A teacher is expected to have the knowledge of pedagogy along with the knowledge of content and ICT integration. Moreover self-efficacy and a positive attitude towards teaching also matter. The present study aims to investigate the correlation of Technological, Pedagogical and Content knowledge of B.Ed students of Kamrup (Metro) and Kamrup districts of Assam and their Self-efficacy and Teaching attitude. Simple Random Sampling Technique is used to select 560 B.Ed students as a sample. Descriptive Survey Method is employed. The tools adopted for this study are TPACK Scale developed and standardized by Prof. Hemant Lata Sharma & Ms. Leena Sharma; Self-efficacy Scale developed and standardized by Dr.Arun Kumar Singh & Dr. Shruti Narain and Teaching Attitude Scale developed and standardized by Nasrin and Komy Biswas to collect data. The findings revealed a significant correlation between TPACK and Self-efficacy of but no correlation between TPACK and Teaching attitude of B.Ed students.

The integration of Indian Knowledge Traditions (IKTs) into teacher education institutions presents both a profound opportunity and a complex challenge in contemporary India’s educational landscape. Rooted in centuries of wisdom, holistic learning, and a deep connection between knowledge, ethics, and the environment, IKTs offer a rich repository for developing culturally grounded, value-based, and sustainable education. The National Education Policy (NEP) 2020 has revitalized this discourse by emphasizing the inclusion of Indian heritage, philosophy, and traditional epistemologies in all levels of education, particularly in teacher preparation. Embedding IKTs in teacher education aims to nurture educators who are not only pedagogically competent but also culturally responsive and ethically oriented. It enables teachers to integrate local knowledge systems, indigenous pedagogies, yoga, Ayurveda, traditional arts, and environmental wisdom into classroom practices, thereby fostering a balanced synthesis of ancient wisdom and modern innovation.

Dr. B R Ambedkar’s life was a struggle for achieving human rights. He fought for the dignity of the deprived people and was also a great thinker of woman rights. Some other intellectuals before him had worked towards women empowerment but Dr. B R Ambedkar ensured that women rights were included in the constitution of India. Dr. B R Ambedkar perceived women as the victim of the unjust and rigid social system. He attacked all major religions of India for subjugating their womenfolk. He asserted that women should be provided equal opportunities of growth. He initiated various movements for the upliftment of women. He suggested measures such as education, inter-caste marriage and inter-dine as methods of removing caste and class hierarchy. He provided various legal protections in constitution to ensure that women get their due credit in the Indian society. These constitutional securities have gone a long way in ensuring women rights in modern India. The contemporary social challenges demand an in-depth investigation of his vision, rationality of his outlook and the intrinsic humanity of his ideas for practical action.

The increasing pluralism of modern workplaces has foregrounded the urgent need for tools that assess and strengthen religious inclusion. While diversity, equity, and inclusion (DEI) frameworks have expanded worldwide, faith inclusion remains an underexplored dimension, often resulting in spiritual marginalization or identity?based microaggressions in professional environments. This study introduces the Faith-Inclusivity Index (FII), a psychometrically validated instrument designed to measure faith-inclusion climates across diverse organizational settings. Using an exploratory sequential mixed-methods design consisting of expert consultations, item generation, content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), the final FII includes seven subscales capturing policy, structural, perceptual, and interpersonal dimensions of faith inclusion. A pilot study (N = 210) and full validation study (N = 510) demonstrate high reliability (Cronbach’s α = .91) and good construct validity (CFI = .94; RMSEA = .052). The study concludes that FII is a globally applicable tool offering significant utility for scholars, HR leaders, and policymakers aiming to create faith-inclusive workplaces. Recommendations for practice, implications for global DEI, and future research directions are discussed.

This research article states the importance of the forty-five Rain Retreats (Vassa) practiced by the Buddha throughout his teaching efforts for Buddha Sasana. At the first Vassa at Isipatana, the Buddha preached the first Dhammacakkappavattana Sutta, which was the set in motion the Wheel of Dhamma, and moreover, the article traces the spiritual and historical milestones of each Vassa as a manifestation of the Buddha’s great compassion and commitment to liberating beings from suffering. This research article finds out the main discourses and important events from the Buddha’s missionaries, highlighting how he skilfully used to his teachings to variety of followers and disciples, to establishing a spiritual community rooted in ethical conduct, meditative discipline, and wisdom. The last Vassa of the Buddha, at Kusin?r? is given special focus, because it was reflecting on the Buddha’s last teachings to his disciples and his peaceful Maha Parinibb?na.
Beyond historical events and records, this article offers the reflections on the Vassa as a symbol of spiritual discipline, seasonal renewal, and continuous teaching of the Buddha, moreover, it shows how the Buddha’s life, tireless work around these retreats, represents a sacred journey of Dhamma propagation and serves as a guiding model for monastic and lay practitioners alike. The Forty-Five Vassa are not merely chronological markers but embody the full spectrum of the Buddha’s spiritual mission, which starting from the first teaching of the Dhamma to the serene conclusion of his Maha Parinibbana.

In the current educational setting, the incorporation of technology has gained significant grip and presents fresh solutions to enrich the learning journey. This exploratory study delves deeply into the application of Massive Open Online Course (MOOC) focused on School Leadership and Management (SLM) utilizing a Learning Management System (LMS) for D.El.Ed. II year students of Delhi. The basic objective of this study is to explore the student’s viewpoints concerning the awareness, effectiveness, satisfaction, expectations, and challenges linked to the integration of MOOCs and LMS in their academic activities. The methodology adopted for this study is a descriptive survey, which involves the dissemination of a questionnaire to 162 D.El.Ed. trainees from different teacher training institutions under SCERT in Delhi. Through the utilization of random sampling methodologies, the study sheds light on the comprehensive perspectives of a diverse group of participants. By employing advanced techniques for quantitative data analysis, the research seeks to identify core emerging trends, and potential correlations associated with the utilization of MOOCs and LMS among D.El.Ed. II year students. The anticipated outcomes of this study will help us to know the status of MOOC integration within teacher education programs and offer valuable insights for future advancements in the adoption of educational technology. The importance of this research lies in its capacity to educate policymakers, educators, and stakeholders on the effectiveness of MOOCs and LMS in enhancing the educational journey of teacher trainees. By tackling the key research inquiries, this study contributes significantly to the ongoing conversation on utilizing technology to facilitate efficient methodologies of teaching-learning. 

This article delves into the way traditional assessment methods, mostly cognitive abilities and scholastic performance, limit what is deemed important in enhancing student growth. It advocates moving towards holistic assessment practices, embracing emotional, social, and ethical development aspects. The paper combines theories of Multiple Intelligences, Emotional Intelligence, and SEL in arguing for an assessment approach that takes a more whole sense of the scope and range of student abilities and moves in to encourage personal and intellectual growth. It looks into essential features of holistic assessment such as formative feedback, competency-based evaluations, and technology-based, continuous, personalized learning. It also identifies the roles educators, parents, and community actors can play in fostering that change, but considers also the potential obstacles facing it - the availability of resources, and traditional resistances to change. Recommendations for policymakers may include assessment policy changes that align with equity, and curricula that align with holistic goals, while teacher training investments support those practices. The bottom line of the article is that holistic assessment has a vital role in preparing students for much better service in the complex demands of today's world of education, which is substantiated with values of human development, creativity, and deeper connection with people besides tangible results within the academic context.

The creation of the Chief of Defence Staff (CDS) post was a landmark reform in India’s defence structure, ushering in an era of integrated military leadership aimed at tackling emerging security challenges. This paper critically analyses the evolution and current role of the CDS, starting from General Bipin Rawat’s pioneering tenure. It contextualizes the strategic need for expanding the CDS’s responsibilities in response to hybrid warfare, particularly post Operation Sindoor and India’s economic ascendancy. The study also highlights the growing demand for Indian-manufactured weapon systems globally and the role of the CDS in boosting defence exports. Finally, it provides recommendations for broadening the CDS's strategic and operational authority to align with India’s 21st-century defence imperatives.

The present study was carried out to explore the relationship between defense Mechanisms and Emotional Intelligence used by B,Ed. Teacher Trainees The aim of the study was to ascertain relationship between Emotional Intelligence and five categories of defense mechanisms i. e. turning against object (TAO),projection (PRO), turning against self (TAS), principalisation (PRN) and reversal (REV). The study also aimed at finding differences between the level of Emotional Intelligence and defense mechanisms of B,Ed. Teacher Trainees residing in urban and rural locations.The sample included total 500 teacher trainees out of which 260 belong to urban locale while 240 belong to rural locale selected randomly from six districts of Punjab, India. Defense mechanism Inventory by Dr. N. R. Mrinal and Dr. Uma Mrinal was used for data collection of defense mechanism, while Emotional Intelligence Scale (EIS) by Anukool Hyde, Sanjyot Pethe and Upinder Dhar  (2002) was used to collect data for their Emotional Intelligence Scores.. Data analysis revealed a significant difference in the usage of turning against object, projection and principalization defenses by rural and urban teacher trainees. No significant difference has been found in the scores of rural and urban teacher trainees with respect to their emotional intelligence scores. Study showed a significant and negative correlation (r = -0.133) between turning against object and emotional intelligence, while a significantly positive relation (r = 0.103) was obtained between principalization defenses and emotional intelligence. While with projection, turning against self and reversal defense categories, no significant correlations of emotional intelligence were found

The present study examines the level of pre-election awareness among youth regarding Panchayati Raj Institutions (PRIs) in Himachal Pradesh, with special reference to Kangra District. A descriptive research design was adopted for the study. Primary data were collected using a structured questionnaire from randomly selected youth respondents. The study focuses on youth awareness related to the structure, functions, electoral process, and voting rights of Panchayati Raj Institutions prior to election. It also analyses the influence of media exposure, political interest, and local political discussions on the level of pre-election awareness among youth. The study highlights the need for systematic and focused awareness programmes before Panchayati Raj elections to strengthen and informed youth engagement in grassroots democracy.

The Bhagavad Gita, is universally renowned as the precious jewel/ Kohinoor of ancient India’s spiritual wisdom that is timeless, classless and formless. It is revered as on zenith of all philosophical texts, that provides insights into human cognition, social reconstruction, ethics of duty, karmic philosophy, human values etc. It serves as a vital catalyst for developing well balanced, emotionally intelligent, spiritually aligned, ethically just and highly spirited teacher educators. With the official announcement and approval of the National Education Policy (NEP) 2020, by the Union Cabinet of India on July 29, 2020. The policy provides different timelines for its various recommendations, with the overall goal of a complete transformation of the education system at all levels by around year 2040 in India. It emphasizes holistic, value-based, multidisciplinary education that is based on ancient Indian knowledge system, revisiting the timeless principles of the Bhagavad Gita becomes particularly relevant in  

The present paper delves into the relevance of the Bhagavad Gita’s philosophy into teacher education programs, enhancing the spiritual, moral and physio-emotional dimensions of future teachers. The Bhagavad Gita offers a evolutionary framework for human growth and development that aligns remarkably well with the three domains of learning identified in modern educational psychology-Cognitive, Affective, and Psychomotor. Its teachings not only promote intellectual clarity but also nurture emotional maturity and disciplined Karma or action, making it deeply relevant to teacher education. It further proposes pedagogical applications based on experiential learning methodology rooted in Gita’s teachings and their alignment with modern educational practices based on “Nishkam Karma” or “Action without desire for reward.” That emerge from its core ethical teachings on altruistic deeds standing on the strong pillars of righteousness (dharma), selflessness, and spiritual wisdom.  It can be meaningfully adapted and applied at all stages of education as per school education structure (5+3+3+4 Model) of NEP 2020. This structure comprised four stages: the Foundational stage for children aged 3 to 8 years, the Preparatory stage for those aged 8 to 11 years, the Middle stage for learners aged 11 to 14 years, and the Secondary stage for adolescents aged 14 to 18 years.

The researcher has aimed to analyse Amitav Ghosh’s Jungle Nama: A Story of the Sundarban in the light of environmental resistance it faced from the Anthropocene. The capitalist’s paradigm and colonial regime have been exposed in the expounded study; which uncovers these oppressive practices which have poised challenges to the ecology. Ghosh’s re-telling the legend of Bon Bibi – Bengali origin, which focused the coexistence of the human-nature binary. Ghosh’s reimagination of myth in a form of oral storytelling in Jungle Nama: A Story of the Sundarban as a living ethical framework which foster coexistence, nature-human harmony, and moral ethical responsibility toward the natural world.

This research paper expounds Ghosh’s Jungle Nama: A Story of the Sundarban’ use of myth: Bon Bibi a goddess who protects the forest as a form of environmental resistance; challenging modern human exceptionalism, capitalist extraction and colonial ecological agency. The inherent human greed for the advancement to claim the higher-rank in life; which human seek for material possessions even at the cost of the exploitations of the nature this has been exposed in the proposed study, and the rift between human-nature is apparent. However, eventually, the unification of human-nature binary is also evident in Jungle Nama: A Story of the Sundarban.

 The researcher has explored the above-mentioned thematic concerns especially with the consideration of the cause and effect of the capitalist extraction of the natural resources from the mangroves of the Sundarbans forests, thus exposed the complicated relationship of human with nature.

India's current political affairs and foreign policy have evolved significantly under Prime Minister Narendra Modi's leadership, transitioning from non-alignment to multi-alignment amid rising global multipolarity, border tensions, and strategic partnerships. India’s political landscape has undergone significant shifts with vibrant electoral politics, expanding party coalitions, policy reforms, and socio-economic debates shaping governance and public discourse. Simultaneously, India’s foreign policy has evolved from a post-independence commitment to non-alignment toward strategic autonomy in a multi-polar world marked by targeted partnerships, global economic engagement, and security considerations. This paper assesses domestic political trends, key policy agendas, and contemporary foreign policy priorities, contextualizing these developments in economic growth imperatives, global geopolitical competition, and India’s aspirations for global leadership. By interlinking internal political transformations with external diplomatic strategies, this paper illuminates how India negotiates its national interests in an increasingly interconnected world. Key initiatives like Neighborhood First, QUAD, and self-reliance (Aatmanirbhar Bharat) balance security and economic goals.

The present research investigates how diversified instruction helps secondary-level English as a Second Language (ESL) students develop their language proficiency. It highlights the diversity of learners and argues that diversified instruction is an essential tactic for dealing with a range of readiness levels, learning styles, and cultural backgrounds. The study presents useful tactics for content, process, and product differentiation, drawing on important theories in educational psychology and second language acquisition. It also addresses implementation issues and provides suggestions for institutions and teachers. The results confirm that equitable academic performance, student engagement, and language proficiency are all improved by individualized education.

The 21st-century digital landscape demands more than mere access to technology—it requires users to possess the skills, critical thinking, and ethical understanding necessary to navigate, evaluate, and contribute to the digital world effectively. Digital literacy extends beyond technical proficiency to encompass a broad spectrum of competencies, including media literacy, online safety, and digital citizenship. This paper provides an in-depth exploration of the concept of digital literacy, emphasizing its significance in fostering inclusive societies, reducing digital divides, and enabling lifelong learning. Through a critical review of literature, real-world case studies, and analysis of implementation challenges and solutions, this paper advocates for a holistic, equity-driven approach to digital literacy development. The insights presented aim to inform policymakers, educators, and development practitioners about strategies to cultivate digital competencies across diverse populations and contexts.

The present research work is specifically undertaken to study the adjustment problems of senior secondary school students as related to their area and school environment. For this, Survey technique under descriptive method of research was adopted.  A sample of 750 senior secondary school students was selected from four district of Himachal Pradesh by employing convenient sampling technique. In the present investigation data were collected with the help of Adjustment Problems Assessment Scale by Sinha and Singh (2017) and School Environment Scale developed by the researcher. The collected data were analyzed by employing statistical technique Analysis of Variance (Two way). The findings of the study revealed that there exists no significant area-wise difference in adjustment problems of senior secondary school students.  The results also inferred that senior secondary school students having different level of school environment did not differ significantly from each other with respect to their adjustment problems. Further, there exists no significant combined influence of area and school environment with respect to adjustment problems of senior secondary school students. This showed that area and level of school environment did not taken together influenced adjustment problem of senior secondary school students significantly. The end of the paper discussion on the results and implications of the findings of the investigation has been discussed in detail.