This study examines the integration of global curriculum standards in Indian higher education, focusing on how universities align with international benchmarks while addressing local socio-economic realities. The objectives include assessing how Indian universities adapt to global accreditation frameworks, identifying institutional and policy barriers, and exploring strategies for successful curriculum integration. A qualitative thematic analysis was conducted using semi-structured interviews with six academic leaders specializing in international curriculum development. Data were transcribed, cleaned, and analyzed to identify key themes related to curriculum adaptation, institutional challenges, and stakeholder involvement. The findings indicate that Indian universities are actively restructuring curricula, enhancing faculty development, and establishing industry-academia partnerships to meet global standards. However, financial constraints, regulatory rigidity, faculty resistance, and socio-economic disparities present significant challenges to effective implementation. The study highlights the necessity of a hybrid educational model that balances global competencies with localized needs. Strategies such as blended learning, modular curricula, experiential education, and policy reforms are proposed to facilitate global curriculum integration without compromising local educational priorities. The research provides critical insights for policymakers, educators, and accreditation bodies, emphasizing the importance of stakeholder engagement, institutional leadership, and adaptive policy frameworks in ensuring a globally competitive yet culturally responsive higher education system in India. 

Student inflow in a school can be treated as an essential schooling output as it reflects the functional capacity of a school. Parents’ choice in selecting a school for their children largely depends on a school’s functional capacity. This paper aims to measure regional variations regarding the availability of various school inputs and student inflow in a school and determine the essential determinants affecting the student inflow of a school. For this purpose, we have collected the DISE block level & unit level data for 2012-13, West Midnapore district in West Bengal, India. The study only considered the information about rural schools providing elementary education. Main findings from regression exercises are that availability of core facilities, basic facilities, grants and incentives, status and availability of teachers, and monitoring agents’ functions positively impact the average class size. Moreover, all the associations, except

the relationship between average class size and monitoring agent functions, are statistically significant. 

India is a country with a diverse demography, with multiple faiths, religions, castes, regions, and ethnicities and a complete package of plural societies. Minorities constitute approximately 20% of the total population, whereas Muslims constitute approximately 80% of the total minority population in India. The development of minorities in general and Muslim minorities in particular is equally important for contributing to the national economy. Education plays the most crucial role in the developmental race in the contemporary world; therefore, an examination of the educational development of Muslims and minorities is presented here. The paper also explores the financial dimensions of education in general and financing under the Ministry of Minority Affairs in particular. This paper further aims to explore the educational progress of Muslim minorities in light of the NEP-2020.

NEP-2020 recognizes the diverse and rich socio-cultural heritage of the knowledge system (‘Gyaan Parampara’) of our ancient India civilization. The NEP also believes that revival of knowledge system of the ancient past is significant in the journey towards making Bharat a ‘Vishwaguru’ in true sense. The Indian Knowledge System comprises of Jnan (Knowledge), Vignan (Science), and Jeevan Darshan (Life’s philosophy) that have evolved out of practice, observation, experimentation, and thorough analysis. This tradition of experimentation and research has positively impacted our education, the arts, management, legislation, justice, health, manufacturing, and commerce. This has impacted classical and other languages of Bharat that were transmitted through textual, scriptural, oral, and artistic traditions. The integration of IKS and NEP will help to understand contemporary social problems and conduct more research on

common problems. It will certainly encourage the development and understanding of rich and diverse indigenous knowledge among various stakeholders and bring indigenous knowledge to life with the help of modern technology. This paper is an attempt to explore how Indian knowledge can be integrated with the existing education system to address India’s contemporary challenges, particularly in the education sector. In addition, challenges in implementing the provisions of IKS are also discussed.

Environmental citizenship is an internationally acknowledged and researched concept due to its potentiality in preparing students as future citizens with an ability to contribute in a positive manner in the mitigation of ongoing environmental crises. These environmental issues are non-territorial and demand collective initiatives. Environmental citizenship holds that potentiality of bringing the people from different nation to work for a common cause. The aim of the study was to explore the concept of environmental citizenship in Indian milieu through analysis of behavioural insight of Primary school students. The data from a random sample of, n = 204 (93 females and 111 males) was collected through a self-designed online survey ECO. The behavioural insights of students on environmental literacy,

environmental responsibility, pro-environmental behaviour and environmental activism was gathered. It was found that students showed patterns of environmental citizenship. Environmental literacy and activism were found to be high in student but they lack in environmental responsibility and proenvironmental behaviour. This is because of the externality of locus of control and lack of intrinsic

belongingness with environment. The study suggests that environmental consciousness pedagogies and ample opportunities for engagement with nature can promote positive virtues of environmental citizenship in the students.

The world is becoming complex; with the Internet of Things, AI, and social media, a vast amount of information is becoming available at the tip of our fingers. To match pace with this rapidly changing world, we need to constantly rethink, switch directions, and change problem-solving strategies. So there is high need to develop reflective thinking among students. This will help learners become critical of the events around them and the information they receive and develop strategies to apply new knowledge to the complex situations in their everyday-life. This Paper describe about the Role of Teachers, Reflective Cheat Sheet & also how it is useful to develop reflective thinking in student.

The relationship between poverty and education is a complex and multidimensional issue that significantly influences individual development and societal progress. This study explores the intricate interplay between economic deprivation and educational attainment, emphasizing the cyclical nature of poverty and its impact on access to quality education. It examines how financial constraints hinder educational opportunities, perpetuating a generational cycle of limited literacy, low employability, and continued economic hardship. The research also highlights the role of education as a transformative tool in breaking the poverty cycle, providing individuals with skills and knowledge to improve their socioeconomic status. However, disparities in resource allocation, gender-based barriers, and cultural stigmas in impoverished communities exacerbate the challenge. Through an analysis of existing literature and empirical data, this study sheds light on the systemic inequalities that sustain this nexus and underscores the importance of policy interventions. Recommendations include enhancing affordable access to education, improving school infrastructure in underprivileged areas, and integrating social support programs to address broader socioeconomic factors. This research aims to contribute to a deeper understanding of the poverty-education dynamic and provide actionable insights for policymakers, educators, and development practitioners striving for equitable education and poverty alleviation.