The Non-Cooperation Movement (1920–1922), launched under the leadership of Mahatma Gandhi, marked a decisive turning point in India's struggle for independence by transforming the freedom movement into a mass-based national campaign. While the movement has been widely studied at the national level, the regional experiences of many provinces and districts have received comparatively less scholarly attention. This paper examines the role of Haryana in the Non-Cooperation Movement from a regional perspective, highlighting the political, social, and economic factors that shaped popular participation in the movement. Although Haryana was not a separate administrative unit during the colonial period and formed part of the Punjab Province, its people actively contributed to the nationalist movement through organized protests, public meetings, the boycott of foreign goods and government institutions, and support for Gandhian ideals.The study explores the contributions of local leaders, students, peasants, traders, and rural communities in mobilizing public opinion against British colonial rule. It also analyzes how Gandhian principles of non-violence, swadeshi, and self-reliance resonated with the agrarian society of Haryana, encouraging widespread participation in constructive programmes and political campaigns. Particular attention is given to the emergence of nationalist consciousness through educational boycotts, the promotion of indigenous institutions, and the strengthening of local Congress organizations. Using a historical and analytical approach, the paper draws upon archival records, government reports, newspapers, biographies, and secondary historical literature to reconstruct Haryana's contribution to the movement. The study argues that although the scale of political mobilization in Haryana differed from that of major urban centres, the region played a significant role in extending the reach of the Non-Cooperation Movement into rural North India. The movement fostered political awareness, encouraged collective action, and laid the foundation for Haryana's continued participation in subsequent phases of the Indian freedom struggle, including the Civil Disobedience Movement and the Quit India Movement. By emphasizing Haryana's regional experience, this paper contributes to a more inclusive understanding of India's nationalist movement and demonstrates that the success of the Non-Cooperation Movement depended not only on national leadership but also on the active participation of local communities across diverse regions of the country. The study therefore highlights the importance of regional histories in reconstructing the broader narrative of India's struggle for independence.

Keywords: Non-Cooperation Movement, Haryana, Indian National Movement, Mahatma Gandhi, Regional History, Freedom Struggle, Nationalism, Swadeshi Movement, Political Mobilization, Peasant Participation, Colonial India, British Rule

The National Education Policy 2020 (NEP 2020) advocates a shift toward holistic, learner-centered, and competency-based education; however, it provides limited explicit cognitive mechanisms for implementation. This study reinterprets Buddhist epistemological principles—Sila (ethical regulation), Samadhi (attentional stability), and Prajna (insight)—as a potential integrated cognitive architecture for learning. Using a qualitative, comparative hermeneutic approach, the study proposes the Buddhist Three-Circuit Cognitive Model (B3C Model), comprising Regulation, Stability, and Insight circuits. The model is further explored through a Contemplative Pedagogy Framework (CPF) for classroom practice. The analysis suggests that while NEP 2020 aligns conceptually with holistic learning, its implementation may benefit from more cognitively grounded frameworks. The study offers an indigenous theoretical perspective that attempts to bridge contemplative traditions, cognitive science, and educational policy.

Key Words: Buddhist Epistemology, Indigenous Knowledge System, Cognitive Structure of Learning, NEP 2020 India

Continuous Professional Development (CPD) has emerged as a cornerstone of faculty development in higher education, equipping teachers with the pedagogical, technological, research, and leadership competencies required to address the rapidly evolving demands of academia. Despite the increasing representation of women in higher education worldwide, they continue to encounter systemic barriers to promotion and leadership positions, including gender stereotypes, work–family conflict, limited mentoring opportunities, unequal access to professional networks, and institutional biases. This conceptual review synthesizes contemporary national and international literature to examine the relationship between CPD and the promotion and leadership aspirations of women teachers in higher education. Drawing upon Human Capital Theory, Social Cognitive Career Theory, Adult Learning Theory, and Transformational Leadership Theory, the paper critically analyses how structured professional learning opportunities influence women's career trajectories. It further discusses the role of institutional support, mentoring, faculty development programmes, and digital competence, artificial intelligence (AI) literacy, and policy initiatives such as India's National Education Policy (NEP) 2020 in creating enabling environments for women's professional advancement.

Keywords: Continuous Professional Development, Women Teachers, Higher Education, Leadership Aspirations, Career Advancement, Faculty Development, Promotion, NEP 2020

The Special Intensive Revision (SIR) of electoral rolls, initiated by the Election Commission of India (ECI) in 2025, represents a revolutionary step on Indian electoral history. This research article analyzes the constitutional position of SIR. ECI decided to accumulation of inaccuracies, duplications, and demographic shifts necessitating comprehensive electoral roll purification. At the same time the ECI critically examine the political impact of SIR, where in political parties have weaponized concerns about voter list accuracy to advance partisan interests, raising questions about the boundaries between legitimate electoral administration and politically motivated intervention. Through analysis of the Bihar state SIR (July 2025) extending the nationwide (October 2025), this article establishes that while SIR addresses genuine democratic deficits, the process has become entangled with partisan politics, federal-state tensions, and constitutional questions regarding the independence of the Election Commission. The article declare for a reconceptualization of electoral list management that balances collective inclusion, perfect accuracy, and public participation against the risk of disenfranchisement and political manipulation.

Keywords: Special Intensive Revision, Election Commission, Voter Purification,

 Democratic Inclusion, Electoral Integrity

Corporate Social Responsibility (CSR) has emerged as a critical mechanism for fostering sustainable development in the corporate sector, yet significant implementation challenges persist. This paper examines the key issues and necessary reforms in CSR practices to achieve meaningful sustainable development outcomes. Despite regulatory frameworks and growing academic interest, CSR initiatives frequently suffer from symbolic compliance, weak impact measurement, limited stakeholder engagement and poor integration with core business strategy.  The study employs a comprehensive literature review methodology, analyzing research from 2009 to 2025 to identify critical gaps between CSR initiatives and Sustainable Development Goals (SDGs). Findings reveal that while CSR practices aligned with sustainability goals demonstrate considerable influence in resource efficiency, community involvement and ethical governance, major implementation challenges remain. Many corporations treat CSR as a compliance formality, focusing on expenditure rather than achieving measurable results, leading to greenwashing and limited environmental sustainability impact key issues identified include the lack of standardized frameworks for measuring CSR impact, weak monitoring mechanisms, poor accountability structures and misalignment between CSR projects and national development priorities. Recommendations emphasize legal reforms to eliminate ambiguity, capacity building for environmental project planning and multi-stakeholder partnerships to ensure CSR contributes effectively to sustainable development rather than remaining peripheral corporate activity.

Key Words: Corporate, Responsibility, Sustainability, Efficiency Strategic, Accountability,

The widespread integration of digital technologies in education has transformed teaching and learning processes, but also raised concerns about digital addiction and its impact on the psychological health of prospective teachers. This integrative review synthesises findings from thirty-five empirical and theoretical studies published between 2013 and 2025 to examine the relationship between digital addiction and mental health in prospective teachers from a behavioural science perspective. A systematic search of peer-reviewed literature was conducted in databases including Scopus, ERIC and Google Scholar, using thematic synthesis to extract behavioural, emotional, and cognitive dimensions. The review identifies five key behavioural science themes: (1) reinforcement and cognitive mechanisms that promote digital dependency; (2) psychological and emotional consequences of excessive digital use; (3) resilience and self-regulation as protective factors; (4) explanatory frameworks based on cognitive-behavioural, self-determination, and social cognitive theories; and (5) educational and institutional implications for teacher training programs. The findings suggest that digital addiction in teacher-trainees manifests as a behavioural conditioning process reinforced by gratification cycles and emotional coping deficiencies, leading to problems such as anxiety, depression, and poor health. Resilience, mindfulness, and self-regulation serve as important buffers, while a supportive institutional environment further enhances psychological health. These findings underscore the need to incorporate a behavioural science-based digital wellness framework into teacher preparation programs to foster mentally resilient and digitally responsible teachers.

Keywords: Digital addiction, mental health, behavioural science, prospective teachers, resilience, self-regulation, mindfulness

India’s transition toward a circular economy is severely hindered by the inefficiencies and occupational hazards of manual municipal solid waste (MSW) sorting. To overcome these bottlenecks, Material Recovery Facilities (MRFs) are increasingly deploying Artificial Intelligence (AI) and robotic sorting systems. While these technologies exponentially improve resource recovery rates, their probabilistic decision-making introduces a critical legal vacuum. When autonomous algorithms misclassify hazardous materials—such as lithium-ion batteries—resulting in environmental contamination or catastrophic facility fires, current Indian environmental jurisprudence struggles to attribute fault. This paper critically analyzes the liability gap created by AI in waste management, examining the limitations of traditional negligence and the doctrine of absolute liability. To resolve this, the study proposes a transition from singular operator blame to a Shared Responsibility Model, apportioning liability among hardware manufacturers, software developers, and MRF operators based on their respective roles in a system failure. Furthermore, this study recommends the legal implementation of mandatory "Confidence Thresholds," requiring human-in-the-loop interventions for uncertain algorithmic classifications. Ultimately, updating these liability frameworks will ensure that automated resource recovery accelerates India's circular economy while maintaining robust safety and accountability standards.

Keywords: Artificial Intelligence Liability, Circular Economy, Solid Waste Management, Material Recovery Facilities (MRFs), Environmental Jurisprudence

The use of OERs in higher education has significant growth during and after the end of covid-19. The Indian government has started several innovative programmes like SHAKSHAT, NMECIT, NPTEL, NCERT e-PG pathasala, SWAYAM portal, etc. Due to the advancement of blended learning, various institutions of higher education, teachers, students and private organisations have come forward to adopt, produce and use OERs in the teaching and learning process. In India, the OER movement is gaining momentum, and the government has recognised its potential, which is why it is investing a significant amount of money to develop high-quality OERs in various disciplines and languages. The wider use recommendations of the use of OERs and its developments put a question to know about its status of utilisation, adoption and challenges & issues associated with OERs. In this article, the researcher attempts to find out the challenges and issues associated with the use of OERs by stakeholders in higher education in India. The objectives of the study were (1) to explore the challenges and issues associated with usages and adoption of OERs by the teachers in higher education and (2) to investigate the challenges and issues associated with usages and adoption of OERs by students in higher education. The researcher has followed the descriptive survey method for the present study. The researcher has randomly selected four central universities from different regions, i.e., Delhi Universities, Tezpur University, MGAHV Wardha and the Central University of Hyderabad. The data were collected from 28 teachers and 62 students of higher education with a humanities & social science discipline background as the sample of the study. The researcher has used a self-made questionnaire for students and an interview schedule for teachers for collecting data. The major challenges and issues associated with the use of OERs by teachers include a lack of understanding and orientation regarding copyrights, Creative Commons licences, and plagiarism; insufficient institutional support and policy issues; quality concerns; a scarcity of OERs in regional languages and pedagogy subjects; a lack of willingness among teachers to use OERs; and various technological issues. The major challenges and issues faced by students include a lack of understanding and orientation regarding open license resources, e-resources, plagiarism, quality issues, and the unavailability of OERs in regional languages and their specific subjects.

Key words: OERs, Challenges & issues, higher education

This study, to compare the effectiveness of the demonstration and laboratory methods of teaching Science and Technology. The study was motivated by the need to promote scientific temper, experimental skills, observation, critical thinking, and active learning among students, as science teaching is often dominated by the lecture method. The main objective was to examine students’ learning outcomes under the demonstration and laboratory teaching methods and to determine whether significant differences existed between boys and girls. An experimental research method with an equivalent-group design was adopted. A sample of 40 ninth-grade students (20 boys and 20 girls) was selected through random sampling from a school in Latur Taluka. The unit “Substances in Our Daily Use” was taught using the demonstration and laboratory methods, and a self-constructed unit test was administered to assess students’ learning outcomes. Statistical techniques, particularly the ‘t’-test, were used to analyze the data.The findings revealed that students taught through the laboratory method performed significantly better than those taught through the demonstration method. Girls showed significantly higher achievement than boys under the laboratory method, whereas no significant gender difference was observed under the demonstration method. Significant differences were also found when comparing laboratory and demonstration learning outcomes among both boys and girls. Overall, the study established that the laboratory method was more effective than the demonstration method in improving students’ achievement in Science and Technology. The study concludes that greater use of laboratory-based teaching can enhance students’ learning outcomes and provide opportunities for direct experimentation, observation, active participation, and development of scientific temper. It therefore recommends that science teachers give greater emphasis to laboratory experiences alongside other instructional methods.

Human immunodeficiency virus (HIV) is a major public-health issue with widespread impact on people despite the progress in prevention and treatment. The limited health literacy of disadvantaged women from a socio-economic perspective leads to their misbelief, delaying the health-seeking behaviour, and raising HIV vulnerability. The main purpose of vocational skill development programmes is to enhance employability and economic empowerment, but these programmes also offer an important opportunity to promote community-based health education. In India, however, there is little empirical evidence regarding women’s HIV/AIDS awareness. In this backdrop, the present study was conducted to assess the HIV/AIDS awareness and health literacy among female vocational skill trainees of Jan Shikshan Sansthan, Chandigarh. Adopting a cross-sectional descriptive research design, a structured questionnaire was administered to 120 female trainees to collect primary data. The questionnaire covered multiple aspects of HIV, including transmission, disease mechanism, prevention, treatment, disease progression, diagnosis, and common misconceptions. The frequencies and percentages of descriptive statistics were used in the analysis. Researchers appraised the HIV/AIDS awareness levels of the respondents, and the results were 70.8%. A majority of the study respondents were well informed about HIV and AIDS. The knowledge was highest regarding the biological mechanism of HIV infection (76.9%) and disease progression (74.7%), whereas comparatively lower knowledge was observed regarding HIV transmission (62.2%), HIV diagnostic services (62.5%) and prevention and treatment (69.2%). Ongoing beliefs around casual transmission, mother-child transmission, and treatment vs. cure highlight significant gaps in HIV-related health literacy. According to the research, vocational training institutions can effectively integrate HIV/AIDS education along with skills development programmes. Through health literacy, interventions that reduce misconceptions, promoting preventive health behaviours, supporting the national HIV prevention strategy can support the health and empowerment of economically disadvantaged women.

Keywords: HIV/AIDS awareness; health literacy; vocational skill development; women; HIV prevention; public health; India.