Artificial Intelligence (AI) has rapidly moved from an emerging technological innovation to an increasingly influential component of contemporary education. Generative AI systems, adaptive learning platforms, automated assessment tools, intelligent tutoring systems, AI-enabled content-generation applications, and learning analytics have created new possibilities for personalized and data-informed teaching. Nevertheless, the availability of AI tools has not translated into confident and pedagogically meaningful classroom adoption by a large proportion of school teachers in India. This article critically examines why many Indian school teachers remain uncomfortable with the adoption of AI tools in classroom teaching. Drawing upon recent Indian and international empirical studies, technology-adoption theories, teacher-knowledge frameworks, and policy documents, the paper argues that teacher discomfort should not be interpreted simply as technological resistance. Rather, it is a multidimensional phenomenon arising from inadequate AI literacy, limited pedagogical confidence, insufficient professional development, uncertainty regarding the reliability of AI-generated content, ethical and privacy concerns, fear of professional displacement, inadequate infrastructure, workload pressures, examination-oriented school cultures, language and contextual limitations, and weak institutional support. The discussion integrates the Technology Acceptance Model/Unified Theory of Acceptance and Use of Technology (UTAUT), Technological Pedagogical Content Knowledge (TPACK), teacher self-efficacy, and emerging AI-competency perspectives to develop an integrated explanation of AI adoption among Indian school teachers. Evidence from India indicates that teachers' technological self-efficacy and infrastructure significantly influence technology use, while recent studies of AI specifically point to gaps between awareness, access, confidence, and pedagogically sophisticated use. International evidence similarly demonstrates that AI understanding, self-efficacy, trust, perceived usefulness, psychological safety, and organizational support are important determinants of adoption. The article concludes that India's AI-in-education agenda requires a shift from tool-centric training to sustained, subject-specific, pedagogically grounded, ethical, and context-sensitive professional development. A proposed multi-level framework for teacher AI readiness is presented, emphasizing AI literacy, AI-TPACK, ethical competence, teacher agency, institutional capacity, and continuous professional learning.

Keywords: Artificial intelligence, AI in education, Indian school teachers, teacher readiness, AI literacy, teacher self-efficacy, TPACK, technology adoption, professional development, generative AI, ethical AI

The Government of India is considering a proposal called "One Nation, One Election" that aims to coordinate elections for all state assemblies and the Lok Sabha, the lower house of the Indian Parliament. It plans to conduct these elections concurrently, either on the same day or during a predetermined window of time. One nation, one election is among the critical reforms in the current central government’s agenda. The purpose of this research is to study the opinion of citizens regarding one nation one election. This research paper is also discussing the stand of political parties, political leaders and election commission of India regarding one nation one election. For this study, the researcher collected data from primary and secondary resources. Survey was done on 30 people as primary resource. For secondary resource, mainly data taken from websites and social media platform. The researcher used one discussion paper of Mr. Bibek Debroy and Kishore Desai (former members of Niti Aayog).  From this study, it is clear that It is a very complex thing to conclude as people whom I asked question were not aware of one nation one election properly, they just knew it because of media, majority of them did not have even basic knowledge of it. But if we look at the survey which I did as per that people want it to be implemented as they know it will say cost and time. Moreover, the election commission also seems ready to conduct one nation one election as soon as they can. And know if we talk about the political parties, majority are not in favour of one nation one election. As they think it would affect the state elections and they would lose elections as it could overshadow the regional interests. It is difficult to implement one nation one election but not impossible.

Keywords: Nation, Election, Government

In the present global scenario, sustainable development has become an urgent necessity due to growing environmental degradation, climate change, depletion of natural resources, and increasing social and economic challenges. Achieving sustainable development requires individuals who possess the knowledge, skills, values, and attitudes necessary to make informed and responsible decisions for the well-being of society and the environment. Educational institutions play a pivotal role in nurturing these sustainable competencies among students, enabling them to adopt environmentally responsible behaviors and contribute effectively to a more sustainable future. Since learners come from diverse social and cultural backgrounds, it is important to examine whether gender influences the development of sustainable competencies, thereby ensuring that sustainability education remains equitable, inclusive, and effective for all learners. The present study aims to explore the effect of sustainable development modules on developing the sustainable competencies among secondary school students by equipping them with the requisite knowledge, attitudes, and skills necessary for sustainable living. A sample of 100 secondary school students studying in schools affiliated to CBSE &PSEB, Amritsar was involved in the present study. The Self-Developed Learning Module (SDLM) on gender equity was designed by the investigator. To analyse the data, mean and standard deviation were used. The findings suggest that:1. No significant difference exist between boys and girls in the experimental group.2. Boys in the experimental group (Mean=26.24) outperformed boys in the control group (Mean = 21.77. 3. Girls in the experi mental group (Mean = 27.76) performed significantly better than girls in the control group (Mean = 23.73).

Keywords: Sustainable Development Learning Modules, Sustainable Competencies,

Secondary School Students

Marketing has evolved over the years; however few of the segments remain the same with evolution in their way of approach. One such segment is B2B marketing which has adopted the technological interface and developed its approach. Business to Business (B2B) marketing technically means selling of product or service from one business to another business. B2B marketing refers to the exchange of products and services, or information between two business organizations. In B2B transactions, the buyer is usually a manufacturer, wholesaler, distributor, retailer, or another business entity. B2B marketing is important because it helps companies build strong business relationships, increase sales, and improve customer satisfaction. In today's competitive market, it has become an important part of the success of many organizations. In India, B2B marketing is growing rapidly due to digital technology, industrial development, and strong business relationships. It plays an important role in the growth of industries and the economy. This literary effort is a descriptive study conducted by the help of secondary data. The study aims to explain the concept, importance, and marketing practices of B2B marketing in the Indian context. The research concludes that effective B2B marketing practices help organizations achieve business growth and improve customer satisfaction. The research highlights the key B2B marketing practices that help businesses create strong relationships, provide better services, and gain a competitive advantage. The authors have considered the domain understanding of the B2B marketing as the scope of study. The generalist approach leads to the limitation of the study with future scope of study in the form of survey pertaining to the B2B practices around the Industry at large or any specific set of Industries.

Keywords: Business, Marketing, Business-to-Business (B2B) Marketing, Business Relationship, Customer Satisfaction, Marketing Practices.

Social media occupies an important place in adolescents’ communication, learning, recreation, and peer relationships, but evidence concerning its association with well-being remains mixed because studies differ in how both social media use and well-being are conceptualized. The present study examined differences in Social Well-Being across three levels of Social Media Usage and gender among 1,120 Grade IX students studying in schools affiliated with the Punjab School Education Board in Hoshiarpur, Barnala, and Ludhiana districts. The sample comprised 520 male and 600 female students drawn from Government and Private schools through a stratified sampling procedure within a multistage framework. Social Well-Being and Social Media Usage were assessed using their respective scales. Students were classified into High, Average, and Low Social Media Usage groups, and a 3 × 2 factorial analysis of variance with Type III sums of squares was conducted, followed by Scheffé comparisons for the three-level factor. Social Media Usage showed a statistically significant main effect on Social Well-Being, F(2, 1114) = 1403.238, p < .001. Mean Social Well-Being was highest in the High group (M = 143.74, SD = 12.31), followed by the Average group (M = 116.69, SD = 11.56) and the Low group (M = 91.82, SD = 11.20); all pairwise differences were significant. The main effect of gender, F(1, 1114) = 1.423, p = .233, and the Social Media Usage × Gender interaction, F(2, 1114) = 2.568, p = .077, were not statistically significant. The corrected model accounted for 71.7% of the variance in Social Well-Being. The findings indicate a strong graded difference in Social Well-Being across the study’s Social Media Usage classifications while showing no reliable gender difference or gender-contingent pattern. Interpretation should remain non-causal and should distinguish general or constructive social media engagement from problematic or addictive use.

Keywords: adolescents, factorial ANOVA, gender, Grade IX, social media usage, social well-being

Sarvodaya promotes the ultimate goal of self realization through the principles of truth and non-violence. It advocates for social justice and equality and the importance of collective well being for a truly egalitarian society. Sarvodaya aims at bringing integration with the all-comprehensive vision to focus and ensure the good of all. One of the greatest personalities of history, Gandhi proved himself a man of love and sacrifice . He envisaged a world wherein a new social order will be established. An ardent follower of truth and non-violence he talked of perennial human values and practiced his ideas for rebuilding a human society. Gandhi believed that non-violence is a means to reach the goal. The present paper aims to explore Gandhi’s concept of Sarvodaya and the role of non-violence for a holistic development and decentralized, self-reliant society.

Keywords: Non-violence, Roots, Sarvodaya society, Gandhian perspective

The current research investigated the relationship between teacher's digital awareness and the sustainable and inclusive education, which is aligned with Sustainable Development Goal 4 (SDG4). The PM eVidya initiative of India was taken up as a national example to explore the potential of digital learning interventions in improving teachers' digital awareness and building sustainable education. A mixed methods research design was employed: a deductive content analysis of policy documents and a survey of secondary school teachers from government and private schools. Pearson's correlation analysis was used to analyse the relationship between the study variables. The results showed that teachers' digital awareness is satisfactory (approximately 80% correct responses) and that there are positive relationships between digital awareness, the use of digital resources, and technology-mediated teaching practices that promote the SDG4 goals. The results have practical implications for policy-makers and education administrators, as they emphasize the need for more preparedness among teachers, narrowing the digital divide, and successful implementation of sustainable digital tools in education systems.

Keywords: Digital initiative, Education, Teacher awareness, Policy frame work analysis, Sustainable Development Goals 4(Quality education)

India’s engagement with West Asia has undergone a profound transformation in the twenty-first century. Historically guided by the principles of non-alignment, anti-colonial solidarity, and strategic caution, India’s approach to West Asia has evolved into a pragmatic, multidimensional foreign policy framework shaped by economic interdependence, geopolitical competition, and emerging regional realignments. The growing significance of energy security, maritime connectivity, counterterrorism cooperation, defence partnerships, technology exchange, and diaspora welfare has made West Asia one of the most strategically important regions in India’s external relations. This paper examines the changing dynamics of India–West Asia relations in the context of the evolving global order. It analyses India’s balancing strategy among major regional actors including Saudi Arabia, the United Arab Emirates, Israel, Iran, Qatar, and Oman, while also assessing the impact of recent geopolitical developments such as the Abraham Accords, regional normalization initiatives, the International North–South Transport Corridor (INSTC), and the India–Middle East–Europe Economic Corridor (IMEC). The paper argues that India’s West Asia policy reflects a broader shift from ideological diplomacy to interest-based strategic engagement. The study further explores the role of economic diplomacy, defence cooperation, maritime security, digital partnerships, energy transition, and people-to-people connections in shaping the future trajectory of India–West Asia relations. It concludes that India and West Asia are increasingly interconnected through shared geopolitical and economic interests and that their growing partnership may contribute significantly to the emergence of a more balanced and cooperative multipolar international order.

Keywords: India, West Asia, multipolarity, strategic partnership, energy security, geopolitics, maritime security, economic corridors, foreign policy

The relationship between gender and ecology has emerged as an important area of inquiry within environmental studies and feminist scholarship. Ecofeminism examines the interconnected forms of domination that affect both women and nature, arguing that patriarchal systems and exploitative development models contribute to environmental degradation and gender inequality. This paper explores the relationship between gender, ecology, and ecofeminism with a particular focus on the Indian context. Women in India, especially in rural and indigenous communities, have traditionally played a significant role in managing natural resources such as forests, water, and agricultural land. Their daily interaction with the environment provides them with deep ecological knowledge and makes them key stakeholders in environmental sustainability. However, despite their contributions, women often remain marginalized in decision-making processes and environmental governance.The paper discusses theoretical foundations of ecofeminism, gendered relationships with natural resources, and the impact of environmental degradation on women. It also examines key environmental movements in India such as the Chipko Movement and grassroots initiatives led by women. Furthermore, it highlights the contributions of ecofeminist thinkers such as Vandana Shiva and environmental activists like Basanti Devi. Using examples from agriculture, climate change adaptation, and community-based conservation, the paper demonstrates how women’s participation is essential for sustainable environmental management. The study concludes that integrating gender-sensitive perspectives into environmental policies is crucial for addressing ecological crises and promoting social justice. Ecofeminism provides a transformative framework that encourages equitable participation, sustainable development, and harmonious coexistence between humans and nature.

Keywords: Gender, Ecology, Ecofeminism, Environmental Justice, Women and Environment, India, Sustainable Development

Agriculture in India faces high risks from unpredictable weather, pests, and natural calamities, resulting in income instability for farmers. The Pradhan Mantri Fasal Bima Yojana (PMFBY) was introduced to provide affordable crop insurance and timely compensation for crop losses. This study examines PMFBY in Karnataka from 2019–20 to 2023–24, analyzing trends in farmer enrollment, area insured, premiums paid, and claims disbursed. Using secondary data and descriptive-analytical methods, the study finds a strong positive correlation between farmer premiums and claims, indicating operational efficiency of insurance providers. Results show growing participation, especially among small and marginal farmers, while a plateau in insured area in 2023–24 highlights the need for improved outreach and inclusivity. The study also emphasizes the role of digital platforms, awareness campaigns, and streamlined administrative processes in enhancing scheme effectiveness. Practical recommendations are provided for farmers, government agencies, insurers, and policymakers to strengthen participation, timely claim settlement, and financial sustainability. The findings demonstrate that PMFBY plays a vital role in protecting farmer livelihoods, stabilizing agricultural incomes, and promoting sustainable agricultural development through coordinated stakeholder efforts.

Keywords: PMFBY, crop insurance, farmer enrollment, claims disbursement, Karnataka, agricultural risk management

Adolescents’ capacity to negotiate emotional demands, peer relationships, and school expectations is central to well-being and educational participation. This cross-sectional descriptive survey examined gender and academic-stream differences in emotional, social, and educational adjustment among 100 Class XI students enrolled in three government senior secondary schools in Shimla district, Himachal Pradesh, India. The sample comprised equal cells of boys and girls in Arts and Science streams (n = 25 each). Adjustment was assessed with the Adjustment Inventory for School Students developed by A. K. P. Sinha and R. P. Singh, in which higher scores indicate poorer adjustment. Independent-samples t-tests and Hedges’ g were used for group comparisons, while score categories described adjustment levels. Girls reported better emotional (M = 6.94, SD = 2.84) and social adjustment (M = 6.66, SD = 3.26) than boys (emotional: M = 8.12, SD = 2.44; social: M = 8.52, SD = 2.44), with moderate standardized differences (g = 0.44 and 0.64, respectively). The gender difference in educational adjustment was smaller and did not reach the conventional .05 threshold (g = 0.39). Within the Science stream, girls showed better social and educational adjustment than boys; among girls, Science students showed better social and educational adjustment than Arts students. Educational adjustment was unsatisfactory or very unsatisfactory for 62% of boys and 54% of girls. The findings point to a need for gender-responsive counselling alongside school-wide academic-transition support. Because schools were selected conveniently, the sample was small and localized, and multiple unadjusted comparisons were conducted, the results should be interpreted as exploratory rather than population estimates.

Keywords: adolescence; school adjustment; gender; academic stream; senior secondary education; Himachal Pradesh; India

Higher education plays an important role in the development of youth and the overall progress of society. In Odisha, the expansion of universities, colleges, professional institutions, and skill development programmes has created new opportunities for young people. Education helps youth improve their knowledge, skills, confidence, employability, and ability to participate in social and economic development. However, Odisha still faces several challenges in higher education, including unequal access, rural–urban disparities, limited infrastructure, unemployment, skill gaps, and financial difficulties among students. These challenges can affect the quality of education and the future prospects of young people. This paper examines the relationship between higher education and youth development in Odisha, with particular focus on educational opportunities, skill development, employment, and social empowerment. It also highlights the need for quality education, vocational training, digital learning, career guidance, and stronger links between educational institutions and employment opportunities. Effective policies and inclusive educational practices can help Odisha’s youth become skilled, productive, and responsible citizens. Strengthening higher education can therefore contribute significantly to youth empowerment and the sustainable social and economic development of Odisha.

Keywords: Higher Education, Youth Development, Skill Development, Employment, Sustainable Development

One of the most powerful dynasties in medieval South India, the Chalukyas of Kalyani (973–1189 CE) had a long-lasting effect on the political, cultural, and religious climate of the area. During their reign, many religious institutions were patronized, temples were built, and different sects, such as Shaivism, Vaishnavism, and Jainism, were supported. The Chalukyas upheld a pluralistic stance, encouraging the peaceful coexistence of various faiths, in contrast to many modern rulers who supported a single religious tradition. Patronage of religion was a calculated tactic to establish legitimacy and strengthen power, not just an act of devotion. In addition to funding religious festivals and granting grants to temples and monasteries, kings and nobles also commissioned intricate temple complexes, including the well-known Virupaksha Temple at Pattadakal and the Mahadeva Temple at Itagi. These architectural wonders strengthened the connection between the monarchy and religious organizations by acting as both sociopolitical hubs and places of worship. Literary sources and inscriptions from this era emphasize how religious endowments bolstered the Chalukyan state. Patronage given to scholars, poets, and theologians enhanced the kingdom's intellectual and artistic life, while land grants to Brahmins and temple trusts guaranteed the success of religious institutions.

The caste system in India is an ancient system of hierarchy in the society which has committed great injustices to communities at the lowest stratas in the society, especially the Dalits. In these communities, Dalit women encounter a two-fold oppression, not only caused by the exclusion of caste, but, in addition, by male domination, both internally and outside their communities. As a critical reading of the most important Marathi autobiography of   Baby Kamble, The Prison We Broke (originally Jina Amucha), and the volume discusses how the trauma of caste is gendered and how trauma is expressed as a subaltern narrative.The narrative of Kamble is unique and strong voice of Dalit literature as it is a first hand narration of daily humiliations, economical deprivation, religious discrimination and gender based violence. Her autobiography is a testament of pain and political act. It reveals the seepage between the caste and patriarchal systems to subjugate Dalit women and criticises the lack of a Dalit female voice in mainstream literature, not to mention Dalit male-centric writings.This writing is framed in an intersectional approach, based on Dalit feminism, subaltern studies and trauma theory, to examine how Kamble retains the agency through writing. Her adherence to the Ambedkarite ideology and Buddhism gives her the platform of spiritual and political liberation, which is liberating not only the individual but entire group identity of the Dalit women. This chapter will present the argument that writing turns into a reclamatory, resistance, historical revisionist tool through the analysis of Kamble as the text written at the base of Dalit women literature. This paper has finally placed The Prison We Broke as a text that limits and widens the realm of Indian social thought-process, and the Indian feminist literature, still striking a note in the discourse on social justice, caste, and gender.                     Babytai  Kamble’s  autobiographical  work The  Prisons  We  Broke was originally  written  in Marathi  as Jina  Amucha and was later translated into English by Maya  Pandit. For  study point of view, it can be seen as two sections according to manifestation of ideas put into the biography. Firstly, portrayal of Dalit women within their own community. Secondly, the role played by fellow women in upper-caste Hindus in the social order.

Keywords: - Caste System, Dalit women, Dalit Feminism, Dalit Experience and perspectives.

Somatic patient recovery is often complicated by psychological comorbidities, such as generalized anxiety, major depressive symptoms and generalized psychological distress, that occur across surgical, oncological and post-acute medical cohorts. There are well-defined and proven medical guidelines for physiological rehabilitation, but there is less consistency in the incorporation of psychological rehabilitation into conventional post-discharge care. A 12-month, multicenter, randomized controlled trial (RCT) tested the effectiveness of a structured, 12-week Cognitive Behavioural Therapy (CBT) intervention compared to treatment-as-usual (TAU) for reducing affective and psychological distress in convalescing patients. All 480 adult patients who were recovering from major cardiac procedures, oncological resections or complex orthopedic surgeries were randomly assigned to one of two groups: a group receiving individualized Cognitive Behavioural Therapy (iCBT) in addition to standard medical rehabilitation (MR), or a group receiving standard MR alone. Primary outcome measures were Beck Depression Inventory-II (Beck, 1996), Generalized Anxiety Disorder (GAD-7; Spitzer et al., 2006) 7-item scale and Kessler Psychological Distress Scale (Kessler et al., 2002) at baseline, after 12 weeks and at 6-months post-discharge. The main effects of time and group and the group-by-time interaction were all statistically significant, favouring the Cognitive Behavioural Therapy cohort, in repeated measures analysis of variance and linear mixed-effects modeling. The intervention group exhibited significant and enduring improvements in depressive symptoms, anxiety severity and overall psychological distress compared with the control group. Secondary analyses revealed that recovery rates for functional status and medication adherence were improved, as were subjective perceptions of quality of life. The results support the need to incorporate structured cognitive-behavioural elements into multi-modal post-acute care treatment to enhance psychological and functional clinical outcomes.

Keywords: Cognitive Behavioural Therapy, Patient Recovery, Post-Acute Rehabilitation, Generalized Anxiety, Depressive Symptomatology, Psychological Distress, Psychosocial Oncology, Cardiac Rehabilitation.

The increasing integration of social media into everyday life has substantially altered the way university students communicate, access information, collaborate, and participate in learning activities. Social networking platforms are no longer used exclusively for personal interaction; they have increasingly become informal spaces for academic communication, resource sharing, peer support, and knowledge exchange. However, their educational value is accompanied by concerns regarding distraction, excessive usage, information reliability, and changes in students’ communication practices. This study examines the influence of social media use on student learning, academic performance, and communication skills in higher education. Particular attention is given to the frequency and purpose of social media use, the distinction between academic and recreational engagement, collaborative learning, access to educational resources, and students’ formal and informal communication practices. A quantitative research approach using a descriptive survey design is proposed. Data are to be collected from undergraduate and postgraduate students through a structured questionnaire incorporating demographic, usage-related, learning-related, and communication-related measures. Descriptive statistics, correlation analysis, and appropriate inferential tests may be employed to examine relationships among the study variables. The study is expected to provide a balanced understanding of social media by considering both its educational opportunities and potential disadvantages. The findings may assist educators and higher education institutions in developing responsible social media practices, strengthening students’ digital literacy, and integrating appropriate social media activities into teaching and learning.

Keywords: social media, higher education, student learning, academic performance, communication skills, collaborative learning, digital literacy.

The concept of Customer Lifetime value (CLV) is fast gaining importance in business-to-business (B2B) companies and is being used as a strategic metric to allocate resources, enhance customer relationships, minimize customer attrition and discover potential revenue sources. In this review, we explore the impact of predictive analytics and artificial intelligence (AI) in customer relationship management (CRM) on B2B Customer Lifetime Value (CLV) estimation and decision-making. The paper gathers the latest secondary literature to synthesize the progress made in customer-data integration, feature engineering, machine learning, deep learning, segmentation, churn prediction, revenue forecasting, and real-time CRM decision support. It contrasts classic statistical models with more recent models based on Artificial Intelligence (AI) and assesses how each type of model requires, is easier to interpret, more flexible and applicable, and how well each one can be used in management practice. It highlights the benefits of machine-learning and ensemble methods for heterogeneous B2B customer portfolios, and the benefits of sequential methods and deep learning methods in instances of dynamic and complex behavioural histories. But implementation is limited by fragmented data, unexplainable models, privacy issues, algorithmic bias, lack of generalizability, concept drift, and adoption issues. Based on the paper, effective CLV management with the help of AI should combine predictive performance, explain ability and governance, human judgement, and continuous learning. It demonstrates how CLV can be made more than a financial metric, and can become a dynamic decision-making tool used for retention, account prioritisation, personalisation and the creation of sustainable B2B relationship value in various industrial markets, through the application of AI-powered CRM. Customer Lifetime Value (CLV) is an essential metric for organizations to maintain customer satisfaction and retain their clientele base.

Keywords: Customer Lifetime Value, Predictive Analytics, Artificial Intelligence, B2B Customer Relationship Management, Machine Learning

The National Education Policy (2020) places a strong emphasis on using digital platforms such as DIKSHA for digital education and teacher training. Adopting a narrative review methodology, the paper draws on NEP 2020 provisions, government and international reports (including UNESCO and UDISE+ data), and peer-reviewed literature published between 2024 and 2026.  The present paper examines the emergence of DIKSHA and AI and their role in education. The paper also explores the challenges in governance of AI in education. Concerns such as slack of teacher preparedness, ethics, human oversight, and lack of digital infrastructure were identified to hinder the equitable and responsible integration of AI in Indian classrooms. The paper concludes that realizing India's Viksit Bharat @2047 vision through education will depend not on how quickly AI is adopted, but on how effectively its governance keeps pace.

Keywords: NEP 2020, DIKSHA, Artificial Intelligence, EdTech, Digital Education, India

Teaching job aspiration plays a vital role in shaping the professional commitment and career endurance of prospective teachers. This study aimed to determine the level of teaching job aspiration among B.Ed. students affiliated with the University of Calicut and to examine differences based on subject specialization. A descriptive survey design was adopted for the study. The sample comprised 146 B.Ed. students selected through a simple random sampling method across six optional subjects. Data were collected using the Teaching Job Aspiration Scale for B.Ed. Students, a five-point Likert scale developed and standardized by the investigator. Data were analyzed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post-hoc test. The findings revealed that majority of B.Ed. students exhibited a highly favorable level of teaching job aspiration. Significant differences were found among students belonging to different subject specializations, with Commerce students displaying the highest mean score and Social Science students displaying the lowest. The study highlights the necessity of strengthening professional motivation through subject-tailored pedagogical practices in teacher education programmes.

Keywords: Career Aspiration, Teacher Education, Teaching Job Aspiration, Subject Specialization, B.Ed. Students

This research paper examines the evolution and transformation of trade and commerce in Goalpara District during the British colonial period, spanning the 19th and early 20th centuries. The study analyses the multifaceted impact of British colonial policies, infrastructure development and the systematic integration of Goalpara into the broader colonial economy of the Bengal Presidency and later Assam. Through a comprehensive examination of primary colonial records, administrative reports and secondary historical sources, this paper investigates the role of local markets, riverine trade networks and the production and export of key commodities including tea, timber and agricultural products. The research reveals that while British rule catalysed significant economic growth through infrastructure development and commercialisation of agriculture, it simultaneously disrupted traditional livelihoods and created profound socio-economic inequalities. The transformation of Goalpara's economy from a subsistence-based local system to a cash crop-oriented colonial economy left lasting legacies that continue to shape the region's economic and social structures. This study contributes to the broader historiography of colonial economic history in Northeast India and highlights the need for further research into the long-term impacts of colonial policies on regional development.

Keywords: Goalpara, colonial economy, trade and commerce, Assam, British India, economic transformation, riverine trade, tea industry.

This research paper examines the evolution and transformation of trade and commerce in Goalpara District during the British colonial period, spanning the 19th and early 20th centuries. The study analyses the multifaceted impact of British colonial policies, infrastructure development and the systematic integration of Goalpara into the broader colonial economy of the Bengal Presidency and later Assam. Through a comprehensive examination of primary colonial records, administrative reports and secondary historical sources, this paper investigates the role of local markets, riverine trade networks and the production and export of key commodities including tea, timber and agricultural products. The research reveals that while British rule catalysed significant economic growth through infrastructure development and commercialisation of agriculture, it simultaneously disrupted traditional livelihoods and created profound socio-economic inequalities. The transformation of Goalpara's economy from a subsistence-based local system to a cash crop-oriented colonial economy left lasting legacies that continue to shape the region's economic and social structures. This study contributes to the broader historiography of colonial economic history in Northeast India and highlights the need for further research into the long-term impacts of colonial policies on regional development.

Keywords: Goalpara, colonial economy, trade and commerce, Assam, British India, economic transformation, riverine trade, tea industry.

The rapid expansion of smartphone use among adolescents has generated increasing policy concern regarding distraction, academic engagement, digital well-being, online safety, and classroom discipline. This study examines how educational authorities regulate adolescent smartphone use through a qualitative comparative document analysis of policy and regulatory instruments in India and selected international contexts. The analysis employs a structured framework comprising six dimensions: scope and intensity of restriction, target population, policy rationale, regulatory mechanism, permitted exceptions, and governance and enforcement arrangements. The document corpus comprises 32 identified references/documents published between 2009 and 2026, selected purposively on the basis of their direct relevance to school-level smartphone regulation and their availability as government, legislative, educational-authority, or recognised institutional documents; secondary news reports were used only for contextual triangulation where appropriate. The analysis compares national and subnational regulatory approaches, recognising differences in educational governance across jurisdictions. The findings indicate that smartphone regulation is not characterised by a uniform global model. Instead, three broad approaches emerge: prohibition-oriented regulation, which restricts possession or access during the school day; controlled-use regulation, which permits smartphones under specified educational, health, accessibility, or emergency conditions; and responsible-use approaches, which emphasise digital well-being, parental supervision, and educationally purposeful use. Across the cases, policy documents commonly frame smartphones as potential sources of distraction, reduced classroom engagement, online harms, and threats to student well-being; these rationales are treated in this study as policy constructions rather than independently demonstrated causal effects. India demonstrates a particularly decentralised and multi-level governance pattern, with the Union Government providing broad guidance while States, Union Territories, and educational authorities develop context-specific restrictions. Internationally, more comprehensive whole-school restrictions are evident in several jurisdictions, although exceptions and implementation mechanisms vary considerably. The study argues that smartphone governance is best understood not simply as a question of banning or permitting devices, but as a policy process through which educational systems construct digital risk, adolescent responsibility, learning, and the legitimate conditions for technology use in schools.

Keywords: adolescent smartphone use; smartphone restrictions; mobile-phone policy; document analysis; policy analysis; educational governance; India; international comparison; school regulation; digital governance.