A scoping review examining how current educational technology tools address academic integrity — identifying whether EdTech tools adopt preventive, punitive, or educative approaches to uphold academic integrity.

Scoping review of tools and strategies for promoting academic integrity.

• Tools and strategies are sporadic and lacks evidence to identify leaners, their learning method and outcome produced.
• The detection tool and approach are ineffective to ensure if the outcome is produced by human or outsourced.
• Limited tools focus on making learning steps visible including brainstorming, drafting, revising, and human-AI collaborations.

ICT status and needs assessment across 14 public schools of Gokarneshwor Municipality — collecting baseline data to plan teacher ICT workshops and provide recommendations to local education authorities.

School surveys, interviews, and observational assessment of ICT infrastructure and usage.

• Understanding of how technology is integrated in classrooms and challenges schools face.
• Groundwork for ICT capacity-building interventions.
• Data informed broader research and policy discussions around EdTech adoption.

Contributed to a study conducted by Economic Advisor on revenue generation sources for Lumbini Province — understanding how provinces generate revenue independently of federal transfers.

Data analysis, report drafting, Focus Group Discussions with government departments, and consultation workshops with 25+ private sector representatives.

• Exposure to policy and governance research in a federal context.
• Experience in fiscal systems analysis and preparing research for publication.
• Reinforced analytical and methodological skills.

Assessing the Technological, Pedagogical, and Content Knowledge (TPACK) of Science, Math, and English teachers in government schools of Lalitpur Metropolitan City, and its influence on e-learning adoption.

Convergent parallel mixed-methods design — surveys with 28 teachers and qualitative interviews with ICT focal persons from nine schools.

• Infrastructure gaps alone don't explain low tech adoption — institutional support and teacher confidence are critical levers.
• Found TPACK is highly context-dependent, shaped by school-level support and professional development quality.

Analysis of COVID-19's impact on Nepal's climate governance and Nationally Determined Contributions (NDCs) under the Paris Agreement — assessing disruptions to climate adaptation and mitigation programs in Kathmandu Valley.

Desk reviews and Key Informant Interviews with nine national and international organisations working on climate adaptation and mitigation.

• Understood how global crises intersect with national policy implementation and funding flows.
• Found low-to-medium pandemic impact on funding, with anticipated future constraints due to combined effects of COVID-19 and the Russia–Ukraine crisis.