SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

 An attempt has been made to construct and standardize the Academic self-efficacy scale for adolescent students. A well structured scale was administered among them. The sample consists of 100 senior secondary school students randomly selected from senior secondary English medium schools situated in district Rewari, Haryana. Initially it was constructed with 57 statements covering five areas related to academic self-efficacy of school students. The scale was standardized using ‘t’ test and finally 36 statements were retained for the final study. The present research discusses about the development of the scale to measure the level academic self-efficacy in senior secondary school students. The Scale consisted of 36 items representing distinctive academic behaviors on which subjects are supposed to rate their degree of confidence on five dimensions i.e. (A) Items pertaining to Self-efficacy in enlisting social resources, (B) Items pertaining to Self-efficacy in self-regulated learning (C) Items pertaining to Self-efficacy in class participation. (D) Items pertaining to Self-efficacy in time-management. (E) Items pertaining to Self-efficacy in study and examination. A five-point Likert-type scale measures responses ranging from ‘extremely confident’ to ‘extremely not confident’. Higher scores indicate higher Academic Self-efficacy.  The validity of the scale was content validity and reliability ranges from 0.82 to 0.93

Since their founding in 1975, Regional Rural Banks (RRBs) have been instrumental in promoting financial inclusion in rural areas since their establishment in 1975. Over the period, many RRBs faced the problems of low profitability, a high percentage of non-performing assets (NPAs), and excessive reliance on government assistance. The Government of India started a phased amalgamation program from 2005 to 2024 to improve their operational and financial performance. This initiative resulted in a considerable expansion of their branch network and a reduction in the number of RRBs from 196 to 28. This study examines the effects of amalgamation on the financial performance, operational effectiveness, and asset quality of RRBs. Secondary data from published reports of NABARD, RBI, annual statements of RRBs are used for data analysis. The study applies descriptive statistics, CAGR, correlation analysis, and trend analysis for data interpretation.

The findings reveal that amalgamation has strengthened the capital structure of RRBs, leading to substantial growth in deposits (CAGR 9%), gross loans and advances (CAGR 11%), investments (CAGR 7%), and reserves (CAGR 13%). Profitability improved significantly, with profit-making RRBs increasing from 26 in 2019–20 to 40 in 2023–24. NPAs declined steadily during study period. Correlation analysis indicates strong linkages between branch expansion and deposit mobilization (0.99), and between deposits and credit growth (0.98). Amalgamation also enhanced operational productivity by reducing cost of funds and improving net interest margins. The study concludes that amalgamation has led to stronger, more independent, and technologically efficient RRBs with enhanced outreach and financial sustainability in rural areas.

Explorers are worldwide exploring modern technology to address the issue of stable solid waste generation in the municipal sector, which has increased significantly due to urbanisation and rapid population growth. Artificial intelligence (AI) algorithms were increasingly used to sell sustainable environmental improvement. This paper reviews and analyses the relevance of AI procedures in solid waste control, together with the benefits and drawbacks of various AI models and tools. The use of AI throughout the entire solid waste management system, from solid waste creation through the series, transportation, and final disposal, is also included in this article. By improving forecasting, series, sorting, and recycling, quick AI makes solid waste management more intelligent, environmentally friendly, and sustainable. It is an essential tool for achieving sustainable improvement goals related to environmental preservation and clean cities. Every step of solid waste management (series → sorting → recycling → disposal) is impacted by AI, which would improve the technique's visual clarity. The non-unusual AI algorithms used for SWM are also covered in the paper, along with their benefits and drawbacks. However, the lack of reliable data and a clear benchmark to evaluate the efficacy of recognised approaches limits the advancement of AI techniques in this field. The analysis also discusses the drawbacks and recommendations for future developments in AI tactics for SWM, offering both theoretical and practical direction for further research. The article also lists the regulatory frameworks associated with those technologies and explores possible suggested solutions. This overview's main objective is to provide advice to SWM explorers who are interested in using this technology in their field. It also seeks to improve the continuing verbal discussion about sustainable solid waste management by providing insights into present practices and emerging trends.

The preservation of indigenous knowledge and safeguarding it for the sustainable development,   the traditional local knowledge and the practices of the indigenous local communities are highly important. The knowledge which is orally transmitted across the generations is deeply rooted in the cultural, spiritual and social values of the indigenous communities. It is intrinsically linked to their land, resources and livelihoods, playing a crucial role in the environmental conservation, sustainable resource management and the integrity of the community.

Sustainable development is guaranteed by the invaluable insights and approaches of the native communities which can enhance the modern scientific knowledge. Ancient knowledge system   embodies the time-tested strategies for adapting to the environmental changes, managing biodiversity and utilizing the natural resources sustainably. Integrating indigenous communities into sustainable development initiatives can result in more culturally appropriate, environmentally sound and socially equitable outcomes.

But incidentally they are facing increasing threats due to the factors of globalization, modernization, climate change and land deprivation. The loss of the ancient and primitive knowledge not only erodes the cultural heritage and social cohesion but also diminishes the potential for innovative and sustainable solutions to the contemporary challenges.

Therefore, the preservation and revitalization of the most original knowledge systems are critical for achieving sustainable development goal which requires multi-faceted approaches. This paper discusses about the need and the steps required for the preservation of the Indian knowledge systems so that the goals of sustainable development are achieved.

The present study investigated the level of technology integration in English language teaching among Urdu medium secondary school teachers and examined its influence on students’ academic achievement. The study was conducted among English language teachers and students of Urdu medium secondary schools in Hyderabad. A total of 40 teachers and 400 Standard IX students were selected through random sampling, maintaining a 1:10 teacher–student ratio. A self-developed Scale of Technology Integration in English Language Teaching was used to measure teachers’ level of technology integration. The scale consisted of 26 items across three domains: attitude towards technology use in English teaching, attitude towards technology in language assessment, and perceived barriers and support needs. The instrument demonstrated good internal consistency (Cronbach’s α = .80). Students’ achievement was measured using their English language assessment scores. Data were analyzed using mean, standard deviation, and Analysis of Variance (ANOVA).

The findings revealed a significant difference in the level of achievement among students taught by teachers with different levels of technology integration. The results indicate that higher levels of technology integration positively influence students’ academic achievement in English language. However, the study also highlights that effective and consistent integration of technology remains limited in many classrooms. The findings underscore the importance of promoting systematic and pedagogically sound technology integration in Urdu medium secondary schools to enhance English language learning outcomes.

Colonialism institutionalized global migration and compelled a large number of Nepali men to migrate, particularly to India, in search of livelihoods and military or civil employment. During the nineteenth and early twentieth centuries, large-scale migration led to substantial human casualties, a persistent manpower deficit, and transformations in family structures in Nepal. Male outmigration reconfigured household structures, intensified women’s labour burdens, and heightened emotional vulnerability. The feminization of rural demography altered community power dynamics and generated social and psychological anxiety among family members back at home. This article aimed to uncover the complex relationship between colonial migration and the enduring problems faced by women in Nepal.

Persons with intellectual disability is one of the most vulnerable categories of disability, listed under Right to Persons with Disability Act 2016 (RPWD Act 2016). Medical science does not recommend any cure to this condition, however through early intervention, and various rehabilitation services there are many success stories wherein many persons with Intellectual Disability are living an independent life.  While ID is often a lifelong condition with no single "cure" for cognitive deficits, curative efforts target specific treatable causes and co-occurring conditions. Every individual with ID has ability to perform and this paper focuses on managing disability and  promoting ability. The current study reflects on various curative concepts of rehabilitation such as social inclusion, self determination, life satisfaction, self esteem, vocational training, skill development, self regulation, self advocacy, self regulation, choice making, decision making and problem solving skills propounded by academicians/professionals of the field.  The author intent to bring forward that every child born has been bestowed with certain special abilities by God. Hence this population has been termed as “Divyangjan” i.,e persons with special abilities.

The Myanmar (Burmese) ethical ideal of the “Five Benefactors” the Buddha, the Dhamma (Teaching), the Sangha (Monastic Community), Parents, and Teachers has been imagined, materialized, and sustained through Buddhist art from the Pagan/Bagan era (11th–13th centuries) to the present. While Burmese Buddhist devotion is often described through the triad of the Triple Gem (Buddha, Dhamma, Sangha), the expanded constellation that includes Parents and Teachers anchors religious aspiration to everyday relational ethics and social reproduction. I argue that Myanmar Buddhist art across architecture, sculpture, mural painting, manuscripts, ritual objects, and epigraphy functions as a visual pedagogy that renders gratitude (katann?), reciprocity (patiññ?), and merit-making (d?na) not only intelligible but habitual. Through close reading of representative works and settings, Bagan murals and donor portraits, Shwedagon’s layered iconography, Kuthodaw’s “stone Tipi?aka,” parabaik (folding manuscripts), and modern votive objects, the article shows how the Five Benefactors operate as an aesthetic grammar: they order space, cue ritual behaviors, and align lay household virtues with monastic ideals. This grammar connects big efforts like monarchy, communal patronage, and nation-building to small acts of giving and learning. 

The rapid proliferation of Generative Artificial Intelligence (GenAI) has catalyzed a paradigm shift in higher education, challenging traditional notions of pedagogical delivery and academic assessment. This research investigates the dual-faceted impact of Large Language Models (LLMs) on undergraduate students' cognitive development and the concomitant threats to academic integrity. Employing a convergent parallel mixed-methods research design, the study synthesized quantitative data from a stratified sample of 1,200 students with qualitative insights derived from semi-structured interviews with 45 senior faculty members across diverse disciplines.

The findings reveal a statistically significant "Performance-Competence Gap": while students utilizing GenAI reported a marginal increase in GPA (+0.2), their performance in invigilated, AI-free examinations demonstrated a marked decline ($r = -0.58$), suggesting a high degree of "cognitive offloading" and erosion of critical synthesis skills. Furthermore, the study identifies a "Detection Gap": 68% of AI-assisted submissions bypassed standard plagiarism-detection protocols, rendering traditional integrity frameworks obsolete. Qualitative thematic analysis highlights an emerging educator burnout and a "homogenization of thought" in student prose.

The study concludes by proposing the "Hybrid Intelligence Model" and the "AI-Translucency Framework," advocating process-oriented assessment over product-based grading. These results provide a critical roadmap for policymakers to integrate AI-literacy as a core competency, ensuring that the advancement of algorithmic synthesis does not come at the expense of human cognitive rigor.

In 2023 it becomes the headlines in almost all the leading newspapers in India that  stones are being  pelted  on Vande-Bharat Express by some extremists  and  a few years before that protestors even set  the  train coaches on fire and thus the railway  platforms were massacred  in Bengal in 2019  to the extent that regular rail operations were suspended until the system was returned to a state of normalcy and the agitation caused over the issue of  CAA and NRC was brought under control. Over a period of time the issues like minority rights, communalism have proved to be a bone of contention for the nation and the choice to protest against the government  by the rebel troops on the sensitive issues has often taken the form of violence and intimidation. The disruption of rail operations needs to be viewed and analysed from this political perspective and this practise is not uncommon in the history of freedom struggle of India where the role of trains, since the days of partition and even before it, has become controversial on a point that railway serves to play the agent of British Raj at one hand, on the other it plays the role of a saviour of humanity during the days of partition. It plays the role of a government agent of migration to execute the order of partition and to do that it invokes the wrath of agitators to the level that it becomes the symbol of violence and even the companion of death that this paper is going to explore.  Drawing upon the accounts from Train to Pakistan, an English fiction by Khushwant Singh and Train to India, a memoir by Maloy Krishna Dhar, this paper examines how trains became emblematic of the horrors of partition, as well as the challenges and opportunities they presented in the post-partition period.

The National Education Policy (NEP) 2020 envisions a radical transformation of the Indian education system, placing the "teacher" at the heart of this reform. To fulfill this vision, B.Ed. trainees must transcend traditional pedagogical boundaries to become community leaders and socially intelligent practitioners.

This paper explores the critical role of teacher educators in fostering leadership and social intelligence (SI) among pre-service teachers. It argues that teacher educators are not merely deliverers of curriculum but architects of professional identity. By integrating socio-emotional learning (SEL) and leadership training into the four-year Integrated Teacher Education Programme (ITEP), educators can prepare trainees for the complexities of 21st-century classrooms.

The paper discusses the need for these competencies, the specific roles of educators, the challenges within the Indian bureaucratic and social framework, and actionable development strategies aligned with NEP 2020.1. Introduction: The Paradigm Shift in Indian Teacher Education.

The present study was undertaken to find out relationship of autonomy and well-being of secondary school students. The sample consists of 999 secondary school students (495 urban and 504 rural students) from various schools of two districts of Punjab (Ludhiana and Moga). Autonomy was assessed with the help of Adolescent Autonomy Inventory (AAI) by Kumar, and Malik, 2015 and well-being was assessed with the help of Personal wellbeing scale developed by Sujatha and Taj (2019). The results revealed that there exists a significant and positive correlation between well-being and autonomy (high level) among students  of both urban and rural secondary schools.

Delhi’s air-quality crisis is episodic yet persistent, with severe winter time peaks that local mitigation measures alone have failed to eliminate. This paper synthesizes the latest secondary evidence (AQI , satellite fire records, institutional directions, and policy reports) to examine how emissions from neighbouring states—mainly agricultural residue burning, industrial clusters, and thermal power plants—contribute to Delhi’s particulate burden. Using an airshed and cooperative-federalism lens, the study compares seasonal trends, summarizes recent government steps, and highlights governance gaps that limit coordinated action. The paper concludes with pragmatic, regionally scoped policy recommendations (monitoring integration, fuel-switch incentives, and time-bound inter-state plans) that respond to both meteorological drivers and institutional constraints.

INTRODUCTION: Motivation is an internal force that drives us to do something or drives us to do something or any type of act and not stay you calm until the goal you pursue. Its two types Intrinsic motivation (personal interest) and Extrinsic motivation (grades and rewards etc). Psychological Stress is a natural activity from internal and external stressors that can affect people physically and emotionally. Objective of the study is to find out the student’s overall motivation and stress level for academic achievement and to find out the relationship between motivation and stress on academic achievement of higher secondary student.  Researcher select 30 sample of H.S student from Mundumary high school. and I use random sampling for data collection. And tool use perceived stress scale and academic motivation scale. From the study Researcher find that from 30 student 40% student have high motivation (90% intrinsic and extrinsic motivation and 10% amotivation). 40% student have medium motivation (extrinsic and intrinsic both). And 20% student have amotivation. From 30 student, I found that they have medium stress 15 to 26. Researcher say that when the student has medium stress, they highly motivated for their academic achievement. And when they have much stress, they feal some problem. For this student should medium stress for their high motivation and high academic achievement.

This study explores the use of Virtual Reality-based science lessons in multilingual middle-school classrooms in Bikaner district, Rajasthan. The research examines how VR lessons delivered mainly in Hindi, with English scientific terminology and occasional explanations in Marwari, shape students’ learning experiences. Data were collected through a student survey in Hindi along with classroom observations during VR sessions. The findings suggest that immersive visual demonstrations helped students understand scientific processes more clearly than textbook-based explanations. Many learners reported that hearing explanations in familiar languages made it easier to interpret English scientific terms appearing in the VR content. Teachers also observed increased questioning and peer discussion during these sessions. At the same time, practical constraints such as limited VR devices, uneven digital familiarity among teachers, and restricted class time affected implementation. The study indicates that VR-supported instruction can enhance engagement and conceptual understanding in linguistically diverse classrooms when supported by active teacher mediation. These findings provide useful insights for educators and policymakers interested in integrating multilingual pedagogy with immersive technologies in line with the objectives of NEP-2020.

The present study investigates the effectiveness of Activity-Based Learning (ABL) in enhancing English proficiency among Grade XI students. In the context of the National Education Policy (NEP) 2020, which emphasizes experiential, learner-centered, and competency-based education, the need for innovative pedagogical approaches in English language teaching has become increasingly significant. Traditional methods that rely heavily on rote memorization and lecture-based instruction often fail to develop practical communicative competence among learners. This study seeks to examine whether Activity-Based Learning can serve as a more effective alternative in improving students’ reading, writing, listening, and speaking skills.

            Grounded in the constructivist theories of Jean Piaget and Lev Vygotsky and supported by the principles of Communicative Language Teaching (CLT), ABL promotes active participation, collaboration, and experiential learning. The research adopts a mixed-method approach using a pre-test and post-test equivalent group experimental design. The sample consists of 30 Grade XI students selected through purposive sampling from Vibgyor Group of Schools, Pune, Maharashtra. Data collection tools include an English Proficiency Pre-Test, Post-Test, English Proficiency Questionnaire, and a structured Activity-Based English Proficiency Program. Statistical tools such as Mean, Standard Deviation, Coefficient of Correlation, t-test, and Chi-square test are used for data analysis.

            The study hypothesizes that Activity-Based Learning will significantly improve English proficiency compared to traditional teaching methods. The findings are expected to demonstrate enhanced student engagement, motivation, confidence, and overall language competence. The research aims to contribute to modern pedagogical practices by providing empirical evidence supporting the integration of activity-based strategies in secondary-level English classrooms. Ultimately, the study underscores the importance of experiential learning in preparing students for academic success and effective global communication.

The Deputy Commissioner (DC), also known as the District Magistrate or District Collector, plays a pivotal role in disaster management at the district level in India. As the Chairperson of the District Disaster Management Authority under the provisions of the Disaster Management Act, 2005, the DC is the central coordinating authority responsible for disaster preparedness, response, relief, rehabilitation, and mitigation within the district. The office functions as the nodal point for integrating the efforts of line departments, local bodies, police, health services, and civil society organizations to ensure a prompt and effective response during emergencies.

In the pre-disaster phase, the Deputy Commissioner supervises the preparation and updating of the District Disaster Management Plan, conducts vulnerability assessments, and promotes awareness and capacity-building initiatives. During disasters, the DC exercises executive authority to mobilize resources, enforce evacuation measures, maintain law and order, and coordinate with state and national agencies such as the National Disaster Response Force. In the post-disaster phase, the DC oversees damage assessment, distribution of compensation, and implementation of rehabilitation and reconstruction programmes. The effectiveness of disaster management at the grassroots largely depends on the leadership, administrative capacity, and decision-making skills of the Deputy Commissioner. Thus, the office represents the fulcrum of decentralized disaster governance, ensuring resilience, accountability, and community participation in managing natural and man-made disasters.

The rapid growth of Artificial Intelligence (AI) and digital technologies is changing education and the skills needed for the future. Today, students must be prepared not only with knowledge but also with critical thinking, creativity, problem-solving, and the ability to keep learning throughout life. This paper discusses how STEAM-based teaching, which integrates Science, Technology, Engineering, Arts, and Mathematics, helps to develop these important abilities. STEAM education encourages inquiry, creativity, collaboration, and real-world problem-solving, making learning more meaningful and relevant. The paper also explains how AI can support STEAM learning through personalized instruction, interactive tools, and better support for teachers. It highlights that STEAM-based teaching helps learners become adaptable confident, and capable of continuous reskilling in an AI-driven world. The study concludes that STEAM education, combined with AI, provides an effective pathway for lifelong learning and prepares students for the challenges and opportunities of the future.

The integration of artificial intelligence in contemporary classrooms has transformed how knowledge is accessed and delivered. However, technology-driven instruction alone may not fulfil the social and expressive dimensions that meaningful learning demands. This conceptual paper examines perceptions of art-integrated learning within AI-assisted secondary school classrooms. Drawing on constructivist frameworks, the paper reviews literature on learning theory, the characteristics and affordances of art-integrated pedagogy, the benefits and limitations of AI-assisted classrooms and strategies for fostering artistic practice within technology-supported environments. Challenges and evidence-based suggestions are also discussed. The review concludes that art-integrated learning when thoughtfully embedded within AI-assisted classrooms, can strengthen engagement, expression, confidence, and collaborative participation among secondary school students.

Modern education aims to develop students not only academically but also emotionally, socially, and professionally. Schools are expected to help students build emotional skills, prepare for future careers, and develop responsible citizenship. Adolescence, especially the secondary school stage, is an important period for the development of emotional understanding, career awareness, and civic responsibility.

This study examines the relationship between socio-emotional competence, career readiness, and civic engagement among secondary school students. A correlational research design was used with a sample of 1840 Grade XI students selected through simple random sampling from different educational boards and academic streams. Data were collected using three Likert-type scales measuring socio-emotional competence, career readiness, and civic engagement. Pearson’s Product Moment Correlation was used to analyze the relationships among the variables.

The results show that socio-emotional competence has a significant positive relationship with career readiness, while civic engagement shows only weak relationships with the other variables. The findings indicate that emotional development plays an important role in shaping students’ career preparedness. The study highlights the need to integrate socio-emotional learning, career guidance, and citizenship education within school systems to promote holistic development among students.

Teacher education plays a crucial role in ensuring the quality and effectiveness of the educational system. The preparation of competent and professionally skilled teachers is essential for improving learning outcomes and addressing the diverse needs of learners in contemporary classrooms. However, teacher education programmes face several issues such as outdated curricula, inadequate integration of theory and practice, limited technological integration, insufficient professional development opportunities, and challenges related to quality assurance. In addition, globalization, inclusive education, and rapid technological advancements have created new expectations for teachers, requiring them to adopt innovative pedagogical approaches and digital competencies. This concept paper examines the major issues and challenges confronting teacher education and explores future possibilities for strengthening teacher preparation. Emphasis is placed on curriculum reform, competency-based training, integration of digital technologies, continuous professional development, and stronger collaboration between teacher education institutions and schools. Addressing these areas can significantly enhance the quality, relevance, and sustainability of teacher education in the twenty-first century. This paper discusses the major issues and challenges in teacher education and explores future possibilities for strengthening teacher preparation in the 21st century. The analysis also highlights emerging trends such as digital learning, artificial intelligence, and competency-based teacher preparation.

Tribal education in India has traditionally been limited by geographical inaccessibility, poverty, language and socio-cultural aspects. The Saura (Sora) tribe of the Rayagada district, Odisha, is one such community where formal education access was never high over the decades. Ashram Schools have been one of the policy interventions that have helped deal with these challenges. This paper will analyse how S.P. Mangai Ashram, Engarba, can bring about access to education, its retention, and the general progress of the Saura children. The study draws on a descriptive and analytical research design, focusing on the field observation, secondary sources, and interaction with the stakeholders, to present how residential schooling, welfare assistance, and culturally adaptive practices in S.P. Mangai Ashram have helped to enhance literacy levels, decrease dropouts, and social mobility among Saura children. The paper also highlighted the current challenges and recommended steps that can be undertaken to enhance tribal residential education.

Children’s academic performance and study behaviour are influenced not only by cognitive abilities but also by socio-psychological determinants. Social environment, family background, peer relationships, motivation, emotional stability, and socio-economic conditions play a critical role in shaping children’s learning experiences. The present paper examines the major socio-psychological determinants that influence children’s study habits and academic engagement. The study is based on descriptive research using secondary data from educational psychology literature, research journals, and empirical studies. Findings indicate that family environment, parental involvement, socio-economic status, peer influence, school climate, motivation, and emotional well-being significantly affect children’s study behaviour. A supportive family environment and positive school climate enhance academic achievement, while negative peer influence, poor socio-economic conditions, and psychological stress may hinder learning outcomes. The study highlights the importance of collaborative efforts by parents, teachers, schools, and policymakers to create supportive socio-psychological environments for children. The paper concludes with educational implications for improving children’s study habits and academic performance.

This paper examines the conceptual ideas on Indian Knowledge Systems with reference to NEP 2020. It discusses, how these ideas are translated into curricular and pedagogical practices in NCFSE 2023, particularly at school stage. The analysis adopts a qualitative with description-based design employing document analysis, and meta-synthesis of secondary sources, including policies, curricular frameworks, textbooks, teacher education syllabi, and relevant scholarly literatures. The findings indicate that IKS integration is reflected through cross-cutting themes such as rootedness in India, values and dispositions, environmental consciousness, arts and cultural education, preservation of languages, experiential and competency-based learning, and holistic developmental models such as Panchakosha and Panchapadi pedagogical approach. Pedagogical approaches including art-integrated learning, culturally-responsive pedagogy, storytelling, yoga-based well-being practices, and community engagement to operationalise IKS concepts in classroom settings in teacher education as well as school education. The paper concludes that integrating IKS represents a paradigm shift towards harmonizing traditional wisdom with contemporary educational goals, fostering ethical awareness, sustainability, cultural identity, and holistic human development.

This paper critically examines the interplay between multidisciplinary education and employability within the framework of India’s National Education Policy (NEP) 2020. By advocating for the integration of diverse academic disciplines, NEP 2020 aims to dismantle academic silos and promote holistic learning. Simultaneously, the policy emphasizes skill development, experiential learning, and industry collaboration to address the growing demand for employability-centered education in a dynamic global economy. This evaluation highlights NEP 2020’s transformative vision for higher education, its impact on equipping students with job-ready skills, and the establishment of Multidisciplinary Education and Research Universities (MERUs) as a cornerstone reform. While the policy holds promise, challenges such as infrastructural gaps, faculty readiness, and equitable access persist. The paper concludes with recommendations to overcome these barriers and outlines future directions to strengthen multidisciplinary and employability-focused education for sustainable growth and societal advancement.

Global climate change is increasing at a rapid rate, and its impact is becoming more noticeable in our daily lives. One of the clearest signs of this change is the increasing frequency of extreme weather events, including heatwaves, floods, droughts, and cyclones. This geographical study aims to understand the major causes behind these changes, including rising greenhouse gas emissions, deforestation, unplanned urbanization, and fast industrial growth. It also focuses on how the effects of climate change are not the same everywhere, but vary from region to region depending on geographical conditions.

The study further explains how climate change is affecting agriculture, water resources, biodiversity, and human settlements. In many areas, farmers are facing difficulties due to irregular rainfall and changing temperature patterns, while some regions are experiencing water shortages or floods. Both developed and developing countries are dealing with these challenges, but developing regions are often more vulnerable due to limited resources and infrastructure.

In recent years, Artificial Intelligence (AI) has emerged as an important tool for addressing climate-related problems. AI helps in improving weather forecasting, predicting natural disasters, and supporting better planning and resource management. It can also analyse large volumes of geographical and climatic data quickly, thereby supporting more accurate decision-making.

Overall, this study highlights that a combination of geographical knowledge, sustainable practices, and modern technologies like AI can play a key role in reducing the impacts of climate change. With proper planning and global cooperation, it is possible to build a more resilient and sustainable future for upcoming generations.

The study of defence and strategic studies is not limited to the development of military power or war strategies; it defines a nation's sovereignty, security, and its position in the international arena. India, as an emerging global power, has consistently adapted its defence policy and prepared itself to face new challenges over time. From independence to the present day, India has modernized its military structure and brought about strategic changes in its defense policy. This article is an attempt to discuss in detail historical evolution, current defense policy, the organization of military power, and future challenges.

The present study explored the differences in strategies used by college teachers to motivate their students in online teaching and learning in relation to their computer efficacy. The descriptive survey research design was employed in the study to collect the data from 270 college teachers. The researchers employed self-developed research tools in the study. An item-wise analysis through t-test as a statistical technique was used to examine the significance of the difference regarding the use of strategies by college teachers having high and low computer-efficacy to motivate students in online teaching-learning environments. The findings of the study revealed that significant differences between college teachers having high and low computer efficacy were found in the use of text messages and audio messages for sending introductory notes to students regarding the topic to be taught in online classes. The significant differences were also found in the use of WhatsApp groups and Twitter chats for encouraging students to engage with each other and with the course material. There were also significant differences in the usage of interactive videos, animations and simulations for facilitating students’ interests in the subject matter among college teachers having high and low computer efficacy. Overall, the findings highlighted that professional development programmes need to be addressed to train college teachers to use various strategies while teaching in an online environment based on their levels of computer efficacy.

The human life span is surrounded by emotions. Emotions play an important role in each one's life. Emotions direct feeling, thinking, behaviour or action. Emotions may be visible or invisible by nature and may be noted by oneself or near and dear ones. A person passing from one stage to another discovers a number of emotions. The individual grows as he gets several experiences and exposure, and gets involved in various events and activities in life. The number of different activities and experiences leads to developing coping with overwhelming emotions. As individuals transition into youth and adulthood, a number of aspects of the inner self mature and stabilise.

The present paper highlights the status of coping abilities of post-graduate social work students. These students have experiences of around twenty-two years. This was inclusive of the family life, schooling, peer life and different clubs or groups as a social life. Most of life is experienced in schooling and higher education, which helps to understand oneself and develop more maturity. The individual experiences positive and negative emotions in this period of life. The paper throws light on learning types of emotions, patterns of emotional behaviour and most importantly, the ways of tackling emotions. The emotions guide behaviour and action. Experiencing emotion in a natural but coping with emotions sometimes becomes challenging. Simply, the article displays the scaled emotions amongst growing youth. These youth were just in the imitation process of social work studies in post-graduation.   

Nowadays, the application of AI has become commonplace and due to the vast range of possibilities enabled by Artificial Intelligence, workers and organizations in every sector are able to enhance their operational functions by using technologies that provide detailed reports, integrated plans, useful resources and even suggest activities to enhance decision-making processes. This study briefly delves into the educational spectrum, in conjunction with AI tools that have been used or implemented lately. In short, this article explores how AI tools have innovated teaching methods, helped educators in reaching their goals and empowered academicians by turning complex operations into simplified tasks. We shall go through the ways in which AI improved lesson-planning, by introducing features for personalization, data analysis, customization, resource recommendations and so on. We shall also examine particular areas in AI that have predominantly been applied, such as Generative AI, including its abominable impacts in education and learning.

This paper explores the integration of Universal Design for Learning (UDL) within Special Teacher Education programmes from a transformative perspective. It argues for a shift in teacher preparation towards approaches that are more equitable, design-focused, and responsive to the diverse needs of learners. Drawing on recent research, the paper reflects on the limitations of conventional teacher education models and highlights how UDL can support more inclusive and flexible pedagogical practices. The paper sets out clear objectives, outlines an appropriate methodological approach, and proposes a theoretical model aimed at strengthening teacher preparation for inclusive classrooms. Traditionally, Special Teacher Education has focused on helping teachers respond to learning difficulties after they arise. Such practices often rely on deficit-based thinking and tend to address learner differences in a fragmented way, which limits the development of truly inclusive teaching strategies. It encourages teachers to design learning experiences that are flexible and accessible for all students, rather than making adjustments later. By incorporating UDL into teacher education programmes, this paper emphasizes the importance of moving from reactive teaching approaches to more proactive and thoughtful instructional design.

Schiff base ligands and their transition metal complexes have emerged as an important class of coordination compounds owing to their structural diversity and remarkable biological properties. In particular, metal–Schiff base frameworks exhibit enhanced biocidal activities compared to free ligands due to synergistic metal–ligand interactions. This research paper presents an integrated study on the synthesis, spectroscopic characterization, and biocidal evaluation of transition metal complexes derived from Schiff base ligands. Structural elucidation was achieved using elemental analysis, FT?IR, UV?Visible, NMR, EPR, and mass spectrometry techniques. The antibacterial, antifungal, and antioxidant properties of these complexes were systematically evaluated, and structure–activity relationships were established in relation to metal ion identity, coordination geometry, donor atoms, and chelation effects. The findings underscore the crucial role of metal coordination in modulating biological efficacy and highlight the potential of metal–Schiff base frameworks as promising biocidal