This comprehensive article examines the evolutionary trajectory of motivation theories in education, tracing the remarkable transformation from classical behaviorist foundations to sophisticated contemporary integrative frameworks that acknowledge the multifaceted nature of human learning motivation. Through systematic analysis of major theoretical contributions spanning over a century of psychological and educational research, we document the paradigmatic shift from mechanistic external control mechanisms rooted in stimulus-response conditioning to nuanced understanding of intrinsic motivation, self-determination, and the complex interplay of contextual, cultural, and individual factors that influence student engagement and learning outcomes.The review synthesizes pivotal insights from four major theoretical paradigms: behaviorist approaches emphasizing environmental contingencies and reinforcement schedules; cognitive perspectives focusing on attribution processes, expectancy-value relationships, and goal orientations; humanistic frameworks highlighting human agency, self-actualization, and holistic development; and social cognitive theories examining self-efficacy, observational learning, and reciprocal determinism. Each theoretical tradition is examined not only for its foundational contributions but also for its practical applications in contemporary educational settings, limitations, and influence on subsequent theoretical developments.Special attention is given to contemporary integrative approaches that synthesize insights from multiple paradigms, including Self-Determination Theory's emphasis on basic psychological needs, Flow Theory's focus on optimal experience, and engagement theory's multidimensional conceptualization of student involvement. The analysis extends beyond theoretical exposition to examine critical issues of cultural validity, socioeconomic considerations, and the challenges of translating research findings into effective educational practice.The article concludes by identifying promising directions for future research, including the integration of neuroscientific findings with psychological theories, the development of culturally responsive motivational frameworks, and the exploration of motivation in emerging educational contexts such as digital learning environments and global collaborative projects. This comprehensive review serves as both a historical record of theoretical development and a foundation for future advances in understanding and supporting student motivation across diverse educational contexts.                                                   

       M-Learning is an important instrument in the new Higher Educational Environment in the digital age which creates student-centred learning and educational practice, offering new more flexible learning methods. It enables connections and collaborations between individual participants and through their role as always-on, always-available, flexible personal communication devices. As mobile learning is becoming increasingly popular among adolescent students, it is important to understand how this mode of learning affects their academic performance. The aim of this research is to find out the academic performance of adolescent students having M-learning habits in relation to their intelligence. A sample of 200 adolescent students (100 boys and 100 girls) of +1 and +2 class studying in different schools affiliated to PSEB & CBSE, Amritsar was involved in the present study. Academic scores of final examinations were used for measuring academic performance.   Group Test of Intelligence by Dr. G.C. Ahuja (2005) was used to measure intelligence. The findings suggest that (1) More than sixty percent adolescent students exhibit M-Learning Habits.(2) Significant difference exists in the Academic Performance and Intelligence of Adolescent Students having M-Learning Habits.

This conceptual study examines the pivotal role of experiential learning in transforming and enhancing teacher education programs to better prepare educators for the complexities of contemporary classrooms. Drawing from Dewey's foundational work on experiential education and Kolb's experiential learning cycle, this analysis explores how hands-on, reflective learning experiences can bridge the persistent theory-practice gap that has long challenged teacher preparation programs. The study synthesizes theoretical frameworks from experiential learning, adult learning theory, and teacher development research to propose a comprehensive model for integrating experiential approaches throughout teacher education curricula. Through systematic examination of current literature and best practices, this conceptual analysis identifies key components of effective experiential learning in teacher education, including authentic classroom experiences, reflective practice protocols, mentorship structures, and community partnerships. The study addresses critical issues such as the development of pedagogical content knowledge, enhancement of reflective thinking skills, cultivation of professional identity, and preparation for diverse learning environments. Furthermore, it explores innovative applications of experiential learning through technology-enhanced simulations, international teaching experiences, and collaborative inquiry projects. The analysis reveals that experiential learning approaches not only improve pre-service teachers' practical skills and confidence but also foster deeper understanding of educational theory through contextual application. However, implementation challenges including resource constraints, quality control issues, and institutional resistance are critically examined. The study concludes by proposing a framework for systematic integration of experiential learning components that addresses these challenges while maximizing the transformative potential of hands-on learning experiences in teacher education.

This study presents a comprehensive profile of Old Rajendra Nagar (ORN), an urban neighbourhood in Central Delhi that has undergone a dramatic transformation from a planned post-Partition residential colony into a nationally recognized hub for competitive examination preparation. Drawing on census data, historical records, geospatial estimates, and secondary sources, the paper traces ORN’s evolution from its origins as a middle-class settlement in the late 1940s to its current identity as a dense, coaching-led micro-city. The analysis covers demographic patterns, land use changes, economic structures, accessibility, infrastructure, and social dynamics, highlighting how the influx of aspirants has shaped local livelihoods, real estate, and governance. Comparative insights with Mukherjee Nagar, Noida, and Gurgaon illustrate distinct trajectories of urban specialization across the Delhi metropolitan region. The study also identifies risks related to infrastructure strain, mental health, safety, and economic overdependence on the coaching sector. Looking ahead to 2035, the paper outlines potential futures ranging from regulated consolidation as an educational hub to unsustainable ghettoization. Ultimately, ORN exemplifies the adaptive but fragile nature of Delhi’s neighbourhoods, where ambition, migration, and urban pressures intersect to reshape the city’s social and spatial fabric.

Higher education institutions strive for a balance between academic autonomy and accountability. Autonomy empowers faculty to design curriculum and pedagogy, fostering innovation and intellectual freedom. Accountability ensures quality education and justifies public funding. Academic autonomy and accountability are pivotal elements in the landscape of higher education, shaping the quality and integrity of educational institutions. This research review paper examines the perceptions of teachers and students regarding academic autonomy and accountability. By analyzing various studies and theoretical perspectives, this review aims to provide a comprehensive understanding of how these concepts are viewed and implemented in higher education settings. Key themes include the balance between autonomy and accountability, the impact on teaching and learning, and the challenges faced by educators and students.

This study examined the effects of portions of the Dimensions of Learning Model as outlined by Marzano in mathematics achievement, innovative thinking, and attitude toward mathematics among eighth-grade students. Using quasi experimental pretest posttest control group research design, 120 students were chosen by using stratified random sampling among government-aided schools in Jharkhand. Over 12 weeks, the experimental group got mathematics instruction according to the model of Marzano and the traditional group got it respectively. The results were measured by the help of standardized forms: a Mathematics Achievement Test, Creative Thinking Test, and Attitude Towards Mathematics Scale. The IBM SPSS v28 statistical package was used to test the difference between groups descriptively, with a paired- and independent t-test, ANCOVA, Pearson correlation, and Cohen effect size. The results showed that there was a significant growth on the achievement scores in the experimental group (p < .001, d = 1.75) and the enhancement of creative thinking and more positive attitudes. The ANCOVA showed a significant finding that there were differences in the means of the posttest creative thinking scores (p = .001) and a positive correlation was reported between creativity and the math performance. The results justify cognitive, metacognitive and affective domains in instructional methods of learning mathematics.

Resolving conflict through non-violence, as envisioned by Mahatma Gandhi, represents a transformative approach to human interactions and societal disputes. The Gandhian model emphasizes ahimsa (non-violence) and satyagraha (truth-force) as central principles, advocating that enduring resolution arises not from coercion or aggression but from moral persuasion, empathy, and dialogue. Gandhi’s method involves understanding the underlying causes of conflict, fostering mutual respect, and promoting reconciliation through ethical conduct and self-discipline. This approach is multi-dimensional, encompassing personal, social, and political spheres, and highlights the importance of spiritual integrity, non-retaliation, and constructive engagement. By prioritizing moral authority over physical power, the Gandhian model offers a sustainable framework for addressing interpersonal disputes, community tensions, and even international conflicts. The study of this model provides insights into how ethical leadership and non-violent strategies can contribute to lasting peace in a world increasingly beset by violence and mistrust.

When India gained independence, policymakers devoted considerable attention to reforming Indian teacher education, leading to the establishment of numerous committees and commissions. These commissions and committees had a significant effect on teacher training programmes, and they also influenced teacher training policies. A review of the impact of post-independence commission recommendations on teacher education in India reveals a complex interplay of development and persisting gaps. Analysis of various commissions and committees reflects that in India, teacher education has evolved due to the sincere work of educationists. Integration of teacher training and teacher education programs leads to various new and innovative practices. The modern reforms under NEP 2020 usher in new hope by envisioning a comprehensive transformation in teacher education. All commissions—whether the Radhakrishnan Commission, the Kothari Commission, the National Commission on Teachers, or more recent documents such as NCFTE (2009) and NEP (2020)—have made their contributions in crafting an integrated vision for developing professional, reflective, and socially committed teachers. This paper sheds light on the recommendations regarding teacher education from major education commissions released in India after independence.

School climate refers to the quality and atmosphere of life that the school provides to all the stakeholders. A school is expected to provide conducive physical, intellectual, emotional, and social environment to children for their holistic development. School climate helps in providing a nurturing environment for the development of students’ scholastic achievements, and psychological wellbeing, which shapes their future life.  Job satisfaction is the level of happiness employees feel with their job. It is a positive emotive response one experiences while doing the assigned job. It is a multifaceted construct comprising workers' contentment with their job, happiness they derive from spending their time, energy and skills at work.

The study tried to study the relationship between school climate (SC) and job satisfaction (JS), teachers’ perception about SC and JS, and compare the difference on perceptions of SC and Ss across different demographic variables. It is a descriptive study with a sample size of 50 teachers in Mumbai area. The tools for the SC and JS were constructed and validated by the researcher. The data was collected online as well as offline.  It was observed that SC and JS showed positive significant correlation.  The teachers in Mumbai perceived SC and JS to be high, and the parameters of SC and JS to be equally important. The categories of Age and Gender did not differ in the perception of SC and JS. Teachers with higher qualifications, teaching higher level classes, and having more than 10 years of teaching experience have significantly higher scores on SC. Teachers with higher qualifications, and teaching higher level classes, have significantly higher scores on JS. Hence the school management has to maintain the school climate more open, democratic and free from other intervening things. When the teachers derive job satisfaction, it will reflect on schools’ overall performance as well.

Teaching competency plays a crucial role in shaping the quality of future educators, particularly in the field of commerce education where practical knowledge and pedagogical skills must go hand in hand. This study focuses on examining the teaching competency of prospective teachers in commerce subject, highlighting the essential domains such as subject mastery, classroom management, communication skills, lesson planning, use of teaching aids, and evaluation techniques. The research emphasizes the importance of teacher preparation programs in equipping prospective commerce teachers with both theoretical knowledge and practical teaching strategies to meet the demands of the modern educational environment. By assessing their competencies, the study aims to identify strengths and areas requiring improvement, thereby contributing to the professional growth of future teachers. Descriptive survey method was adopted and a sample of 200 teachers drawn from Prospective Teachers was selected following the random sampling technique. The investigator used a Teaching Competency Scale (TCS) developed by B.K. Passi & Lalitha (1994) constructed and validated for collecting details of Prospective Teachers. The findings revealed that there are positive responses in between the different levels (Very Poor, Poor, Good and Excellent) of prospective teachers in commerce subject with respect to their teaching competency for total sample. The formulated hypotheses and objectives were tested using appropriate statistical technique ’t’ test and F Value (ANOVA).

The environmental issues as we understand today was not the same at the period of Gandhi, his thoughts and ideas on development, gram swaraj, non-violence, self-reliant, Sarvodaya (welfare of all) and Antodaya (upliftment of the weakest) etc. disclose his environmental perspective. Gandhi’s thoughts inspired diverse streams of environmental philosophy, emphasizing harmony with nature, responsible resource use, and community-centric sustainability. This paper is an attempt to examine the theoretical aspect of Gandhian environmentalism and primarily examine Gandhi’s ashrams functioned as experiments in living simply, minimizing waste, conserving resources, and fostering collective responsibility for the environment. The paper seeks to present an analysis of case studies around the environmental movement, through a Gandhian lens. It argues that Gandhi’s environmental perspective remains relevant in contemporary times.

The current study examined the relationship between servant leadership, implicit attitudes, and stereotypes among employees and their quality of life and mental health. 300 workers (150 from the public and 150 from the private sectors; 150 men and 150 women) participated in the correlational design. Implicit attitudes, social stereotypes, , servant leadership aspects, mental health (Mental Health Inventory), and quality of life (WHOQOL-BREF) were all evaluated using validated instruments. A total of 69.5% of the variance in quality of life was explained by servant leadership traits, according to regression studies, with authenticity (β =.271) and empowerment (β =.305) showing up as the strongest predictors. Additionally, 17.1% of the variance in mental health was predicted by servant leadership (empowering β =.151; standing back β =.312). Both quality of life (R2 =.276, β =.525, p <.001) and mental health (R2 =.086, β =.293, p <.001) were significantly predicted by the implicit attitude "surname" dimension. Negative stereotypes added a smaller negative influence on mental health (β = −.084), but positive stereotypes predicted 63.4% of mental health (β =.775, p <.001) and 22.5% of quality of life (β =.474, p <.001). These results demonstrate the significance of leadership style, equity, and bias reduction in organisational interventions by showing a robust correlation between improved employee well-being and positive implicit attitudes, positive in-group stereotypes, and servant leadership behaviours.

EI would help improve the mental health and well-being of an individual by affecting the emotions, effecting emotion regulation, and making social relationships better. This study used the Trait Emotional Intelligence Questionnaire (TEIQue) to explore the roles of understanding and adaptability toward emotional intelligence. The results indicated that understanding was the strongest predictor of cognitive thinking (B = 0.572, p <0.001), depending on adaptability (B = 0.198, p = 0.039), and both add to the model (R² = 4.8%). Further correlational analyses revealed a positive relationship between cognitive, emotional and adaptive skills, reinforcing their interaction with cognitive functions. These results necessitate the development of cognitive skills since they are very important to improve cognitive and executive functions which will ultimately help improve health and social well-being. Policy recommendations in this area include mindfulness training for educational curricula, workplaces, and mental health service delivery agencies as having great prospect in creating understanding and cohesion. Future research should address the psychological and culturally determined nature of cognitive thinking to create more sophisticated interventions for improving mental health.

The introduction of the National Education Policy (NEP) 2020 in India marks a transformative shift towards a more holistic, flexible, and multidisciplinary approach to education. This study investigates the early implementation of the NEP, specifically focusing on its perceived challenges and emerging opportunities concerning the academic achievement of 11th and 12th class students in the science streams of Biology and Chemistry. Key challenges identified include the initial academic adjustment to a revised, integrated curriculum, a shortage of trained faculty for new pedagogical approaches like experiential learning and critical thinking modules, and infrastructural gaps for hands-on laboratory work. However, the study also uncovers significant opportunities. This research provides valuable evidence for policymakers and educators to navigate this critical transition effectively.

The Bhoomi project is a landmark and innovative e-Governance project by the Karnataka Government, aimed at digitalization and management of land records.  This study analyses the existing issues with the development, implementation of the Bhoomi project in the transformative role of the Revenue Department in segregating land record services in an effective manner. Land record management faced many challenges such as manual record-keeping, management in good condition, inaccuracies, delays, and susceptibility to corruption. This project addresses many issues by providing services in digital format for citizens to access land records online, request Record of Rights, Tenancy, and Crops (RTC) documents, Mutation Records (MR) apply for property mutations, and check status online.

The integration of digital verification by the Geographic Information System (GIS) tools and an online grievance redressal system further strengthens the accuracy, transparency, accountability in land record officers and citizen-friendliness. The Bhoomi significantly reduced the land disputes and has improved trust in the government’s land administration practices. This study demonstrates the role of this project as a model for e-governance and highlights the potential for other states in India to replicate its success to achieve greater efficiency, accountability, and public satisfaction in land governance.

Self-help groups (SHGs) have become vital instruments for empowering marginalized communities, especially rural women, by enhancing access to finance, skills, and entrepreneurship opportunities. Beyond financial inclusion, SHGs foster self-reliance, leadership, and decision-making within households and communities. In the Bodoland Territorial Region (BTR) of Assam, an area marked by economic underdevelopment and gender inequality, SHGs play a pivotal role in enabling women to overcome barriers related to credit access, education, and market participation.

This paper examines the contribution of SHGs to women’s entrepreneurship in the BTR through a comprehensive review of existing studies. It highlights how SHG participation enhances women’s financial independence, entrepreneurial competence, and social mobility while simultaneously reshaping gender norms. However, despite measurable progress, several structural barriers persist, including inadequate infrastructure, limited market linkages, and entrenched sociocultural constraints that restrict the long-term sustainability of SHG-led enterprises.

The study emphasizes that strengthening institutional support, capacity building, and market integration is essential to amplify the impact of SHGs on women’s economic empowerment. It concludes that while SHGs have significantly advanced women’s entrepreneurship in the BTR, strategic policy interventions and sustained support systems are critical for realizing their full transformative potential in regional economic development.

The study aimed to assess the extent to which Occupational Self?Efficacy (OSE) can predict Organizational Commitment (OC) among teacher educators in the Murshidabad district. Fifteen teacher training institutes were chosen, and 150 teacher educators were selected via simple random sampling. The present investigation was structured around two hypotheses and to test them, two instruments were used: an Organizational Commitment Scale for Teacher Educators created by the researcher, and the Occupational Self?Efficacy Scale developed by Pethe, Chaudhiri, and Dhar (2022). A total of 150 teacher educators were chosen through simple random sampling, and data analysis involved Pearson Correlation Coefficient (PCC) and Stepwise Multiple Regression (SMR). The researcher determined a linear correlation between OC and OSE. OSE was found to be the leading variable influencing OC, with its contribution representing 3.6% of the variance (Ali, 2024).

This article examines Guido Gustavo Gozzano’s travelogue Verso la cuna del mondo: Lettere dall’ India (1917) [Towards the Cradle of the World: Letters from India], a series of reflections on India written during his journey to India. Unlike many European travel writers, Gozzano was neither a colonizer nor a professional ethnographer, but an Italian poet associated with the Crepuscolari movement. His observations offer a distinctive Italian perspective on British India, blending direct impressions with heavy reliance on European literary sources. The article analyzes his Eurocentric gaze, his ambivalent view of colonialism, and the tension between imagination and lived experience in his depiction of India. Ultimately, Gozzano’s travelogue exemplifies the way early twentieth-century Italian writing both reproduced Orientalist stereotypes and contributed to the literary construction of India in Europe.

Gender-based violence (GBV) remains one of the most pervasive human rights violations in the world, affecting individuals across all social strata, cultures, and geographies. It is rooted in deeply entrenched gender inequalities and manifests through physical, emotional, psychological, and economic harm. This paper explores the causes and consequences of gender-based violence while emphasising the pivotal role of empowerment in addressing and overcoming its effects. It argues that through education, economic independence, legal reform, and inclusive social awareness, individuals—particularly women and marginalised genders—can transform from victims to agents of change. This article also discusses the societal responsibilities and multi-stakeholder approaches necessary to eliminate GBV and build a more equitable world.

The Indian Knowledge System (IKS) represents one of the world’s oldest and most integrated intellectual traditions, encompassing philosophical inquiry, scientific knowledge, arts, medicine, and ethical living. Built over millennia through reflective observation, rigorous reasoned engagement, and lived praxis, IKS challenges modern Western conceptualizations of knowledge by foregrounding holistic and interdisciplinary frameworks that integrate material, spiritual, ecological, and ethical dimensions of life. This article offers a comprehensive exploration of the historical evolution of IKS, its structural components, epistemological principles, diverse domains of knowledge, pedagogical traditions, and its re-emergence in contemporary academic and policy discourses. Drawing on multidisciplinary sources—including philosophical treatises, empirical research, and recent educational policy developments—this paper argues for the continued relevance of IKS in addressing contemporary global challenges related to sustainability, education reform, and wellbeing. Finally, implications for future research, curriculum development, and cross-cultural dialogue are discussed.

The present study examines the emotional development of adolescents whose mothers are employed. Emotional development is a critical aspect of personality formation during adolescence, influencing adjustment, decision-making, relationships and mental well-being. A self-constructed Emotional Development Checklist consisting of 25 indicators across six dimensions was used. The study adopted a descriptive survey method. The findings aim to identify the level of emotional development among adolescents of working mothers and provide guidance for parents, teachers and counsellors.