The incorporation of design thinking principles into Indian education presents an innovative approach to modernize and enrich learning experiences. Design thinking, known for its iterative and human-centered approach, has the potential to address shortcomings in traditional educational practices in India. This study delves into the integration of design thinking into the development of curricula, Teacher training, and improvement of school infrastructure. This integration offers various advantages, including the promotion of creativity, enhancement of problem-solving abilities, increased student engagement, and the cultivation of essential 21st-century skills. Nonetheless, there are challenges to be surmounted, such as resistance to change, limitations in resources, and complexities in assessment. To overcome these obstacles, the study suggests strategic solutions, including comprehensive training initiatives, mentorship programs, collaborative learning communities, resource accessibility, the cultivation of supportive school environments, and integration into teacher education programs. This research paper provides a practical guide for educational policymakers, administrators, and educators to leverage the potential of design thinking in revolutionizing the Indian education system. By implementing these recommendations, educators can effectively nurture an environment of innovation and critical thinking among students, equipping them to meet the multifaceted demands of the 21st century. Through the exploration of existing studies and the proposal of a theoretical framework, this paper seeks to offer feasible insights and tangible steps for the integration of design thinking into the Indian education system. In conclusion, the adoption of design thinking in Indian educational institutions stands to significantly enhance educational outcomes, despite the prospective challenges inherent in its implementation.

The entire education system has evolved and transformed to meet societal demands. Transitions across the educational system are essential and natural because development is always accompanied by a willingness to adapt. The paper highlights the emerging patterns required to revamp the educational system and cope with contemporary issues. Children can acquire an assortment of abilities and attributes through education. As Krishnamurti so eloquently stated, Education never ends with the reading of

a book, clearing an exam, and then calling it quits. Instead, learning is a lifelong endeavor beginning from birth and continuing till death. The most significant educational policy of the twenty-first century is the National Education Policy 2020. Its main objective is to nurture individuals with strong ethical principles, as well as rational thinking and behavior, determination, resilience, empathy, compassion, and intellectual curiosity. The NEP’s determination to promote Early Childhood Care and Education (ECCE), which gradually gained recognition in national policy discussions, is remarkable. The recognition emphasizes how crucial it is to guarantee a successful education and achievement, which starts from the initial years of a child’s schooling. The objectives of the present article are to examine Early Childhood Care and Education (ECCE) and its alignment with the National Education Policy (NEP) 2020 framework, address the challenges involved in implementing ECCE under NEP 2020, and provide suggestions for increasing the standard of ECCE within the NEP 2020 framework. The analysis of secondary data from reputable sources is the study’s source of support. 

Self-directed learning (SDL) refers to a student’s ability to integrate their attitudes, enthusiasm, and actions into their personal and academic lives, taking responsibility for the quality of their learning. India’s high dropout rate is largely due to unattractive teaching methods, lack of engagement in classroom activities, and a significant gap between expected and actual learning levels. As a result, they remain dependent on others for learning, rather than developing autonomy as they grow older. The objective of our education

system should be to cultivate self-directed learners who can independently determine how to achieve their educational goals. This evolution involves moving from pedagogy, where students are guided by teachers, to andragogy, where they take more responsibility for their learning, and ultimately to heutagogy, where they become fully self-determined learners. The goal of any teaching-learning system is to guide students through this progression, fostering their development from dependent to self-directed andeventually self-determined learners. This paper aims to assess the level of self-directedness in learning among students at variability with respect to various classification variables. A cross sectional survey was conducted on a sample size of 665 ranging from school education to higher education using a simple random sampling at Kolkata district of West Bengal. Sixty-five item SRSSDL questionnaire (Williamson, 2007) along with data on baseline characteristics of the students. The level of Self-directedness in learning was found to have significant variations with differences in gender, differently abled, class, stream,

locality of students and siblings. 

Drug addiction among children is a growing concern that poses a significant threat to society. Children are increasingly exposed to drugs, which can lead to addiction and have a negative impact on their physical, mental, and social well-being. The consequences of drug addiction among children can be severe, including impaired cognitive and social development, increased risk of criminal behavior, and a higher likelihood of long-term substance abuse. The purpose of the study is to examine how drug abuse contributes to the alarming rise in juvenile crime and its negative impact on society in Poonch District. This study is based on the Qualitative method, which includes secondary data and observation of the researcher. This study reveals that factors such as peer pressure, family dysfunction, and lack of parental supervision can contribute to drug addiction among children. As children represent the nation’s future, it is inevitable that drug addiction will have a negative effect on society if it continues to spread. Destruction in terms of economics, culture, and morality is also brought about by it, specifically to the individual and generally to the community. Addressing this issue requires a comprehensive approach that includes prevention, early intervention, and effective treatment. Public awareness campaigns, education programs, and support for families are essential components of such an approach. Effective strategies to combat

drug addiction among children are crucial to ensuring the safety and well-being of future generations. 

Pre-service teacher education programme plays an important role for quality improvement of school education. This piece of work analyses the problems and prospects in present curriculum structure, infrastructural facilities, teacher composition, classroom transaction and evaluation strategies available in different pre-service elementary level teacher education institutions in Odisha. Adopting a descriptive survey research, 13 pre-service elementary level teacher education institutions were selected purposively as sample and data collected from student-teachers, teacher-educators and Principals. The findings of the study revealed that, the curriculum prescribed for pre-service elementary level teacher education programme in Odisha is relevant but needs to incorporate some modern and emerging concepts. Internship or practical classes are to be given much more importance at par with theory. The infrastructural facilities available in the institution are not appropriate and adequate. Teacher-educators posted in the institution are well qualified, but they need some refresher and orientation courses for their professional development with reference to the use of modern technologies and pedagogy. Discussion method, activity based learning, assignment method, project methods, etc. were used for classroom transaction. Teacher educators of these institutions are well qualified, and the enrolled pupil teachers are of good standard. Regarding assessment both student teachers and teacher educators agree that present evaluation system is not adequate as it does not focus equally on theory and practical. Based upon the findings the paper presents educational implications.