Different thinking functions, such as sensation, cognition, memory, consciousness, rationality, and pattern recognition, are significantly influenced by the affective learning experience. These different thinking functions and cognitive control are intricately connected to the learning processes and cognitive processing. In this research study, the researcher analyses the influence of the affective learning experience of MOOC learners on their attitude towards technology, online learning behaviour and self-regulated learning behaviour. For the study, MOOC learners were selected. A quantitative approach was adopted by the researcher in this study. The present research follows the descriptive method of the causal-comparative type. It was found that the affective learning experience of the learners influences their attitude towards technology, online learning behaviour and self-regulated learning behaviour.

Unitary universities in India have relatively more freedom in their functioning as compare to affiliated universities. Besides a general perspective of unitary universities in India, the main focus of this paper is on the nature of the functioning of Ravenshaw University particularly in the context of its autonomy and accountability. This study found that Ravenshaw University has evolved as the first higher education institution in the State of Odisha to fulfill the needs and inspirations of its people mostly located in Eastern India. So far as academic autonomy and accountability are concerned, as a unitary university, it has demonstrated stability with persistent efforts in the given array of constraints posed there in taking the responsibility of teaching, research and extension activities and has earned credits among people. In the context of administrative and financial autonomy, the University is restricted and found to be grappling in the matter of staffing and allocating funds for the creation of various teaching-learning support systems, welfare services including providing financial support to needy and meritorious students. However, irrespective of the positions and nature of works carried by the university functionaries and university as a whole it claims to be held accountable to all stakeholders and takes an important place in Eastern India with restricted freedom and limited supports in hand.

One temptation of sharing the findings of the case studies related to academic stress may be to reveal both positive and negative aspects of students’ experiences. The main purpose of this case study was to examine the potential academic stress that the students were encountering during the pandemic. The investigator used the case study of five participants to bring out the challenging issues of academic stress into the limelight. The major concern was the non-availability of mobile device, smartphones, tablets, PC and laptop during their online classes’ timings. The internet connectivity issue is the most emphasized cause for not attending the online lectures. And the teachers are not flexible in taking online classes in the evening. Visually challenged students are facing impediments in the online teaching-learning process because the teachers are not sensitive to their educational needs. Those teachers who were practicing ‘inclusion’ in their teaching are not applying it in online classrooms. The students are unaware of how their online assignment submission and other academic activities are causing them to commit academic dishonesty in the form of plagiarism and collusion practices. The implications of the findings are also drawn out and discussed in this research paper.

The main aim of study is to compare the adjustment abilities and environmental knowledge of boys and girls higher secondary school students of Jammu and Kashmir. A sample of 80 students (40 male and 40 female) was selected through simple random sampling techniques. Adjustment abilities scale by Sinha (2013) and Environmental knowledge questioner developed by the researcher used for the data collections. Average Mean, Standard Deviation, t- test and correlation used for statistical analysis. The study revealed that the boy’s students have higher adjustment abilities and environmental knowledge as compared to the girl’s students. And found there is a major difference of adjustment abilities among boys and girls higher secondary school students. The researcher further found that the significant difference in environmental knowledge among boys and girls students of Jammu and Kashmir. Adjustment abilities and environmental knowledge among higher secondary school students are negatively correlated to each other.

Present article aims to discuss issues related how to become an effective teacher in the 21st century? Significant numbers of research studies have already been conducted and have dealt the area related to qualities of effective teacher at length. But majority of existing studies have mentioned the qualities of teachers limited to subject knowledge, pedagogical skills, classroom management, organisational skills, skills of using ICTs, orientation to child psychology and philosophy of teaching. As it is obvious that students of present century are more aspirants with competitive temperament as compared to students of decades ago, and they expect their aspirations to be realised and fulfilled. An ordinary teacher may not be able to help them is such aspects as they may not be having certain personal and professional qualities needed to deal. Only an effective teacher imbibed with the 21st century teachers’ qualities may be in position to pacify the needs of the students of this century. The question is that what would be the qualities of an effective teacher? In reply, this article has made an attempt not only to incorporate the related studies’ suggestions into it but also suggested and mentioned certain essential qualities like trustworthy, passionate, committed, good planner, visionary, optimistic, facilitator and so on needed to become an effective teacher.

Education at the global level has seen revolutionary changes in recent times. This is mainly due to the digital revolution that took place around the world. This digital revolution has spread its tentacles in the field of education as well. The latest form of digital revolution in education is “Digital Game-Based Learning”. The main focus of the present paper is to study the attitude of prospective teachers towards the use of Digital Game-Based Learning (DGBL). The study used descriptive survey method to collect data from 202 prospective teachers from teacher education institutes of Patna, State of Bihar, India. A self constructed DGBL attitude scale was used as the tool of the study. The results of the study showed a consistent pattern in the attitude of the prospective teachers toward DGBL exhibiting a favorable attitude. Also, no significant difference was found in the attitude of the prospective teachers toward DGBL on the basis of gender and academic discipline. However significant difference was found in the attitude of the prospective teachers toward DGBL with respect to their residential area.

This study is an attempt to study decentralization (both theoretically and conceptually) in the administration of school education in rural areas, with special emphasis on Rajasthan. It also studies the Panchayat Raj Act and its role in the management of the School education, changes in the organisation of the administrative chain of the education system in the third tier, that is the districts of the state. Qualitative methodology was adopted, in-depth study of present literature. Next section presents the Findings of the study, analyses the followed by the impacts of this new modified structure of the education department, its implementation, success, challenges ahead.

Technology plays an important role in every aspect of our lives and has certainly impacted the way we live. There has undoubtedly been a revolution in the education system through the gift of technology. A mix of technology with the conventional education system is a great combination if used with right reason and vision. This paper aims to observe the inclination of students towards blended learning. For this purpose, a student survey was carried out in Cluster University Jammu, to unveil the significance and effectiveness of blended learning as a mode of education. It was concluded that the students prefer blended learning over the conventional learning that provides great possibility to enhance the learning outcome of the students. The study proposes to infuse blended learning in education system to enhance the quality of education.

Leadership of a prospective teachers is an important topic in present times. The major aim of this study is to know the impact of gender, educational qualification and locality on the leadership behaviour of prospective teachers. A quantitative method used in this study. Trainee Teachers Leadership Behaviour Scale developed by the researcher was adopted to collect the data. The investigators carried out the study with 319 prospective teachers from 14 colleges of Murshidabad district, India. T-test was used to analyse the collected data. The findings of this study showed that gender and educational qualification has not shown influence on leadership behaviour but locality has shown significance influence on leadership behaviour of prospective teachers.

Harmful practices across the culture are not a new phenomenon. It has its roots in centuries ago. Many initiatives have been taken across the world to protect children/ girls from these malpractices. UN General Assembly 1954 reflected on laws and practices related to family and Marriage. The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. While taking into consideration the health of the women, traditional practices that affected their health was discussed in the commission on human rights 1984. This UN convention on child rights affirms the full development of the personality of the child and asserts to have a healthy family environment, an atmosphere of happiness and protection of children from all forms of violence across the world. The aim of this conceptual endeavour is to reflect on harmful practices practised across cultures, especially in Asian and African countries with respect to violation of child rights. Data has been gathered from various governmental and nongovernmental reports, research papers, articles and surveys. The analysis in the study is done on the basis of secondary sources of the data. Data with respect to harmful traditional practices across cultures and violation of child rights is presented from secondary sources. It has been found that many traditional harmful practices such as Corporal punishment, grotesque practice, branding of the child, Acid attack, binding of newborns and infants, bloodletting, Breast Ironing, and genital mutilation. Bleeding and cupping, male circumcision, milk tooth extraction, tattooing. Cauterization, cupping and scarification, Use of the cradle, Early and forced marriages, and Dowry and bride prizes are prevalent.

Digital pedagogy can be defined as a use of electronic elements to enhance or to change experience of teacher education. The simple use of PowerPoint in the classroom to the Khan Academy’s exhortation to “flip the classroom,” and the massive growth of Open Online Courses (MOOCs), all are included in digital pedagogy. Apart from these, digital pedagogy also include blogging assignments, the use of social media in the classroom, “forking” syllabi with GitHub, and engaging students to use digital tools to test ideas. Therefore, digital pedagogy is no less than an attempt to use technology for changing teaching and learning in a variety of ways. Academic interest in digital pedagogy has taken its own toll. Digital pedagogy centred journals such as Hybrid Pedagogy and the Journal of Interactive Technology and Pedagogy was launched in 2011. Paul Fyfe argued that a simple incorporation of a tool in a lecture, without any reflection on how the lecture from itself should evolve, is pretty much the same as a lecture without tool. This paper tries to define digital pedagogy in a broad way.

Massive Open Online Courses emerged as a very popular mode of learning in 2012 and aims at providing unlimited participation by learners and their open access to educational material with the help of internet. For a developing and very diverse country like India, it is very difficult to provide equal access and equity based higher education to all the learners. Government of India has started its indigenously developed MOOC delivery platform known as SWAYAM for the MOOCs and other digital initiatives in this regard. The present research work was an effort to study the educational effectiveness of Face-to-Face mode of teaching and MOOCs in blended mode for the post graduate students of teacher education program belonging to different Socio-economic Status. Experimental method was used to study and compare educational effectiveness of the MOOCs in blended mode and face to face teaching on the post graduate students of Teacher Education program belonging to different SES. 3×2 Factorial design was used as a research design. Two-way ANOVA was used as a statistical technique. The findings revealed that MOOCs in blended mode are proved to be more effective from educational effectiveness in terms of educational achievement in comparison to face to face mode of teaching. Further the post graduate students from different SES achieved significantly different scores on the post test after the experimental treatment of teaching methods. The students taught with MOOCs in Blended mode belonging to High and moderate SES achieved significantly high scores on post test than the students taught with Face-to-Face mode of teaching from respective SES. The students belonging to low SES taught with Face-to-Face mode of teaching scored significantly higher than the students taught with Blended mode of teaching from respective SES.

The present study was undertaken in Nizamabad district of Telangana to assess the awareness, need, preference of rural people towards Insurance and Investment schemes. Primary data collected from 100 respondents in five villages (Mosra, Govuru, Chinthakunta, Chandur and Varni) of Nizamabad district through well-structured questionnaire. For analysis Descriptive statistics used such as averages, percent analysis. The study revealed that awareness level in rural areas on rural insurance and investment schemes, in case of insurance 53 per cent, in case of investment 47 per cent. Govuru respondents have more awareness on rural insurance and investment schemes (65 per cent and 55 per cent) than Mosra, Chinthakunta, Chandur and Varni respondents.

The present study was explored to find out the burnout among school teachers. The objectives of the study were to explore the level of burnout among school teachers and to examine the burnout among school teachers. Survey method was conducted on a sample of 252 school teachers was chosen in Odisha. Teacher Burnout Scale by Prof. S. Sathiyagirirajan was used for data collection. Data was analyzed by using t-test. Result showed that the level of burnout among school teachers is average. Findings also indicated that there is no significant difference in burnout of school teachers based on locality of school and educational qualification and there is significant difference in burnout of school teachers with regard to gender, nature of school, major subject, type of school and years of experience.