The present day school system curtails children’s natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class.

The purpose of the present study is to examine the effectiveness of positive-thinking skills on reduction of academic burnout, mental health and self-efficacy of undergraduate study of BSSS College, Bhopal. Among the undergraduate students of BSSS College, two classes were selected through cluster sampling and by administering self-reported Questionnaire on 40 students who are divided into two groups as experimental and control groups (each group consists of 20 students). Positive-thinking teaching was executed for the experimental group for ten sessions, and the control group was on the expectation list. Data were analysed using analysis of descriptive statistics like mean and standard deviation. Findings indicate that teaching positive-thinking has been effective in the reduction of academic burnout, mental health and self-efficacy.