A field experiment was carried out at the Institute of Agriculture and Animal Science (IAAS), Rupandehi, Nepal to investigate the effect of different organic manures, fertilizers, and their combination on the growth and yield of the White Viana variety of knol-khol (Brassica oleracea var. gongylodes L.). Randomized complete block design (RCBD) was used in experimenting, with three replications. The eight different treatments were T1 (FYM 20 ton ha-1), T2 (FYM 15 ton ha-1), T3 (PM 20 ton ha-1), T4 (Half of Recommended dose of fertilizers 60:40:45 kg NPK ha-1), T5 (FYM 15 ton ha-1 + Half of Recommended dose of fertilizers 60:40:45 kg NPK ha-1), T6 (FYM 10 ton ha-1 + Half of Recommended dose of fertilizers 60:40:45 kg NPK ha-1), T7 (PM 15 ton ha-1 + Half of Recommended dose of fertilizers 60:40:45 kg NPK ha-1), T8 (control). The maximum plant height (27.21 cm), leaf length (23.74 cm), leaf width (10.53 cm), crown spread (50.88 cm), knob diameter (20.02 cm), biological yield (538.56 g), and biological yield per hectare (21.54 t ha-1)

observed in T7. The maximum number of leaves (17.4), and harvest index (83.93 %) were recorded in T3 while the highest marketable yield (428 g) and marketable yield per hectare (17.12 t ha-1) was observed in T5. In summary, the application of poultry manure @ 15 ton ha-1 + Half of the Recommended dose of fertilizers 60:40:45kg NPK ha-1 was observed superior over other treatments in Paklihawa, Rupandehi condition of Nepal.

This study, conducted among more than 250 physics and chemistry teachers in Morocco, analyzes the impact of experimentation on student learning and attention in middle and high school. The results show that the majority of teachers favor digital simulations, except for simple experiments such as electrical circuits. This choice is linked to material constraints, class size, and safety requirements. Simulations are perceived as practical and flexible, allowing experiments to be repeated or slowed down to facilitate understanding. However, teachers emphasize the need for specific ICT training in order to better integrate these tools into their practices. The most effective strategy identified is based on a hybrid approach: using simulations to explain abstract phenomena and real experiments to develop experimental skills, methodological rigor, and critical thinking. This complementary approach appears to be a promising solution for enriching science education and overcoming the constraints encountered in schools.

Inclusive education is central to global reform, yet classroom practice often lags behind policy. In Thailand, bilingual programs intensify the cognitive demands of English language learning, particularly for neurodiverse students with ADHD, dyslexia, and autism spectrum disorder (ASD). This qualitative case study investigates the impact of creative multisensory strategies—role play, visual scaffolding,

structured group work, and technology‑assisted activities—on learner engagement, comprehension, and confidence in a Grade 12 bilingual classroom in Bangkok. Using narrative inquiry and thematic analysis of 32 lessons, findings reveal differentiated benefits: ADHD learners thrived with role play and digital tools, dyslexic learners improved task accuracy from 58% to 85% through visual scaffolding, and ASD learners showed marked gains in comprehension with predictable group routines. These results underscore the necessity of flexible pedagogy in bilingual ESL contexts and highlight implications for teacher training, curriculum design, and inclusive policy frameworks.

This study examines the crucial role of teaching competencies in integrating 21st-century skills into educational practices, aligning with the National Education Policy (NEP) 2020. As technology and global interconnectedness reshape education, teachers must develop diverse competencies to foster creativity, critical thinking, collaboration, problem-solving, and digital literacy skills emphasized in NEP-2020. The policy advocates for experiential learning through innovative pedagogies such as blended learning,

flipped classrooms, and project-based learning, ensuring students develop higher-order thinking and adaptability. NEP-2020 underscores the integration of technology in education to enhance both academic performance and self-directed learning. Digital tools, when effectively used, create engaging environments that promote interdisciplinary problem-solving. To meet evolving educational demands, continuous professional development (CPD) is vital. The policy recommends structured teacher training

programs focusing on critical thinking, creativity, and technology-driven instruction to equip educators with essential skills. Cultural and contextual factors significantly influence teaching competencies. NEP- 2020 highlights inclusive and equitable education, urging training programs to address socio-economic disparities, digital access challenges, and regional variations. Institutional support is crucial, requiring collaboration among schools, policymakers, and educational institutions to provide necessary resources,

mentorship, and professional learning opportunities. By fostering a culture of lifelong learning, NEP- 2020 envisions an adaptive and future-ready education system. Strengthening teaching competencies through structured training and technology integration ensures that students acquire the skills needed to succeed in a dynamic world. Empowering educators with 21st-century skills is essential for preparing future generations to navigate global challenges confidently and competently.

In today’s complicated materialistic society, higher education students’ mental health can be affected adversely due to several pressures in life. Emphasising happiness can facilitate their improved adjustment and overall success. Previous literature indicates that persons predisposed to spirituality demonstrate greater happiness than those without such inclinations. This study seeks to determine the relationship between ecospirituality and happiness among higher education students. This cross-sectional survey study comprised a sample of 793 students. Students completed the personal information schedule developed by the current researchers, the Ecospirituality Scale by Suganthi (2019), and abbreviated Oxford Happiness Questionnaire (2002). Correlation coefficient revealed a statistically significant, moderate and positive relationship (r = .406, p < 0.01) between higher education students’ ecospirituality and happiness. The findings of the study can be helpful to plan awareness efforts, dialogues, and policies in this context.

Baiga, a tribe well-known historically for its primitive characteristics, untouched and unaltered by the developments of the modern world, has nestled within itself a world full of unique culture, tradition, customs, and vast ecological knowledge of its surroundings. Known for their sense of medications using herbs and plants found in the forests and hence known as the healers, this tribe is also famous for tattooing and shifting agriculture known as ‘bewaar’. In contemporary times, Baiga have been recognised as PVTGs, i.e. Particularly Vulnerable Tribal Groups, by the Indian government, and efforts have been taken to preserve their identity and ethnicity by safeguarding their rights. This research is an ethnographic study and aims to explore the tribal knowledge, culture, tradition, customs, ceremonies, rituals, idols, and festivals of the Baiga Tribe and the vast ecological knowledge of this tribe. This study was carried out in five villages, namely Polmi, Amera, Agarpani, Pandariya, and Bodla, confined within the Kabirdham district of Chhattisgarh state, India. The tools, such as observation schedules and semistructured interviews with tribal communities, have been used for this study. Additionally, Interviews, memo writing, diary writing, and FGDs were also used by the researcher to understand the nature of habits and habitat of these communities, schools, and families to identify the Indigenous traditional ecological scientific knowledge, culture, and health-related life practices.

In many regions of the World, Girl’s education continues to be a difficult endeavor, despite to advance gender equality in education. Millions of girls are still prevented from receiving and finishing high quality education by socio-cultural norms, early marriages, gender-biased violence, poverty and a lack of infrastructure. While economic limitations drive families to pull girls out of school to undertake household obligations or revenue creation, traditional beliefs in rural and marginalised areas sometimes value the education of Males over that of girls. Additionally, female attendance and retention are disproportionately impacted by dangerous school surroundings and inadequate sanitary facilities. Despite improvements in enrollment rates brought about by international initiatives and legislative reforms, there is still a sizeable disparity between the learning results and dropout rates of boys and girls. This research has been planned to examine the girl’s education. Secondary data served as the foundation for this work. The current study focuses on the state of girl’s education, highlighting the obstacles that girls encounter during their education and the measures taken by the government to address these obstacles.

Constructivist approach in teaching emphasises on development and acquisition of concepts among the learners by active construction and meaning making process. This new reform in education demands teachers to detach from traditional practice of knowledge transmission to constructivist teaching where the learners are guided to construct knowledge. This study aims to investigate secondary school teachers’ attitude towards constructivist approach in teaching in Gyalshing District of Sikkim. The study has followed convergent parallel design under mixed method approach. A total of 120 secondary school teachers who taught at the secondary level were taken as the sample for the quantitative phase of study while for the qualitative phase 15 teachers were selected from the sample. The quantitative phase of the study was carried out by a descriptive survey method through TASCAT scale. Data for the qualitative phase was collected through a semi structured interview prepared by the researcher. The findings of the study revealed that most of the teachers have favourable attitude towards constructivist approach on teaching. While with deeper analysis on interview findings it could be revealed the teachers understood the general principles of constructivism, but they could not fully grasp its core essence or how to effectively integrate these practices into their teaching. Additionally, several aspects, such as school culture, classroom culture, the structure of the curriculum, and assessment methods were found to have an impact on how teachers put their views into practice in the classroom.

Municipal solid waste management (MSWM) has emerged as one of the most pressing challenges of urban governance in India. This problem is particularly severe in regions that are rapidly urbanizing and ecologically fragile. Srinagar city, the summer capital of Jammu and Kashmir, is struggling with municipal waste management. The problems include poor infrastructure, irregular collection services, and heavy reliance on the already overburdened Achan landfill. This study examines the household waste generation

and management practices across 384 households in the 64 municipal wards of Srinagar city. The findings reveal that the food waste dominates household streams (73%), while storage relies primarily on old buckets (44%) and plastic bags (37%). Although 55% of households practice segregation, 73% report the absence of separate bins from the Srinagar Municipal Corporation (SMC). Disposal is largely dependent on the Ghanta Gadi (pick up truck) vehicles (51%), yet 40% of households face irregular clearance, and 51% lack nearby public containers. The study shows a paradox. While 91% of citizens know the waste management rules and 93% support recycling, weak municipal systems prevent these practices from being effective. The paper argues that Srinagar needs to bridge its governance gap in waste management. This can be achieved by improving infrastructure, ensuring regular services, promoting decentralized composting, and running targeted awareness campaigns. Such measures are essential for moving the

city towards a sustainable waste management system, in line with the Swachh Bharat Mission 2.0, the G-25 Action Plan, and Sustainable Development Goal 11.

As a result of Sri Rama Krishna’s inspiration, Vivekananda adopted the Advaita school of thought, accepting the idea that only Brahman is real and everything else is false. Brahman that I am. Reality, according to Vivekananda, is one supreme Brahman. He emphasises the reality’s monastic nature. Vivekananda, a Neo-Vedantist, acknowledges Brahman as being beyond space, time, and causality. He saw that each person’s energy is a manifestation of divinity and created a very uplifting psychology of humanity. His achievement rests in using Advaita Vedanta’s social philosophy, which paved the way for social changes in India. Advaita Vedanta practice was promoted by him in aspects of society-related everyday living. He used Advaita Vedanta philosophy to create a more spiritual and humane world. Everything revealed his realistic Vedanta idealism.

Elderly people in the rural areas continue to be substantially excluded despite the growing digitalization of public services including healthcare, finance and governance. This is because of lack of access to personal devices, lack of confidence and physical and cognitive constraints. This study examines the digital awareness of elderly persons, particularly those above 55 years of age in Nagakudi village of Tamil Nadu. Key barriers are identified by the study using qualitative techniques including informal interviews

and observations during a digital awareness programme. The barriers include belief that digital tools and devices are irrelevant, dependence on younger members of the family and lack of support for learning digital skills. The findings highlight a need for context-relevant, need- based training and reinforcement. Engaging local adolescents as digital trainers and mentors, encouraging family members to support training of adults and using community spaces as digital learning spaces are few of the recommendations.

In addition to adding to the expanding debate on digital inclusion, this programme evaluation findings provides insights for creating future initiatives aimed at older adults in rural areas.

Integrating ​‍​‍​‍​‍​‍​‍​‍​‍​‍​‍​‍Artificial‍​‍​‍​‍​‍​‍Intel‍l‍igence​‍ (AI)​‍in​ ‍the​ ‍education​ ‍sector​ ‍has ​‍changed​‍ the ​‍whol‍e​‍ traditional‍ ‍l‍earning​‍ process​‍ in​‍ cl‍ass​‍ markedl‍y.​‍ In​‍ this​‍ l‍iterature​‍ review,​‍ topical‍​‍ and​‍ argumentative​‍ methods​‍ are​‍ used​‍ to​‍ eval‍uate​ ‍the ​‍influence​ ‍of ​‍AI​ ‍on ​‍cl‍assroom​‍ education,​‍additional‍l‍y,​‍the​‍ gl‍immer​‍ and​‍ the​‍ gl‍oom​ ‍of​‍the ​‍AI​‍ are​‍ al‍so ​‍considered.

Odisha Adarsha Vidyalaya is the brainchild of the government. Of Odisha. Nowadays, it is comparable to Kendriya Vidyalaya in terms of curriculum and academic excellence. In this article, the Q–HI Model (Quality–Holistic–Inclusive) framework is introduced to provide an understanding of the Odisha Adarsha Vidyalaya (OAV), an innovative secondary education initiative in Odisha, India. Built on three pillars—Quality Learning Environment, Holistic Development, and Inclusive Participation—the model draws on Constructivist Learning Theory, Human Capital Theory, and Social Justice Theory. It highlights how OAVs reduce educational inequalities by providing equitable opportunities for underprivileged students.

Emotional maturity and professional commitment are essential psychological attributes that influence teachers’ effectiveness, classroom behavior, and long-term engagement with the teaching profession. Secondary school teachers operate in complex educational environments where they are required to manage academic responsibilities along with students’ emotional and behavioral needs. In such settings, emotional maturity helps teachers regulate stress and maintain interpersonal balance, while professional commitment reflects their dedication, responsibility, and attachment to the teaching role. The present study aims to compare emotional maturity and teaching commitment among government and private secondary school teachers. A descriptive survey method was employed, and a sample of 200 teachers (100 government and 100 private) was selected from secondary schools of Meerut district using stratified random sampling. Standardized tools were administered to measure emotional maturity and professional commitment. Descriptive statistics and the t-test were used for data analysis. The findings reveal no significant difference in emotional maturity between government and private school teachers, whereas a significant difference was found in teaching commitment, with private school teachers showing higher levels of commitment. The study emphasizes the importance of supportive institutional environments and professional policies that enhance teachers’ commitment while nurturing their emotional competencies for improved educational outcomes.

Socrates, a prominent philosopher from ancient Greece, asserted “I am a citizen, not of Athens or Greece, but of the world” (Peter, 1977 as cited in Suppo, 2013). His utterances suggested a level of citizenship that transcended beyond his ties to his home country. A similar result has been seen in our lives with the introduction of the Internet into our lives, as it caused a significant shift in our habits. The alterations are the most pronounced in the areas of communication and life perception. As a result of this occurrence,

researchers began focusing more closely on the idea of digital citizenship (Roblox Corporation, n.d.). The notion of digital citizenship is critical for encouraging students to exhibit responsible and ethical behaviour while using technology. Education instils values, rights and responsibilities of a good citizen. As a 21st century learner it becomes essential to teach students about citizenship that is global in nature and has no boundaries. A mixed method approach combining a Likert scale and interview schedule was used to

collect responses from in-service elementary teachers working in both government and private schools. The study found that most teachers maintained a neutral outlook towards digital citizenship, indicating awareness but limited application. However, government school teachers exhibited a comparatively stronger connection with the ethical and civic aspects of digital citizenship. In contrast, teachers from private schools, while demonstrating greater familiarity with digital tools, engaged less with the broader values tied to digital responsibility. A significant proportion of participants (76%) viewed digital skills as essential for responsible online behaviour. Differences emerged in how digital empathy and cybersecurity were perceived across the two types of schools. Many teachers stressed the importance of embedding digital citizenship across all subjects rather than treating it as an isolated topic. They also highlighted the need for ongoing professional development and the active involvement of parents in shaping students’

digital behaviour. The study points to the necessity for a well-rounded and inclusive approach to digital citizenship education—one that empowers both teachers and learners to navigate the digital space with awareness, integrity, and accountability.