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The conjunction and unification in between multidisciplinarity research approaches and the Indian Knowledge System (IKS) is synthesized in the form contemporary research evidences. To address complex, real-world problems in health, agriculture, environment, and education, multi-disciplinarity plays a significant role in bringing different perspectives of multiple disciplines together. IKS provide knowledge derived from experience, observation, and experimentation which has been generated and collected from many centuries in the form of indigenous religious and cultural practices, in literatures (oral traditions, stories, and folklore), and other institutional practices (such as traditional medicine, sustainable agriculture, environmental management, craft skills, community laws, governance structures, beliefs, rituals, and social customs). The present systematic review or meta-analysis locates and evaluates studies that have combined IKS and modern disciplinary methods, identifies the methodological and epistemological challenges that arise in such integration, and proposes pragmatic frameworks and research designs for rigorous interdisciplinary inquiry. Priority wise key core and major strategic areas, considered in the present study include: health - where ayurveda and modern medicine link and affiliates in the form of clinical trials and pharmacological studies; empirically evaluated sustainable agriculture traditional practices like crop diversity, natural farming, indigenous water management; Vedic and classical mathematical procedures and observational astronomy which crossroads IKS with Science, Technology, Engineering, Mathematics (STEM) with translational research implications; and finally promotion of IKS in all stages of school as well as in higher education which can be achieved via pedagogy and curricular reforms as per the National Education Policy 2020 (NEP-2020). The present review study gives importance to protocols which are evidence-based, community led development of knowledge, and role of domain experts, social and arts-aesthetic scientists and finally methodologists in bridging the gaps of IKS with authenticity. Mismatch in standards, incomplete and improper documentation and ethical concerns are some of the main issues and stumbling blocks which are dealt in the present study with specific actions, practical measures, and tangible steps to mitigate the same while maintaining and preserving cultural heritage and ethnic integrity. Present study culminates and reckons that with the help of meticulous, precise, and scientific stringency and native epistemic multi-disciplinary studies and research, can expand knowledge frontiers and produce socially relevant innovations; however, success requires methodological reflexivity, transparent reporting, and capacity-building at institutional levels.

In recent years, Foundational Literacy and Numeracy (FLN) has come to occupy a central position in global education debates, as growing evidence underscores its critical role in shaping not only academic success but also broader social and economic participation. Although access to schooling has expanded considerably across many countries, this progress has not been accompanied by commensurate improvements in early learning outcomes. A persistent gap between schooling and learning continues to be observed, particularly in the foundational years, where many children struggle to attain basic competencies in reading and numeracy. Within the Indian context, large-scale assessments have repeatedly pointed to this challenge, revealing that a significant proportion of learners remain below expected proficiency levels despite continued participation in formal education. Against this backdrop, the present paper undertakes a thematic policy analysis of the evolution and current landscape of FLN initiatives in India. Drawing on a range of policy documents, programme frameworks, and scholarly sources, the study traces the gradual repositioning of foundational learningfrom a largely implicit expectation within access-driven reforms to a clearly articulated national priority in recent policy developments, including the National Education Policy 2020 and the NIPUN Bharat Mission. The analysis further examines key dimensions of implementation, including institutional arrangements, pedagogical practices, and systemic constraints, while also engaging with insights from international experiences. By adopting a multidisciplinary lens, the paper seeks to situate FLN within a broader framework that encompasses developmental, social, and governance-related considerations. It argues that meaningful progress in foundational learning depends not only on policy intent but also on sustained efforts to ensure coherence across systems, strengthen professional capacity, and address persistent inequities in educational opportunity.

A crucial component of developing research tools is content validity, which guarantees that the tool measures the target components as intended. When evaluating content validity, especially by expert assessment, the Content Validity Index (CVI) is a widely utilised technique. The procedures for constructing the tool, the Selection of the expert panel, the Comprehensive guide for calculating CVI, and the statistical calculations of both item-level (I-CVI) and scale-level (S-CVI) indices are all covered in this paper. A case study illustrates how these techniques are used in practice and provides researchers with an easy-to-follow, sequential procedure.

The conjunction and unification in between multidisciplinarity research approaches and the Indian Knowledge System (IKS) is synthesized in the form contemporary research evidences. To address complex, real-world problems in health, agriculture, environment, and education, multi-disciplinarity plays a significant role in bringing different perspectives of multiple disciplines together. IKS provide knowledge derived from experience, observation, and experimentation which has been generated and collected from many centuries in the form of indigenous religious and cultural practices, in literatures (oral traditions, stories, and folklore), and other institutional practices (such as traditional medicine, sustainable agriculture, environmental management, craft skills, community laws, governance structures, beliefs, rituals, and social customs). The present systematic review or meta-analysis locates and evaluates studies that have combined IKS and modern disciplinary methods, identifies the methodological and epistemological challenges that arise in such integration, and proposes pragmatic frameworks and research designs for rigorous interdisciplinary inquiry. Priority wise key core and major strategic areas, considered in the present study include: health - where ayurveda and modern medicine link and affiliates in the form of clinical trials and pharmacological studies; empirically evaluated sustainable agriculture traditional practices like crop diversity, natural farming, indigenous water management; Vedic and classical mathematical procedures and observational astronomy which crossroads IKS with Science, Technology, Engineering, Mathematics (STEM) with translational research implications; and finally promotion of IKS in all stages of school as well as in higher education which can be achieved via pedagogy and curricular reforms as per the National Education Policy 2020 (NEP-2020). The present review study gives importance to protocols which are evidence-based, community led development of knowledge, and role of domain experts, social and arts-aesthetic scientists and finally methodologists in bridging the gaps of IKS with authenticity. Mismatch in standards, incomplete and improper documentation and ethical concerns are some of the main issues and stumbling blocks which are dealt in the present study with specific actions, practical measures, and tangible steps to mitigate the same while maintaining and preserving cultural heritage and ethnic integrity. Present study culminates and reckons that with the help of meticulous, precise, and scientific stringency and native epistemic multi-disciplinary studies and research, can expand knowledge frontiers and produce socially relevant innovations; however, success requires methodological reflexivity, transparent reporting, and capacity-building at institutional levels.

The National Professional Standards for Teachers (NPST) is an initiative under the National Education Policy (NEP) 2020, designed to redefine and elevate the teaching profession in India. The present study has been initiated to investigate the perception of teachers and pupil teachers towards National Professional Standards for Teachers (NPST) in relation to gender and stages of the teaching profession. The representative sample consisted of 100 teachers and 100 pupil teachers of private senior secondary schools and private B.Ed. colleges, respectively, from the Muzaffarnagar district of Uttar Pradesh state. The perception of teachers and pupil teachers was assessed through a self-developed questionnaire. The questionnaire was constructed based on five dimensions related to perception, such as awareness, contextual, procedural, implementation, and possible impact. Statistical techniques, mean, S.D., and t-test have been used to analyze the data. The findings of the study indicate that teachers demonstrated a more favorable perception regarding NPST as compared to pupil teachers. Female participants displayed a more positive perception than their male counterparts, with female pupil teachers showing the most positive perspective among all categories. Male and female teachers expressed similar views regarding NPST; that indicates gender does not shape their views among the teaching community.

Self-actualization indicates highest motivated individuals, characterized by the realization of one’s full potential, autonomy, and meaningful engagement with life. It is person’s desire for self-improvement or actual use of potentials, talents and capacities. An Attitude towards religion can be define as one’s beliefs, acceptance, like or dislike, feelings or experience towards religious issues. Religious attitudes are open mindedness and objectivity but this not always essential to our religious nature. Main objective of the Study was the relationship between Self-Actualization and Attitude of Pupil Teachers towards religion. Hypothesis was ‘there will be no relationship between self-actualization and Attitude of pupil teachers towards religion. ‘Survey method used and sample through randomization of 192 pupil teachers belonging to Hoshiarpur, Jalandhar, Kapurthala and Ludhiana dist. of Punjab, were taken tools of the study were 1. Sharma’s self-actualization inventory 1971, 2. Ojha’s Attitude Scale (1971) Statistical Techniques used- Co-efficient of correlation and graphic representation of the data were implied. The result indicates that the relationship between self-actualization and attitude towards religion of pupil teachers is significant but very low correlate to each other while Reserved and unreserved Pupil Teacher of relation between both variables is not significant and negligible correlate to each other, the relationship between Self-actualization and attitude towards religion of Rural pupil teacher is significant but very low correlate to each other while the relationship between Self-actualization and attitude towards religion of unreserved pupil teacher is not significant and negligible correlate to each other, the relationship between Self-actualization and Attitude Towards religion is significant but very low correlate to each other. The knowledge provided by present research can be used by researchers, educational planners, teachers, psychologists, guidance workers, policy makers, teacher educators and parents in varied ways: study can also be helpful to school authorities- principals and teachers develop the teaching strategies and approaches which produce the self-actualization in students in their tests, examination, practical’s, difficult subjects.

Adjustment has a lot to deal with survival of the sound body and a sound mind. Adjustment has become a thing in the education sector lately, but this wave has frequently overlooked teacher education. Teachers should be competent and self-assured in their teaching in this multilingual population because they play a vital role in the development of the nation. The objective of this article was to develop and standardize a comprehensive scale for checking the level of language-related adjustment problems of pre-service teachers. The dimensions include language-related adjustment problems of pre-service teachers during their training phase both in teaching and academic adjustment. Face, content, and construct validity of the scale was established using expert validation. The score of 0.936 in the internal consistency proved to the scale to be of reliability. The norms of the scale were established using Z-score. It also discussed the administration procedure of the scale.

The social interactions, way of learning, and approach to learning of secondary school students are influenced by many personality traits. Among these personality traits, the most common are introverted and extroverted personality types. In this research, we hope to learn about the differences in introverted and extroverted personality types in Boys and Girls in Secondary Schools. The researchers will conduct a quantitative study using a Standardized Personality Inventory to collect a random sample of the students. Additionally, It is believed that this study will lead to the development of guidelines for educators and policymakers on how to develop effective instructional strategies for all varieties of students with differing personality traits, as well as maximize the potential for Total Student Development.

The present study explores the role of metacognitive strategies in alleviating academic stress among secondary school students in virtual learning environments. Metacognitive strategies involve students’ awareness and regulation of their learning processes. In a classroom environment, metacognitive strategies have been shown to enhance academic performance and reduce stress by promoting self-regulated learning and effective problem-solving skills. In the post-pandemic world, due to the shift to virtual learning, unique challenges such as increased screen time, and difficulty in maintaining focus and motivation have been observed. The metacognitive strategies may facilitate the students to introspect and reflect. The research findings reveal that students who actively employ metacognitive strategies experience significantly lower levels of academic stress and demonstrate better adaptability to virtual learning environments. Teachers also reported observing improvements in students’ engagement and performance when metacognitive strategies were integrated into the curriculum. The necessity of incorporating metacognitive training in educational practices, especially in virtual settings, to foster a more supportive and effective learning environment needs to be met. These insights are crucial for educators and policymakers aiming to enhance the quality of virtual education and address the growing concerns of academic stress among students. By understanding and leveraging the benefits of metacognitive strategies, educational stakeholders can develop targeted interventions to support students’ well-being and academic success in an increasingly digital world.

Women’s empowerment can take place through education, which contributes to the social development, economic independence and gender equality of women. This paper examines the complete condition of women’s educational empowerment within the area of Raniganj, located in Paschim Bardhaman District of West Bengal, focusing on the accessibility of education, the level of participation in schooling, literacy and the existence of socio-cultural barriers to women’s educational empowerment. This study utilized mixed methods research design comprising quantitative methods to gather survey data from 300 females aged 15 to 45 years, as well as qualitative methods involving interviews (n=18) and case studies (n=10). My research indicated that although there has been a dramatic increase in female literacy and enrolment rates since my study period, females in my sample continue to be disempowered vis-à-vis males because of the existence of multiple socio-economic factors (e.g., early marriage and traditional gender norms). The Kanyashree Scheme, which aims to support women’s education through direct financial assistance, as well as community-based government schemes such as Self-Help Groups (SHGs) that are locally run to empower women, have been successful in many cases in retaining girls in educational institutions and supporting their educational empowerment outcomes. However, providing educational opportunities to women alone will not lead to their empowerment unless it is combined with socio-cultural and institutional factors that provide the necessary enabling environment. Finally, this paper highlights the need for integrated policy measures, community engagement and targeted interventions to achieve sustainable educational empowerment of women living in semi-urban industrial areas.

Exposure to media, particularly digital media, can lead to various cognitive changes, including impaired attention, memory problems, and reduced executive function, especially in children and adolescents. Additionally, excessive screen time can disrupt sleep patterns, which further impacts cognitive function. Excessive media use, particularly fast-paced content, can shorten attention spans. Observational studies have linked early exposure to fast-paced television with attentional deficits in later childhood. Multi-tasking with media can also negatively impact attention. Excessive screen time can negatively affect short-term memory. Memory loss can be a symptom of digital dementia, which is linked to excessive technology use. Using media to document experiences may actually diminish memory for those experiences. Digital media overuse can impair executive functions like inhibitory control, which is the ability to resist distractions. Early screen media exposure may lead to weaker executive functions in preschool children. Multi-tasking with media has been associated with poorer executive functioning. Excessive screen time can lead to a decline in cognitive abilities, including memory loss, attention deficit, reduced ability to communicate, and impaired decision-making. Digital media use, especially multitasking, has been linked to increased impulsiveness and a reduced ability to adapt to changing situations. Impaired social communication skills can be a consequence of excessive media use, especially in children. Research suggests that social media use may impact social problem-solving skills. Excessive screen time may reduce opportunities for creative thinking. Factors influencing cognitive effects could be age, type of media, amount of use, individual differences etc. The present study tries to find out the impact of social media addiction on ability to inhibit irrelevant information and cognitive style. The study uses the Social Media Addiction Test, Stroop Test and the Group Embedded figure Test for this purpose. The sample size of the study was hundred. There were equal number of boys and girls in the study. The age group of the sample was 13 to 16 years. Mean, standard deviation, Pearsonean correlation coefficient was found out. Results revealed that there was a significant impact of social media addiction on inhibition and cognitive style of the adolescents.

The present study investigated student engagement and self-confidence as predictors of educational aspirations among secondary school students. The research was conducted with the sample of 800 secondary school students from Punjab, state. Employing a descriptive research design, data were analyzed using descriptive statistics, correlation and step-wise regression analysis. The results revealed that there is a positive and significant correlation of educational aspirations with student engagement and self-confidence among secondary school students. Findings also showed that student engagement and self-confidence are significant predictors of educational aspirations. The regression analysis indicated that student engagement and self-confidence explained 11.3% and 8.6% variance respectively in educational aspirations among secondary school students. These findings showed the importance of fostering student engagement and self-confidence to enhance educational aspirations among secondary school students.

The worldwide lockdown during the COVID-19 outbreak has undermined the modern education system, which has automatically shifted the conventional educational setup to an electronic learning structure. E-learning is a resolution-oriented approach that increases the adoption of new technologies in a demographically diverse nation like India. The present study describes the vogue of excessive e-learning use amid an epidemic and the ways to continue the teaching-learning process through various portals and platforms. The intended purpose of this study is to present a comprehensive picture of the widespread adoption and usage of various e-learning platforms in India. This will help create awareness about e-learning applications among future generations and make it a more definitively implemented mechanism.

Information and Communication Technology (ICT) has become an essential component of modern education and plays a significant role in improving the quality of teaching and learning in higher education. The effective use of ICT tools largely depends on the competency and awareness of teachers. The present study aims to examine the level of ICT competency and awareness among college teachers in higher education institutions. The study also analyses differences in ICT competency based on gender (male–female), social category (tribal–nontribal), residential background (rural–urban) and age group (below 40 years and above 40 years). A descriptive survey method was adopted for the study. Data were collected from 200 college teachers through a structured questionnaire. The findings of the study reveal that most teachers possess basic awareness of ICT tools but there are noticeable differences in ICT competency among different demographic groups. Teachers from urban areas and younger age groups show relatively higher competency in using ICT tools compared to others. The study highlights the importance of training programmes, technological infrastructure and institutional support for improving ICT competency among teachers in higher education.

Most people want to be liked and viewed positively by others. Some people want to be liked so badly that they will sacrifice their wishes and desires to prioritize fulfilling other’s desires. It’s these traits that show our compassionate and consideration human nature. But when these tendencies turn into a constant need to please others, they can quietly take a toll on our mental health. People pleasing may seem to create harmony and acceptance; its long-term effects are devastatingly destructive. The constant suppression of authentic needs and feelings creates a perfect storm for mental health problems while simultaneously undermining the very relationships it aims to preserve. The irony is that trying to be loved by everyone often results in feeling truly known by no one. Overcoming codependency and people-pleasing takes time and effort. Because this pattern is often rooted in attachment, trauma, and emotional regulation, therapy plays an important role in helping people-pleasers unlearn this deeply ingrained response.

Vocational Maturity is the readiness to make informed, age-appropriate decisions, which is crucial for secondary students transitioning to higher education and a successful future. In the modern landscape, students are torn between prestige-based career paths and emerging niche industries, which makes it necessary to put focus on the idea of vocational maturity. This study aims to investigate vocational maturity among class XI students of Lakhimpur District in Assam. This study employed a convergent parallel mixed-methods design. A total of 150 class XI students were taken as the sample for the quantitative phase of the study, while for the qualitative phase, 10 students were selected from the sample. The quantitative phase of the study was carried out by a descriptive survey method through the Vocational Attitude Maturity Scale (VAMS-M). A semi-structured interview was employed to gather qualitative data. The findings indicate that participants exhibit low vocational maturity, and significant statistical differences were observed across academic streams. Through the interview findings, it could be revealed that high reliance on familial and academic authority (elders and teachers) is the primary decision-making filter for the students. While students demonstrated active information-seeking via digital platforms, their actual aspirations remained tethered to extrinsic rewards and societal expectations.

Metacognition, which involves the monitoring, regulation and control of cognitive processes, is a critical component of learning and achievement. It has become a key component of student teachers’ professional development and classroom practices. This narrative review has analysed empirical evidence from national and international studies between 2010 and 2024 on the metacognitive awareness of pre-service teachers. The researcher relied exclusively on secondary data. The findings demonstrated that student teachers generally display intermediate levels of metacognitive competencies, with significant differences observed across gender, field of study, teaching experience and teaching context. Moreover, higher metacognitive awareness is positively related to academic performance, classroom management and self-efficacy, suggesting its impact on improving instruction and learning outcomes. Although pre-service and in-service teachers possess certain metacognitive knowledge, they lack the metacognitive regulation and application of this knowledge in the classroom. The review highlights the importance of intentionally incorporating metacognitive elements into teacher education programs and more longitudinal and cross-cultural studies to understand developmental patterns and contextual variables that affect the growth of metacognitive awareness of the student teachers.

Research from the past has demonstrated that students utilize graphic organizers to link concepts and ideas. Graphic organizers act as scaffolds to organize ideas. Utilizing graphic organizers promotes knowledge chunking and aids in learning. The present investigation sheds light on the effectiveness of graphic organizers in meeting the unique learning needs of slow learners in government schools of Chandigarh. Slow learners often struggle with understanding complex concepts and retaining information, which hampers their academic progress. Graphic organizers, as visual learning tools, help to simplify and organize information, making it easier for students to comprehend and remember key content. A purposive sampling technique was employed to select a sample of 40 slow learners from 8th grade in government schools of Chandigarh, with 20 students assigned to the experimental group and 20 to the control group. These learners were identified through checklist, academic performance records and teacher recommendations, focusing on students who consistently demonstrated difficulties in keeping up with the curriculum. Self-made questionnaires were designed to collect data. The responses gathered will be subjected to t-test to assess the impact of these tools on students’ academic performance, engagement and comprehension ability in the learning process. The findings of this study demonstrate that graphic organizers create a tailored learning environment that significantly enhances the academic performance, comprehension and engagement of slow learners. This study seeks to provide meaningful insights for educators and policymakers, promoting the use of graphic organizers in classrooms to effectively support slow learners. Ultimately, it contributes to a more inclusive and adaptive teaching approach that accommodates diverse learning needs.

The paper explores the vision of Swami Vivekananda’s educational philosophy and it is relevance for modern educators. According to Swami Vivekananda, education does not mean the accumulation of information, which is fed into the mind of a child by force. In his own words, education is the manifestation of perfection that already exists within individual. Indian nationalism and spiritualism were the basic foundations for his philosophy of education and the philosophy of Vedanta and Upanishads. He was against the system of contemporary educational system; which he believed reduced individuals to mere slaves, lacking in true autonomy. Swami Vivekananda stressed education for democracy and national development. Education was a powerful instrument to achieve these developmental qualities in the people. Vivekananda not only possessed high ideals of education but he also articulated coherent framework for achieving these ideals. The enduring impact of Vivekananda’s educational philosophy is so substantial that it continues to be relevant in the modern world.”

We investigated the relationship between Social Globalization Index and Human development Index using panel data from 20 countries over 29 years. Human development is measured by the UNDP Human Development Index (HDI) and is a proxy for welfare outcome, while Social Globalization is assessed using the KOF Social Globalization Index. Per capita income and Trade openness are included as controls. Results from Fixed effects, Random effects, Generalized Least Square and Driscoll-Kraay robust standard error consistently show that an increase in Social Globalization has a significant and positive impact on HDI across all specifications. The impact remains robust even after accounting for cross-sectional dependence. Our empirical findings indicate promotion of Social Globalization by enhancing interpersonal connections, information flows and cultural exchange as it leads to improvement in human welfare. Our results suggest for more liberal policies for developing countries in order to achieve better welfare outcomes.

Education is a significant factor for fostering the social and economic development of a country. In a highly populated country like India, women represented a significant proportion of the country’s population. So, women's higher education is necessary for the country’s overall progress. Previously, due to cultural, financial and social barriers such as poverty, early marriage, family responsibilities, safety and security, distance issues, etc., women's participation was extremely limited in higher educational institutions. Various education commissions and committees have taken various measures to increase women's participation in higher education. Although enrollment has risen, inequality remains for the women who belong to rural households and disadvantaged communities. The National Education Policy (NEP)2020 is a significant step taken towards promoting gender equality and women's inclusion in higher education in India by focusing on the inadequacies of the existing education system. This paper aims to analyse how the NEP-2020 serves as a stimulus for women’s participation in higher education and tries to identify some limitations of this policy in this regard.