Author: Dr. Chandan Kumar Mandal & Dr. Subhas Chandra Bhat

DOI Link: https://doi.org/10.70798/Bijmrd/04050001

Abstract: The National Education Policy (NEP) 2020 envisions a transformative approach to teacher education, emphasising the integration of technology and pedagogy. This abstract focuses on the potential of Blended Learning to improve the eminence of teacher education in accord with the target express by NEP 2020. Blended learning combines traditional face-to-face instruction with online learning components, creating a dynamic and flexible educational environment. The focus is on how blended learning can foster continuous professional development, promote interactive and student-centred learning, and provide accessibility to a diverse range of learners. Key components of the study include a review of NEP 2020, which emphasises the need for teacher education to be adaptable, contemporary, and technology driven. The integration of digital tools, multimedia resources and interactive platforms in teacher training programs aligns with NEP’s vision of creating well-equipped educators capable of meeting the evolving needs of 21stcentury learners.

This abstract also focuses on the practical implications of implementing blended learning in teacher education, considering infrastructure requirements, faculty training, and the importance of monitoring and evaluation mechanisms. Case studies and success stories from institutions that have successfully adopted blended learning methods are analysed to derive best practices and lessons learned. By embracing blended learning, teacher education programs can overcome traditional constraints, enhance the overall quality of instruction and better prepare educators for the challenges of a rapidly changing educational landscape. While blended learning has the potential to enhance the quality of teacher education in alignment with the National Education Policy (NEP) 2020, there are several constraints and challenges that institutions may face during the implementation process. Recognizing and addressing these constraints is crucial for successful integration.

Keywords: Quality Education, Teacher Education, Blended Learning, NEP 2020.

Page No: 1-6

Author: Dr. V. Jelsia Jabamani

DOI Link: https://doi.org/10.70798/Bijmrd/04050002

Abstract: Psychological well-being has emerged as a significant area of concern in teacher education, particularly among student teachers preparing for professional responsibilities in educational institutions. Student teachers enrolled in Bachelor of Education (B.Ed.) and Master of Education (M.Ed.) programmes often experience multiple academic, emotional, and professional demands that influence their psychological well-being. This conceptual paper examines the role of academic motivation, emotions, burnout, stress, and resilience in shaping the psychological well-being of student teachers studying in teacher education institutions in Tiruchirappalli District, Tamil Nadu. Academic motivation serves as a driving force for sustained engagement and achievement, while emotional regulation supports healthy interpersonal and intrapersonal functioning. Conversely, prolonged academic pressure may lead to stress and burnout, negatively affecting mental health and academic performance. Resilience functions as a protective factor that enables student teachers to cope with challenges and maintain balance. This paper reviews existing literature, proposes a conceptual framework, and highlights the interrelationship among these variables in the context of teacher education. The study emphasizes the need for institutional support systems, counselling services, and well-being-oriented pedagogical practices to promote the holistic development of future teachers. The findings of this conceptual exploration are expected to contribute to strengthening teacher education programmes and improving the psychological preparedness of student teachers. The paper also recommends institutional interventions for promoting emotional health and sustainable professional development among future teachers.

Keywords: Psychological Well-Being, Student Teachers, Academic Motivation, Emotions, Burnout, Stress, Resilience, Teacher Education

Page No: 7-16

Author: Dr. S. Karunanithi

DOI Link: https://doi.org/10.70798/Bijmrd/04050003

Abstract: The proliferation of technologies has complicated the teaching learning process and finding the best ways of integrating technology into classroom practice is one of the challenges the 21st century teachers face. Effectively integrating ICT into learning system is much more complicated than providing computers securing a connection to the internet. It is a fact that teachers play an important role to deal with the current demands of society and economy. Hence, building the capacity of teachers in the utilization of ICT for education requires long term continuous development of the lead trainers, sharing of knowledge among teachers, partnerships and collaboration among educators and organizations, and support from principals and administrators. These factors must be available in order to create changes in the classroom. The present study has been done so as to study the ICT interest of the higher secondary school teachers. Random sampling technique has been used in the selection of the sample of as many as 529 higher secondary school teachers. The ICT interest inventory has been constructed and validated by Rajasekar, S., (2014) has been distributed to them and the responses were collected and computed according to the objectives framed. The findings of the study revealed that the higher secondary school teachers shows an average level of ICT interest and the same trend has been seen in respect of the sub-samples, too.

Keywords: ICT Interest, Higher Secondary School Teachers.

Page No: 17-20

Author: Dr. M. Panneer

DOI Link: https://doi.org/10.70798/Bijmrd/04050004

Abstract: Teaching practice is an integral component of teacher education programmes, offering prospective teachers an opportunity to translate pedagogical theory into real classroom practice. The present study investigates the attitude of prospective teachers towards teaching practice and examines the factors influencing their perceptions. A descriptive survey method was employed for the study. The sample comprised B.Ed. student teachers selected from colleges of education using a random sampling technique. Data were collected using a standardized Attitude Towards Teaching Practice Scale. The findings emphasize the need for effective guidance, proper planning, and supportive school environments to enhance the quality of teaching practice programmes. It is concluded that strengthening teaching practice can significantly improve professional readiness, confidence, and commitment among prospective teachers, thereby contributing to the overall quality of teacher education.

Keywords: Attitude, Teaching Practice, Prospective Teachers, Teacher Education, Classroom Experience.

Page No: 21-27

Author: Dr. Binay Maji & Bidisha Nandy

DOI Link: https://doi.org/10.70798/Bijmrd/04050005

Abstract: The rapid advancement of Artificial Intelligence (AI) has transformed educational systems worldwide, creating new possibilities for teacher preparation and professional development. In India, the implementation of the National Education Policy (NEP) 2020 has emphasized competency-based, multidisciplinary, technology-integrated, and learner-centered education. Within this context, AI-enabled skills-based teacher education has emerged as a significant area of innovation. The integration of AI technologies into teacher education programs offers opportunities for enhancing pedagogical competencies, digital literacy, personalized learning, classroom management, assessment practices, and professional growth. AI-driven platforms, intelligent tutoring systems, learning analytics, virtual simulations, and adaptive learning environments can support prospective teachers in acquiring practical and professional skills required in twenty-first-century classrooms.

Despite the growing importance of AI in education, teacher education institutions face challenges in integrating AI effectively into skills-based training. Issues such as inadequate infrastructure, lack of AI literacy among teacher educators, ethical concerns, digital inequality, data privacy, algorithmic bias, and resistance to technological change continue to hinder implementation. There remains a need to examine how AI can support the objectives of NEP 2020 while addressing these challenges.

Keywords: Artificial Intelligence, Teacher Education, Skills-Based Education, NEP 2020, Digital Pedagogy, Professional Development

Page No: 28-34

Author: Raksha Kashyap

DOI Link: https://doi.org/10.70798/Bijmrd/04050006

Abstract: Women entrepreneurs may be defined as a “Woman or a group of women who initiate, organize and run a business enterprise”. Government of India has defined women entrepreneurs based on women participation in equity and employment of a business enterprise. Women entrepreneur constitute 10 % of the number of the number of entrepreneur in the country. This has been a significant growth in self-employment of women with women now starting new ventures at three times the rate of men. They constitute 50% of the population of our country with a lower literacy rate than men. One way of achieving is by making women come out and become entrepreneurs. In the traditional society, they were confined to the four walls, playing household roles, but in the modern society, they are coming out to participate in all sorts activities. Normally, women entrepreneurship is found in the extension of their kitchen activities, mainly in preparing commercially the 3‟P‟s namely, Pickles, Papads and Powder. Few of them venture into services industry relating to hospitality, catering, educational services, consultation or public relations, beauty clinics, etc Women Entrepreneurs may be defined as the women or a group of women who initiate, organize and operate a business enterprise. The Government of India has defined women entrepreneurs as ―an enterprise owned and controlled by women having a minimum financial interest of 51 percent of the capital and giving at least 51 percent of the employment generated in the enterprise to women‖. Women entrepreneurs engaged in business due to push and pull factors which encourage women to have an independent occupation and stands on their on legs. A sense towards independent decision-making on their life and career is the motivational factor behind this urge. Saddled with household chores and domestic responsibilities women want to get independence. Under the influence of these factors the women entrepreneurs choose a profession as a challenge and as an urge to do something new. Such a situation is described as pull factors. While in push factors women engaged in business activities due to family compulsion and the responsibility is thrust upon them.

Keywords: Women Entrepreneurs, Government of India, Economic Growth, Independent Occupation.

Page No: 35-38

Author: Dr. Asim Kumar Mondal & Dr. Subhas Chandra Bhat

DOI Link: https://doi.org/10.70798/Bijmrd/04050007

Abstract: The National Education Policy (NEP) of 2020 in India outlines a transformative vision for education, emphasizing hands-on learning experiences and the continuous enhancement of teacher education. This study explores the pivotal role of practical work in science subjects and its correlation with the quality improvement of teacher education within the framework of NEP-2020. Practical work in science education serves as a cornerstone for fostering experiential learning, critical thinking, and skill development among students. NEP-2020 recognizes the significance of integrating practical experiences into science curricula to bridge the gap between theoretical knowledge and real-world application. This paper delves into the multifaceted benefits of practical work, including the promotion of interest and engagement, development of problem-solving skills, and the cultivation of a scientific mindset. Furthermore, the NEP2020 places a strong emphasis on elevating the quality of teacher education. Teachers play a pivotal role in facilitating effective practical work experiences for students. The policy underscores the need for pedagogical training and continuous professional development (CPD) opportunities for educators. This study explores how teacher education programs are adapting to the multidisciplinary approach advocated by the NEP-2020, empowering teachers with the skills to seamlessly integrate practical work into their teaching methodologies.

The integration of technology is another key aspect highlighted in the NEP-2020, and this study investigates how teacher education programs are incorporating technological tools to enhance practical learning experiences in science. Technology is very essentialfrom virtual labs to simulations for immersive and interactive learning.Assessment strategies form an integral part of quality teacher education. This study discusses how teacher education programs are aligning assessment methods with the objectives of practical work, ensuring that evaluations are meaningful and reflective of students’ understanding of scientific concepts.This study provides insights into the symbiotic relationship between practical work in science subjects and the ongoing efforts to enhance the quality of teacher education in line with the transformative vision laid out in the NEP-2020.

Keywords: Science Education, NEP-2020, Practical Work, Experiential Learning, Teacher Education.

Page No: 39-44

Author: Dr. S. Rajeswari, Dr. A. Sheikabdulsalam & Dr. T. Thangadurai

DOI Link: https://doi.org/10.70798/Bijmrd/04050008

Abstract: This research paper illustrates the multiple problems encountered by both the students and teachers during this time and also how the COVID-19 pandemic has altered the learning methodology for the students. The researcher collected the data from 100 students and 100 teachers from various streams of education with the help of a structured interview schedule by employing a purposive sampling technique. 58.8% of students studying online and 83.2% of the teachers imparting the online lessons had been teaching/learning for the first time due to COVID-19 pandemic and they were readily learning new techniques/methods for the same. The researcher discovered that the various methods used for teaching/learning online are Zoom, Google Meet and Google Classroom. 81.6% of students and 97.3% of teachers encountered several issues during the learning process but contacting the remotest areas students and imparting teaching to numerical subjects were the difficult aspects. About 75.6% students and 92.5% teachers felt a lack of motivation towards online teaching/learning due to less touch/relationship between the students and teachers and more demand on computer, software, electricity supply and bandwidth supply was high. 91.6% of students and 95.6% of teachers encountered issues of connectivity with technical failures and they asked for help from their teacher to resolve these issues which resulted in breaking the continuity. 81.6% of teachers expressed that the physical classroom environment promotes students’ participation and students cannot sleep during online lessons because of their webcam and they feel it to be better when it comes to paying special attention to students, however, the usage of e-learning modules can also improve student participation.

Keywords: Online Teaching, Covid-19 Pandemic, Students, Teachers and Challenges.

Page No: 45-58

Author: Nalini Singh

DOI Link: https://doi.org/10.70798/Bijmrd/04050009

Abstract: This study examines the relationship between academic performance and mental health conditions, with a particular focus on depression among students. In recent years, mental health issues have become increasingly prevalent in educational settings, affecting students’ emotional well-being, motivation, concentration, and overall academic success. The research aims to analyse how symptoms of depression influence students’ academic achievement and learning outcomes. A quantitative research approach was employed, using surveys and academic records collected from students across different educational levels. The findings indicate a significant negative correlation between depression and academic performance, where higher levels of depressive symptoms are associated with lower grades, reduced participation, and decreased productivity. Factors such as stress, lack of social support, and academic pressure were also identified as contributing elements. The study highlights the importance of early mental health intervention, counselling services, and supportive educational environments to improve both psychological well-being and academic achievement. These findings may assist educators, parents, and policymakers in developing effective strategies to address mental health challenges among students and promote healthier academic experiences. Mental health conditions such as depression and anxiety have become increasingly prevalent among students across schools, colleges, and universities. These psychological conditions significantly influence academic performance by affecting concentration, motivation, memory, attendance, and overall learning ability. This research paper explores the relationship between academic performance and mental health conditions, specifically depression and anxiety, among students. The paper reviews existing literature, identifies contributing factors, and examines how mental health challenges impact educational outcomes. Findings from previous studies indicate a strong negative correlation between severe symptoms of depression and anxiety and students’ academic achievement. The study also highlights the importance of institutional support systems, counseling services, and awareness programs in promoting students’ psychological wellbeing and improving academic success. The paper concludes that addressing mental health concerns is essential for enhancing educational performance and ensuring holistic student development.

Keywords: Academic Performance, Mental Health, Depression, Anxiety, Students, Educational Achievement, Psychological Well-Being.

Page No: 59-64

Author: Dr. Santoshi Bhagat

DOI Link: https://doi.org/10.70798/Bijmrd/04050010

Abstract: During the early modern and colonial eras, Bengal’s silk industry played a significant role in South Asia’s economic and commercial history. Bengal, known for its exquisite raw silk and silk fabrics, developed into a significant hub for manufacturing and export under both native kings and European commercial firms. However, under British colonial control, the sector gradually declined and changed during the eighteenth century. The structural shifts that impacted Bengal’s silk business between 1800 and 1900 are examined in this article. It contends that Bengal’s transformation from a thriving silkmanufacturing zone to a provider of raw materials for European industries was caused by colonial economic policies, the growth of global capitalist markets, technological advancements in Europe, and environmental crises. The impact on peasant and artisan communities, the demise of indigenous weaving centres, the East India Company’s role in monopolizing the silk trade, and Bengal’s absorption into the global imperial economy are all extensively examined in this study. The essay shows how the evolution of Bengal’s silk industry mirrored larger trends of colonial exploitation and deindustrialization in nineteenth-century India through an examination of colonial accounts, trade records, and secondary scholarship.

Keywords: Bengal Silk Industry; Colonial Economy; East India Company; Sericulture; Deindustrialization; Murshidabad; Silk Trade; British India; Colonial Capitalism; Nineteenth Century Bengal.

Page No: 65-71

Author: Dr. Sunon Nandy

DOI Link: https://doi.org/10.70798/Bijmrd/04050011

Abstract: The concept of the social construction of nature has emerged as a significant perspective in environmental philosophy, challenging the traditional view of nature as an objective and independent reality separate from human society. This approach argues that human perceptions, interpretations, and representations of nature are shaped by social, cultural, political, economic, and historical contexts. Environmental philosophers and social ecologists contend that the meaning of nature is not fixed but is constructed through human experiences, values, language, and institutions. The theory highlights how different societies understand and interact with the natural world in diverse ways, influencing environmental policies, conservation practices, and resource management strategies.

This philosophical perspective critically examines the dualistic separation between society and nature, emphasizing their interconnected and mutually constitutive relationship. Thinkers such as Murray Bookchin and other environmental scholars have argued that ecological problems are deeply rooted in social hierarchies, economic inequalities, and political structures. Social ecology, therefore, advocates the transformation of social relations as a prerequisite for achieving ecological sustainability. The social constructionist approach also explores how scientific knowledge, environmental discourses, and cultural narratives influence public understanding of environmental issues such as climate change, biodiversity loss, and resource exploitation.

By recognizing the role of society in shaping environmental perceptions, this framework encourages critical reflection on dominant environmental ideologies and promotes more inclusive, democratic, and sustainable approaches to environmental governance. Ultimately, the social construction of nature provides a valuable philosophical lens for understanding the complex interactions between humans and the environment, contributing to the development of environmentally responsible and socially just practices in the contemporary world.

Keywords: Social Construction of Nature, Environmental Philosophy, Social Ecology, Nature-Society Relationship, Ecological Sustainability, Environmental Ethics, Murray Bookchin.

Page No: 72-82

Author: Dr. Bhavesh C. Bhuptani

DOI Link: https://doi.org/10.70798/Bijmrd/04050012

Abstract: A country’s tax system is the backbone of its economy. In ancient times, the Indian economy was based on agriculture. In the Middle Ages, the focus of world business shifted from agriculture to industry, and the source of revenue for business and government was mainly derived from the production and consumption of goods. The British rulers seeded the modern taxation system in India and, as mentioned here, it was based on consumption and production. As people’s needs changed, the production of goods had to change; thus, frequent changes in production and consumption led to changes in the taxation system to generate more revenue.

In this paper, a discussion is made that is based on an empirical study and on certain available statistics of tax collections. Some inferences are drawn, and suggestions are also provided for smooth compliance with taxation in India.

Keywords: GST, ITC, Direct Tax, Indirect Tax.

Page No: 83-88

Author: Sanjoy Halder

DOI Link: https://doi.org/10.70798/Bijmrd/04050013

Abstract: The National Education Policy (NEP) 2020 marks a transformative step in India’s educational landscape by emphasizing the promotion and preservation of Indian languages. The policy recognizes multilingualism as a tool for cognitive development, cultural preservation, and inclusive education. By advocating mother tongue or regional language as the medium of instruction at the foundational stage, NEP 2020 seeks to enhance learning outcomes and linguistic empowerment. This study explores the educational reforms introduced through NEP 2020 concerning Indian languages, their implications for linguistic diversity, cultural identity, and educational equity. The paper also examines implementation challenges, policy implications, and future prospects for multilingual education in India.

Keywords: NEP 2020; Indian Languages; Multilingualism; Linguistic Empowerment; Educational Reforms.

Page No: 89-96

Author: Ranita Mondal

DOI Link: https://doi.org/10.70798/Bijmrd/04050014

Abstract: Artificial Intelligence (AI) has emerged as a transformative force in education, offering innovative solutions to address long-standing challenges in inclusive education. Inclusive education seeks to ensure equitable access and participation for all learners, particularly those with disabilities and diverse learning needs. This paper explores the role of AI in bridging learning gaps by enhancing accessibility, personalization, and engagement in educational settings. Drawing on recent research, the study highlights how AI-powered tools such as adaptive learning systems, speech recognition technologies, and intelligent tutoring systems support diverse learners. The paper adopts a qualitative research approach, analyzing existing literature and case studies to examine both the opportunities and challenges of AI integration. Findings suggest that AI significantly improves learning outcomes by providing customized educational experiences and reducing barriers to participation. However, issues such as digital inequality, lack of infrastructure, ethical concerns, and insufficient teacher training remain critical challenges. The study concludes that while AI holds immense potential for transforming inclusive education, its success depends on ethical implementation, policy support, and capacity building among educators. The paper recommends integrating AI with inclusive pedagogical frameworks to ensure equitable and sustainable educational development.

Keywords: Artificial Intelligence, Inclusive Education, Learning Gaps, Accessibility, Educational Technology, Special Needs Education, Personalization, Digital Divide.

Page No: 97-108

Author: Arunabha Mandal & Dr. Anil Prasad Yadav

DOI Link: https://doi.org/10.70798/Bijmrd/04050015

Abstract: The contemporary organizational landscape is characterized by rapid technological advancements, globalization, workforce diversity, and evolving employee expectations. In such a dynamic environment, traditional hierarchical management structures are increasingly being challenged by more inclusive and participatory approaches to governance. Participatory governance and workplace democracy have emerged as significant concepts that promote employee involvement in organizational decision-making processes. These approaches seek to create a work environment where employees are not merely executors of managerial directives but active contributors to organizational policies, strategies, and operations. Participatory governance enhances transparency, accountability, trust, and collaboration, while workplace democracy fosters employee empowerment, engagement, and organizational commitment. This article explores the theoretical foundations, principles, dimensions, benefits, challenges, and contemporary relevance of participatory governance and workplace democracy in modern organizations. The study also examines the role of participatory practices in improving organizational effectiveness, innovation, and employee well-being.

Keywords: Participatory Governance, Workplace Democracy, Employee Participation, Organizational Development, Employee Empowerment, Industrial Democracy, Decision-Making.

Page No: 109-116

Author: Tanay Kumar Khalua

DOI Link: https://doi.org/10.70798/Bijmrd/04050016

Abstract: Religion constituted one of the most influential dimensions of ancient Indian civilization. It shaped social institutions, political systems, cultural traditions, philosophical thought, and individual behavior. Ancient India witnessed the emergence and development of diverse religious traditions, including Vedic religion, Hinduism, Buddhism, Jainism, and numerous local cults and spiritual movements. Religious beliefs and practices evolved continuously in response to changing social, economic, and political conditions. The religious landscape of Ancient India was characterized by pluralism, tolerance, philosophical inquiry, ritual practices, and the pursuit of spiritual liberation. This article examines the major religious phenomena in Ancient India, exploring their origins, beliefs, rituals, institutions, philosophical foundations, and sociocultural impact. The study highlights the role of religion in shaping Indian civilization and its enduring influence on contemporary society.

Keywords: Ancient India, Religion, Vedic Tradition, Hinduism, Buddhism, Jainism, Spirituality, Philosophy, Religious Practices.

Page No: 117-124

Author: Maria Alexina Vinotha Rajan & Dr. Megala A.

DOI Link: https://doi.org/10.70798/Bijmrd/04050017

Abstract:

Background: Healthcare organizations operate in an increasingly competitive environment where effective marketing strategies are essential for attracting, retaining, and engaging patients. While quantitative marketing indicators provide measurable evidence of organizational performance, patient experience factors such as trust, communication, and empathy significantly influence healthcare decisions and long-term loyalty. However, limited research has integrated these dimensions within a single healthcare marketing framework.

Aim: This study aims to examine the relationship between quantitative marketing indicators and patient experience dimensions and to develop an integrated framework for healthcare marketing strategy.

Methodology: A mixed-method research design was employed involving 150 respondents, including 50 marketing managers, 50 healthcare staff members, and 50 patients. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, ANOVA, correlation analysis, and multiple regression analysis. Qualitative insights were obtained through semi-structured interviews and analyzed using thematic analysis.

Key Findings: The quantitative results revealed that Patient Satisfaction received the highest mean score of 4.68 (±0.35), followed by Trust at 4.62 (±0.37) and Empathy at 4.58 (±0.40). Significant differences were observed among stakeholder groups regarding perceptions of healthcare marketing effectiveness (p < 0.05). Correlation analysis showed a strong positive relationship between Patient Satisfaction and Referral Intention (r = 0.74) and between Trust and Patient Satisfaction (r = 0.71). Regression analysis identified Trust (β = 0.342), Communication Quality (β = 0.287), and Empathy (β = 0.251) as the strongest predictors of healthcare marketing effectiveness. Qualitative findings generated four major themes: Trust as the Foundation of Healthcare Choice, Human Interaction Shapes Patient Loyalty, Limitations of Metrics-Driven Marketing, and Need for an Integrated Healthcare Marketing Framework. The integrated findings emphasize that healthcare marketing effectiveness is maximized when analytical performance measures are combined with patient-centered experiences.

Keywords: Healthcare Marketing, Patient Experience, Marketing Analytics, Patient Satisfaction, Trust.

Page No: 125-149