The present study investigates the effectiveness of the 9E Inquiry-Based Learning Model in comparison to the traditional method of teaching science at the secondary level. The research adopts both quantitative and qualitative approaches, using an experimental design in which the traditional method served as the control group and the 9E Model as the experimental group. A sample of 150 students from diverse learning backgrounds participated in the study.

Quantitative findings indicated only a small difference in achievement scores between the two groups; however, qualitative observations revealed a clear enhancement in student engagement, curiosity, scientific attitude, and active participation among those taught through the 9E Model. The structured sequence of eliciting prior knowledge, engaging interest, exploring hands-on activities, explaining ideas, elaborating concepts, evaluating understanding, extending learning, echoing knowledge, and conducting e-search enabled students to interact more meaningfully with scientific concepts.

Although the duration of the study was limited, the results highlight the potential of the 9E Model to enrich classroom learning and foster deeper conceptual understanding. The findings align strongly with the vision of NEP 2020, which advocates for inquiry-driven and experiential learning. The study suggests that the 9E Model can be an effective pedagogical alternative to traditional teaching, especially for promoting scientific thinking and improving student involvement in science learning.

Assist Prof. Rahul Landge & Arati Sonwane. (2026). IMPACT OF INQUIRY BASED LEARNING PEDAGOGY FOR SECONDARY SCHOOL OF PUNE CITY FOR THE SUBJECT SCIENCE 6TH, 7TH & 8TH GRADE USING THE 9E MODEL. Scholarly Research Journal for Humanity Science & English Language, 14(73), 1–10. https://doi.org/10.5281/zenodo.18681074

The purpose of the study is to compare traditional methods of teaching with a new, technology-based, innovative model, known as Project-Based Learning (PBL). Comparisons are made both quantitatively and qualitatively. The study is experimental with a control group taught in a traditional way and an experimental group taught with the help of the PBL model, with an achievement test. The sample collected was purposive, and the sample size was 40. Students being homogeneous class with an inclusion of both boys and girls. Quantitatively, there was a significant difference in the measure of central tendencies between traditional teaching and the PBL model. Qualitative observations highlight that the PBL model had an impact on achievement test, but it was not limited to it; the PBL model inculcated a scientific attitude, curiosity, and it turned out to be quite enjoyable for students. The study does show a significant difference in achievement test quantitatively, and might be helpful in language classes with students with a diverse spectrum of intelligence. In future, the prospect of using this model for significant improvement of students might show significant improvement if the model is run for a longer period.

Assist Prof. Rahul Landge & Rui Sukthanker. (2026). EFFECTIVENESS OF THE PROJECT-BASED LEARNING MODEL ON TEACHING-LEARNING OF ENGLISH. Scholarly Research Journal for Humanity Science & English Language, 14(73), 11–20. https://doi.org/10.5281/zenodo.18681292

This research synthesizes secondary data (2017–2025) to evaluate the adoption and impact of digital tools—UPI, fintech apps, ERP, and cloud accounting—on financial management in Indian MSMEs. Trends show 50–60% adoption of digital payments, yielding 15–20% cost reductions and 25–30% efficiency gains, with urban sectors leading. The paper discusses regional disparities, owner education as an enabler, and challenges like cybersecurity and rural access gaps. Findings suggest that digital integration enhances budgeting, credit access, and profitability, while policy subsidies and literacy programs are needed to bridge divides and maximize benefits for MSME competitiveness.

Ms. Ruchi Bhakta & Dr. Harish Purohit. (2026). DIGITAL TOOLS IN MSME FINANCIAL MANAGEMENT: A SECONDARY DATA REVIEW. Scholarly Research Journal for Humanity Science & English Language, 14(73), 21–24. https://doi.org/10.5281/zenodo.18681493

The article examines representations of cognitive difference in the fiction of Kiran Desai and Douglas Coupland through the critical framework of neurodiversity, foregrounding the relational and institutional production of non-normative minds. Moving beyond diagnostic or metaphorical readings of eccentricity, the article argues that both authors expose how cognitive divergence is shaped, managed, and constrained by social systems rather than by neurology alone. In Hullabaloo in the Guava Orchard and The Inheritance of Loss, Desai situates cognitive withdrawal and affective fragmentation within postcolonial communities where difference is interpreted through cultural myth, moral judgment, and symbolic containment. Her narratives reveal how communal meaning making transforms divergence into spectacle, thereby obscuring the lived interiority of atypical subjects. Coupland’s Microserfs, relocates cognitive difference within technocapitalist environments, where traits associated with neurodivergence, hyperfocus, abstraction, and social detachment are selectively valorised for productivity while emotional vulnerability and dependency are rendered invisible. Drawing on disability studies theorists such as Lennard J. Davis, Rosemarie Garland-Thomson and Tobin Siebers, as well as Foucault’s critique of normalcy, the article demonstrates how both writers challenge the ideological regimes that equate value with coherence, autonomy, and efficiency. The analysis emphasises narrative form, fragmentation and stylistic opacity as a crucial site where neurodiversity is not merely represented but enacted. By retaining the irreducibility of difference, their fiction invites a rethinking of normalcy, care, and literary responsibility.

Naveeta Negi & Prof. Nutan Agarwal. (2026). THE TROUBLE WITH 'BEING' OTHERWISE: COGNITIVE DIFFERENCE AND THE ETHICS OF NORMALCY IN THE CONTEMPORARY FICTION OF KIRAN DESAI AND DOUGLAS COUPLAND. Scholarly Research Journal for Humanity Science & English Language, 14(73), 25–30. https://doi.org/10.5281/zenodo.18696550

The use of Artificial Intelligence (AI) in teacher training has become a big change in how teachers are educated today and also how teachers develop professionally, how they teach, and how student learning is assessed. AI-powered tools help create personalized learning experiences, offer smart tutoring support, provide feedback based on data, and create realistic teaching scenarios, all of which make teacher education more effective. AI becomes more common, there are important ethical issues to consider, such as protecting personal data, avoiding unfair biases in algorithms, ensuring transparency, holding systems accountable, and not becoming too dependent on technology. In this paper, the researcher looks at the future of AI in teacher training and carefully examines the ethical issues involved.  AI can help improve teaching skills and student success; its use must follow ethical rules to make sure that teacher training remains fair, uses human judgment, and maintains professional standards. Through this research paper, the researcher examines the prospects and ethical challenges associated with the use of AI in teacher training programs.

Vilas Ugale, Dr. Madhuri Yadav & Dr. Gayatri Choukade. (2026). ARTIFICIAL INTELLIGENCE IN TEACHER TRAINING: PROSPECTS AND ETHICAL CONCERNS. Scholarly Research Journal for Humanity Science & English Language, 14(73), 31–36. https://doi.org/10.5281/zenodo.18696616

Rajesh Kumar & Prof. Sudhir Kumar Verma. (2026). RASHTIY SHIKSHA NITI 2020 KE SANDARBH ME SEMESTAR PARIKSHA PRANALI KE PRATI STANAK CHATRON KI ABHIVRUTTI: EK VAICHARIK ADHYAYAN EANV SAHITYA SAMIKSHA. Scholarly Research Journal for Humanity Science & English Language, 14(73), 37–43. https://doi.org/10.5281/zenodo.18696640

 Emotional literacy is the ability to understand, express and regulate emotions in social contexts. It emphasizes the ability to communicate with certain feeling words in interpersonal relationships. It stands as a bridge between the thoughts and emotions of school stakeholders, contributing to more effective learning, safer schools, and a democratic climate (O?Hara, 2011). It is possible to teach emotions academically, even to make them a part of the curriculum (Antidote, 2003); however, it is essential to also see emotional literacy as a vital skill through the values of the school and the behaviors of teachers. Therefore, it is valuable to evaluate the emotions of teachers in the school environment. The objective of the current research is to find out the emotional literacy of secondary school teachers.In this study, a sample of  100 secondary school teachers from Guntut district in Andhra Pradesh were investigated using a descriptive survey research technique. For the purpose of this study, a standardized tool will be used. Emotional Literacy Skills Scale (ELSS) developed by Melek Alemdar, Hüseyin An?lan (2020). This investigation proposes to determine level of emotional literacy of secondary school   teachers and to classify them. To study the effect of the following variables on the emotional literacy of secondary school teachers like gender, locality, school status, teaching experience and marital status.

Dr. M. Salomi & K. Venkata Padmavathy. (2026). A STUDY ON EMOTIONAL LITERACY AMONG SECONDARY SCHOOL TEACHERS IN GUNTUR DISTRICT. Scholarly Research Journal for Humanity Science & English Language, 14(73), 44–51. https://doi.org/10.5281/zenodo.18696672

The purpose of the paper is to examine Promotion Policy and its effect on the performance of employees in Delhi NCR Region consisting Gurugram, Faridabad and Delhi. A descriptive survey design was used and a stratified random sample of 400 employees drawn from public and private sectors were surveyed. The data were gathered using two validated and reliable structured questionnaires. Both descriptive and inference based statistics (regression analysis) were used to check the relationship of promotion policy with employee’s job performance. The results demonstrate a significantly positive statistical relationship between Promotion policy and employee performance. The promotion policy was a significant predictor, (Beta = 0.796, p < 0.001), and the regression model accounted for 63.4% of employee performance variance. From these findings, it is evident that transparent, merit-based and participative promotion systems have a positive impact on the motivation, productivity and organisational efficiency of employees. The study adds to the literature in human resources management by showing that strategic promotion practices influence enhancement of performance. It concludes with suggestions for policy makers, HR managers and organisational leaders on how to improve promotion systems in order to promote a high performing and committed workforce.

Dr. Varsha Goyal & Sonia. (2026). THE EFFECT OF PROMOTION POLICY ON EMPLOYEE PERFORMANCE. Scholarly Research Journal for Humanity Science & English Language, 14(73), 52–60. https://doi.org/10.5281/zenodo.18504735

The relationship between India and Pakistan, characterized by its intricate historical, political, and cultural interplay, remains one of the most analyzed and challenging bilateral dynamics in international relations. Born from a shared heritage but divided by the tumultuous events of 1947, the two nations have since navigated a path fraught with mutual suspicion, intermittent conflict, and periodic overtures of peace. This manuscript, "Building Trust, Nurturing Peace," delves into the pivotal role of Confidence Building Measures (CBMs) in the Indo-Pak matrix. Through a comprehensive examination of historical engagements, current applications, and future prospects, it underscores how CBMs have served as tools to mitigate immediate tensions, foster understanding, and cultivate an atmosphere conducive to dialogue. Drawing upon a mix of qualitative analysis, case studies, and expert interviews, the manuscript offers insights into the successes, challenges, and transformative potential of CBMs. In doing so, it presents a roadmap to nurture an environment where mutual trust and collaboration eclipse decades of mistrust, ushering in a new era of peace and cooperation in South Asia.

Namrata Sharma. (2026). THE ROLE OF CONFIDENCE BUILDING MEASURES (CBMS) IN MANAGING CONFLICT BETWEEN INDIA AND PAKISTAN: TERRORISM A STUMBLING BLOCK. Scholarly Research Journal for Humanity Science & English Language, 14(73), 61–72. https://doi.org/10.5281/zenodo.18696820

India's ambitious vision of achieving "Viksit Bharat" (Developed India) by 2047 demands a robust financial system capable of sustaining 8-10% annual GDP growth while ensuring inclusive development. This article examines the structural transformation of India's financial architecture—from RBI's inflation-targeting mandate to digital payment ecosystems—and evaluates monetary policy's pivotal role in capital allocation, risk absorption, and productive investment mobilization.

The Reserve Bank of India's flexible inflation targeting framework (4% ±2%) has successfully anchored expectations while navigating global shocks, maintaining real rates conducive to investment. Complementary reforms in banking sector capitalization (PSB recapitalization exceeding ?3.2 lakh crore), NBFC regulation strengthening post-IL&FS, and UPI's unprecedented scale (18.4 billion transactions monthly) have positioned India as a global fintech leader. However, challenges persist: NPAs remain above 5% in MSME portfolios, household debt-to-GDP at 40.1% signals consumption risks, and climate transition financing gaps exceed $2.5 trillion by 2030. Monetary policy must evolve beyond CPI targeting toward a "growth-inclusive" framework incorporating employment, green finance, and digital inclusion metrics. Strategic rate corridors, forward guidance, and macroprudential tools can optimize transmission while preempting asset bubbles. The article proposes a Financial Stability-Productivity Index for RBI policy calibration and advocates MSME credit guarantees scaled to ?10 lakh crore alongside green bond frameworks. Achieving Viksit Bharat requires financial deepening (credit-to-GDP from 57% to 100%+), institutional maturity, and monetary credibility—2026 marks the inflection point where ambition meets execution capability.

Dr. Divya H. L. (2026). ARCHITECTING FINANCIAL RESILIENCE: GOVERNMENT OF INDIA MONETARY POLICY FRAMEWORK FOR VIKSIT BHARAT GOAL. Scholarly Research Journal for Humanity Science & English Language, 14(73), 73–80. https://doi.org/10.5281/zenodo.18494492

Studies on English language learning in the Kalyan Karnataka region show that while secondary students generally maintain a positive attitude and recognize English as crucial for future employment, they face significant competence challenges due to limited exposure and traditional teaching methods. Problems include poor grammar, low confidence, and lack of reading materials.

Students generally show a positive attitude toward learning English, acknowledging its importance for career advancement, though motivation levels can differ by gender and school locality. Students face significant challenges, often failing to achieve mastery even after several years of schooling. Common issues include limited vocabulary, poor pronunciation, and weak grammatical competence. The region faces specific issues, including limited access to English language resources (magazines, newspapers) and a need for better-trained English teachers. Educators recommend increasing exposure to English, encouraging reading, and implementing specialized training to build student confidence and competence. Attitude,, motivation, and teaching methods are critical predictors of success for secondary students in this region. Knowledge of English is fundamental in the event that one needs to come up throughout everyday life. This is all the more so, taking into account how the propelled nations have opened their entryways for enlisting qualified individuals from the underdeveloped nations. Just the individuals who have an order over the English language other than intensive information on the specialized subject are given occupations.

English is now considered as global language, and with every single day its users are increasing numerously. The paper aims to investigate the students’ attitudes towards English language focusing on a case of Kalyana-Karnataka students in Karnataka.

Kouser Nazima & Dr. U.K. Kulkarni. (2026). A STUDY OF LANGUAGE COMPETENCY, PROBLEMS AND ATTITUDES TOWARDS LEARNING ENGLISH AS SECOND LANGUAGE AMONG SECONDARY SCHOOL STUDENTS OF KALYAN KARNATAKA REGION. Scholarly Research Journal for Humanity Science & English Language, 14(73), 81–91. https://doi.org/10.5281/zenodo.18696854Kouser Nazima & Dr. U.K. Kulkarni. (2026). A STUDY OF LANGUAGE COMPETENCY, PROBLEMS AND ATTITUDES TOWARDS LEARNING ENGLISH AS SECOND LANGUAGE AMONG SECONDARY SCHOOL STUDENTS OF KALYAN KARNATAKA REGION. Scholarly Research Journal for Humanity Science & English Language, 14(73), 81–91. https://doi.org/10.5281/zenodo.18696854

Dr. Satyendra Singh. (2026). PANDIT DIN DAYAL UPADHYAY EANV EAKATMAVAD KI AVADHARANA. Scholarly Research Journal for Humanity Science & English Language, 14(73), 92–96. https://doi.org/10.5281/zenodo.18696905

Dr. Bhausaheb Sopan Andhale. (2026). IYATTA AATHAVICHYA VIDYARTHYANA MARATHI VISHAYATIL NIBANDH LEKHAN KARATANA YENARYA ADACHANIVARIL UPKRAMACHYA PARINAMKARAKTECHA ABHYAS. Scholarly Research Journal for Humanity Science & English Language, 14(73), 97–113. https://doi.org/10.5281/zenodo.18696931

The research paper is a systematic exploration of how the Indian higher education sector has been implementing the digital agenda of the 2020 National Education Policy (NEP-2020). It achieves this through the examination of the readiness of the institutions to information and communications technology (ICT) and the digital learning experiences of the student teachers and research scholars in the government, private and the university-deemed contexts. Using a thoroughly tested Likert -scale questionnaire, which involves dimensions of infrastructure, pedagogical engagement dimension, barriers dimension and policy awareness dimension, the data show a significantly low degree of implementation. The results are defined by acute lack of infrastructural support, lack of exposure to digital tools by students, and a large disparity between knowledge of policy provisions and practice achieved despite moderate awareness of what the policy is all about. As the analysis confirms, there are foundational failures, which hinder the operationalisation of NEP2020 platforms like SWAYAM and DIKSHA. Consistent sabotage of infrastructure will limit pedagogical innovation and widen the institutional inequalities. The findings indicate some universal constraints such as untrustworthy internet connectivity, insufficient faculty training, and lack of device access, which compromise the policy implementation in different settings of higher education. Connection audits and the construction of supporting infrastructure should be given priority by the institution in the short run before investing in the training programmes. It is suggested that policymakers should come up with structures of implementation that go beyond the development of platforms. The study provides an empirical prerequisite that records the displacement between NEP 2020 idealism and the fact on the ground thus offering evidences that are critical towards repositioning digital education policy into a practical realm to quantify.

Dr. Neetu Sharma & Ms. Bhavna. (2026). OPERATIONALIZING NEP 2020'S DIGITAL AGENDA WITHIN INDIAN UNIVERSITIES: A DUAL-LENS ANALYSIS OF ICT READINESS AND STUDENT DIGITAL LEARNING EXPERIENCES. Scholarly Research Journal for Humanity Science & English Language, 14(73), 114–124. https://doi.org/10.5281/zenodo.18504608

This paper critically evaluates the legal frameworks governing digital wallets, with a specific focus on consumer protection against fraud and data breaches in India, and compares them with the United Kingdom’s regulatory regime. It argues that while India has taken legislative strides- most notably through the Digital Personal Data Protection Act, 2023- its approach remains fragmented, reactive, and deficient in enforceability and redressal mechanisms. In contrast, the UK offers a coherent and proactive model rooted in the Payment Services Regulations 2017 and the Data Protection Act 2018, supported by robust institutional oversight. Employing doctrinal and comparative methodologies, this study underscores the imperative for India to align with global best practices by instituting clear liability standards, timely breach notifications, and efficient consumer remedies. The analysis affirms that effective legal architecture is not merely regulatory but foundational to securing trust, accountability, and resilience in the digital payments ecosystem.

Dr Sunaina & Tushar Kaushal. (2026). LEGAL FRAMEWORKS FOR DIGITAL WALLETS: A COMPARATIVE STUDY OF CONSUMER PROTECTION IN INDIA AND THE UNITED KINGDOM. Scholarly Research Journal for Humanity Science & English Language, 14(73), 125–145. https://doi.org/10.5281/zenodo.18696952

Vaggu SriKanth. (2026). THE PERENNIAL PHILOSOPHY OF YOGA. Scholarly Research Journal for Humanity Science & English Language, 14(73), 146–152. https://doi.org/10.5281/zenodo.18697027

  Equity and inclusion are the primary thrust of NEP-2020— inclusive and equitable education. Inclusive education is the process of integrating individuals with disabilities into a regular classroom, reflecting the world’s commitment to equal educational opportunities as outlined in the UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students with disabilities. This paper examines the importance of including learners with impairments in mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators, and students. Several barriers hinder its implementation, including a lack of professional development for teachers, insufficient learning facilities, difficulties in forming relationships between classmates, inadequate parent participation, and the absence of legislation and policies that align with its practice. NEP 2020 focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article emphasizes the importance of awareness about how children with impairments can be integrated into conventional classrooms and the benefits that inclusive education offers to both Differently Abled and non-impaired students. In conclusion, this paper emphasizes that the commitment to inclusive education is an integral and important part of the design of the NCFSE 2023 (National Curriculum Framework for School Education 2023). Schools must ensure that every student gets a full opportunity and access to learn and experience a sense of belonging. To ensure this, schools and the overall education system must take many actions. The curriculum must be truly equitable and inclusive in practice for all students. It is also crucial to achieving an inclusive and equitable society, where every citizen has the opportunity to dream, learn, thrive, and contribute. NEP 2020 aims to create an education system where all of India’s children get equal opportunity to learn and excel, regardless of the circumstances of birth or background.

Dr. Lalit Kumar. (2026). INCLUSION IN SCHOOL EDUCATION: INSIGHTS FROM NCERT'S NATIONAL CURRICULUM FRAMEWORK FOR SCHOOL EDUCATION 2023. Scholarly Research Journal for Humanity Science & English Language, 14(73), 153–162. https://doi.org/10.5281/zenodo.18697051

This paper analyzes the Uniform Civil Code (UCC) enacted by Uttarakhand (Uniform Civil Code of Uttarakhand, 2024) and its entanglement with gender equality discourse. Using doctrinal-analytical methods and critical discourse analysis of legal text, policy explainers, and civil-liberties commentary, the study maps the UCC’s gender-justice claims across marriage, divorce, succession, and the statute’s novel regime for registration of live-in relationships. The paper argues that the Uttarakhand UCC institutionalizes several genders-equality enabling rules—especially by standardizing marriage conditions and divorce grounds, recognizing maintenance-like safeguards in live-in relationships, and aiming to remove discriminatory practices embedded in religion-specific personal laws—yet simultaneously raises equality-adjacent concerns about privacy, autonomy, and potential disparate impacts of registration and penal provisions. By locating the law within constitutional commitments (Articles 14–15 equality and Article 44 directive principle) and by assessing competing narratives (women’s empowerment vs. surveillance/over-criminalization), the paper offers a balanced account of how ‘uniformity’ can both advance and complicate substantive gender equality in Uttarakhand.

Dr. Raghvendra Pratap Pundir. (2026). UNIFORM CIVIL CODE AND ITS LINKAGES WITH GENDER EQUALITY DISCOURSE IN THE STATE OF UTTARAKHAND: AN ANALYTICAL STUDY. Scholarly Research Journal for Humanity Science & English Language, 14(73), 163–169. https://doi.org/10.5281/zenodo.18697115

This paper examines Mikhail Bulgakov's semi-autobiographical text “A Country Doctor's Notebook” through the lens of Gothic literary theory, analysing how the text transforms the ostensibly rational space of medical practice into a site of existential horror, physical terror, and psychological disintegration. Bulgakov's narrative, set in the remote Russian countryside during the twilight of the Tsarist era, presents the rural hospital as a Gothic space where Enlightenment rationality confronts superstition, where the sacred duty of healing collapses into the secular hell of morphine addiction, and where the doctor himself becomes simultaneously saviour and monster, healer and addict, colonial agent and victim. Through examination of Russian topographical isolation, gruesome surgical procedures, the morphine transition, medical instruments as Gothic totems, and the doctor as internal coloniser, this study argues that Bulgakov constructs a uniquely Russian Gothic that interrogates the limits of scientific rationality, the ethics of medical power, and the fragility of the rational self when confronted with overwhelming physical and psychological extremity.

Asmita. (2026). THE GOTHIC MEDICAL SPACE IN MIKHAIL BULGAKOV'S A COUNTRY DOCTOR'S NOTEBOOK ANATOMISING TERROR: MEDICAL PRACTICE, MORPHINE ADDICTION, AND THE COLLAPSE OF ENLIGHTENMENT RATIONALITY IN REVOLUTIONARY RUSSIA. Scholarly Research Journal for Humanity Science & English Language, 14(73), 170–179. https://doi.org/10.5281/zenodo.18697174

Dr. Anil Narayan Nighot. (2026). MADHYAMIK VIDYARTHYACHE MANSIK AAROGYA SUDHARNYASATHI SHALA-ADHARIT SAMUPADESHNACHI KARYAKRAMACHI BHUMIKA: EK ABHYAS. Scholarly Research Journal for Humanity Science & English Language, 14(73), 180–186. https://doi.org/10.5281/zenodo.18697327

Dr. Anil Narayan Nighot. (2026). SAMAJATIL DIGITAL SAMPARK MADHYAMANCHA VIDYARTHYANCHYA SHIKSHANAVARIL PARINAM. Scholarly Research Journal for Humanity Science & English Language, 14(73), 187–190. https://doi.org/10.5281/zenodo.18697352

Contemporary development discourse increasingly recognises the limitations of GDP-centred evaluation. While growth in output remains central to structural transformation, it does not by itself capture sustainability, distributive depth, or long-term resilience. In India, the aspiration to achieve a Viksit Bharat has renewed emphasis on economic scale, technological capability, and global competitiveness. Yet the evaluative standards guiding this ambition are not always explicitly articulated.

This paper develops an evaluative framework for interpreting development ambition in the context of Viksit Bharat. Drawing on established debates in development economics—including the capability approach, sustainability scholarship, natural capital accounting, and critiques of conventional measurement—it argues that growth must be assessed against criteria of intergenerational equity, ecological limits, and distributive inclusion. Building on this foundation, the analysis engages value orientations present in Indian public reasoning—moderation in material pursuit, responsibility in economic conduct, collective well-being, and ecological interdependence—and interprets them as evaluative principles within an economics-led framework.

The paper advances a structured evaluative framework that integrates sustainability constraints, distributive depth, and intergenerational responsibility into the interpretation of development ambition. By situating economic expansion within explicit standards of assessment, it demonstrates how moving beyond growth metrics enhances analytical clarity in development policy. Interpreted through this framework, Viksit Bharat emerges as a project of advancement defined not only by economic scale, but by the durability of assets, institutional accountability, and inclusive opportunity.

Dr. Manisha Viraj Pimpalkhare. (2026). BEYOND GROWTH METRICS: AN EVALUATIVE FRAMEWORK FOR INTERPRETING VIKSIT BHARAT. Scholarly Research Journal for Humanity Science & English Language, 14(73), 191–200. https://doi.org/10.5281/zenodo.18697231

Taxation literacy is a specialized subset of financial literacy that empowers individuals to understand the complexities of the Income Tax Act of 1961, including various exemptions and deductions designed to reduce tax burdens. This study investigates the multifaceted outreach initiatives and communication strategies implemented by the Indian government and the Central Board of Direct Taxes (CBDT) to bridge the knowledge gap among the masses. By employing a descriptive research methodology and analysing secondary data from government websites and academic journals, the paper explores how interactive tools, such as gamification, regional language media, and digital platforms, can debunk common myths surrounding tax compliance. The research highlights significant challenges, including unintentional tax evasion and the psychological barriers associated with high professional fees and trust issues. The findings demonstrate a strong positive correlation between literacy initiatives and the national tax-to-GDP ratio, evidenced by the record-breaking tax return filings and revenue collections. Ultimately, the study concludes that simplifying technical jargon and adopting visual learning aids are crucial for fostering a transparent, ethically sound environment that supports national development goals.

Prof. (Dr.) Mridula Singhal & Ankit Verma. (2026). TAXATION LITERACY IN INDIA: A STUDY OF COMMUNICATION STRATEGIES AND OUTREACH INITIATIVES AMONG MASSES. Scholarly Research Journal for Humanity Science & English Language, 14(73), 201–213. https://doi.org/10.5281/zenodo.18697443

Deepfake technology has attracted a lot of attention lately as a quickly developing topic at the nexus of multimedia and artificial intelligence. Although deepfakes have potential uses in entertainment, education, and studies, they also provide serious risks in fields like fraud, political manipulation, and disinformation. The goal of this overview study is to present a thorough knowledge of deepfake technology by examining its ethical and legal implications as well as its technical underpinnings, especially the application of Generative Adversarial Networks (GANs). We examine current stateof-the-art detection techniques, existing datasets for deepfake research, and the associated challenges. Furthermore, the paper discusses countermeasures to mitigate the adverse effects of deepfakes and outlines future research directions. Case studies illustrate the real-world implications and societal impact of deepfakes, emphasizing the urgent need for robust solutions in this domain.

Dr. Indu Sharma & Dr. Piyush Vishwakarma. (2026). DIGITAL TRNSFORMATION WITH DEEPFAKE TECHNOLOGY: EMERGING TRENDS AND FUTURE PROSEPECTS IN SOCIAL MEDIA. Scholarly Research Journal for Humanity Science & English Language, 14(73), 214–226. https://doi.org/10.5281/zenodo.18697493

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A theoretical approach to human security shifts the focus from state-centric, military security to the individual's right to live free from "fear," "want," and "indignity". This comprehensive framework addresses diverse, transnational threats such as poverty, environmental degradation, disease, conflict, and political repression by integrating economic, social, health, and personal dimensions of security. A human security approach provides an analytical tool for understanding the root causes of insecurity and for developing prevention-oriented, people-centered strategies that foster sustainable, inclusive, and resilient societies. Is the concept of “human security”, which has been discussed and debated in international organizations and academic circles since 1994, simply “hot air”, as its critics claim? Or does it provide a suitable framework for proposing multisectoral, integrated solutions in a world that is increasingly interconnected? While there is no consensus as to the exact definition of the term, human security goes beyond traditional notions of security to focus on such issues as development and respect for human rights. To some the concept is attractive, but analytically weak since it introduces too many variables that are not necessarily linked together. To others, human security concerns should be limited to situations marked by the threat or outbreak of violence. For those who favour a broad definition (as does this author), the human security agenda provides the means to assess the root causes of conflict (whether intra-state or inter-state), to propose adequate policies for resolving crises, and to provide the means for sustainable peace-building. In so doing human security policies focus on social and economic issues as they affect the individual, arguing that security (in the narrow sense of the term) is dependent on a wide-ranging network of factors that require a comprehensive approach to be effective. The paper introduces the various documents on the subject produced by international organizations, takes up the problem of the relation between academic research and policy-making, and points to a certain number of cases in which nations or regional organizations have included human security as a foreign policy option.

Manmath Pal. (2026). UNDERSTANDING HUMAN SECURITY FROM A THEORITICAL PERSPECTIVE. Scholarly Research Journal for Humanity Science & English Language, 14(73), 233–251. https://doi.org/10.5281/zenodo.18697524

Education is the building block of any nation; it builds skills, habits, knowledge and mindset of students. A strong educational system not only nurtures competent students but also contributes to the overall progress of a nation. Along with education, health remains a major concern for every country, and safeguarding the well-being of citizens is a fundamental responsibility of the government. The outbreak of COVID-19, declared a Public Health Emergency of International concern by the World Health Organization (WHO), brought unprecedented challenges to various sectors, particularly education. The present study attempts to examine the attitude of college students towards online learning in relation to gender, type of institution (government and private), location (rural and urban), and stream (science and arts). A survey method was employed to collect data from 200 college students of Kangra District of Himachal Pradesh, using an attitude scale. The data collected through the scale was analyzed using appropriate statistical tools. The findings revealed that there is no significant difference in the attitude of college students towards online learning with respect to gender, location, and type of institution. However, a significant difference is observed in the attitude of Science and Arts stream college students towards online learning.

Dr. Anita Verma. (2026). ATTITUDE OF COLLEGE STUDENTS TOWARDS ONLINE LEARNING DURING COVID-19 PANDEMIC. Scholarly Research Journal for Humanity Science & English Language, 14(73), 252–260. https://doi.org/10.5281/zenodo.18697582

Despite several efforts for improving science education, learners at various levels, often retain intuitive yet incorrect beliefs about core scientific principles such as misconceptions related to scientific concepts in physics, chemistry, and biology. The researches highlight that misconceptions arise not because lack of information but often due to learners’ preconceived notions, experiential learning, mass media exposure, resource materials, internet, false reasoning, teachers’ and their own cognitive biases, etc. While, critical thinking helps learners move beyond rote learning by engaging them in processes that challenge their initial assumptions through evidence-based reasoning, hypothesis testing, and logical analysis.  In this regard, this paper explores that critical thinking as a pivotal tool for addressing and transforming such misconceptions into accurate scientific understanding among learners. By enhancing critical thinking among learners, teachers can make them to question, analyse, and evaluate scientific information more rigorously, which is essential for overcoming misconceptions. Furthermore, critical thinking strategies in the science classroom such as analysing arguments, inductive and deductive reasoning, promoting inquiry and problem-based learning, and reflective thinking enables learners to recognize and rectify their own misconceptions. Moreover, promoting a culture of inquiry and skepticism encourages learners to approach scientific problems with open-mindedness and resilience, enhancing their long-term cognitive adaptability. Therefore, this paper also discusses the need for science curricula and teacher training programmes to prioritize critical thinking as an integral component in combating misconceptions. Teachers equipped with critical thinking skills, can not only address immediate misunderstandings among their learners but also empower them in assimilating complex scientific concepts appropriately throughout their educational endeavours. The findings of this paper entail a shift in pedagogical strategies, emphasizing the importance of critical thinking in transforming science education from fact acquisition to concept mastery, thereby developing a generation of scientifically literate and critically engaged thinkers.

Kiranmayee Kar. (2026). MISCONCEPTIONS IN SCIENCE LEARNING VIS-À-VIS CRITICAL THINKING. Scholarly Research Journal for Humanity Science & English Language, 14(73), 261–271. https://doi.org/10.5281/zenodo.18722271

Early literacy acquisition is influenced by systematic phonics instruction and parental engagement in home-based reading practices. Despite extensive research on parental involvement, there is a paucity of standardized tools that specifically assess phonics-focused parental support at the elementary level. This study aimed to develop and validate the Parental Support for Phonic Instruction and Reading Skills Scale (PSPIRSS). An initial pool of 48 items was generated based on established theoretical frameworks and empirical evidence. Following expert review and pilot testing with 100 elementary students, item discrimination analysis using the extreme group method resulted in a refined 38-item scale. The final instrument demonstrated strong internal consistency (Cronbach’s α = 0.89), with subscale reliabilities ranging from 0.79 to 0.87. The PSPIRSS comprises five dimensions: Reading Skills, Parental Assistance in Reading, Parental Support in Phonics Practice, Home Reading Environment, and Emotional–Motivational Support. Findings indicate that the instrument is psychometrically sound and offers a reliable framework for assessing parental engagement in phonics instruction.

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The present paper envisions India as a developed, independent, and prosperous nation.  India is one of the few nations in the world that is focusing heavily on Quantum computing, green hydrogen missions, artificial intelligence, block chain and machine learning. These are all sectors that require the input of youthful brains. Many supporting policies and programs are currently in place in the nation to foster an environment where each goal is valued, where originality flourishes, and where success is determined by profound, personal fulfillment rather than by social standards. "India as the World Teacher" has great meaning, particularly in light of the country's 78-year independence. This paper examines key economic indicators that highlighted the critical areas such as inflation rates, industrial productivity, agriculture contribution to GDP, educational attainment, global scientific and technological advancements, India approach to international relations, longstanding tradition of health and wellness which collectively underscore the necessity for strategies for economic reforms and targeted social policies. The findings of the paper will also reveal of everyone’s unified effort for demonstrating the country considerable growth potential achieving its Viksit Bharat developmental goals by 2047.

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Kapil Dev & Dr. Kaushal Sharma. (2026). MADHYAMIK STAR KE VIBHINNA PRAKAR KE VIDYALAYON ME KARYARAT SHIKSHKON KI VYAVASAYIK SANTUSHTI KA TULNATMAK ADHYAYAN. Scholarly Research Journal for Humanity Science & English Language, 14(73), 290–305. https://doi.org/10.5281/zenodo.18770087

Rekha Rani & Dr. Kaushal Sharma. (2026). MADHYAMIK STAR PAR SHIKSHKO KI ABHIVRUTTI KA UNAKI SHIKSHAN PRABHAVSHILATA PAR PADANE VALE PRABHAV KAVISHLEHSANATMAK ADHYAYAN. Scholarly Research Journal for Humanity Science & English Language, 14(73), 306–318. https://doi.org/10.5281/zenodo.18770353

Persons with intellectual disability who have self-determination skills have stronger chances of being successful in making the transition to adulthood including employment and independence. Suitable employment helps a person in earning respect and dignity in family and society. Persons with Intellectual disability in particular finds it more challenging due to lack of opportunities available. The current study is conducted on 120 adults with Intellectual Disability working in various employment setting i.e., Open, Supported and Sheltered Employment settings. The  results revealed that Persons with Intellectual disability working in open employment settings have higher self determination followed by supported and sheltered employment settings. The study further reflects that male population has higher levels of self-determination than females.

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