Leveraging Behavioural Science to Increase Teacher Uptake of Effective Instructional Practices in India

• In Event: Applying Behavioral Science to Improve Teacher Uptake of Pedagogical Best Practices for Foundational Literacy and Numeracy in Sub-Saharan Africa and India

Proposal

This project sought to increase the uptake of effective instructional practices in FLN among public school teachers in Uttar Pradesh, India; it was implemented within the framework of the NIPUN Bharat Mission, which aims to achieve universal FLN by 2026-2027. The primary focus was on addressing behavioral barriers that hinder the adoption of these practices through testing two interventions.

Initial research conducted across three districts—Sitapur, Hardoi, and Barabanki—revealed critical challenges in adoption among teachers, such as low motivation, difficulty translating intention into action, and the overwhelming nature of frequent programmatic changes. These challenges were categorized into behavioral barriers, including resistance to new practices, and systemic barriers, including inadequate support structures. These insights informed the design of two behavioral interventions, which were evaluated in a field experiment:

1. WhatsApp Chatbot Intervention: The first experimental treatment arm deployed a WhatsApp-based chatbot designed to facilitate the use of teacher guides by providing teachers with simplified, easily accessible summaries of daily lesson plans. The chatbot included bite-sized text and audio content to reduce cognitive load and foster habit formation. Additionally, it incorporated a rewards system, which issued digital stickers based on engagement metrics to increase teacher motivation through positive reinforcement.

2. Micro-Practice Videos (MPVs) Intervention: The second treatment arm focused on enhancing the adoption of key pedagogical practices through the dissemination of micro-practice videos. These videos were shared via WhatsApp groups and were complemented by a range of engagement tools, including infographics and peer testimonials. The intervention's design leveraged social proof and peer influence to encourage participation and promoted user-generated content by encouraging teachers to share their own implementation videos.

The evaluation phase of the project involved tracking teacher engagement across both treatment arms. In the WhatsApp chatbot intervention, 88.77% of the participating teachers initiated interaction with the chatbot at least once, with 70% completing the entire flow at least once. Engagement was slightly higher in Sitapur than in Hardoi. Phone surveys showed that teachers found the chatbot particularly useful for pre-class preparation, with a significant preference for content delivered before school hours. Despite these successes, only 16% of teachers completed the chatbot flow consistently throughout the intervention period, suggesting the need for further refinement of engagement strategies.

In the MPV intervention, teacher participation was initially high but declined over time, with only 48% of teachers engaging in at least one WhatsApp poll. The decline in engagement was attributed to factors such as school holidays and competing priorities. However, teachers who consistently engaged with the MPVs reported substantial improvements in classroom practices, particularly in student engagement and the effective implementation of targeted pedagogical techniques. Participation rates varied by district, with Sitapur again demonstrating higher levels of engagement than Hardoi.

Although the interventions demonstrate potential in enhancing the adoption of effective FLN practices, the variability in engagement highlights the challenges inherent in sustaining long-term behavioral change. Analysis of the impact of these interventions is still underway; final results will be presented at CIES and contribute to the broader discourse on scalable, behaviorally informed educational interventions.

Authors

• Sneha Shashidhara, Center for Social and Behaviour Change, Ashoka University

• Akashi Kaul, Central Square Foundation