If you are a BSAEU (Baba Saheb Ambedkar Education University) B.Ed. student, having the latest syllabus is the first step towards effective exam preparation. The BSAEU B.Ed. 4th Semester Syllabus 2026 consists of compulsory courses, optional courses, and EPC (Enhancing Professional Capacities) papers. This article provides the complete unit-wise syllabus of all subjects prescribed by BSAEU.
Whether you're preparing for university examinations, assignments, practical work, or competitive exams, this syllabus will help you understand what topics you need to study during the fourth semester.
BSAEU B.Ed. 4th Semester All Subjects
Gender, School and Society
Knowledge and Curriculum – Part II
Creating an Inclusive School
Guidance and Counselling (Optional)
Work and Vocational Education (Optional)
Yoga Education (Optional)
Environmental and Population Education (Optional)
Health and Physical Education (Optional)
Peace and Value Education (Optional)
Critical Understanding of ICT (EPC-3)
Yoga Education: Self Understanding and Development (EPC-4)
BSAEU B.Ed. 4th Semester All Subjects Syllabus 2026
1. Course VI (1.4.6) Gender, School and Society
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Gender Issues – Key Concepts
Meaning and concept of Gender
Gender identity
Sex and Gender
Gender roles
Gender stereotyping
Gender discrimination
Unit II: Gender Studies – Paradigm Shifts
Women Studies
Gender Studies
Feminist perspectives
Gender equality
Women's empowerment
Unit III: Gender, Power and Education
Gender and socialization
Family, school and society
Gender bias in education
Equal educational opportunities
Gender-sensitive classroom
Unit IV: Gender Issues in Curriculum
Gender bias in curriculum
Gender-sensitive curriculum
Hidden curriculum
Textbook analysis
Teacher's role in gender equality
Unit V: Gender, Sexuality, Sexual Harassment and Abuse
Meaning of sexuality
Gender and sexuality
Sexual harassment
Child abuse
Prevention and legal safeguards
Engagement with Field / Practicum
Case study
School survey
Gender sensitization programme
Report writing
Awareness activities
2. Course VIII(B) (1.4.8) Knowledge and Curriculum – Part II
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Dynamics of Curriculum Development
Meaning and concept of curriculum
Principles of curriculum development
Determinants of curriculum
Curriculum development process
Unit II: Curriculum and Syllabus
Meaning of syllabus
Relationship between curriculum and syllabus
Importance of syllabus
Scope and limitations
Unit III: Designing Curriculum
Principles of curriculum design
Curriculum planning
Curriculum transaction
School experiences
Curriculum evaluation
Unit IV: Power, Ideology and Curriculum
Curriculum and ideology
Political influence
Social influence
Cultural influence
Hidden curriculum
Unit V: Curriculum as Process and Practice
Curriculum implementation
Curriculum transaction
Teacher's role
Evaluation of curriculum
Curriculum improvement
Engagement with Field / Practicum
Curriculum analysis
Textbook analysis
School curriculum survey
Project work
Report writing
3. Course X (1.4.10): Creating an Inclusive School
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Introduction to Inclusive Education
Meaning of inclusive education
Concept and philosophy
Need and importance
Principles of inclusion
Unit II: Legal and Policy Perspectives
Constitutional provisions
RTE Act
RPWD Act
National policies
Government initiatives
Unit III: Learners with Special Needs
Meaning and characteristics
Types of disabilities
Identification
Educational needs
Support services
Unit IV: Inclusion in Operation
Inclusive classroom
Teaching strategies
Classroom management
Assessment
Resource support
Unit V: Teacher Preparation for Inclusive School
Role of teacher
Professional competencies
Collaboration with parents
Community participation
Inclusive school development
Engagement with Field / Practicum
School visit
Case study
Observation of inclusive classroom
Interaction with special educators
Report writing
4. Course XI (1.4.11) – Optional: Guidance and Counselling
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Overview of Guidance and Counselling
Definition and Functions
Nature and Scope of Guidance and Counselling
Difference between Guidance and Counselling
Types of Guidance and Counselling
Career and Vocational Guidance
Qualities of a Good Counsellor
Unit II: Mental Health
Concept of Mental Health
Characteristics of Mental Health
Role of Home and School
Mental Health of a Teacher
Unit III: Adjustment and Maladjustment
Concept of Adjustment
Purpose of Adjustment
Techniques of Adjustment
Criteria of Good Adjustment
Causes, Prevention and Remedies of Maladjustment
Maladjusted Behaviours:
Truancy
Lying
Timidity
Stealing
Anxiety
Phobia
Hysteria
OCD
Depression
Suicidal Tendency
Substance Abuse Disorder
Anti-social Behaviour
Unit IV: Tools and Techniques
Concept of Testing and Non-testing Tools
Tests for Measuring:
Personality
Attitude
Aptitude
Interest
Intelligence
Case Study
Questionnaire
Opinionnaire
Interview
Observation
ARC
CRC
Unit V: Abnormal Behaviour and Mental Illness
Meaning and Concept of Normality and Abnormality
Causal Factors of Abnormal Behaviour
Biological Factors
Psychological Factors
Classification of Mental Illness (DSM-IV)
Engagement with Field / Practicum
Project on any one maladjusted behaviour through case study:
Truancy
Lying
Timidity
Stealing
Anxiety
Phobia
Hysteria
OCD
Depression
Suicidal Tendency
Substance Abuse Disorder
Anti-social Behaviour
5. Course XI (1.4.11) – Optional: Work and Vocational Education
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Aims, Objectives and Bases
Aims and Objectives of Teaching Work Education and Vocational Education
Values of Teaching Work and Vocational Education
Correlation of Work Education with Other School Subjects
Difference between Work Education and Vocational Education
Bases of Work Education and Vocational Education:
Psychological
Sociological
Historical
Economical
Unit II: Development of the Concept and Work & Vocational Education Teacher
Development of the Concept of Work Education with Special Reference to National Policy on Education (1986)
Work & Vocational Education Teacher
Qualities and Responsibilities
Need for Professional Orientation
Unit III: Approaches and Methods of Teaching Work & Vocational Education
Approaches
Inductive Approach
Deductive Approach
Methods
Lecture-cum-Demonstration Method
Laboratory Method
Heuristic Method
Problem Solving Method
Project Method
Unit IV: Aids, Equipment and Assistance in Teaching Work & Vocational Education
Work Education Laboratory
Management of Work Units:
Selection of Work Projects
Budgeting and Planning
Time Allocation
Materials and Equipment
Disposal of Finished Products
Organizational Coordination of Different Agencies Monitoring Network through Resource Centres and Problems Thereof
Excursion
Unit V: Aspects of Teaching Work & Vocational Education
Critical Evaluation of Work Education Syllabus Prescribed by WBBSE
Exposure Stage
Involvement Stage
Concept of Improvisation and its Use in Teaching Work & Vocational Education
Areas of Work Education (Socially Useful Productive Work – I.B. Committee)
Occupational Explorations and Innovative Practices in Work & Vocational Education
Removal of Social Distances through Work & Vocational Education
Engagement with Field / Practicum
Project on any one:
Growing Vegetables/Fruits/Flowers
Household Wiring and Electrical Gadget Repairing
Tailoring and Needle Work
Bamboo Work and Wood Craft
Tie-Dye and Batik Printing
Clay Modelling
Fruit Preservation
Cardboard Work and Book Binding
Soap, Phenyl and Detergent Making
Mask Making
Paper Making and Paper Cutting
Bicycle Repairing
6. Course XI (1.4.11) – Optional: Yoga Education
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Introduction to Yoga and Yogic Practices
Introduction to Yoga: Concept and Principles
Classical Approach to Yoga Practices:
Kriyas
Yama
Niyama
Asana
Pranayama
Bandha
Mudra
Dhyana (According to Yogic Texts and Research-Based Principles)
General Guidelines for Performing Yoga Practices
Unit II: Ancient Systems of Indian Philosophy and Yoga System
Ancient Systems of Indian Philosophy
Yoga and Sankhya Philosophy and Their Relationship
Unit III: Historical Aspects of Yoga
Historical Aspect of Yoga Philosophy
Yoga as Reflected in the Bhagavad Gita
Unit IV: Introduction to Yogic Texts
Significance of Yogic Texts in the Context of Schools of Yoga
Patanjala Yoga Shastra:
Ashtanga Yoga
Kriya Yoga in Sadhana Pada
Hatha Yogic Texts:
Hatha Pradipika
Gheranda Samhita
Complementarities between Patanjala Yoga and Hatha Yoga
Meditational Processes in Patanjala Yoga Sutras
Selected Asanas, Pranayama, Bandha and Mudra from Hatha Yogic Texts
Unit V: Yoga and Health
Need of Yoga for Positive Health
Concept of Health and Disease:
Medical Perspective
Yogic Perspective
Concept of Panch Kosa for Integrated and Positive Health
Utilitarian Value of Yoga in Modern Age
Engagement with Field / Practicum
Any one of the following:
Preparation of Teaching Aids on Yoga
Practical Asanas and Pranayam
Visit to Yoga Ashrams and Centres
7. Course XI (1.4.11) – Optional: Environmental and Population Education
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Concept of Population Education
Meaning and Concept of Population Education
Nature and Scope of Population Education
Objectives of Population Education
Importance of Population Education
Population Explosion
Population Growth and Distribution
Causes and Effects of Population Growth
Unit II: Concept of Environmental Education
Meaning and Concept of Environment
Environmental Education: Meaning, Nature and Scope
Objectives of Environmental Education
Components of Environment
Environmental Awareness
Role of Environmental Education
Unit III: Population Education Policies
Population Policy of India
Family Welfare Programmes
Family Planning
Population Control Measures
Population and Quality of Life
Population Education in School Curriculum
Unit IV: Sustainable Development
Meaning and Concept of Sustainable Development
Principles of Sustainable Development
Conservation of Natural Resources
Environmental Protection
Sustainable Lifestyle
Role of Education in Sustainable Development
Unit V: Issues Related to Population and Environmental Education
Environmental Pollution
Air Pollution
Water Pollution
Soil Pollution
Noise Pollution
Deforestation
Global Warming
Climate Change
Biodiversity Conservation
Environmental Movements
Engagement with Field / Practicum
Any one of the following:
Environmental Awareness Programme
Tree Plantation Programme
Survey on Population Problems
Preparation of Environmental Teaching Aids
Field Visit and Report Writing
8. Course XI (1.4.11) – Optional: Health and Physical Education
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Health Education
Meaning and Concept of Health
Dimensions of Health
Health Education: Meaning, Objectives and Importance
Health Education in Schools
Personal Hygiene
Community Health
Unit II: Common and Uncommon Diseases
Communicable Diseases
Non-Communicable Diseases
Deficiency Diseases
Lifestyle Diseases
Prevention and Control of Diseases
Immunization
Unit III: Health Risks Due to Modern Technology
Stress and Tension
Internet Addiction
Mobile Phone Addiction
Computer Vision Syndrome
Sedentary Lifestyle
Prevention of Health Risks
Unit IV: First Aid and Health Care
Meaning and Importance of First Aid
Principles of First Aid
First Aid for:
Burns
Fractures
Electric Shock
Snake Bite
Drowning
Poisoning
Bleeding
School Health Services
Unit V: Yoga and Health
Meaning and Importance of Yoga
Yogic Practices for Health
Physical Fitness
Mental Health
Stress Management through Yoga
Role of Yoga in Healthy Living
Engagement with Field / Practicum
Any one of the following:
Preparation of First Aid Kit
Health Awareness Programme
Physical Fitness Assessment
Yoga Demonstration
Health Survey and Report Writing
9. Course XI (1.4.11) – Optional: Peace and Value Education
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Peace Education
Meaning and Concept of Peace
Nature and Scope of Peace Education
Objectives of Peace Education
Need and Importance of Peace Education
Role of School in Peace Education
Unit II: Social Perspective of Peace Education
Peace and Human Rights
Peace and Democracy
Peace and Social Justice
Peace and National Integration
Peace and International Understanding
Peace and Global Citizenship
Unit III: Value Education
Meaning and Concept of Values
Nature and Importance of Values
Objectives of Value Education
Need for Value Education
Role of Family, School and Society
Unit IV: General Ideas about Values
Moral Values
Social Values
Spiritual Values
Democratic Values
Constitutional Values
Universal Human Values
Unit V: Methods and Evaluation of Value Education
Methods of Teaching Value Education
Role Play
Storytelling
Discussion
Group Activities
Evaluation Techniques in Value Education
Engagement with Field / Practicum
Any one of the following:
Observation of Morning Assembly
Preparation of Value-Based Teaching Materials
Peace Education Awareness Programme
Community Service Activity
Project Report on Peace and Values
EPC-3 (1.4EPC3): Critical Understanding of ICT
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Digital Technology and Socio-Economic Context
Meaning and Concept of ICT
Components of ICT
Evolution of ICT
ICT in Education
Educational Technology
Digital Divide
ICT and Society
ICT for Teaching-Learning
Unit II: MS Office
Introduction to MS Office
MS Word
MS Excel
MS PowerPoint
Creating Educational Documents
Data Handling
Presentation Skills
Unit III: Internet and Educational Resources
Internet: Meaning and Uses
Web Browsers
Search Engines
E-mail
E-learning
Online Educational Resources
Open Educational Resources (OER)
Digital Library
MOOCs
Unit IV: Techno-Pedagogic Skills
ICT Integration in Teaching
Smart Classroom
Multimedia in Education
Audio-Visual Aids
Educational Software
Online Teaching Tools
ICT-Based Lesson Planning
Assessment through ICT
Engagement with Field / Practicum
Any one of the following:
Preparation of PowerPoint Presentation
Preparation of Digital Teaching Materials
Internet-Based Educational Project
ICT-Based Lesson Plan
Educational Blog/Webpage Creation
Report Writing
EPC-4 (1.4EPC4): Yoga Education: Self Understanding and Development
Theory: 50 Marks
Engagement with the Field: 25 Marks
Full Marks: 75
Unit I: Introduction to Yoga and Yogic Practices
Concept and Meaning of Yoga
Principles of Yoga
Importance of Yoga in Daily Life
Yogic Practices
Yama
Niyama
Asana
Pranayama
Meditation
Unit II: Introduction to Yogic Texts
Patanjali Yoga Sutra
Hatha Yoga Pradipika
Gheranda Samhita
Importance of Yogic Literature
Basic Yogic Philosophy
Unit III: Yoga and Health
Yoga for Physical Health
Yoga for Mental Health
Yoga and Stress Management
Yoga for Emotional Well-being
Yoga for Healthy Lifestyle
Unit IV: Self-Concept
Meaning and Nature of Self
Self-Concept
Self-Awareness
Self-Identity
Personality Development
Self-Reflection
Unit V: Self-Esteem
Meaning of Self-Esteem
Characteristics of High and Low Self-Esteem
Factors Affecting Self-Esteem
Developing Positive Self-Esteem
Self-Confidence
Self-Development
Engagement with Field / Practicum
Any one of the following:
Daily Yoga Practice Record
Demonstration of Asanas and Pranayama
Meditation Practice
Self-Reflection Journal
Yoga Camp/Workshop Report
Preparation of Teaching Aids on Yoga
Why Should You Know the BSAEU B.Ed. 4th Semester Syllabus?
Knowing the official syllabus helps students:
Prepare for examinations systematically.
Focus on important units and topics.
Complete assignments and practicum on time.
Understand the course structure.
Plan revision effectively before exams.
Examination Pattern
The examination pattern applies to most theory papers. Students should follow the official BSAEU guidelines for any subject-specific variations.
Preparation Tips
Study each unit according to the syllabus.
Prepare short notes for every topic.
Solve previous years' question papers.
Revise important concepts regularly.
Complete field engagement and practicum activities before the deadline.
Frequently Asked Questions (FAQs)
What is the latest BSAEU B.Ed. 4th Semester syllabus?
The latest BSAEU B.Ed. 4th Semester syllabus includes compulsory papers, optional papers, and EPC courses with unit-wise topics prescribed by Baba Saheb Ambedkar Education University.
How many subjects are there in the BSAEU B.Ed. 4th Semester?
There are 11 subjects, including compulsory courses, optional papers, and EPC courses.
Are optional subjects compulsory for every student?
No. Students study only the optional paper allotted or selected according to their college and university regulations.
Is this syllabus applicable for 2026?
Yes. This article is based on the latest available BSAEU B.Ed. 4th Semester syllabus for the current academic session.
Where can I get BSAEU B.Ed. notes?
You can find unit-wise notes, previous year question papers, important questions, study materials, and exam updates on The Treasure Notes.
Conclusion
The BSAEU B.Ed. 4th Semester Syllabus 2026 is designed to strengthen students' professional knowledge, teaching skills, and practical competencies. By following the official unit-wise syllabus and preparing consistently, students can perform well in both theory and practicum examinations. Bookmark this page for quick access to the latest BSAEU B.Ed. Semester 4 syllabus and future updates.
