Development and validation of a localised sustainable development goals framework for quality education and evaluating its effect on students from tribal communities in Attappadi

Abstract

Quality education central sustainable human development social equity emphasized Sustainable Development Goal However tribal communities India continue experience persistent educational disadvantages arising from socioeconomic marginalization linguistic barriers geographical isolation limited access culturally responsive schooling Kerala’s Attappadi regioninhabited primarily Kurumba Muduga Irula tribal groupsthese challenges reflected lower academic achievement weak life skills fragile teacherchild relationships despite multiple government interventions While global national frameworks articulate broad educational objectives there remains significant translating these goals into locally relevant measurable actionable educational strategies present study aims develop validate Localized Sustainable Development Goals LSDG Framework Quality Education evaluate effect tribal students learning quality academic achievement life skills Attappadi study adopts mixedmethods research design with singlegroup pretestposttest repeatedmeasures framework across three phases implementation 2022 implementation 2023 postimplementation 2024 representative sample 1,259 tribal students across Lower Primary Upper Primary High School levels selected from government governmentaided schools LSDG framework constructed localizing indicators into context specific educational variables focusing teacherchild relationships learning quality academic achievement life skills problemsolving critical thinking creative thinking Data were collected using standardized validated tools including TeacherChild Relationship Scale TARC Learning Quality Assessment Tool LQAT Life Skills Assessment Test LSAT supported interviews document analysis Content validity established through expertreview internal consistency confirmed through Cronbach’s alpha coefficients Quantitative data were analyzed using Repeated Measures ANOVA Bonferroni post tests Partial Squared determine changes across three phases while qualitative data were thematically analyzed capture stakeholder perspectives classroom practices study grounded rightsbased human development approach aligning educational quality with equity inclusion community participation study expected demonstrate that localized based educational governance leads significant improvements teacherstudent relationships learning environments academic performance life skills among tribal students bridging global principles with grassroots educational realities LSDG framework offers scalable evidencebased model strengthening quality education marginalized indigenous contexts thereby advancing commitment leaving behind.