In a recent analysis of distance and online learning, we quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. We highlight several evidence-based approaches that may be useful in the next generation of distance and online learning. These include principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning principles.

Environmental education includes interrelated concepts of awareness, real life situation, conservation and sustainable development. The study aims to check the awareness about the different measures to be taken for the conservation of environment among student teachers. It also tries to note the daily life application of the acquired awareness. The study helps to understand, how much the present generation is equipped with the awareness about the measures for environment conservation to transfer it to the next generation. It also tries to relate the intellectual and practical aspects of different domains. It will also include all the educational perspective regarding awareness about environment education. It will also talk about the major and minor difference between the environment awareness and environment Education.

Computers and the Internet are increasingly part of the environment in which young adults grow and learn. Schools and education systems therefore need to reap the educational benefits of information and communications technology (ICT). Co-ordinated ICT policies are common at the school, district or national level. They help schools and teachers to keep abreast of the constant flow of technological novelty, and to manage the change and disruption that new tools may introduce. E-learning has grown steadily in recent years as an option for higher education and is expected to expand progressively around the world. Although data and statistics on e-learning are difficult to find, which makes it complex to accurately evaluate the extent to which HEIs have adopted it, almost all the existing evidence indicates a steady growth.

The latest catchword in educational circles is “constructivism, “applied both to learning theory and to epistemology—both to how people learn, and to the nature of knowledge. If we believe that knowledge consists of learning about the real world out there, then we endeavor first and foremost to understand that world, organize it in the most rational way possible, and, as teachers, present it to the learner. This view may still engage us in providing the learner with activities, with hands-on learning, with opportunities to experiment and manipulate the objects of the world, but the intention is always to make clear to the learner the structure of the world independent of the learner. We help the learner understand the world. But we don’t ask him to construct his or her own world.

Recently Government of India announced its new Education policy which is based on the recommendations by an expert committee headed by Dr. Kasturirangan, Former chairman of the Indian Space Research Organization (ISRO). Various innovations and predicted implications of NEP 2020 on the Indian higher education system along with its merits are discussed.

Many factors motivate students’ to learn. These factors may be intrinsic or extrinsic. The literature on learning and motivation reveals the ways that teachers can increase students’ motivation to learn. While students may have an innate desire to learn, the external support provided by the teacher has a significant impact on students’ learning. The teacher’s role in motivation includes, but is not limited to, creating an environment conducive to learning. The teacher’s role in encouraging support of students’ autonomy, relevance, and relatedness of the material increases motivation to learn. Additionally, the teacher’s ability to develop students’ competence, interest in subject taught, and perception of self-efficacy are all important factors that influence students’ motivation to learn.

Technology-based innovations in education reshape the environments in which schools operate. In general, they tend to open up learning environments, both to the digital world and the physical and social environment. They also bring new actors and stakeholders into the educational system, not least the education industries, with their own ideas, views and dreams about what the future of education can hold. The problem of productivity and efficiency in education is even more striking when education is compared with other public policy sectors, which have realised enormous productivity gains in past decades. In sectors such as health, technology has been a major driver of increased productivity and efficiency with much improved outcomes even if the cost has also gone up. Many observers wonder why enormous advances in technology has not yet led to similar improvements in education.

Education should not only develop conceptual understanding but also foster creative thinking. So, knowledge acquisition and learning to think creatively should go hand in hand. This study attempts to find out whether academic motivation is related to creativity and students with different levels of creativity differ in their academic motivation. Sample consisted of 825 students including 272 boys and 253 girls studying in eighth class. Mehdi’s test of ‘Thinking Creatively with Words’ was used for measuring creativity as well as fluency, flexibility, and originality dimensions of it. ‘Academic Motivation Inventory’ of J. P. Srivastava was used for measuring academic motivation. Product moment coefficient of correlation and two-way(3x2) ANOVA were used to analyze the data. It was found that creativity and academic motivation are positively related; female students are more academically motivated than male students; students with high creativity are more academically motivated than those with moderate or low creativity; and students with high creativity are more academically motivated than those with low creativity.

Change is the law of nature. In the rapidly changing world, the pandemic brought everything to halt. But in every negative situation, there is always something new to learn. Online teaching was the safest mode to continue the teaching- learning process at all levels. The paper is an attempt to explore the extent to which online teaching is able to fulfill its purpose in the Covid scenario. The major objective is to find out merits and demerits of this teaching from both students’ and teachers’ perspective. The paper will also try to explore the major barriers in such teaching and how these can be overcome. The data is collected through an online questionnaire having yes/no questions as well as some open ended questions for students and teachers separately. It was found that majority of the sample found that internet related issues are a major drawback of such teaching Apart from that, both the groups expressed mixed opinions about its pros and cons. The paper certainly would be throwing some light about the general success or failure of this mode.

On economic, political and military grounds, India was of first rate importance to the British and education was the instrument by which they sought to maintain and strengthen their domination by experimenting with a unique model of educating an elite through a foreign language. However, contrary to the popular belief, English education was not forced on the Indians. Rich Indian citizens had actively come forward in setting up the system as the only way to modernize their society. So much time was spent in mastering English language by the Indian School boys that the main purpose of education was missed. The premium on rate learning and examinations was so high, that the growth of inquisitiveness and an experimental bent of mind, so necessary for economic development, were not cultivated. But more important was an invisible and quite change in attitudes and values of viewing education as a social welfare activity for girls and an investment for boys. As an outcome, the system concentrated on a centralized and uniform higher education.