Inclusive education is a system of Education in  which special children are included in general classroom with general students. It is the practice of educating all children, including those with disabilities, marginalized backgrounds, and special needs, in mainstream classrooms . It has emerged as a cornerstone of India's educational reform agenda. Jhansi district, situated in the Bundelkhand region of Uttar Pradesh (UP), presents a complex socio-economic landscape that directly shapes the accessibility and quality of inclusive education. This paper examines the current position of inclusive education in Jhansi district, analyzing the policy framework, ground-level implementation of schemes such as Samagra Shiksha and the Right to Education (RTE) Act 2009, the status of children with special needs (CwSN), enrollment and dropout patterns, infrastructure gaps, teacher preparedness, and the role of NGOs and community stakeholders. The paper identifies significant challenges including inadequate numbers of trained special educators, poor physical accessibility of school infrastructure, social stigma, and inadequate assessment mechanisms. The paper concludes with actionable recommendations for strengthening the inclusive education ecosystem in Jhansi.

The fast pace at which urbanisation has taken place in Indian urban centres has increased the spatial mismatch of solid waste generation and processing facilities, leading to operational inefficiencies, environmental degradation and public health risks. The study proposes an optimization framework for solid waste management (SWM) infrastructure in Pimpri Chinchwad Municipal Corporation (PCMC) which is an industrial city of Pune metropolitan region (PMR), Maharashtra, India with a projected population of 27.3 lakh and total waste generation of 1200–1300 metric tonnes per day (MT/day) in the year 2026. The study incorporates data on waste generation at ward level, population density mapping and road network analysis using Geographic Information Systems (GIS) to pinpoint the spatial hotspot of waste generation in the 32 wards of PCMC. A P-Median location-allocation problem is solved on a road network graph created from the OpenStreetMap (OSM) data to find the optimal placement of transfer stations and processing facilities to cover a given area with a minimum aggregate transportation distance. The current service delivered by three transfer stations and a single centralized landfill at Moshi was compared with the optimized outputs from the allocation, which identified significant gaps to service coverage, especially in wards along the periphery and in high-density wards. The results show that the method of allocation based on demand, with the help of GIS, significantly decreases the distances of transportation, distributes the load of infrastructure more uniformly and offers a scalable planning framework that is compatible with the goals of the Swachh Bharat Mission 2.0.

This case discusses rural people's entrepreneurial training and examines the finance-related complications trainees face after completing the training program. The RSETI (Rural Self Employment Training Institute) program has a strategy of providing entrepreneurs with short-term training and long-term support. RSETI is an initiative by the Government of India to help rural people start their businesses by providing proper training facilities for educating them and inculcating the necessary skills required for starting a business. Young people aged between 18 to 45 years are eligible to join the training program. The RSETIs have established themselves as pioneers in capturing rural youth ambitions and turning them into prosperous entrepreneurs by teaching underprivileged rural youth and giving them training about various skills which can be used to start their businesses. In order to understand the problems faced by trainees while starting their business, 15 trainees were interviewed who completed their training from RSETI. The study contributes to the extant literature of rural entrepreneurship by analyzing the financial dilemmas that are faced by trainees after completing the training program and the measures that can be taken to overcome these problems.

Folklore serves as an organic epistemological archive for indigenous and agrarian societies, chronicling existential adjustments, ecological frameworks, and cosmological models. In Odisha, a state characterized by an expansive tribal (Adivasi) demography and deeply entrenched vernacular systems, folklore has historically functioned as the primary template for community life. However, the systematic expansion of state-led institutional science education has catalyzed a complex sociocultural paradigm shift. Rather than enacting a simple trajectory of cultural erasure, scientific literacy has initiated a dialectical negotiation within the domain of Odia folk culture.

This paper investigates how modern science education intersects with Odisha’s oral traditions, domestic taboos, and supernatural mythos. Utilizing a critical cultural framework, the study demonstrates that while science dismantles paralyzing, obscurantist superstitions and subverts hazardous folk-medical monopolies, it simultaneously decodes and validates the sophisticated empirical ecology embedded within indigenous folkways. The paper concludes that the interface between science education and folklore in Odisha results not in cognitive homogenization, but in a reflexive hybridity that recontextualizes traditional wisdom for contemporary survival.

Magic realism has become one of the most powerful narrative modes of modern and postmodern fiction. It became internationally prominent through Latin American writers, especially Gabriel García Márquez, whose One Hundred Years of Solitude transformed the literary understanding of reality, history, myth, and collective memory. In Márquez’s fiction, magic realism is deeply connected with community, colonial history, political violence, oral tradition, and cultural memory. The magical is not treated as an escape from reality but as a fuller way of representing realities that conventional realism cannot express. Haruki Murakami, writing from a different cultural and historical background, reimagines magic realism in a postmodern Japanese and global context. In Murakami’s novels, magical and surreal elements are less connected with collective history and more closely linked with alienation, divided identity, trauma, consumer culture, and metaphysical uncertainty. This paper examines the movement of magic realism from Márquez to Murakami and argues that Murakami does not merely imitate the Latin American model. Instead, he transforms magic realism into a postmodern mode of representing fragmented consciousness and unstable reality. Through Márquez’s One Hundred Years of Solitude and Murakami’s Hard-Boiled Wonderland and the End of the World, Kafka on the Shore, and 1Q84, the paper shows how magic realism shifts from a communal and historical mode to an individual, psychological, and postmodern one.

Teacher education serves as the cornerstone for preparing competent and reflective professionals capable of addressing contemporary educational challenges. Reflective teaching has emerged as a significant pedagogical approach that enables teachers to critically evaluate their instructional practices and enhance professional competencies. The present study examined the effectiveness of reflective teaching practices on the professional competencies of pre-service teachers. An experimental research design involving pre-test and post-test control groups was employed. Sixty B.Ed. student teachers were selected through random sampling and assigned equally to experimental and control groups. The experimental group underwent an eight-week reflective teaching intervention comprising reflective journals, peer observations, self-assessment activities, and guided reflective discussions. Data were collected using a Professional Competency Scale developed and validated by the researcher. Statistical techniques including Mean, Standard Deviation, Percentage, and t-test were used for data analysis. The results revealed a statistically significant difference between the competency scores of the experimental and control groups. The findings indicate that reflective teaching practices significantly contribute to the development of professional competencies among pre-service teachers. The study recommends the integration of structured reflective practices into teacher education curricula.

Keywords: Reflective Teaching, Teacher Education, Professional Competencies, Pre-Service Teachers, Reflective Practice, Professional Development

Teacher education serves as the cornerstone for preparing competent and reflective professionals capable of addressing contemporary educational challenges. Reflective teaching has emerged as a significant pedagogical approach that enables teachers to critically evaluate their instructional practices and enhance professional competencies. The present study examined the effectiveness of reflective teaching practices on the professional competencies of pre-service teachers. An experimental research design involving pre-test and post-test control groups was employed. Sixty B.Ed. student teachers were selected through random sampling and assigned equally to experimental and control groups. The experimental group underwent an eight-week reflective teaching intervention comprising reflective journals, peer observations, self-assessment activities, and guided reflective discussions. Data were collected using a Professional Competency Scale developed and validated by the researcher. Statistical techniques including Mean, Standard Deviation, Percentage, and t-test were used for data analysis. The results revealed a statistically significant difference between the competency scores of the experimental and control groups. The findings indicate that reflective teaching practices significantly contribute to the development of professional competencies among pre-service teachers. The study recommends the integration of structured reflective practices into teacher education curricula.

Keywords: Reflective Teaching, Teacher Education, Professional Competencies, Pre-Service Teachers, Reflective Practice, Professional Development

This research is aligned with the National Education Policy (NEP) 2020 and explores the role of Artificial Intelligence (AI) in reshaping teacher education in India. The study examines the perceptions of teacher trainees about the use of AI-driven tools to enhance curriculum development, improve assessment techniques and support continuous professional development in the teacher preparation process. The research combines a comprehensive literature review with primary data collected from 80 pre-service teachers from Mumbai. Quantitative data from Likert-scale questionnaire and qualitative feedback from open-ended responses indicate that while most trainee teachers perceive AI as a valuable tool for personalized learning, efficient planning and real-time feedback, they also express concerns about digital readiness, infrastructure gaps and ethical implications. The overall findings highlight a significant gap between NEP’s vision and on-ground reality. The paper offers practical suggestions for policymakers and teacher education institutions. It also guides educators towards implementing curriculum reform, enhancing digital infrastructure, training faculty and strengthening ethical governance.

Key Words: Teacher Education, Artificial Intelligence, AI-Driven Strategies, NEP 2020

The present study investigated both the immediate and sustained effects of a structured Rajyoga Meditation programme on the emotional intelligence and academic achievement of adolescents. The primary objective was to determine whether the benefits acquired through meditation persisted after participants discontinued regular practice. Initially, 100 secondary school students participated in the study; however, complete data were obtained from 82 adolescents who successfully completed all phases of the investigation. Participants were assigned to either an experimental group, which received Rajyoga Meditation training, or a waiting control group that engaged in supervised sports activities for an equivalent duration of 88 days. Emotional intelligence was assessed using a standardized scale, while academic achievement was measured through students' examination scores obtained from school records. Assessments were conducted at three stages: before the intervention (pre-test), immediately after completion of the programme (post-test), and 90 days after the intervention had ended (delayed post-test). The findings revealed significant improvements in both emotional intelligence and academic achievement among students who participated in Rajyoga Meditation compared with the control group. Although a slight reduction in scores was observed during the delayed assessment, the experimental group continued to demonstrate significantly higher performance than the control group. These findings suggest that Rajyoga Meditation contributes to meaningful improvements in adolescents' emotional and academic functioning, and that many of these benefits remain evident even after formal practice has ceased. The study highlights the potential value of incorporating structured meditation programmes into school education to foster students' holistic development.

Keywords: Rajyoga Meditation, Emotional Intelligence, Academic Achievement, Adolescents, School Education, Emotional Development

On the horizon of the Indian education system, the Government of India has come up with a New Education Policy 2020. The New Indian Education Policy envisages massive educational changes. Effective implementation of this policy is expected to be challenging task for every component of the education system. Understanding the spirit of NEP 2020 is the crucial for effective implementation. This paper is focuses on understanding the spirit of NEP and actions to be initiated for its effective implementation. Major outcomes of the education system envisioned by NEP 2020 are knowledge, skills and attitude. Exposure and knowledge of recent technologies, various skills to implement and apply the gained knowledge for the benefit of the society and urge to apply gained knowledge for the benefit of the society are the core values of education system as per NEP. In view of this, paper highlights changes required in the curriculum designing, teaching – learning process, examination and evaluation system with the incorporation of curricular activities. This paper is expected to help teachers in initiating various actions for effective implementation of NEP 2020. Role of external stakeholders in skill development and in providing real life exposure to students is also highlighted. 

The present study aimed to know the attitude of students towards learning Tenyidie Language at the secondary school level in Kohima Town.The sample of the study consisted of 185 students selected through stratified random sampling out of 336 taking Tenyidie from 11 private schools and 2 government schools.The tool used to collect data was, “Attitude of Students towards Language Learning (Tenyidie) at Secondary Level in Kohima Town,” based on the research works done by A. Radhika, Mukala Nimish and N. Badhri, where an initial pool of 50 items was generated and 50 statements were adapted constructed by the researcher to make it more relevant to the local context. The study found majority of the students show positive attitude towards Language Learning (Tenyidie). Further, no significant difference in the attitude of the students towards learning Tenyidie Language based on gender and type of school.

Keyword: Attitude, Language learning, Tenyidie, secondary school, gender, type of management