Online learning is an innovative tool, which can make the teaching-learning process more learner-centered, more flexible and more exciting. Though, online education is a boon to the education system of any country, but without proper use of technology, it is not proved to be fruitful. For online teaching-learning process, n numbers of technologies are available. All of these technologies are not user-friendly, since they create many difficulties while using them. The difficulties or problems include issues with installation of software, login problems, problems with downloading or uploading and problems related to clarity of audio or video. Many students complain that online learning is boring and un-engaging for them. Hence, a teacher without proper technical knowledge faces problems of using technology in online learning particularly at higher level of education. The selection of proper technology for the teaching- learning process is also not an easy task since every technology has its potentialities and limitations for the accomplishment of specific learning tasks (Koehler and Mishra, 2009). Standing at this juncture, a question arises – how can a teacher integrate technology in his/her teaching effectively? And how to integrate technology, pedagogy and content knowledge in the teaching-learning process? From these, the idea of Technology, Pedagogy and Content Knowledge (TPACK) framework has been evolved. In this paper an attempt has been made to explain how TPACK framework is very much crucial in the online learning to fix many issues related to online learning at higher education level with a few recommendations at concluding section.

In today’s world of education, everyone is getting educated because education is now reaching every house. Due to the influence of technology, education is easily accessible to all. Now education has become more and more online. But still there is a lot of technical problem in the education sector. Technical problem has become a problem not only in the students but also in the teachers. In online teaching-learning, students and teachers have the following problems, such as technical problems, problems related to e-content, problems related to teaching aids and problems of mental stress. Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. In this research paper will be used statistics- self-made statement for data collection, hypothesis, data analysis, etc. therefore, finding Contribute to our theoretical understanding of the online teaching-learning.

The high level of stress during examination is not only the result of student’s aspiration or parental expectation, the archaic and disgraceful examination system for higher education is equally responsible for it. The stress is often on testing the student’s memory and rote learning. A careful memorizing of answers to questions posed in the three previous years (excluding the immediate past year) will guarantee high grades. Analytical skills, application of knowledge, problem-solving capacity and innovation are rarely tested. There is no stress on continuous appraisal and the student is only judged by his/her performance in a single final examination. There is an absolute disconnect between what is taught in the class and what is tested. One would imagine that the teacher who teaches the course is best suited to evaluate a student’s performance in that course. But in the current system, a completely disconnected evaluator sitting somewhere else grades the student’s exam.

Education is the backbone of any society in this world, it plays very important role in development of country. In India government has been taken various steps to improve education quality but government efforts alone could not do enough. Everyone should give some contribution to improve quality of education. Indian Corporate sectors have also playing very vital role in enhancing education quality through Corporate Social Responsibility (CSR).

The present study comprised primarily of a conceptual discourse on highlighting the essence of National Education Policy 2020 from a specific perspective to realize its objectives. The major objectives of the study were –• to give a clear and comprehensive view of foundational literacy and numeracy.• to delve out major barriers vis-a-vis strategic solutions to attain the universal foundation literacy and numeracy. Methodology used here mainly the various governmental and non-governmental document analysis relating to the new Education Policy 2020. By analysing different pertinent documents interpretations were made and derived the conclusion as for attaining quality universal foundational literacy and numeracy along with integrate and coherent five fold action plan, participation from different sectors of society is a must.

NCF-2005 emphasizes using constructivism in education to improve students’ learning. Similarly, according to NCFTE-2009, in order to make student learning simple and sustainable, teachers should be given teaching training to use constructivism in the classroom. Now the students in NEP-2020 have been given the freedom to learn on their own through a completely constructivist approach. The main reason for this is that the constructivist approach has proved to be very positive and effective in comparison to other approaches related to education in the past and present times. Research on other educational approaches was found to be less effective in student learning than constructivism. Csizmadia found in his research that student’s autonomy does not play a vital role in problem solving and knowledge formation, while students’ autonomy has a positive effect on his computational thinking. He found that learning conditions play an important role in learning. Izwita Devi found in her research that the mathematics learning ability of Grade VIII students was increased by using constructivist based geometric learning material. S. Mahesha found in his research that the educational achievement of students in geography increased by using the constructivist method. Similarly, Ranu Mandal found out as a result of his research that the constructivist approach plays an important role in increasing the learning of secondary level students.

Interdisciplinary methods are typically utilized when removing disciplinary barriers is essential, or when reaching a shared consensus across disciplines is required to handle a difficult or multi-faceted subject. The goal of interdisciplinary methods is to get academics to think differently and identify new ways to solve issues that were previously thought to be insurmountable. The increasing need for interdisciplinary research may present both possibilities and challenges to higher education institutions with a new or emerging research culture. In higher education, interdisciplinary studies are those that allow students to experience “other ways of knowing” from their main or favoured areas. To satisfy this apparent demand, several universities have begun to create interdisciplinary programmes or disciplines. Interdisciplinary research is a synthesis of various disciplines that is very dynamic and adaptable to a fast changing market environment. Interdisciplinary studies can help students develop their creativity, flexibility, adaptability, critical thinking, teamwork, and other skills. Students can gain a better understanding of the complex interconnectivity that exists in real world by exposing them to two or more interrelated fields. Complex challenges transcend traditional disciplines, necessitating interdisciplinary investigation and collaboration among scholars and research groups in higher education in order to develop knowledge that is more than the sum of its parts.

With the sudden advent of COVID-19, a virus epidemic that was declared a pandemic by the World Health Organization in March 2020, the world underwent a dramatic and rapid change. With COVID-19’s physical health hazards being given due consideration; the present research work serves as a platform to discuss its mental health implications on undergraduate and post graduate students in India, and the effect the situation is having on their confidence levels. A population-based cross-sectional study was carried out with the help of a questionnaire and the conclusions were drawn on the basis of the findings. The paper demonstrated how students’ confidence while attending offline classes after being locked down in their homes as a result of the pandemic, is affected by their awareness about the pandemic, anxiety within them caused as a result of the pandemic and their responses to online education.

IN this research paper, the researcher has made an attempt to look into the role of skill development program in women education and empowerment. Women education is one of the biggest tool for their empowerment and effective development of any country. UN report says that education for women is the single most effective way to improve lives and health of a family and society at large. Women constitute nearly half of a country’s population, when 50% of the population is left without education a nation remains under developed. Empowered women contribute to the development of the society, community and nation in several ways. Many surveys and studies worldwide have proved that educating women is the best profitable investment in term of safety of children health, community welfare and building long term achievement and success of developing countries.Ministry of Skill Development and Entrepreneurship (MSDE) have been implementing several initiative to achieve women empowerment through skill development.

J. Krishnamurti, an eminent philosopher and world teacher has a deep concern about education. Apart from this, he also talked about many other common things related everyday life. His primary concern is for education, which he considers is not right. Krishnamurti was completely against the prevalent rotten education system and considers if the same kind of education get promotion, it will create a fragmented man full of diseases i.e. greedy, envy, selfish, cunning minded man who may destroy the world of peace.For Krishnamurti, present education system being confined to marks and degrees promoting fear in students and compelling them to adjust in set pattern. By capturing in the set patterns, it debars child to think innovatively, creatively and critically. The present education system is creating slaves; the mentally slaves people who do not think in his own way; who do not observe and inquire. By destroying the very innate quality of child i.e. observation, different thinking process, free expression of thought and imagination, present education system is creating an unhappy and fragmented individuals.

The present study is an attempt to describe the practice of using the different teaching methods by the school teachers in their regular classroom teaching. A survey has been conducted on 100 teachers who have being teaching in different secondary school in Rajasthan state of India. These teachers have been teaching History, Geography, Social Study, Economics, and Civics as a social science subject. Self-made check list has been constructed for utilization of 20 teaching methods for social science subject. This reliable and valid check list had been administrating on Social Science teachers. The responses of teachers were analyzed using the Sten score. Result of study states that most popular teaching methods of social science were used by the most of the teachers during the classroom teaching. On the contrary less used teaching methods are not in use because the teachers feel some difficulty in using observation method and educational excursion. Average popular teaching methods, question answer method, discussion method of Social Science were used by the most of the teachers during the classroom teaching. The methods which are not popular are analytical synthetic method and Heuristic method. Not popular teaching methods were used by average percentage of teachers because they feel difficulty in using Synthetic method and Heuristic methods.

Education lays the basic foundation and it is the essential building block for bright future. Among all types of education, school education is most imperative and essential for students. It is the inevitable mode of education that propels students not only to discover their interests but also invokes their passions which they carry forward all their life. It provides an impeccable opportunity for students to gain knowledge in the field of various academic domains. School education helps to shape curious minds of young children. This study tries to investigate the mental well being of students and teachers during the pandemic and after the pandemic. Effect of pandemic on students and teachers is assessed by secondary data and literature review and compiled accordingly. To assess the mental well being of students and teachers after pandemic, a survey has been designed on Google forms and it has been filled by students and teachers anonymously. Thus, a comparative study is done in order to assess the effect of pandemic on educators and students. Social skills, hobbies and interest, communication skills, critical thinking, creativity etc., all are moulded and shaped in schools itself. Thus, it is pretty to say that a large part of a child’s developmental psychology evolves and prospers in school. This study is at large a comparative study of mental well being of students and teachers during the pandemic and after the pandemic. Technically it is a comparison of online and offline mode of education in the context of mental well-being of students and teachers.

India is considered as one of the most disaster-prone countries in the world. By seeing the vulnerability of the country to various hazards, the ministry of Home Affairs has decided to educate the youth to combat disasters. Government of India, Ministry of Human Resource Development recommended the board to introduce Disaster Management in education. Researches have stated that multimedia technology application can help the students to get experiential learning and making learners more self-reliant and proactive in their learning environment. In the view of the above, the investigator has developed and validated activity based Interactive Multimedia package on Disaster Management Learning Activities for school students. Quasi Experimental Pretest–Post test Experimental Research Method was used in the study with the sample of 62 Secondary School Students, purposive Sampling technique is used with the Tools Interacitve Multimedia Package–Developed and Validated by the investigator and Disaster Management Awareness and Preparedness Test-Constructed and Validated by the investigator. Arithmetic Mean, Standard Deviation, Test of Significance and Gain Ratio were Statistical Techniques used.