UGC NET Questions (Paper – 1)

Statements A, B, D and E together express a constructive approach to quality benchmarks and best practices. A is true because case studies help institutions adapt successful strategies. B is true as benchmarks give measurable standards for comparison. D is true since networks and forums create opportunities for shared learning. E is true because internal workshops translate ideas into practice through staff development. C is false because benchmarks should be adapted to context, and F is false because quality benchmarks are meant to inform ongoing work, not just accreditation events.

Option A:
Option A is incorrect because it omits E and therefore does not highlight the role of internal capacity-building activities in making best practices effective.

Option B:
Option B is incorrect because it excludes A and includes only B, D and E, thereby not mentioning the key mechanism of sharing case studies for practical learning.

Option C:
Option C is correct because it combines A, B, D and E, the true statements about learning from others, using benchmarks, participating in networks and building capacity, while excluding C and F, which promote rigidity and episodic use of benchmarks.

Option D:
Option D is incorrect because it includes C, which implies that benchmarks must be rigid, and omits B, thus weakening the basic idea of benchmarks as comparative reference points.

Tutorials are designed for intensive engagement with content in smaller groups. A dialogic pattern encourages students to articulate their thinking, question assumptions and respond to peers while the teacher guides exploration through probing questions and feedback. This interactive mode supports higher-order learning and critical thinking.

Option A:
Option A keeps the lecture style with minimal participation, which underuses the potential of small-group settings for dialogue and personalised attention.

Option B:
Option B is correct because it emphasises joint exploration and discussion, matching the purpose of tutorials to deepen conceptual understanding rather than merely repeat lectures.

Option C:
Option C turns tutorials into solitary tasks, missing the benefits of immediate feedback and collaborative meaning-making.

Option D:
Option D, simply reading from the textbook, is a low-level strategy and does not leverage the opportunity for interactive clarification and debate.

NEP 2020 highlights that school complexes can act as hubs for academic support. Teachers from clustered schools can meet for workshops, plan lessons together and observe each other’s classes. Shared resource centres also provide materials and expertise for CPD.

Option A:
Prohibiting joint training would negate the collaboration advantage of complexes. This option conflicts with the role NEP assigns to them.

Option B:
This option summarises the idea that complexes are spaces for collective professional growth and sharing. It directly echoes NEP’s formulation and is therefore correct.

Option C:
Ignoring academic issues and dealing only with infrastructure does not reflect the academic support function of complexes. NEP wants them to strengthen teaching and learning.

Option D:
Clerical work alone does not constitute professional development. Complex meetings are intended for pedagogical discussion, so this option is not aligned.

Social media can become a powerful tool for academic networking when used responsibly. Students and teachers can join thematic groups, share articles, announce seminars and discuss recent developments. This extends learning beyond formal classroom boundaries and helps build professional communities of practice. Thus, using platforms for academic discussion and resource sharing is an appropriate educational approach.

Option A:
This option correctly stresses constructive communication and knowledge exchange. Participating in scholarly communities on social platforms exposes learners to diverse perspectives and opportunities such as webinars or calls for papers.

Option B:
Abusive comments violate digital citizenship norms and can harm the psychological safety of peers. Such behaviour is a form of cyberbullying and contradicts the educational mission of institutions.

Option C:
Unrelated memes and continuous joking during class time distract from learning goals. While occasional humour is fine, using social media solely for entertainment during academic activities weakens attention and engagement.

Option D:
Spreading rumours undermines trust and can cause panic or confusion. Responsible ICT use requires verifying information before sharing, especially in academic contexts.

Statements A, B and D are correct, whereas C is incorrect. A is true because probing questions are designed to get students to clarify or extend what they initially said. B is true as such questions invite deeper explanation, reasoning and connection-making. D is true since teachers can direct probing questions to other students, prompting them to comment on or refine a peer’s contribution. C is false because a hostile tone usually shuts down participation; effective probing relies on supportive yet challenging questioning rather than aggression.

Option A:
Option A lists A and B only and omits D, overlooking the collaborative dimension of using probing questions to involve multiple students. While A and B are accurate, excluding D means the option does not fully represent how probing questions function in group dialogue. Therefore A and B only is incomplete.

Option B:
Option B includes B and D only and leaves out A, ignoring the core definition that probing questions follow an initial response to seek clarification or justification. Without A, the nature of probing is not clearly indicated, so B and D only cannot be the correct answer.

Option C:
Option C correctly assembles A, B and D and excludes C, which wrongly insists on a hostile tone. It captures the clarificatory, elaborative and collaborative purposes of probing questions in classroom communication. Because it contains all and only the true statements, A, B and D only is the right answer.

Option D:
Option D treats all four statements as correct, including C, which advocates an unhelpful and counterproductive manner of questioning. The presence of C makes the combination inconsistent with recommended pedagogic practice. Hence A, B, C and D cannot be selected.

Statements A, B and D correctly capture both the opportunities and risks of using social media in education, whereas statement C is false. Social media can support peer interaction and collaborative learning, it can also distract when overused and closed groups can be used for sharing academic information. It is wrong to say that social media can never be used for formal academic communication, as many institutions use it for official updates. Therefore, the combination that includes A, B and D but excludes C is the correct answer.

Option A:
Option A is incorrect because it lists only A and B as correct and omits D. While A and B are true, D also accurately describes how closed groups or channels can support academic communication. Leaving out a true statement means this option is incomplete.

Option B:
Option B is incorrect because it includes only B and D and omits A. Statement A is also valid, highlighting the collaborative learning potential of social media. Since one correct statement is missing, this combination does not represent the full set of correct statements.

Option C:
Option C is correct because it groups A, B and D together and excludes the false statement C. It recognises that social media can be both a learning tool and a potential distraction, and that it can be used formally through structured groups. By omitting the claim that social media can never serve formal purposes, this option aligns with current educational practice.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting statement C. The assertion that social media can never be used for formal academic communication is clearly false. Including this incorrect statement invalidates the combination.

NEP 2020 expects school complexes to function as academic hubs that coordinate joint CPD, peer learning and resource sharing among teachers from different schools.

Option A:
This option is incorrect because limiting complexes to infrastructure sharing misses their intended academic and professional-development role.

Option B:
This option is correct; it matches NEP’s idea of complexes organising workshops, collaborative planning and exchanges of good practice.

Option C:
This option is wrong because handling only admissions is a narrow administrative task and not the main function of complexes.

Option D:
This option is incorrect since using complexes solely as exam centres ignores their continuous improvement responsibilities.

NEP 2020 views CPD as an ongoing process and recommends a mix of modes—online courses, workshops, peer learning and school-based activities—so that teachers can continuously update and refine their practice.

Option A:
One-time pre-service training is insufficient; NEP explicitly calls for regular CPD, typically at least 50 hours annually.

Option B:
This option matches the policy’s flexible, multi-mode strategy for continuous teacher development.

Option C:
Long residential courses can be useful but cannot be the only or primary mode for all teachers.

Option D:
Punitive remedial classes for “weak” teachers would discourage professional growth; NEP’s approach to CPD is supportive and developmental, not punitive.