UGC NET Questions (Paper – 1)

The social function of teaching involves preparing learners to participate responsibly in their community and society. When teachers link classroom content to real community issues,they help students understand social realities and develop civic responsibility. This directly reflects the social function.

Option A:
Informational functions focus on transmitting knowledge without necessarily engaging with social problems,so they are narrower than what the stem describes.

Option B:
Social functions highlight the role of education in shaping socially aware and active citizens. Since the teacher in the stem designs activities connected to community problems,the social function is clearly being emphasised.

Option C:
Custodial functions relate to supervision and care of students while they are in school rather than to engaging with community concerns.

Option D:
Recreational functions address providing enjoyable activities and leisure,but may not involve serious social problem-solving.

Statements A, C and D are correct, while B is the only wrong statement. A is correct because critical media literacy asks learners to examine the source, purpose and intended audience of messages. C is correct since identifying and questioning stereotypes in media is a key part of critical analysis. D is correct as developing these skills enables learners to participate in society more thoughtfully and responsibly. B is false because critical media literacy explicitly rejects the idea that media messages are neutral and value-free; instead, it treats them as constructed and often biased.

Option A:
Option A is incorrect because it treats A and B as wrong statements, even though A accurately describes a central goal of critical media literacy. Including A among wrong statements therefore contradicts the concept. Hence this option cannot be chosen.

Option B:
Option B is correct because it identifies B only as the wrong statement. It recognises that assumptions of neutrality are incompatible with critical approaches to media. By leaving A, C and D outside the wrong set as correct statements, this option matches the requested pattern.

Option C:
Option C is incorrect because it groups B and C as wrong. While B is wrong, C correctly states that analysing stereotypes is a part of critical media literacy. Treating C as wrong misrepresents key practices of critical analysis.

Option D:
Option D is incorrect because it includes A, B and C as wrong statements. In fact, A and C are correct and describe fundamental aspects of critical media literacy. Combining them with B in the wrong set makes this option internally inconsistent.

NEP 2020 states that developing good human beings with strong values is a core purpose of education and calls for constitutional values, empathy and respect for diversity to be woven into subjects, pedagogy and school culture.

Option A:
Treating ethics as irrelevant completely contradicts both the spirit of NEP 2020 and the values enshrined in the Constitution.

Option B:
This option is correct because it reflects the integrated, whole-school approach to values education advocated in the policy.

Option C:
Limiting ethics to a single monthly moral science period encourages tokenism and cannot ensure deep internalisation of values.

Option D:
Values and ethics are seen as important from early childhood through higher education, not restricted to one level.