The present study explores the role of life skills education in promoting women’s empowerment. Research reveals how women perceive the role of life skills education in enhancing their personal, social, and economic empowerment. It depicts the importance of acquiring essential life skills—such as communication, decision-making, problem-solving, and self-awareness—can lead to greater confidence, autonomy, and active participation in both family and society. The study aims to identify /study the women’s perception of empowerment through life skills. Through qualitative and quantitative data collected from participants, the study identifies twenty key life skills that contribute to personal, social, and economic growth. The findings indicate that most participants recognized the relevance and effectiveness of the twenty identified life skills in their empowerment journey, it validates the comprehensiveness of the identified twenty life skills, as most participants recognized their relevance to women’s empowerment. Therefore, these life skills can be confidently utilized in future research and training interventions. The study concludes that life skills training serves as a powerful catalyst for empowerment and recommends its integration into programs targeting women’s development.

The Education Development Index (EDI) is a vital metric for assessing regional educational progress by incorporating both access and outcomes in primary education. Indicators representing Spatial density and availability of primary schools per 10000 populations has been given importance as access and enrolment of girls, backward caste children along with overall enrolment and primary completion rate has been incorporated in the Education Outcome Index. This study constructs a composite district wise EDI with the help of factorial analysis for Kerala and West Bengal over the period 2006–2016, using two sub-indices: Access Index and Education Outcome Index. Both states and their referred districts have been ranked in terms of Access, Outcome as well as Education Development Index. Whether inequality among districts is increasing or decreasing or remain stable over the years in terms of the composite index, coefficient of variation has been computed. A panel data regression is conducted to identify key socio-economic, policy, and infrastructural determinants affecting district-level education development.

Urdu has historically been an influential instrument of learning, culture, and expression, particularly during the Mughal and British periods in India. Despite its continued popularity in certain domains, such as literature and romance, Urdu’s prominence has faced challenges, especially in post-independence India. The socio-political forces that shaped the trajectory of Urdu encompass colonial policies, communal dynamics, and evolving language preferences. The British administration initially bolstered Urdu as a medium of administration and education to supplant Persian and connect with the populace. However, this support eventually paved the way for the communalized Hindi-Urdu divide. The rise of the Hindi movement in the late 19th century, coupled with British favouritism towards Hindi, relegated Urdu’s status in various spheres, including governance and education. This paper examines the historical and political underpinnings that have influenced Urdu’s position, highlighting its vibrant past, gradual decline, and its current status as a minority language in independent India.

Wabi-sabi, a Japanese aesthetic philosophy, emphasizes the concept of imperfect beauty and beauty of imperfection. The Wabi-sabi aesthetics exposes the bitter truth of our resonance with death and trains us or acceptance and accountability of our past, present, and future. The Wabi-sabi philosophy, through acceptance of continuity, blossoms with the tolerance of pain, tranquilizing cosmic pleasures and reducing indulgence and is rudimentary to the appraisal and approval of Mental Health issues worldwide. A parallel theory of ‘becoming’ proposed by Greek philosopher Heraclitus also goes along with Wabi-sabi’s idea of impermanence. In conclusion, Wabi-sabi aesthetics emphasizes the importance of imperfection in our lives, addressing mental health issues and promoting a more mindful and accepting lifestyle.

This paper explores the role of entrepreneurship education in building a creative economy by fostering innovation ecosystem, critical thinking and problem-solving skills among learners. As the global economy increasingly values knowledge, creativity and adaptability, education systems must evolve to cultivate entrepreneurial mind-sets from an early stage. Entrepreneurship education empowers individuals to recognize opportunities, embrace risk and generate novel solutions that drive economic and social transformation by integrating experiential and interdisciplinary learning models. The study highlights which teaching methods are most effective for embedding entrepreneurship education in curricula? How does entrepreneurship education influence students’ perceptions of risk-taking and innovation? In what ways does entrepreneurship education support creative economic growth and strengthen innovation

ecosystems?

In an era defined by digital saturation, emotional unrest, identity uncertainty, and performance-driven culture, Generation Z is confronted with profound internal and external challenges. While contemporary education prioritizes academic achievement and technological fluency, it often neglects the emotional, ethical, and spiritual dimensions essential for the holistic growth of learners. This paper explores the continued relevance of the Bhagavad Gita as a timeless source of guidance for the psychological and moral development of today’s youth. Through an interpretive analysis of selected shlokas, the study demonstrates how the Gita’s core teachings, such as the impermanence of the physical self, the value of detached action, mastery over the mind, and surrender to a higher purpose, can help students navigate stress, self-doubt, and ethical dilemmas with resilience and clarity. The paper also examines practical ways to integrate Gita-based values into educational and counseling frameworks in a secular, inclusive, and experiential manner. By connecting ancient wisdom to modern pedagogical needs, the Bhagavad Gita emerges as a powerful tool for fostering self-awareness, emotional stability, ethical consciousness, and purpose-driven living among the youth of today.

The contemporary study is an effort made by the researchers to measure the Mathematics Anxiety of students of Secondary School of Jammu Municipality in relation to their Gender, Type of School and Achievements. It looks for variations in anxiety levels between children attending government and private schools, as well as between boys and girls. The project also aims to investigate the relationship between mathematics achievement and anxiety, providing information on how anxiety impacts mathematical academic performance. The researchers selected the 434 class 10th students studying in the various government and private schools of Jammu Municipality as a sample by using simple random sampling. Out of which 209 were girls and 225 were boys. Investigators employed Mathematics Anxiety Self- Test (MAST) constructed by P. Don Bosco and Dr. V.D Swami Nathan in 2021 as a tool for data collection. The scale consists of 20 items which obtained responses on five points. According to the study, there is a negative correlation between secondary school pupils’ achievement and their worry about mathematics. Additionally, study demonstrated that there was no discernible difference in the level of mathematics anxiety between secondary school pupils attending government and private institutions. Beside this, the study also proved that the boys and girls of secondary schools were found to reveal insignificant differences in their mathematics anxiety.

The Quarter System Academic Calendar (QSAC) presents a transformative approach to restructuring higher education in India, addressing the limitations of the traditional semester-based system. The semester model, while providing structured academic planning, lacks flexibility, interdisciplinary integration, and industry alignment, making it less adaptable to the evolving demands of modern education and the objectives outlined in the National Education Policy (NEP) 2020. QSAC introduces a four-term academic

framework, ensuring continuous learning, modular credit-based education, experiential learning, and competency-driven assessments. This study explores the feasibility and impact of QSAC in the Indian higher education landscape through a structured implementation at Aurora University. The research examines key dimensions such as student engagement, academic performance, faculty productivity, industry collaboration, and institutional efficiency. The findings suggest that QSAC enhances student learning outcomes, fosters industry-driven education, and optimizes faculty workload, positioning it as a globally competitive academic framework. The study emphasizes the need for policy-level integration, curriculum restructuring, and wider institutional adoption of QSAC to align with NEP-2020’s vision of a flexible, multidisciplinary, and employability-driven education system. The results of the study indicate that QSAC has the potential to enhance student success, improve employability, and strengthen academiaindustry partnerships. The paper concludes with recommendations for Nationwide implementation, curriculum redesign, faculty training, and regulatory alignment to facilitate a seamless transition toward a more dynamic and globally recognized academic calendar.

After thirty four years of implementation of National Policy on Education 1986, National Education Policy 2020 has been introduced by the Government of India. This emphasizes at bringing necessary changes in the education system with reference to the present context. It focusses on the holistic development of future generations of the nation. Additionally, it envisages bringing transformations in various aspects of teacher education system to meet the present day classroom challenges emerging from the schooling process. The recently introduced four-year Integrated Teacher Education Programme (ITEP) aims at preparing dedicated, passionate, motivated, adequately educated, efficient, professionally competent and skillful teachers. This programme enables teachers to design and implement various learning activities for learners of different curriculum structures in school education process. The programme is designed to ensure that future teachers received enriched ideas in content and pedagogy along with exposure to effective learning strategies and ethical values. They are exposed to various schooling practices to deal with varied classroom situations. Challenges arising in different fields of teacher education like changes in contextual classroom atmosphere which would reshape the behaviour of the learners. It emphasizes on the multidisciplinary inputs in schooling process so as to equip the learners to develop right knowledge, skill and attitude to face challenges in life. This paper discusses the implementation of the Integrated Teacher Education Program (ITEP) under NEP-2020 and its challenges and opportunities to be faced by the teacher education process. Challenges in different field of teacher education such as infrastructure development, qualifications of teacher-educators, collaboration between school-community, research on student-teachers’ behavior and integration of technology in teaching learning process and the unique opportunities of integrating theory and practice, content and pedagogy and bridging the gaps across the stages of school education are taken into consideration in this study. The NCTE regulation required for the

successful implementation of ITEP should be designed in such a way that the challenges could be nipped from its origin itself so that teacher education programmes would take the right direction in inculcating the professionalism among the student-teachers and teacher-educators.

Awareness of Massive Open Online Courses (MOOCs) through KAP study in India has provided a deep insight into the perception of students of teacher education in a three-dimensional way. The current investigation examines the degree of awareness of MOOCs among students pursuing teacher education in state, private, and central universities in Central and Eastern India. Knowledge, Attitude,

and Practice (KAP study) were employed in higher education institutions throughout central-eastern India to examine the awareness of MOOCs among B.Ed. and M.Ed. students. Descriptive statistics, as well as chi-square, were carried out to analyze students’ perceptions. The study’s findings showed that teacher education students at central, state, and state-private universities in Eastern India did not have proper information and awareness; therefore, their attitude towards MOOCs does not positively affect their practice. The chi-square test of association does not significantly associate concerning the nature of the university.

This study investigates the happiness among happiness among undergraduate students in terms of gender and academic disciplines. A survey method of descriptive research was used to collect the relevant information from the respondents. A sample of 100 students from various fields at various public universities in Varanasi, Uttar Pradesh, was gathered by stratified random selection method. Relevant information was collected using standardized tool of happiness developed by Himanshi Rastogi and Janaki Moorjani (2017). Results revealed that gender and academic discipline did not have any significant role on the level of happiness among students. Therefore, it can be concluded that the nature of academic discipline—whether perceived as rigorous or otherwise—does not have a substantial effect on the overall happiness of students. Together, these findings highlight the importance of adopting inclusive

and comprehensive student wellness programs that cater to the entire student population, regardless of gender or academic discipline.

Employment is essential for personal dignity, social stability, and economic prosperity, as every citizen has the right to work, irrespective of physical or social constraints. Ensuring equitable opportunity for all is an integral priority of any nation towards its population. According to the 2011 Census, the number of persons with disabilities (PwDs) in the country is 26.8 million, constituting 2.21 per cent of the overall population. Skill, however, maybe deciphered to bring off a marked task with competence or garner

adroitness in a particular sphere or stream. Census 2011 indicates that around 13.4 million PwDs are between the employable age range of 15 to 59 years. This paper thus analyses current organisations, schemes, and programs pertaining to employment prospects for PwDs, encompassing an examination of available provisions, beneficiary access, and a comprehensive report on Budget allocation patterns for different sectors. This study adopts a descriptive survey to examine existing policies, programs,

and schemes concerning employment for PwDs. The findings of the study indicate that employment opportunities, skill development missions, and assistance of resources have made an effort to thrive both economically and sociologically. PwDs in India,particularly in Mizoram, have escalated over the past decade, yet access to these initiatives remains limited, as indicated by the study. Moreover, since PwDs have a significant role in shaping the nation’s economy, raising awareness and outreach becomes

paramount to increase the number of beneficiaries to align with the National Education Policy (NEP) 2020 & Sustainable Development Goals (SDGs)- 4, 8 & 10, which recognise the economic empowerment of people, including PwDs.

Education plays a crucial role in the accomplishment of Sustainable goals. Education and sustainable development are interrelated with each other as they both deals with well managed livelihood, equity and equality in society, constant economic growth and many more issues related with social up gradation. Teacher is an important factor in our education system. A teacher is a person who is responsible for the students’ academic progress, future achievements as well professional development. Teachers have to

aware about his/her duties and responsibilities if they are aware of his/her duties and responsibilities then they can transfer all these characteristics in future generations. Today’s students are the future of our nation. Teachers are preparing the future of our nation by giving them the better education. They serve education which is an effective instrument of man making. Education is the backbone of the society. Through the education we can make advancements in areas including technology, business, economics, peace, social justice, and human rights. So the teacher education is mandatory to achieve the educational or the sustainable development goals. Teacher education is an important aspect to the sustainable goals. Through this study, researcher described about the key component of education i.e. a teacher as a change agent, highlights the need of the Teacher education, explain the sustainable development and how we can achieve the Educational as well as the Sustainable development goals through teacher education.

Higher education plays a very important role in the development of an academic progression of a student in order to foster for career advancement and enrichment. For the purpose of creation and transmission of knowledge and information among students and researcher, higher education plays a very key role. NEP-2020 is the first education policy of the 21st century and it reinstates the thirty four year old National Policy on Education - NPE, 1986. NEP is formed on the fundamental principles of access, equity, quality, affordability and accountability, this policy is designed on 2030 Agenda for sustainable development goals. It aims is to transform India into a vibrant knowledge society and global knowledge superpower by making higher education more holistic, flexible, and multidisciplinary. NEP-2020 focuses on quality higher education for all by imparting of skills and values that is required for holistic development of a student at each stage of learning. The NEP-2020 is a major step towards the direction which focuses on the holistic development of students by ensuring access, relevance, equity, quality and strong fundamental learning. National Education Policy (NEP) 2020 objective is to transform education system by keeping the learner at the centre. This paper traces out the impact of new education policy 2020 on higher education system and to determine the factors that effect on higher education system and to find out the solutions to overcome the challenges of national education policy system.