Higher Education, especially in the Post independent India, has been transforming in manifold ways. The post-colonial higher education has manifested growth in fundamental institutional set-up in new urban areas on one hand and, increased infrastructure, manpower and learning resources in existing institutions of higher learning on the other hand. The second wave of transformation in higher education was observed in the post-LPG era which has boosted professional education and IT-based revolution in the education sector. The most recent and third phase of transformation in higher education has been manifested in the post-Covid era through online technology and in the presence of the National Education Policy 2020. The present paper made here an attempt to look into the present status of the Post-Covid Educational world and its consequences a digital revolution in the education sector in general and teacher education in particular. Some of the popular online platforms which are being used for education and training purposes, some of the key institutions responsible for contributing to the plethora of educational resources, and digital devices are widely discussed in the coming sections of the paper.

The present qualitative research was conducted to study the perception of Contextualisation in Teaching-Learning Process among Elementary Teachers in Bhopal. The main objectives of the study were to study the perception of Contextualisation in Teaching-Learning Process, advantages and challenges of Contextualisation in Teaching-Learning Process among elementary teachers. The sample of the study was 25 elementary teachers of Bhopal city. The results revealed that teachers have very less understanding of Contextualisation in Teaching- Learning Process. Though the teachers advocated the advantages of Contextualisation in Teaching-Learning Process, but also listed many challenges of Contextualisation in Teaching- Learning Process to be faced in the classroom. It was also recommended that training and professional development can help elementary teachers in adopting Contextualisation in Teaching-Learning Process in their classroom practices on a regular base.

Educational systems are changing rapidly throughout the world and among the aspects latest technologies are widely changing. Today education not only meant for textbooks rather it is an interaction way of getting knowledge in a scientific knowledge and environmental systems. Technological systems has radically changed entire systems of education and teaching learning. Once only in offices of educational institutions being considered as main stakeholder in educational technologies and computing but gradually in other educational activities as well Educational Technologies being highly deputed and started in using. Today quality and quantity both can be managed significantly using ICT. Among the latest Information Technology components most important and emerging are Cloud Computing, Big Data,Internet of Things (IoT), Blockchain, Cyber Physical Systems (CPS), Edge Computing and even emerging components of Edge Computing. As far as Internet of Thing (IoT) is concerned it is lies on internet technologies and systems and deeply with connectivity to the physical devices and objects. Today IoT developer and designer are being engaged in developing IoT enable educational systems including teaching learning, educational management, research and training, and so on. Therefore in teaching-learning and other educational activities as well IoT and allied technologies being considered as worthy for students, teachers, officers and other stakeholders. This paper is on latest aspects on IoT in Educational Systems and management including foundation, applications and emergence. Paper also discussed about the issues and challenges related to the IoT applications in Digital Education promotion viz. onsite and online education.

The purpose of the study was to examine elementary level teachers’ beliefs on inclusion and a range of classroom practices that ongoing along with initiatives for inclusiveness. The study focuses on teachers’ experiences and practices used in classrooms, based on data collected from elementary school teachers and classroom observations. The major findings show that, a larger social domain, top-down decision forcing approach can affect teachers own cognitive congruence and their act towards accepting disabilities in classroom. Their belief of responsibilities towards these students are of a range of other stakeholders which significantly reflected in their classroom practices. Teachers clear indication of special schools for students with disabilities challenged the running axiom of “everyone” of inclusive practice in the study. Based on the findings the paper also outlines educational implications.