HEC Undergrade policy has provided the policy which allows the students to take exit after four semesters (2 years) and again take admission in any other university/ institute and other discipline. But when changing the discipline students will have to study for a bridging semester for orientation of the new discipline. Most of the students have demanded to take admission in B.Ed 2.5 years when they were enrolled in other BS disciplines. A thought that we can give admission to those students who were enrolled in AD with any School science subject or BS with any School science subject and got exit after two years may be searching for any professional degree to seek the employment. B.Ed. 2.5years provides a chance to such students to get admission in B.Ed. 2.5 Years any time as ODL policy. The scientific development demands professionals who can sustain and get more benefits from scientific inventions and discoveries. Professionals need to be nurtured under the guidance of people who are trained in science teaching. Hence science education teacher training programmes will provide an opportunity to fulfill this requirement. Science includes a vast array of disciplines which also includes Physics, Chemistry, Biology, Astronomy and Geography, and each one offers an exclusive insight into different aspects of the universe. The process of new discoveries, inventions and developing groundbreaking technologies will never end. Hence training the professionals for science teaching can never be stopped. The aim of this program will be to harness the graduates with not only with contents of the science but also skills and competencies of how to transform the science concepts and knowledge to the next generations. Emphasizing both breadth and depth, the curriculum extends beyond disciplinary knowledge to include general courses, interdisciplinary courses, practical field experiences, and a capstone project, designed to prepare educators who are innovative, reflective, and ready to meet the challenges of contemporary educational demands both locally and globally.

OBJECTIVES:

• Equip prospective teachers with advanced instructional strategies and classroom management skills tailored for diverse science education settings.
• Deepen subject-specific knowledge to ensure robust content delivery in secondary science classrooms.
• Train teachers in the effective use of modern educational technologies to enhance student engagement and learning outcomes.
• Foster a commitment to ethical teaching practices and continual professional development to adapt to educational advancements.
• Provide real-world experiences through structured teaching practices to bridge theory with practice in actual classroom environments.