SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Artificial Intelligence (AI) has rapidly moved from an emerging technological innovation to an increasingly influential component of contemporary education. Generative AI systems, adaptive learning platforms, automated assessment tools, intelligent tutoring systems, AI-enabled content-generation applications, and learning analytics have created new possibilities for personalized and data-informed teaching. Nevertheless, the availability of AI tools has not translated into confident and pedagogically meaningful classroom adoption by a large proportion of school teachers in India. This article critically examines why many Indian school teachers remain uncomfortable with the adoption of AI tools in classroom teaching. Drawing upon recent Indian and international empirical studies, technology-adoption theories, teacher-knowledge frameworks, and policy documents, the paper argues that teacher discomfort should not be interpreted simply as technological resistance. Rather, it is a multidimensional phenomenon arising from inadequate AI literacy, limited pedagogical confidence, insufficient professional development, uncertainty regarding the reliability of AI-generated content, ethical and privacy concerns, fear of professional displacement, inadequate infrastructure, workload pressures, examination-oriented school cultures, language and contextual limitations, and weak institutional support. The discussion integrates the Technology Acceptance Model/Unified Theory of Acceptance and Use of Technology (UTAUT), Technological Pedagogical Content Knowledge (TPACK), teacher self-efficacy, and emerging AI-competency perspectives to develop an integrated explanation of AI adoption among Indian school teachers. Evidence from India indicates that teachers' technological self-efficacy and infrastructure significantly influence technology use, while recent studies of AI specifically point to gaps between awareness, access, confidence, and pedagogically sophisticated use. International evidence similarly demonstrates that AI understanding, self-efficacy, trust, perceived usefulness, psychological safety, and organizational support are important determinants of adoption. The article concludes that India's AI-in-education agenda requires a shift from tool-centric training to sustained, subject-specific, pedagogically grounded, ethical, and context-sensitive professional development. A proposed multi-level framework for teacher AI readiness is presented, emphasizing AI literacy, AI-TPACK, ethical competence, teacher agency, institutional capacity, and continuous professional learning.

Keywords: Artificial intelligence, AI in education, Indian school teachers, teacher readiness, AI literacy, teacher self-efficacy, TPACK, technology adoption, professional development, generative AI, ethical AI

The Government of India is considering a proposal called "One Nation, One Election" that aims to coordinate elections for all state assemblies and the Lok Sabha, the lower house of the Indian Parliament. It plans to conduct these elections concurrently, either on the same day or during a predetermined window of time. One nation, one election is among the critical reforms in the current central government’s agenda. The purpose of this research is to study the opinion of citizens regarding one nation one election. This research paper is also discussing the stand of political parties, political leaders and election commission of India regarding one nation one election. For this study, the researcher collected data from primary and secondary resources. Survey was done on 30 people as primary resource. For secondary resource, mainly data taken from websites and social media platform. The researcher used one discussion paper of Mr. Bibek Debroy and Kishore Desai (former members of Niti Aayog).  From this study, it is clear that It is a very complex thing to conclude as people whom I asked question were not aware of one nation one election properly, they just knew it because of media, majority of them did not have even basic knowledge of it. But if we look at the survey which I did as per that people want it to be implemented as they know it will say cost and time. Moreover, the election commission also seems ready to conduct one nation one election as soon as they can. And know if we talk about the political parties, majority are not in favour of one nation one election. As they think it would affect the state elections and they would lose elections as it could overshadow the regional interests. It is difficult to implement one nation one election but not impossible.

Keywords: Nation, Election, Government

In the present global scenario, sustainable development has become an urgent necessity due to growing environmental degradation, climate change, depletion of natural resources, and increasing social and economic challenges. Achieving sustainable development requires individuals who possess the knowledge, skills, values, and attitudes necessary to make informed and responsible decisions for the well-being of society and the environment. Educational institutions play a pivotal role in nurturing these sustainable competencies among students, enabling them to adopt environmentally responsible behaviors and contribute effectively to a more sustainable future. Since learners come from diverse social and cultural backgrounds, it is important to examine whether gender influences the development of sustainable competencies, thereby ensuring that sustainability education remains equitable, inclusive, and effective for all learners. The present study aims to explore the effect of sustainable development modules on developing the sustainable competencies among secondary school students by equipping them with the requisite knowledge, attitudes, and skills necessary for sustainable living. A sample of 100 secondary school students studying in schools affiliated to CBSE &PSEB, Amritsar was involved in the present study. The Self-Developed Learning Module (SDLM) on gender equity was designed by the investigator. To analyse the data, mean and standard deviation were used. The findings suggest that:1. No significant difference exist between boys and girls in the experimental group.2. Boys in the experimental group (Mean=26.24) outperformed boys in the control group (Mean = 21.77. 3. Girls in the experi mental group (Mean = 27.76) performed significantly better than girls in the control group (Mean = 23.73).

Keywords: Sustainable Development Learning Modules, Sustainable Competencies,

Secondary School Students

Marketing has evolved over the years; however few of the segments remain the same with evolution in their way of approach. One such segment is B2B marketing which has adopted the technological interface and developed its approach. Business to Business (B2B) marketing technically means selling of product or service from one business to another business. B2B marketing refers to the exchange of products and services, or information between two business organizations. In B2B transactions, the buyer is usually a manufacturer, wholesaler, distributor, retailer, or another business entity. B2B marketing is important because it helps companies build strong business relationships, increase sales, and improve customer satisfaction. In today's competitive market, it has become an important part of the success of many organizations. In India, B2B marketing is growing rapidly due to digital technology, industrial development, and strong business relationships. It plays an important role in the growth of industries and the economy. This literary effort is a descriptive study conducted by the help of secondary data. The study aims to explain the concept, importance, and marketing practices of B2B marketing in the Indian context. The research concludes that effective B2B marketing practices help organizations achieve business growth and improve customer satisfaction. The research highlights the key B2B marketing practices that help businesses create strong relationships, provide better services, and gain a competitive advantage. The authors have considered the domain understanding of the B2B marketing as the scope of study. The generalist approach leads to the limitation of the study with future scope of study in the form of survey pertaining to the B2B practices around the Industry at large or any specific set of Industries.

Keywords: Business, Marketing, Business-to-Business (B2B) Marketing, Business Relationship, Customer Satisfaction, Marketing Practices.

Social media occupies an important place in adolescents’ communication, learning, recreation, and peer relationships, but evidence concerning its association with well-being remains mixed because studies differ in how both social media use and well-being are conceptualized. The present study examined differences in Social Well-Being across three levels of Social Media Usage and gender among 1,120 Grade IX students studying in schools affiliated with the Punjab School Education Board in Hoshiarpur, Barnala, and Ludhiana districts. The sample comprised 520 male and 600 female students drawn from Government and Private schools through a stratified sampling procedure within a multistage framework. Social Well-Being and Social Media Usage were assessed using their respective scales. Students were classified into High, Average, and Low Social Media Usage groups, and a 3 × 2 factorial analysis of variance with Type III sums of squares was conducted, followed by Scheffé comparisons for the three-level factor. Social Media Usage showed a statistically significant main effect on Social Well-Being, F(2, 1114) = 1403.238, p < .001. Mean Social Well-Being was highest in the High group (M = 143.74, SD = 12.31), followed by the Average group (M = 116.69, SD = 11.56) and the Low group (M = 91.82, SD = 11.20); all pairwise differences were significant. The main effect of gender, F(1, 1114) = 1.423, p = .233, and the Social Media Usage × Gender interaction, F(2, 1114) = 2.568, p = .077, were not statistically significant. The corrected model accounted for 71.7% of the variance in Social Well-Being. The findings indicate a strong graded difference in Social Well-Being across the study’s Social Media Usage classifications while showing no reliable gender difference or gender-contingent pattern. Interpretation should remain non-causal and should distinguish general or constructive social media engagement from problematic or addictive use.

Keywords: adolescents, factorial ANOVA, gender, Grade IX, social media usage, social well-being

Sarvodaya promotes the ultimate goal of self realization through the principles of truth and non-violence. It advocates for social justice and equality and the importance of collective well being for a truly egalitarian society. Sarvodaya aims at bringing integration with the all-comprehensive vision to focus and ensure the good of all. One of the greatest personalities of history, Gandhi proved himself a man of love and sacrifice . He envisaged a world wherein a new social order will be established. An ardent follower of truth and non-violence he talked of perennial human values and practiced his ideas for rebuilding a human society. Gandhi believed that non-violence is a means to reach the goal. The present paper aims to explore Gandhi’s concept of Sarvodaya and the role of non-violence for a holistic development and decentralized, self-reliant society.

Keywords: Non-violence, Roots, Sarvodaya society, Gandhian perspective

The current research investigated the relationship between teacher's digital awareness and the sustainable and inclusive education, which is aligned with Sustainable Development Goal 4 (SDG4). The PM eVidya initiative of India was taken up as a national example to explore the potential of digital learning interventions in improving teachers' digital awareness and building sustainable education. A mixed methods research design was employed: a deductive content analysis of policy documents and a survey of secondary school teachers from government and private schools. Pearson's correlation analysis was used to analyse the relationship between the study variables. The results showed that teachers' digital awareness is satisfactory (approximately 80% correct responses) and that there are positive relationships between digital awareness, the use of digital resources, and technology-mediated teaching practices that promote the SDG4 goals. The results have practical implications for policy-makers and education administrators, as they emphasize the need for more preparedness among teachers, narrowing the digital divide, and successful implementation of sustainable digital tools in education systems.

Keywords: Digital initiative, Education, Teacher awareness, Policy frame work analysis, Sustainable Development Goals 4(Quality education)

India’s engagement with West Asia has undergone a profound transformation in the twenty-first century. Historically guided by the principles of non-alignment, anti-colonial solidarity, and strategic caution, India’s approach to West Asia has evolved into a pragmatic, multidimensional foreign policy framework shaped by economic interdependence, geopolitical competition, and emerging regional realignments. The growing significance of energy security, maritime connectivity, counterterrorism cooperation, defence partnerships, technology exchange, and diaspora welfare has made West Asia one of the most strategically important regions in India’s external relations. This paper examines the changing dynamics of India–West Asia relations in the context of the evolving global order. It analyses India’s balancing strategy among major regional actors including Saudi Arabia, the United Arab Emirates, Israel, Iran, Qatar, and Oman, while also assessing the impact of recent geopolitical developments such as the Abraham Accords, regional normalization initiatives, the International North–South Transport Corridor (INSTC), and the India–Middle East–Europe Economic Corridor (IMEC). The paper argues that India’s West Asia policy reflects a broader shift from ideological diplomacy to interest-based strategic engagement. The study further explores the role of economic diplomacy, defence cooperation, maritime security, digital partnerships, energy transition, and people-to-people connections in shaping the future trajectory of India–West Asia relations. It concludes that India and West Asia are increasingly interconnected through shared geopolitical and economic interests and that their growing partnership may contribute significantly to the emergence of a more balanced and cooperative multipolar international order.

Keywords: India, West Asia, multipolarity, strategic partnership, energy security, geopolitics, maritime security, economic corridors, foreign policy

The relationship between gender and ecology has emerged as an important area of inquiry within environmental studies and feminist scholarship. Ecofeminism examines the interconnected forms of domination that affect both women and nature, arguing that patriarchal systems and exploitative development models contribute to environmental degradation and gender inequality. This paper explores the relationship between gender, ecology, and ecofeminism with a particular focus on the Indian context. Women in India, especially in rural and indigenous communities, have traditionally played a significant role in managing natural resources such as forests, water, and agricultural land. Their daily interaction with the environment provides them with deep ecological knowledge and makes them key stakeholders in environmental sustainability. However, despite their contributions, women often remain marginalized in decision-making processes and environmental governance.The paper discusses theoretical foundations of ecofeminism, gendered relationships with natural resources, and the impact of environmental degradation on women. It also examines key environmental movements in India such as the Chipko Movement and grassroots initiatives led by women. Furthermore, it highlights the contributions of ecofeminist thinkers such as Vandana Shiva and environmental activists like Basanti Devi. Using examples from agriculture, climate change adaptation, and community-based conservation, the paper demonstrates how women’s participation is essential for sustainable environmental management. The study concludes that integrating gender-sensitive perspectives into environmental policies is crucial for addressing ecological crises and promoting social justice. Ecofeminism provides a transformative framework that encourages equitable participation, sustainable development, and harmonious coexistence between humans and nature.

Keywords: Gender, Ecology, Ecofeminism, Environmental Justice, Women and Environment, India, Sustainable Development

Agriculture in India faces high risks from unpredictable weather, pests, and natural calamities, resulting in income instability for farmers. The Pradhan Mantri Fasal Bima Yojana (PMFBY) was introduced to provide affordable crop insurance and timely compensation for crop losses. This study examines PMFBY in Karnataka from 2019–20 to 2023–24, analyzing trends in farmer enrollment, area insured, premiums paid, and claims disbursed. Using secondary data and descriptive-analytical methods, the study finds a strong positive correlation between farmer premiums and claims, indicating operational efficiency of insurance providers. Results show growing participation, especially among small and marginal farmers, while a plateau in insured area in 2023–24 highlights the need for improved outreach and inclusivity. The study also emphasizes the role of digital platforms, awareness campaigns, and streamlined administrative processes in enhancing scheme effectiveness. Practical recommendations are provided for farmers, government agencies, insurers, and policymakers to strengthen participation, timely claim settlement, and financial sustainability. The findings demonstrate that PMFBY plays a vital role in protecting farmer livelihoods, stabilizing agricultural incomes, and promoting sustainable agricultural development through coordinated stakeholder efforts.

Keywords: PMFBY, crop insurance, farmer enrollment, claims disbursement, Karnataka, agricultural risk management

Adolescents’ capacity to negotiate emotional demands, peer relationships, and school expectations is central to well-being and educational participation. This cross-sectional descriptive survey examined gender and academic-stream differences in emotional, social, and educational adjustment among 100 Class XI students enrolled in three government senior secondary schools in Shimla district, Himachal Pradesh, India. The sample comprised equal cells of boys and girls in Arts and Science streams (n = 25 each). Adjustment was assessed with the Adjustment Inventory for School Students developed by A. K. P. Sinha and R. P. Singh, in which higher scores indicate poorer adjustment. Independent-samples t-tests and Hedges’ g were used for group comparisons, while score categories described adjustment levels. Girls reported better emotional (M = 6.94, SD = 2.84) and social adjustment (M = 6.66, SD = 3.26) than boys (emotional: M = 8.12, SD = 2.44; social: M = 8.52, SD = 2.44), with moderate standardized differences (g = 0.44 and 0.64, respectively). The gender difference in educational adjustment was smaller and did not reach the conventional .05 threshold (g = 0.39). Within the Science stream, girls showed better social and educational adjustment than boys; among girls, Science students showed better social and educational adjustment than Arts students. Educational adjustment was unsatisfactory or very unsatisfactory for 62% of boys and 54% of girls. The findings point to a need for gender-responsive counselling alongside school-wide academic-transition support. Because schools were selected conveniently, the sample was small and localized, and multiple unadjusted comparisons were conducted, the results should be interpreted as exploratory rather than population estimates.

Keywords: adolescence; school adjustment; gender; academic stream; senior secondary education; Himachal Pradesh; India

Higher education plays an important role in the development of youth and the overall progress of society. In Odisha, the expansion of universities, colleges, professional institutions, and skill development programmes has created new opportunities for young people. Education helps youth improve their knowledge, skills, confidence, employability, and ability to participate in social and economic development. However, Odisha still faces several challenges in higher education, including unequal access, rural–urban disparities, limited infrastructure, unemployment, skill gaps, and financial difficulties among students. These challenges can affect the quality of education and the future prospects of young people. This paper examines the relationship between higher education and youth development in Odisha, with particular focus on educational opportunities, skill development, employment, and social empowerment. It also highlights the need for quality education, vocational training, digital learning, career guidance, and stronger links between educational institutions and employment opportunities. Effective policies and inclusive educational practices can help Odisha’s youth become skilled, productive, and responsible citizens. Strengthening higher education can therefore contribute significantly to youth empowerment and the sustainable social and economic development of Odisha.

Keywords: Higher Education, Youth Development, Skill Development, Employment, Sustainable Development