About

Jayadhurganandh Jayaraman is an Adjunct Associate Professor at Teachers College, Columbia University, with a focus on Human Development, Digital Innovation, Education Technology, and The Brain and Cognition. He holds a Ph.D. (expected in 2023) and an M.Phil. from Teachers College, Columbia University, both in Cognitive Science in Education, and has a prior academic background in Finance, Economics, Statistics, and Computer Science & Engineering from institutions in the United States and India. His scholarly interests include AI and Education, Educational Data Mining, Game-Based Learning, and Educational Technology. Professor Jayaraman is available for office hours on Tuesdays from 3:30 pm to 5:00 pm, either in person or online by appointment, and is affiliated with the Human Development faculty at Teachers College.

Research topics

• Finance
• Artificial Intelligence
• Computer Science
• Political Science
• Mathematics education
• Medicine
• Business
• Developmental psychology
• Medical education
• Psychology
• Human–computer interaction
• Pedagogy

Selected publications

• Exploring the efficacy of lesson planning in early childhood education using ChatGPT

  Journal of Early Childhood Teacher Education · 2025-09-12

  articleSenior author
  PublisherDOI

• Teaching Financial Literacy in Early Childhood Classrooms

  Early Childhood Education Journal · 2024-09-03

  articleSenior author
  PublisherDOI

• A Data-Driven Approach to Aid in Student Retention at Higher Education Institutions

  2023-01-01

  article1st authorCorresponding
  PublisherDOI

• Teachers’ Beliefs About Ethical Practices Survey

  PsycTESTS Dataset · 2022-01-01

  dataset
  PublisherDOI

• Special issue: 2nd International Business Analytics Conference

  Model Assisted Statistics and Applications · 2022-12-05

  articleOpen access

  2022, was organized by the Department of Business Analytics at KJ Somaiya Institute of Management in partnership with

  PublisherOA PDFDOI

• In search of pedagogical approaches to teaching business ethics in the era of digital transformation

  Journal of Big Data and Artificial Intelligence · 2022-06-28

  articleOpen accessSenior author

  The authors explore the challenges in teaching business ethics in an era of digital transformation, provide an understanding of the limitations of traditional ethics approaches, and explore emerging approaches that may more effectively deal with the ethical complexities of the new digital era. Building on prior research conducted during December 2018 and January 2019 regarding the skills required for jobs in the big data field, the authors argue that business ethics must be an essential skill for those working in this field. Ethical frameworks in big data and information management are explored including Universalist, Integrative Social Contract Theory and Care Theory, as well as agency, disciplinary, contextual and outcomes considerations. The authors posit that traditional ethical frameworks such as Universalist approaches, are no longer sufficient to guide decision making in an era of digital transformation and the “datafication” of society. Therefore, business educators have a duty to cultivate critical thinking mindsets in their students and the adoption of “responsible innovation” principles, similar to those developed in the science and technology innovation literature.
 

  PublisherOA PDFDOI

• Effectiveness of an Intelligent Question Answering System for Teaching Financial Literacy: A Pilot Study

  Lecture notes in networks and systems · 2021 · 6 citations

  1st authorCorresponding
  • Computer Science
  • Computer Science
  • Artificial Intelligence
  PublisherDOI

• Preparedness of early childhood teachers to teach financial literacy: evidence from the US

  Education 3-13 · 2021 · 14 citations

  1st authorCorresponding
  • Political Science
  • Psychology
  • Finance

  This study investigates financial literacy among early childhood teachers in the US. A survey was used to measure the financial literacy among early childhood teachers in New Jersey, USA (N = 152). Financial literacy was found to be low among early childhood teachers (52% correct score) and only marginally higher than high school students. Eighty-one percent of the teachers self-assessed their knowledge of financial literacy as moderate to low. Over half of the teachers surveyed found teaching finance to be unenjoyable. Multiple regression analysis showed that the number of economics/finance courses taken was a strong (p < 0.01) predictor of financial literacy levels, suggesting that personal financial education could improve financial literacy among early childhood teachers and improve their confidence to teach financial literacy. Thus, our findings shed light on the preparedness of early childhood teachers to teach financial literacy and suggest the need for the inclusion of personal finance courses in early childhood teacher preparation curricula.

  PublisherDOI

• Is peer-led discovery based learning effective in promoting leadership skills among middle school children? Evidence from India

  Education 3-13 · 2020-02-28 · 4 citations

  article

  The objective of this study was to compare the effectiveness of discovery based learning and direct instruction strategies in peer-led leadership workshops in enhancing the leadership skills of middle school children in India. Three hundred and seventy-five, 10-13-year-old girls participated in the study. The children completed a paper and pencil Likert-type survey about their perception about leadership skills. The girls were randomly grouped into discovery based learning and direct instruction groups for the peer-led workshops. The researcher analysed the data using analysis of covariance (ANCOVA) to determine if there were significant differences in the participants’ perception of leadership skills. The results indicated that there were significant differences between the discovery based and direct instruction groups in the perception of their own leadership skills (F = 9.2, p < .05) and their perceptions of appropriate skills a good leader needs to have (F = 22.29, p < .001).

  PublisherDOI

• Comparison of beliefs about classroom ethical practices among early childhood teachers in India and the USA: an exploratory study

  Education 3-13 · 2020-11-05 · 3 citations

  article

  The purpose of this study is to compare the beliefs about ethics and ethical practices among early childhood teachers in India and the USA. Ninety-one teachers completed the Teacher’s Beliefs about Ethics and Ethical Practices Survey (India = 52, US = 39). The survey comprised of 15 Likert-type statements in four areas: Ethical responsibilities to children, families, colleagues and community and society. Results indicated that the teachers in the USA had higher means in all four areas. Independent samples t-test showed that there were significant differences between teachers in India and the USA in the areas of ethical responsibility to families (t = −3.43, p = .001) and ethical responsibility to community (t = −1.85, p = .047). Responses showed that teachers in India were influenced by the culture, language, beliefs of families and administration when making ethical decisions. Results highlight the importance of infusing ethical decision making training in teacher education programs to prepare teachers to be effective practitioners in global classrooms.

  PublisherDOI

Frequent coauthors

• Saigeetha Jambunathan

  15 shared

• Regina Adesanya

  6 shared

• Marina Johnson

  Great Ormond Street Hospital for Children NHS Foundation Trust

  4 shared

• Keerthi Jayaraman

  4 shared

• Adithi Jayaraman

  Dartmouth College

  4 shared

• P. Kulhara

  Post Graduate Institute of Medical Education and Research

  1 shared

• Margaret Brennan‐Tonetta

  Rutgers Sexual and Reproductive Health and Rights

  1 shared

• Sanjiwani Kumar

  1 shared

Education

• B.S., Computer Science & Engineering

  College of Engineering Guindy, Anna University

  1990

• M.A., Finance

  Bharathidasan Institute of Management

  1992

• Ph.D., Finance

  Oklahoma State University

  1999

• Other, Cognitive Science in Education

  Teachers College, Columbia University

  2021

• Ph.D., Cognitive Science in Education

  Teachers College, Columbia University

  2023