate AIL as a space for emotional exploration and creativity, contributing to sense of belonging and motivation, as 40% agreed AIL motivated regular school attendance.\u003c/p\u003e\u003cp\u003e\u003cb\u003ePerception of teachers on management through AIL\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe data of this dimension further unveil several practical challenges in implementing AIL, which includes, 30% respondents agreed teaching with AIL can make it difficult to complete syllabus, 31% agreed, it is difficult to use different forms due to material constraint, 31% agreed it is difficult to choose between the number of activities, 34% agreed it cause burden on teachers, and 33% agreed it is difficult to evaluate students\u0026rsquo; performance using AIL.\u003c/p\u003e\u003cp\u003eThese challenges echo Biscose and Wilson [5], who emphasized that AIL enhances learning, but it demands considerable preparation, collaboration, and professional development. Similarly, [8] highlighted that AIL is often compromised when teacher lack adequate training and institutional support. Furthermore, Morales et.al [19] observed that AIL has remained non-essential due to limited specialization among the educators and their perception of art as a non-essential, and leisurely subject.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInfluence of demographic variable of teachers\u0026rsquo; on AIL perception\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe study reveals that, teaching experience significantly affects teachers\u0026rsquo; perception of AIL. Teachers with over 35 years of experience had higher perception score (M\u0026thinsp;=\u0026thinsp;2.84) as compared to those with fewer years of experience. This suggest that experienced teachers may feel more confident or see greater value in incorporating AIL in the curriculum.\u003c/p\u003e\u003cp\u003eHowever, gender also emerged as a significant factor, with male teachers showing higher mean perception than females (t-test\u0026thinsp;=\u0026thinsp;2.00, p\u0026thinsp;=\u0026thinsp;0.05). These raises questions about access to training or confidence in implementing AIL among female teachers as pointed in Denee (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e, pp.1035\u0026ndash;1045), who stressed the importance of building teacher\u0026rsquo;s self-efficacy through sustained professional learning.\u003c/p\u003e\u003cp\u003eOverall, the findings confirm that teachers in Aalo, Arunachal Pradesh appreciate the value of conceptual and pedagogical value of AIL but they are scummed to material, structural, infrastructural, institutional support and training challenges for the successful implementation. These challenges are consistent with national and international literature, yet the findings also fill an important gap by providing one of the few documented accounts of AIL perceptions from Arunachal Pradesh.\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Educational Implications","content":"\u003cp\u003eThe present study has unveiled a significant finding for educational implications for policy and practices, especially in region like Arunachal Pradesh, where Art Integrated Learning is still at the nascent stage. The section outlined the multiple findings derived from the findings.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTeacher training and capacity building\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe most significant finding this study found is that people see AIL differently based on their gender and how long they\u0026rsquo;ve been teaching. Teachers who had more experience with AIL liked it more, whereas female teachers said they liked it less than male teachers. This makes it even more important to have more structured and ongoing pre-service and in-service teacher training programs that focus on AIL. Training should include strategies for making lesson plans based on AIL, figuring out how well students did, and connecting art to the main subjects. Gender equality in professional development must also be a part of the training. Data shows that female teachers have fewer positive views, so targeted workshops and mentoring programs should be created to boost their confidence and ability to use art in the classroom. Denee [11] indicates that teachers should be encouraged to think about their beliefs in order to get over the idea that art is just for decoration and not for teaching.\u003c/p\u003e\u003cp\u003eAlso, adding Bresler\u0026rsquo;s [6] four models of AIL (Subservient, Co-equal, Affective, and Social Integration) to teacher training can help teachers learn more about the range and potential of AIL. With this kind of theoretical support, teachers can go beyond using art in a fictitious or superficial way and instead make it an integral component of their daily lessons.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRevising and Aligning Curriculum for AIL Integration\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe current curriculum doesn\u0026rsquo;t always allow for versatility or give teachers clear instructions on how to combine arts and academics. The results show that teachers have trouble finishing the syllabus and grading students using AIL methods. Because of this, curriculum developers and education boards need to work together to create syllabi and textbooks that are in line with AIL. These should include activities that are ready to use, local and tribal art forms, and content from different fields that make it easy to use AIL without hurting academic goals.\u003c/p\u003e\u003cp\u003eWhen adding AIL to the curriculum, it\u0026rsquo;s important to also think about how different regions are. This means that Arunachal Pradesh will include traditional knowledge and art forms in its lessons. This method fits with Allen and Boykin\u0026rsquo;s [1] theory of cultural relevance theory, which says that education is only relevant if it builds on what students already know about their culture. For many racial and ethnic minority students, this includes expressing themselves through the arts. Art in education gives students a chance to learn about different cultures by using different cultural traditions and encouraging them to bring their own experiences into the classroom.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstitutional support and Infrastructure Development\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAn important finding from the study is that 31% of teachers cited a lack of materials and 34% reported increased in workload with AIL. To overcome these barriers, the state education departments, school management committees must collaborate to provide the necessary infrastructure, including art supplies, space, time and staff support.\u003c/p\u003e\u003cp\u003eSchools should be encouraged to set up the art corners where students can explore various materials without placing additional burden on the teachers. Time table should be flexible enough to accommodate AIL without fear of losing the syllabus coverage. The government should consider allocating specific funds for AIL implementation.\u003c/p\u003e\u003cp\u003eFurther, schools should foster a culture of collaboration among teachers by organizing professional learning communities, where educators can share AIL strategies, lesson plans, and students works. These communities will allow teachers to support each other in overcoming implementation difficulties and adapting AIL to their unique classroom context.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRethinking student Assessment Practices\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTraditional ways of testing may not fully show the learning outcomes that AIL encourages. Teachers in this study said that it was harder to grade students using AIL because there weren\u0026rsquo;t any clear rules or metrics. So, assessment frameworks need to change to include formative, diagnostic, and performance-based evaluations that are in line with AIL goals.\u003c/p\u003e\u003cp\u003eEducational boards should give teachers rubrics that help them rate students\u0026rsquo; creativity, critical thinking, teamwork, and emotional expression, which are all important learning goals of AIL. These rubrics should be adapted to fit the learning environments in your area and take into account the cultural backgrounds of your students. Teachers should also learn how to do real backgrounds. Teachers should learn how to do real assessments that fit with the idea of art-integrated education. These include project work, feedback from peers, and reflective journals.\u003c/p\u003e\u003cp\u003e\u003cb\u003ePolicy Implementation and Mentoring\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe NEP 2020 strongly supports including art in all areas of learning, but there is still a big gap because there is no clear plan for how to do this, as Surbhi \u0026amp; Anuradha [24], [25] also pointed out in their review. The results of this study support this worry: even though there is policy support, many teachers are still not sure how to use AIL well.\u003c/p\u003e\u003cp\u003eThe Department of School Education in Arunachal Pradesh should make state-specific AIL implementation guidelines that spell out clear goals, responsibilities, and deadlines. Setting up monitoring and support teams at the district level can also help keep track of progress, give schools feedback, and make sure everyone is doing their job.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSupporting Equitable and Inclusive Education\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhen executed effectively, art-integrated learning makes the classroom fairer and welcoming for everyone. This is very important in Arunachal Pradesh, which has a lot of different tribes and languages. Teachers in this study said that AIL helps kids feel like they belong, get involved, and talk to each other, especially kids who have trouble with traditional ways of learning.\u003c/p\u003e\u003cp\u003eTherefore, policymakers and curriculum designers should see AIL as not only just a teaching tool; they should also see it as a way to include students who are not typically represented. NEP 2020 says that including tribal art forms, storytelling traditions, and local languages in AIL practices can help students feel more connected to school and home culture. This can make it easier for them to move from home to school in the early years.\u003c/p\u003e"},{"header":"5. Limitation of the study","content":"\u003cp\u003eThis study gives useful information about how teachers in Arunachal Pradesh perceive regarding Art Integrated learning, but it has some flaws that need to be pointed out.\u003c/p\u003e\u003cp\u003eThe study used a quantitative approach with a self-made Likert scale, which made it harder to look into deeper personal experiences, beliefs, and classroom practices. A mixed-method or qualitative approach might have given us a better idea of how teachers think about and use AIL. Only 70 teachers from five schools in Aalo, West Siang District, took part in the study. This area has a lot of interesting cultural and educational aspects, but the sample may not be representative of the whole state or other tribal areas in Northeast India. Because of this, one should be careful when making generalizations. The study used self-reported data, which can be biased by social desirability. Teachers may have acted in ways they thought were expected of them instead of being honest about their thoughts and problems.\u003c/p\u003e\u003cp\u003eWe didn't go into much detail about things like teachers' qualifications, what subjects they specialize in, and what kind of school they work at. These things could have a big effect on how people see AIL, so they should be looked at in future studies. Finally, the study mostly looked at how teachers saw things, leaving out how students, parents, and school administrators saw things, even though they are all very important. To get around these problems, future research should use a research design that is more comprehensive and inclusive and shows how AIL practices involve many different people.\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eIndia's National Education Policy (2020) states about Art Integrated Learning (AIL), which wants to shift away from rote memorization and passive instruction and towards a more active, experiential, and culturally responsive way of teaching and learning. In Arunachal Pradesh, a place with a unique social and cultural landscape, this study looked at how teachers felt about AIL. It found that teachers more interested in it, but there were certain problems with how it was being put into practice.\u003c/p\u003e\u003cp\u003eThe results show that even though many teachers see AIL's potential to promote holistic development, experiential learning, and cultural expression, there are still practical problems that make it hard to use, such as a lack of resources, training, and institutional support. Differences in how people see things based on their gender and teaching experience show even more how important it is to prepare teachers in a way that takes into account the needs of all students.\u003c/p\u003e\u003cp\u003eWhat comes out is a more complex picture: teachers are willing and interested, but they need help, support, and changes to the system to really adopt and keep AIL practices. This supports the ideas of scholars like Bresler [6] and Burnaford et al. [8], who say that for art integration to work, the education system needs to change its structure and philosophy, not just its teaching methods.\u003c/p\u003e\u003cp\u003eThis study is not just a look at the way teachers believe; it is also a call to action. A call to rethink classrooms as places where people can be creative and feel like they belong. A call for policies that do more than simply record things down. A call to give teachers more than just tools; give them a vision as well. Art Integrated Learning can be more than just a way to teach; it can also be a way of thinking about education that helps every student grow in mind, heart, and spirit.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eCompeting interests\u003c/h2\u003e\u003cp\u003eThe author declares no competing interests\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003cp\u003eThe need for ethical approval was waived by the Institutional Ethics Committee of Tezpur University, Assam, India, as the study involved minimal risk and did not collect sensitive personal data. The research was conducted in accordance with the Tezpur University Code of Ethics in Research.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003cp\u003eInformed consent was obtained from all individual participants included in the study.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003cp\u003eNot applicable\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThis research received no external funding\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eBackground of study, Theoretical Framing, Methodology, Writing, Original Drafting, Preparation, Study design, data collection and data analysis, I.N; Review and Editing, H.S\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated during and or/or analysed during the study are available from corresponding author on reasonable request\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAllen, B. 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The impact of arts integration on disadvantaged learners: A meta-evaluation. National Endowment for the Arts.\u003c/li\u003e\n\u003cli\u003eSurbhi, D., \u0026amp; Anuradha, S. (2023). Challenges in implementing AIL: A policy gap analysis. \u003cem\u003eJournal of Indian Education Policy\u003c/em\u003e, 14(2), 122\u0026ndash;125.\u003c/li\u003e\n\u003cli\u003eSurbhi, D., \u0026amp; Sharma, R. (2023). Art integrated learning and its impact on classroom communication. \u003cem\u003eEducational Innovations Journal\u003c/em\u003e, 11(1), 74\u0026ndash;79.\u003c/li\u003e\n\u003cli\u003eTurand, J. (2008). Empathy through art: A study of student engagement. \u003cem\u003eJournal of Educational Psychology,\u003c/em\u003e 100(4), 820\u0026ndash;830.\u003c/li\u003e\n\u003cli\u003eWolkowiz, E. (2017). Concept-based curriculum in arts integration. Journal of Curriculum Studies, 49(1), 40\u0026ndash;47. https://doi.org/10.1080/00220272.2016.1205132\u003c/li\u003e\n\u003cli\u003eYoung, B. (1990). Arts and minority youth: Cultural relevance in education. \u003cem\u003eJournal of Multicultural Education,\u003c/em\u003e 6(2), 21\u0026ndash;29.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Art Integrated Learning, Teachers Perception, Arunachal Pradesh","lastPublishedDoi":"10.21203/rs.3.rs-7222283/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7222283/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eDespite the introduction of Art Integrated Learning by NEP 2020 for more holistic and child centered pedagogy there still a major setback of in education system in Arunachal Pradesh, India. This study explores the perceptions of teachers toward Art integrated learning in Aalo, West District of Arunachal Pradesh. Using quantitative approach, data were collected from 70 teachers across five schools through self-developed 30-item, 3-point Liker scale measuring four dimensions: Meaning of AIL, Impact on Students, Communication Skills and Teaching Management. The result suggests a need for teacher training, better resource allocation and curriculum. This study highlights the necessity of structured support to bridge gap between policy and practice in art-integrated education, especially in culturally diverse and resource-constrained regions like Arunachal Pradesh.\u003c/p\u003e","manuscriptTitle":"Perception of Teacher toward Art Integrated Learning in Arunachal Pradesh","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-06 08:47:46","doi":"10.21203/rs.3.rs-7222283/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"50ba2604-777e-43b0-9456-1b8acf2634eb","owner":[],"postedDate":"October 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-02-05T14:35:59+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-06 08:47:46","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7222283","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7222283","identity":"rs-7222283","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}