This study investigates the implementation of nCerT’s initiatives for inclusive and accessible education, with a specific focus on the e-Pathshala platform, within secondary level schools in India. It examines the utilization and effectiveness of e-Pathshala and related NCERT resources such as PRASHAST, Barkhaa, ISL resources, and others in fostering inclusive educational environments. employing a mixed-methods approach, this research assesses the accessibility of these resources, their impact on students with diverse needs, and the challenges faced by educators in their implementation. The study aims to provide insights into the current status of inclusive education practices in secondary schools and offer recommendations for enhancing the effective integration of nCerT’s inclusive initiatives.

The neP-2020 aims to transform teacher education by focusing on quality, making the profession more attractive, and incorporating continuous professional development. It introduces a 4-year integrated B.ed. program and short local teacher education programs, all while promoting multidisciplinary approaches and integration with universities. The policy also emphasizes practical training, national professional standards, and ensuring all teachers are professionally educated or certified by 2030. neP-2020 proposes the introduction of a four-year integrated teacher education programme by 2030, replacing the existing fragmented system. This programme emphasizes a multidisciplinary approach, combining theoretical knowledge with practical classroom experience. NEP-2020 is the first education policy of the 21st century and the successor to his 34-year-old national Policy on education (nPe) in 1986. Aiming to make both school and university education more inclusive, flexible and interdisciplinary to meet the needs of the 21st century, and to highlight the unique abilities of each student, we aim to bring India to a vibrant knowledge base. Transform society into a global knowledge superpower. The policy was developed via an extensive collaborative process that was unmatched in scope and depth The NEP-2020 policy provides for reforms at all levels of education from school to higher education. NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education.

In an era defined by rapid digital transformation, the integration of emerging technologies into Knowledge Management (KM) practices has become pivotal for organizational resilience, innovation, and agility. This paper explores how advanced tools—such as artificial intelligence, IoDT, machine learning, blockchain, and immersive platforms—are reshaping the KM landscape by enhancing knowledge

capture, dissemination, and utilization. Drawing on contemporary KM frameworks and empirical case studies, the research examines the affordances and limitations of these technologies in fostering collaborative knowledge ecosystems. It also highlights the strategic alignment required between technological capabilities and organizational culture to ensure sustainable KM outcomes. The paper concludes with a proposed model for technology-enabled KM maturity, offering actionable insights for practitioners and policymakers seeking to future-proof their knowledge infrastructures.

The Satra, a neo-vaishnavite religious institution in Assam, India is almost five centuries old. The Satra institution has faced many changes in the growth and extensions throughout a long course of history. During a long time the Satra institution has multiplied in a large number and it has become a special feature of assamese society and culture. Sankaradeva, the great Vaishnavite saint of the 15th and 16th centuries was the guiding spirit for the initiation and development of neo-Vaishnavism in assam. The Satra is a religious instituted in assam, India, are the Vaisnava monasteries, symbolic entities of the assam Vaismisrn, which are the residential places of the Vaisnava friars called the bhakats.

Women’s empowerment in India has emerged as both a developmental necessity and a moral imperative in the 21st century. Despite visible progress in education, employment, and political participation, the journey towards genuine empowerment remains fraught with subtle yet persistent socio-cultural and institutional barriers— what may be termed as “hidden fences on open frontiers.” This paper critically examines the multidimensional status of women’s empowerment in India through the lens of education, social equity, and policy intervention. It argues that while education has served as a transformative force—enhancing agency, reducing fertility rates, and enabling economic participation—it often operates within patriarchal frameworks that continue to dictate the pace and scope of empowerment. Drawing on empirical evidence, historical context, and feminist theoretical perspectives, this study seeks to unravel the paradox of progress: how increased opportunities coexist with enduring constraints. Ultimately, it underscores the need for a redefined paradigm of empowerment—one that transcends numerical indicators and fosters cognitive, emotional, and structural emancipation of women in both public and private spheres.

In the twenty-first century, artificial intelligence (AI) is rapidly transforming education, communication, and social interaction. While AI technologies have the potential to promote equity, dialogue and access to information, they also raise serious ethical questions about privacy, misinformation, and algorithmic bias. This paper explores how AI can be integrated into teacher education to nurture a culture of peace and ethical responsibility among future educators. It highlights the dual role of teachers— as critical users of AI tools and as facilitators who model ethical digital behaviour for their students. The discussion draws upon examples from digital classrooms, online

conflict-resolution platforms, and community outreach programmes to illustrate how AI can support non-violence, empathy and inclusion. The paper also examines the need for policy frameworks, curricular modules and teacher training to ensure that AI applications in education do not reinforce discrimination or misinformation but instead promote cross-cultural understanding and peace-building. By focusing on teacher education, the study argues for an approach to AI that combines technological innovation with human values, thereby preparing educators and learners to act as responsible digital citizens committed to peace.

This research paper examines the incorporation of Indian Knowledge Systems (IKS) into environmental education, further investigating the potential of IKS-based ecopedagogy to enhance students’ connection with their local environments and promote ecological stewardship. It underscores the effective integration of traditional ecological knowledge into contemporary scientific frameworks, thereby fostering a more holistic and culturally relevant approach to environmental education. additionally, the study explores the role of community elders and knowledge keepers in facilitating the transmission of IKS within formal educational settings, highlighting the significance of intergenerational learning in addressing contemporary environmental challenges. The paper discusses methodologies for the respectful incorporation of Indigenous Knowledges into environmental education and evaluates culturally responsive practices.