Engaging alumni has become a key institutional objective, particularly in higher education. Universities are active in developing strategies for engaging with their alumni as an architect in construction of the institutional brand. Despite the fact that alumni usually leave college to seek employment, they can keep in touch and grow their global professional network. Involving alumni in every activity of the institution’s functioning is vital to maintain a strong sense of affiliation. Establishing meaningful relationships with alumni is also important to the sustainable growth and development of higher education programs. Proud alums often act as influential marketing ambassadors for their organization and give positive testimonials about their time there. Alumni cherish the memories whenever they have an opportunity to visit their place of education due to their sentiments. Nevertheless, Institutions may face difficulties in their pursuit of this goal. Smart technology can be used by institutional leaders to create memorable experiences that will strengthen ties between the university and alumni. Encouraging alumni to other graduates and advanced learning opportunities offered at the higher education institution not only encourages alumni to re-enroll but also reinforces the value of their degree. The article elucidates the

characteristics, role, and importance of alumni. Also, the challenges faced by institutions in connecting and reunion of alumni have been explicated.

The National Education Policy (NEP) 2020 has paved a promising path for the development of education system after decades of pending required improvement. It has extensively described the aims and commitments which makes a learner achieve full range of their potential and make them empowered. One such offshoot policy document which forms its inspiration and basis from NEP, is National Curriculum Framework for School Education (NCFSE) 2023 which is completely based on School Education Environment and its holistic growth. The Paper largely focuses on integration and inclusion of ideological principles and values of Indian Knowledge System (IKS) which is derived from ancient cultural roots of rich Indian tradition. In recent times education sector has incorporated numerous ways to revive and rejuvenate Indian Traditional Ideas especially government put huge emphasises on it and provided required support. In the NCFSE document, through various instances shared which refers to the Ancient Indian Knowledge, in the forms of “Shlokas”, “Dohas”, “Stories” etc. In a way it shed light on past relevant methods to deal with School System and to run it successfully in due course of time. It further helps in understanding the content, defining the learning standards and creating an efficient

pedagogy which not helps caters to the present needs but also includes the value system and practice from the traditional Indian knowledge.

This paper explores the intersection of cognitive science and Indian philosophy, revealing how traditional Indian philosophical concepts can enrich and inform contemporary cognitive science. Indian philosophical traditions, including Vedanta, Buddhism, and Jainism, offer profound insights into consciousness, cognition, and the nature of the self. By examining these perspectives, we uncover valuable contributions to understanding cognitive processes such as perception, self-awareness, and emotional regulation. The

integration of concepts like Advaita Vedanta’s non-dual consciousness, Buddhist notions of impermanence and non-self, and Jain epistemological frameworks provides a multidimensional view of cognition that complements modern scientific approaches. By bridging philosophical insights with empirical research, we propose a collaborative framework that enhances our comprehension of the mind and consciousness.

This paper examines the subconscious mind’s significant impact on academic success, focusing on beliefs, habits, emotions, and cognitive functions. It explores how subconscious beliefs, often formed in childhood, influence self-concept, motivation, and academic aspirations, with positive beliefs enhancing self-efficacy and negative beliefs diminishing performance. The paper highlights the role of subconscious habits, like consistent study routines, in fostering effective learning. It discusses the importance of emotional regulation in stress management and academic outcomes, advocating mindfulness and visualization techniques. The influence of the subconscious on cognitive processes such as memory retention and problem-solving is also addressed. The paper provides practical strategies for educators and students, including positive reinforcement, affirmations, and goal setting, to harness the subconscious mind for improved academic performance.

Teachers everywhere are concerned about the increase in undesirable behaviors in schools that has occurred in recent years. In these types of undesirable behaviour Aggression is one of them. Teachers who are over worked and burned out by non-teaching duties, administrative work, and a lack of support in the school environment find it difficult to deal with challenging behaviors such as Aggression in their classrooms. When behavioral problems impact both the teachers and the students for an extended period of time, teachers who are trying to provide a successful education may get anxious. The negative effects of student behavior in the classroom include: interfering with the rights of students to learn and teachers to teach; wasting time; decreasing students’ motivation and energy; fostering a climate of stress and fear in both students and teachers; and eroding relationships and trust. Recognizing why students display aggressive behavior is vital because it allows for effective problem-solving. Teachers, who

interact with students daily, can easily identify these reasons, making it easier to address and resolve the issue. The current study included responses from 40 teachers of secondary level in Delhi State. The researchers collected the data through structured interviews and analyzed it using percentage analysis and graphical representation. A total of 10 questions were asked from the teachers. The researchers found that aggressive teacher behavior, negative family environment, peer influence, societal factors like social competition and crime, and excessive social media use contribute to heightened student Aggression. Moreover, researchers also found that counselling and school initiative programmed can be effective for solving student Aggression. 

Education is an important parameter for any inclusive growth in an economy and it is an important avenue for upgrading the economic and social conditions of the Scheduled Tribes. Higher education is vital for the country, as it is a powerful tool to build a knowledge-based society of the 21st Century. India’s higher education system is under pressure from the State and an increasingly educated youth population to achieve multiple objectives, such as growth, quality, and equitable access. To reach these political targets, national and provincial policymakers take an activist approach, such as providing adequate resources, enabling private provision of higher education, and so forth. Literacy and educational attainment are powerful indicators of social and economic development among the backward groups. Education is in fact, an input not only for the economic development of tribes but also for the inner strength of the tribal communities which helps them to face the challenges of life. India is home to a large variety of indigenous people. The Scheduled tribe represents one of the most economically impoverished and marginalized groups in India. The education of tribal students is still an issue to increase their enrolment and to complete schooling is a challenge. Lot many reports on tribal education evidenced a lack of awareness, and availability of schooling nearby residents in the tribal belt. So there is a high need to know the educational status of Schedule Tribes to provide the best educational facilities, government

schemes, and policies and also the way to overcome the challenges. This study was carried out by the researcher to find out the educational status of Scheduled Tribes in Dadra & Nagar Haveli and Daman. In this study, the researcher explores the issues and challenges of Scheduled Tribes, Educational status, Enrolment Ratio, dropout rate, and gender of Scheduled Tribes in Dadra & Nagar Haveli and Daman and also the way to overcome the challenges.

Technology is crucial for modern education. Technology developing in recent times, which affects all areas of life, including education. Artificial intelligence (AI) could help learners understand the lessons and topics they find difficult and it may also serve as a powerful tool for teachers not only to support the education process but to cultivate critical thinking and problem-solving skills in their students.

Artificial Intelligence (AI) driven tools can respond to students thinking interest in ways that previous tools could not. By utilizing extensive language databases, AI has the capability to adapt applications to address the specific problems that students have encountered, even if they have made mistakes in their responses. Students will still require teachers’ mathematical, pedagogical, and relational skills, but teachers can also benefit from I-driven tools. Through this study, the researcher addresses the concept of Artificial intelligence, the impact of AI on Mathematics, AI mathematics tools, Key benefits of AI tools for mathematics and the benefits of AI.

This paper explores four major active learning methodologies—Experiential Learning, Participative Learning, Problem-Based Learning (PBL), and Inquiry-Based Learning (IBL) and their application in science education across disciplines including Physics, Chemistry, Mathematics, and Life Science. Each of these methodologies focuses on engaging students through hands-on activities, collaborative tasks, critical problem-solving, and independent exploration. By examining real-world classroom implementations, this paper illustrates how these pedagogical strategies overlap, enhancing conceptual understanding, critical thinking, and practical competencies. The interconnectedness of these methodologies is discussed, emphasizing their collective impact on fostering a holistic learning environment.

This paper is a study of implementation of NCC as an open elective course and overall NCC training for Community development and Social Service activities among NCC cadets. This paper also aims to provide suggestions from experts for best implementation of the NCC Open Elective and overall NCC training. The research design of this study is descriptive survey research design. The sample of the present study comprised of 322 NCC cadets and 134 Associate NCC Officers who were randomly selected from different states of the India. The reaction scale used for the data collection was developed by the investigator. The data were analyzed with the help of frequency, percentage, Standard deviation, Coefficient of Variation and t test. The major findings of the study are that NCC Cadets and ANOs given favorable and positive reaction towards the different aspects of the NCC training and overall NCC Education as a whole for Community development and Social Service activities among NCC cadets and implementation of NCC open elective course in the universities and Colleges. Army Officers, Associated NCC officers and College Principals also given various suggestions to improve the NCC training for Community development and Social Service activities among NCC cadets like active attachment national integration and cultural exchange activities, regular NCC classes, more cooperation among NCC state directorates, ministry of

education and more promotional benefits for the Associate NCC officers. They also expressed challenges of limited training resources, extra academic burden.

Socio-emotional integrity plays a crucial role in shaping the holistic development of school-going students by fostering emotional intelligence, empathy, resilience, and interpersonal skills. This study explores the key tenets that accelerate socio-emotional integrity, emphasizing their impact on students’ cognitive, emotional, and social well-being. Drawing from psychological theories, educational frameworks, and empirical studies, the research highlights the significance of self-awareness, emotional regulation, social competence, and ethical decision-making in academic and personal growth. The integration of these elements within educational curricula and school environments enhances students’ adaptability, motivation, and overall well-being. By embedding these foundational principles in education, schools can equip students with essential life skills, fostering resilience and holistic growth. The present study aims at displaying the significant aspects of socio-emotional integrity for holistic development in school going students. Researcher here is portraying these aspects based on her conversation with students, teachers, parents, and other stakeholders as a supervisor in the school internship programme of B.Ed. students. With due permission, their responses were recorded and stored. The researcher then used thematic analysis for analysing the data. Different views were gathered and after analysing, researcher has found some factors that are responsible for accelerating the socio emotional integrity.

The National Education Policy (NEP) 2020 marks a significant shift towards skill-based education, aiming to provide learners with practical competencies essential for the 21st-century employability. Traditional systems of education have primarily focused on knowledge acquisition, often neglecting the practical skills necessary for employability. NEP-2020 addresses this gap by integrating life skills, critical thought, creative thinking and problem-solving into the curriculum, ensuring a more holistic and applicationoriented

learning approach. This research explores the effectiveness of skill-based education in enhancing students’ career readiness under NEP-2020. It examines key elements such as curriculum development, learner engagement, industry collaboration, and assessment methods. The policy emphasizes experiential learning, vocational training, and digital literacy, aligning education with global workforce demands. However, challenges like resource constraints, teacher training, and infrastructure gaps must be addressed to ensure successful implementation. By fostering multidisciplinary learning and flexibility in education, NEP-2020 prepares students for diverse career pathways, promoting entrepreneurial and job-oriented skills. This study highlights the need for continuous research and policy refinement to maximize the potential of skill-based education in bridging the gap between academia and industry, making learners future-ready in a rapidly evolving world.

A constructivist approach shifts the focus from traditional teacher-led instruction to a more collaborative, engaging environment where students take responsibility for their learning. This approach fosters active participation, deeper understanding, personalized learning experiences, and prepares students with the skills needed for real-world challenges. In a constructivist teaching, the teacher’s perceptions towards teaching should support individual learning, provide constructive feedback, create an inclusive environment, and encourage collaboration among students. Based on this concept, the study aims to explore the levels of perceptions, as well as the influence of gender, types of schools, and their interaction on the perceptions of secondary school science teachers regarding the constructivist approach. In this research, the “perceptions of teachers towards constructivist approach” scale was administered to collect the data on a sample of 130 government and private secondary school science teachers of District Aligarh of U.P. The Scale was constructed and standardized by the researchers. The reliability of the scale was 0.901. The obtained data were analyzed using statistical tests, 2×2 Factorial Design ANOVA, and percentages. The finding revealed that, compared to their male counterparts, female science teachers showed very good perceptions of the constructivist approach. On the contrary, compared to their counterparts in government schools, science teachers of private schools possessed better perceptions of the constructivist approach. This study also shows that perceptions of science teachers are significantly influenced by both gender and school type, but the interactions between gender and types of schools do not significantly impact perceptions of science teachers regarding the constructivist approach.