Co-teaching is a methodology where two co-teachers use their distinct skills to instruct both academically and behaviourally several courses or classes. This study was designed to give pre service teachers an experience of learning through co-teaching as students. In addition the researchers wanted to find out if co-teaching will cater to the needs of a bilingual classroom and bring about excellence in teaching. The sample of the study consisted of 42 English and Marathi Medium Second Year pre-service teachers of Adarsha Comprehensive College of Education and Research, Pune who opted for the Elective Course BED 204-01 “Guidance and Counselling”. The researchers taught the content of the course using the team-teaching model of co-teaching and collected feedback from the pre service teachers regarding the sessions. The findings of the study indicated that the pre service teachers developed a positive view about co-teaching as a useful teaching methodology for bringing about excellence in teaching and learning. They further showed readiness to use co-teaching in their future career.

The concept of Peeragogy—peer-driven collaborative learning—is increasingly relevant in today’s educational landscape, especially within digital and informal learning environments. Rooted in earlier educational theories like Pedagogy (teacher-led learning), Andragogy (adult-centered learning), and Heutagogy (self-directed learning), Peeragogy marks a shift toward decentralized, participatory learning models. It emphasizes mutual knowledge creation and reflective thinking among learners of similar capabilities, drawing from Vygotsky's social constructivist theory. Peeragogy can manifest in both structured classroom settings and informal group discussions, promoting meta-learning through peer feedback and interaction. The present article discusses how the teaching and learning process has shifted from Pedagogy to Heutagogy and finally highlights the role of Peeragogy to cater to the needs of the 21st century learners.

This research paper evaluates the impact of a capacity building initiative titled ‘Being Job Perfect’ organized by Pillai College of Education and Research (PCER) for final semester B.Ed students. The sessions focused on three core areas—resume writing, mock interviews, and expert talks—aimed at preparing teacher trainees for professional life. A structured Google Form survey was administered to 40 participants from the B.Ed programme. Based on responses to 20 Likert-scale statements, a heatmap was generated by condensing each statement into a single keyword and visually representing the level of agreement using a defined colour code. The findings suggest that students benefited significantly, particularly from the resume writing and mock interview sessions. This paper discusses the effectiveness of each session, interpretations from the heatmap, and gives recommendations for future improvements.This research paper evaluates the impact of a capacity building initiative titled ‘Being Job Perfect’ organized by Pillai College of Education and Research (PCER) for final semester B.Ed students. The sessions focused on three core areas—resume writing, mock interviews, and expert talks—aimed at preparing teacher trainees for professional life. A structured Google Form survey was administered to 40 participants from the B.Ed programme. Based on responses to 20 Likert-scale statements, a heatmap was generated by condensing each statement into a single keyword and visually representing the level of agreement using a defined colour code. The findings suggest that students benefited significantly, particularly from the resume writing and mock interview sessions. This paper discusses the effectiveness of each session, interpretations from the heatmap, and gives recommendations for future improvements.

Sustainable living is a way of accessing one’s needs without harming the potential for the future population to do the same in order to promote inner and outer peace. With the help of sustainable practices, we can imagine a future where the environment, economy, and societies are in harmony. This study looks at how education and knowledge-sharing technologies can support the SDGs and contribute toward an environmentally sustainable world. It draws attention to the ignorance possessed by the stakeholders regarding the SDGs and their responsibilities as global citizens that can encourage them to engage in sustainable living practices. This study uses an exploratory research design to address three progressive objectives: assessing the level of awareness about the Sustainable Development Goals (SDGs) among stakeholders, exploring the role of education in promoting SDGs and identifying effective platforms for spreading awareness about the SDGs. A heterogeneous sampling strategy was applied to achieve different views and experiences to the sample. Structured Google Form survey was used whereby 47 subjects were the target sample. The paper concludes by advocating for educational reforms, community-focused initiatives, and collaborative efforts to foster a thriving, sustainable future.

This study summarises the body of research on the connection between perceived organisational justice, employee mental health and chronic illness. It investigates the effects of distributive, procedural, and interactional aspects of organisational justice on employee mental health, especially when chronic illness is present, by methodically reviewing prior reviews and meta-analyses. In order to guide future studies and organisational policies, the review looks at the mediating mechanisms that underlie these correlations and points out gaps in the literature. The results show that employees' mental health is greatly impacted by their perceptions of organisational justice, with procedural and interactional justice being especially important in determining how fairness is regarded and how well people are feeling overall. Chronically ill workers are particularly susceptible to institutional inequalities, which can worsen mental health issues and lower their standard of living. In order to improve the mental health of workers who are managing chronic diseases, this article emphasises the need for workplace interventions and policies that support equity.

The present investigation studies on the result of certain self-boosting activities on the self-confidence of differently abled secondary school students. These adolescents frequently deal with certain social and psychological issues that can impede their growth both personally and academically. The present investigation follows the quasi-experimental research design. A structured package comprising self-affirmation practices, goal-setting tasks, and peer-interaction activities was developed and implemented among the experimental group. The study's sample size was 30 hearing and speech impaired students from a selected school. Using a quasi-experimental, pre-test and post-test control group design, the data were analysed by using t-test which determine changes in self-confidence levels of differently abled secondary school students. The results revealed a considerable improvement in self-confidence of students who participated in the intervention, suggesting the effectiveness of self-boosting strategies in fostering psychological empowerment in differently abled adolescents.

Gender-based violence remains a pervasive issue in rural Rajasthan, manifesting in forms such as domestic violence, honour crimes, and trafficking. Despite the presence of robust legal frameworks like the Protection of Women from Domestic Violence Act, 2005, and provisions under the Indian Penal Code, gaps in justice delivery persist. This paper examines the effectiveness of these legal frameworks, with a focus on the interplay between law enforcement, judiciary, and societal attitudes.

Utilizing National Crime Record Bureau (NCRB) data from 2018 to 2023, the study highlights trends in reported cases, conviction rates, and regional variations in gender-based violence across Rajasthan. A critical analysis of law enforcement responses, including police training and community initiatives, underscores systemic issues such as underreporting and delays in justice delivery. The role of the judiciary is explored through landmark judgments and the challenges survivors face in accessing justice.

The paper also delves into societal and structural barriers, including stigma and victim-blaming, which hinder effective implementation of laws. Survivor narratives provide a nuanced understanding of the lived experiences of victims and systemic challenges they encounter.

Findings reveal significant gaps in the enforcement of legal provisions, compounded by societal attitudes and inadequate institutional responses. The discussion offers insights into best practices from other jurisdictions and proposes actionable recommendations. These include enhanced training for law enforcement and judiciary, policy reforms for effective implementation, and community-based interventions to reduce stigma and support survivors.

The importance of digital communication skills has increased with the move to online and hybrid learning approaches. However, it has also brought to light a rising issue: the increase in inappropriate netiquette among both teachers and students. This study looks at the effects of inappropriate digital behaviour in virtual learning settings on psychology, pedagogy, and technology. Examples of poor netiquette include dismissive tone, excessive informality, delayed responses, or disruptive online behaviour. These behaviours impair cognitive engagement, raise academic anxiety, and undermine the social presence required for collaborative learning. The study examines the effects these behaviours have on learner motivation, peer relations and instructor credibility following constructivist and socio-cognitive frames. The study also references mixed methods research from various prospective teachers’ institutions to establish both structurally and contextually the forces that agitate these problems. As a response, it proposes a multi-pronged effort to incorporate institutional policies enforcement; adaptive feedback systems, teacher behaviour modelling; and instructions of digital citizenship. These are projects aimed at enabling ethical use of educational technology in teacher education through design of more inclusive and psychologically safe digital learning space as well as the norms of online academic conduct.

Democracy is a contract made by the people with the people. In this contract, people are on both sides. But there are some people on one side and many people on the other. Although many of these people seem to have handed over power to some people, the real power is not in the hands of a few people but in the hands of many people. Many of these people have to decide what method we want. Even though the idea of ??holding one nation, one election is currently being considered in the country, it is also necessary to instill that idea in the minds of the people. We will have to decide whether this decision is right or wrong by considering the people's thoughts. Even though the government team is ready to hold one nation, one election, it is equally important to prepare the people. People should not feel that any decision is being imposed on them. For this, have any questions arisen in the minds of the people in this regard? We will also have to think about this. Or we will have to know what exactly the people expect. This research paper is an attempt to find out what exactly is in the minds of the people.

Higher education plays vital role for creating knowledge and information based society. The mission and vision of higher education is to educate, train, and undertake research activities and service to the community. In such condition, it is necessary to have an effective and efficient quality assurance mechanism in our country. NAAC is a body established by the University Grants Commission of India to assess and accredit institutions of higher education in the country. The role of NAAC in ensuring the quality in defining the element of Higher Education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives. To understand the procedures followed by NAAC, to evaluate quality of higher education institutions, to study how quality dimensions of higher education institutions have improved across different time periods will be addressed in this research topic. This topic stresses the perspectives of higher education in Indian educational development, NAAC and its efforts to bring quality in higher education.

As per the survey of Niti Ayog (2021) Bihar is one of the economically deprived states in India. Most of the population of Bihar belong to rural area and they are underprivileged and having limited sources of income which leads to poverty. The main objective of “Jeevika” is to provide financial support to the underprivileged people to attain financial freedom and support to become economically self-dependent. The JEEVIKA - Bihar Rural Livelihoods Promotion Society works under the Department of Rural Development, Government of Bihar. This project comes under the National Rural Livelihoods Mission. This project has paved a new path for women’s empowerment specially in terms of economy. The present study is to explore the influence of the Jeevika Project on the overall socio-economic developments of rural women of Turkaulia Block in East Champaran (Bihar). The JEEVIKA is a group of Self-help (SHGs) women popularly known as Jeevika Didi. To attain this objective, a total of 266 women, out of which 131 women belong to SHGs and 135 women do not belong to SHGs, were selected as samples through a multistage sampling technique based on the highest proportion of SHGs from Turkaulia East Gram Panchayat of Turkaulia block of East Champaran district of Bihar. The result shows that the Jeevika project had a positive impact on the socio-economic empowerment of rural women in Bihar. Consequently, a significant increase in the level of empowerment of rural women with the help of Jeevika project and in their personal and social development through the income generation and financial support from this project. It enhances and establishes the self-esteem of the economically deprived women in the society