Author: Nanditha Unni
DOI Link: https://doi.org/10.70798/Bijmrd/04041001
Abstract: Trauma experienced in life often manifest silently within us through emotional and behavioural challenges and disengagement from learning. In recent times, there is an increased emotional burden among the learners. Familial, social, economic, and academic stress all contributes to this. This paper explores the educational significance of trauma narratives. By positioning storytelling and narrative expression as pedagogical tools which will enable learners to express themselves. By drawing from trauma theory, narrative psychology, and humanistic education, the study conceptualizes trauma narratives as an educational practice that build emotional safety, resilience, empathy, and learner agency.
Through a qualitative approach, the paper examines how narrative-based pedagogy with the help of reflective writing, literature response narratives, and guided storytelling can build up emotionally responsive learning spaces. The discussion aligns trauma-informed narrative pedagogy with the vision of NEP 2020, thus emphasizing holistic development, learner-centred education, and emotional well-being. The paper argues that integrating trauma narratives into educational practice contributes to inclusive education as it validates student voice, strengthen emotional resilience, and cultivate empathetic classroom communities. It concludes by advocating for trauma awareness and narrative competence as essential components of teacher education and pedagogical reform.
Keywords: Trauma Narratives, Narrative Pedagogy, Emotional Safety, Resilience, NEP 2020, Holistic Education.
Page No: 1-4
Author: Mrs. Poonam Ajeet Mishra
DOI Link: https://doi.org/10.70798/Bijmrd/04041002
Abstract: Inclusive and equitable education aims to ensure that every learner—regardless of gender, disability, socioeconomic background, language, caste, ethnicity, or geographical location— has access to quality learning opportunities. Rooted in global movements such as the UN Sustainable Development Goal 4 (SDG-4) and reinforced in India through NEP 2020, inclusive education seeks to eliminate discrimination and create learning environments where diversity is embraced. This research paper examines the concept, principles, global perspectives, national policies, challenges, and strategies for implementing inclusive and equitable education. Using a qualitative descriptive methodology, the study synthesizes policy frameworks, scholarly literature, and best practices. Findings highlight that inclusive education enhances equity, improves learning outcomes, and fosters social cohesion. The paper concludes that achieving inclusive education requires systemic reform, teacher capacity building, community involvement, and adequate infrastructure.
Keywords: education, Equitable Education, Justice, NEP 2020, Sustainable Development Goal 4.
Page No: 5-11
Author: Samten Tamang
DOI Link: https://doi.org/10.70798/Bijmrd/04041003
Abstract: Mental Health delineates either emotional or cognitive well-being of an individual. When it is absent it becomes a mental disorder. From the disciplinary viewpoint of positive psychology, mental health isall about the ability of an individual to enjoy life to the fullest and maintain a balance between the life efforts and life activities.Mental ill health causes the feeling of shame, guilt, rejection, isolation and tension etc. and makes the man perceive the world and life as dangerous. Common mental health problems arise from life events as well as the pressure of study-and this is true for students as it is for anyone else. The objectives of the study are to find out significant difference if any in the mental health of students in relation to personal variables like-gender, locale, Socio-Economic Status and type of family. The descriptive method of survey was adopted. The sample of this study consisted of higher secondary students of Murshidabad district. Mental Health Inventory of Talesara and Bano (2011) was used for data collection. The findings of the study were that there was significant difference in mental health of students in relation to gender, locale, SocioEconomic Status and type of family variations.
Keywords: Mental Health, Socio-Economic Status, Personal Variables..
Page No: 12-19
Author: नेहा प्रजापति & डॉ. स्वाति पाण्डेय
DOI Link: https://doi.org/10.70798/Bijmrd/04041004
Abstract: किशोर विद्यार्थियों में बहुत ही महत्वपूर्ण मानसिक एवं शाररिक परिवर्तन होते है यह अवस्था तनाव और तूफान की अवस्था होती है इस अवस्था में समायोजन को अच्छा रखना आवश्यक है ताकि वे अपनी समस्या का समाधान कर सके । प्रस्तुत शोध अध्ययन का उद्देश्य विभिन्न प्रकार की शालाओ शासकीय एवं अशासकीय के विद्यार्थियों के मानसिक स्वास्थ्य एवं समायोजन स्तर का तुलनात्मक विश्लेषण करना है। आधुनिक शिक्षा-व्यवस्था में बढ़ते प्रतिस्पर्धात्मक वातावरण, शैक्षिक अपेक्षाओं तथा सामाजिक-भावनात्मक दबावों के कारण विद्यार्थियों के मानसिक स्वास्थ्य पर प्रत्यक्ष प्रभाव पड़ रहा है। इस अध्ययन के लिए दुर्ग जिले के 600 विद्यार्थियों का चयन किया गया। डेटा संकलन हेतु मानसिक स्वास्थ्य स्केल एवं समायोजन मापनी का उपयोग किया गया। परिणामों से पता चला कि शैक्षिक वातावरण, संसाधनों की उपलब्धता, अध्यापकीय सहयोग तथा पारिवारिक वातावारण जैसे कारक विद्यार्थियों के मानसिक स्वास्थ्य और समायोजन में महत्वपूर्ण भूमिका निभाते हैं। तुलनात्मक विश्लेषण से यह भी स्पष्ट हुआ कि दोनों प्रकार की शालाओं के विद्यार्थियों के मानसिक स्वास्थ्य एवं समायोजन स्तर में सांख्यिकीय रूप से उल्लेखनीय अंतर मौजूद है। अशासकीय शाला के विद्यार्थियो में समायोजन अधिक पाया गया अध्ययन के निष्कर्ष भविष्य में विद्यार्थियों के सर्वांगीण विकास हेतु उपयुक्त शैक्षिक नीतियों एवं परामर्श सेवाओं के विकास में सहायक सिद्ध हो सकते हैं।
Keywords: किशोर विद्यार्थी , शासकीय एवं अशासकीय विद्यालय, मानसिक स्वास्थ्य, समायोजन , तुलनात्मक अध्ययन, शैक्षिक वातावरण ।
Page No: 20-23
Author: Pravinkumar Jadhav
DOI Link: https://doi.org/10.70798/Bijmrd/04041005
Abstract: Physics at the higher secondary level often poses difficulties for learners due to abstract concepts and limited experimental exposure. The present action research study investigates the effectiveness of a digital pedagogy programme integrating simulations, virtual laboratories, animations, and a learning management system (LMS) in teaching the topic Laws of Motion to XI standard SSC Board students in Maharashtra. The study adopted a pre-test–post-test Control group and experimental group research design with a sample of 30 students in each group. Digital instructional strategies were implemented over a period of two weeks. Data were collected using achievement tests, observation schedules, and learner feedback forms. The findings revealed a significant improvement in students’ conceptual understanding, problem-solving skills, and learning engagement. The study concludes that digital pedagogy enhances the quality of physics teaching and supports experiential learning in alignment with contemporary educational reforms. Digital pedagogy programme thus holds significant potential for transforming physics education in Maharashtra schools.
Keywords: Digital Pedagogy programme, Physics, Virtual Laboratories, SSC Board.
Page No: 24-29
Author: Ms. Achal O. Mahajan
DOI Link: https://doi.org/10.70798/Bijmrd/04041006
Abstract: The National Education Policy (NEP) 2020 has initiated a transformative shift in Indian higher education by positioning digital pedagogy and technology-driven learning at the center of academic development. As industries evolve through automation, artificial intelligence, and global technological integration, employability increasingly depends on digital literacy, communication, creativity, adaptability, and problemsolving competencies. This paper examines how NEP 2020 promotes technology integration, blended learning, and skill-oriented curricular reforms to strengthen employability in higher education. A concise literature review highlights major scholarly insights related to digital learning and emerging educational technologies. The paper also analyzes institutional challenges, opportunities for innovation, and the practical role of digital tools in shaping graduate employability. Finally, recommendations are offered to align NEP 2020’s vision with the evolving demands of the knowledge economy.
Keywords: Digital Pedagogy, NEP 2020, Employability, Higher Education, Digital Skills, Technology Integration.
Page No: 30-34
Author: Priti Ramesh Kakade & Dr. Chandan Shingte
DOI Link: https://doi.org/10.70798/Bijmrd/04041007
Abstract: To deal with the challenges social media is one of the best way to provide quality education. This Study discusses social media, social media competency, its features, the use of social media in teaching and integration in education. Social media has become a way of life. Society has become very connected, yet the classroom remains quite isolated, from other teachers, students, experts, parents, the community and a host of others who could potentially enhance learning.
Keywords: Social Media, Social Media Competencies, Challenges, Pre-service Teachers.
Page No: 35-39
Author: Pravin Shashikant Rangole & Dr. Seema Bhandare
DOI Link: https://doi.org/10.70798/Bijmrd/04041008
Abstract: In present education many teachers, principles, government try to improve the method of teaching. Happy learning concept is now spread over all India. Government announced upto 14 years compulsory education by making right of education act. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental stress and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
Keywords: Rivers Engineering Method, Mechanical Ability, Education, Compulsory Education.
Page No: 40-50
Author: Dr. Vijaysing B Pawar
DOI Link: https://doi.org/10.70798/Bijmrd/04041009
Abstract: Commerce education is important to gain knowledge of business, trade, industry and commerce. It provides the knowledge for various specialized and professionalized study related to the business. In India commerce education is available after the school period because of this school students were not taught commerce subjects and they don’t possess any business and finance knowledge. There are various courses available to commerce students which help them to gain knowledge and competencies required for job in industries. But the students were not possess proper knowledge and competencies due to lack of faculties and practical training provided by colleges and institution which lacks students to get job. In present scenario everything is digitalized which also applies to education. Modern education also adopted the online education and MOOCs platform to achieve the objectives of commerce education.
Keywords: Commerce Education, Opportunities, Challenges, Online Education, Faculties.
Page No: 51-55
Author: Dr. Murlidhar Chindhaji Jadhav
DOI Link: https://doi.org/10.70798/Bijmrd/04041010
Abstract: Higher Education Institutions (HEIs) are increasingly recognized as central actors in the generation of innovation, the formation of startups, and the broader entrepreneurial ecosystem. This paper examines how universities contribute to entrepreneurship through teaching, research commercialization, incubation, and network formation. It reviews theoretical frameworks (entrepreneurial university, Triple Helix), surveys common models and instruments (technology transfer offices, incubators, accelerators, entrepreneurship curricula), identifies barriers and enablers, and suggests policy and institutional recommendations to strengthen university-linked startup ecosystems. The paper concludes that while HEIs have unique capacities to catalyze innovation, realizing that potential requires aligned incentives, industry linkages, supportive governance, and curricular reform.
Keywords: Entrepreneurship, Innovation, Ecosystem in Higher Education, Higher Education Institutions (HEIs), Technology.
Page No: 56-59
Author: डॉ. गणेश गोपाळराव दांडेकर
DOI Link: https://doi.org/10.70798/Bijmrd/04041011
Abstract: आर्थिक साक्षरता हे आजच्या वेगाने बदलणाऱ्या जागतिक अर्थव्यवस्थेत प्रभावीपणे मार्गक्रमण करण्यासाठी एक अत्यावश्यक कौशल्य ठरले आहे. या संशोधनात औपचारिक, अनौपचारिक आणि डिजिटल शिक्षणाच्या माध्यमातून आर्थिक साक्षरता कशी वाढविता येते आणि आर्थिक सबलीकरण कसे साध्य करता येते, याचे अध्ययन करण्यात आले आहे. उपलब्ध साहित्याचे पुनरावलोकन आणि जागतिक आर्थिक शिक्षण उपक्रमांचे विश्लेषण यांद्वारे आर्थिक ज्ञानाचा वैयक्तिक आर्थिक निर्णय–क्षमता, बचत वर्तन, कर्ज व्यवस्थापन आणि दीर्घकालीन आर्थिक स्थैर्यावर कसा प्रभाव पडतो हे स्पष्ट झाले आहे. निष्कर्ष दर्शवितात की उच्च आर्थिक साक्षरता असलेले व्यक्ती संसाधनांचे व्यवस्थापन अधिक प्रभावीपणे करू शकतात, आर्थिक उपक्रमांमध्ये सक्रिय सहभाग घेऊ शकतात आणि आर्थिक संकटांना चांगल्या प्रकारे तोंड देऊ शकतात. याशिवाय, शालेय अभ्यासक्रमात आर्थिक शिक्षणाचा समावेश, समुदाय आधारित कार्यक्रमांचा विस्तार आणि डिजिटल आर्थिक साक्षरता मजबूत करणे हे सामाजिक–आर्थिक दरी भरून काढण्यासाठी अत्यंत महत्त्वाचे असल्याचे अध्ययन सुचवते. शेवटी, या संशोधनात दिसून येते की शिक्षणाच्या माध्यमातून विकसित होणारी आर्थिक साक्षरता ही सर्वसमावेशक आर्थिक विकासास चालना देणारी आणि विशेषतः वंचित गटांना आर्थिकदृष्ट्या सबळ बनवणारे एक प्रभावी साधन आहे.
Keywords: आर्थिक साक्षरता, आर्थिक सबलीकरण, आर्थिक शिक्षण, आर्थिक विकास, वैयक्तिक अर्थव्यवस्था, आर्थिक समावेशन.
Page No: 60-67
Author: प्रा. महादेव रामभाऊ सदावर्ते & डॉ.आर.बी. मेश्राम
DOI Link: https://doi.org/10.70798/Bijmrd/04041012
Abstract: मानवाच्या तीन गरजा मूलभूत आहेत. अन्न, वस्त्र आणि निवारा. यापैकी, अन्न ही उदरनिर्वाहाची प्राथमिक गरज आहे. भूक भागवण्यासाठी मानव सर्व प्रकारचे कार्य करीत असतो. स्वातंत्र्यानंतर, राष्ट्राने समानतेवर आधारित समाजवादी लोकशाही व्यवस्था स्वीकारली.
गरिबांना उपासमारीचा फटका सहन करावा लागतो. गरिबांना आधार देण्यासाठी आणि त्यांचा सन्मान स्थापित करण्यासाठी, सरकारच्या अन्न आणि नागरी पुरवठा विभागाने सार्वजनिक वितरण व्यवस्था सुरू केली. या व्यवस्थेमुळे गरिबांना आवश्यक असलेल्या मूलभूत गरजा मिळतील याची खात्री झाली. राज्य सरकारांना ही योजना राबविण्याची जबाबदारी सोपवण्यात आली. अशाप्रकारे, सार्वजनिक वितरण व्यवस्था नेटवर्क देशभर पसरले, ज्यामुळे भारतीय नागरिकांना आवश्यक वस्तू वाजवी किमतीत उपलब्ध करून देण्याचे निश्चित करण्यात आले.
Keywords: सार्वजनिक वितरण प्रणाली, अन्नसुरक्षा, स्वस्त धान्य दुकान, रेशनकार्ड,गरीबी इत्यादि,
Page No: 68-71
Author: डॉ. लिलाधर खरपूरिये
DOI Link: https://doi.org/10.70798/Bijmrd/04041013
Abstract: आजच्या जलदगतीने बदलणाऱ्या जागतिक अर्थव्यवस्थेत आर्थिक साक्षरता हे प्रत्येक नागरिकाचे मूलभूत गरज बनली आहे. तंत्रज्ञानातील प्रगती, डिजिटायझेशन, ऑनलाईन पेमेंट पद्धती, गुंतवणूकीचे नवे पर्याय, कर्जव्यवस्था, विमा, निवृत्ती नियोजन आणि आर्थिक सुरक्षा यांच्या वाढत्या गुंतागुंतीमुळे आर्थिक शिक्षण अनिवार्य ठरले आहे. अनेक अभ्यासातून दिसून आले आहे की, आर्थिक साक्षरता असलेल्या व्यक्ती आणि कुटुंबांचे आर्थिक निर्णय अधिक प्रभावी असतात. ज्यामुळे त्यांचे उत्पन्न, बचत, गुंतवणूक व आर्थिक स्थैर्य वाढते. मात्र आर्थिक असाक्षरतेमुळे चुकीचे गुंतवणूक निर्णय, कर्जाचे ओझे, फसवणूक, दिवाळखोरी, अनियोजित खर्च आणि अल्प बचत यांसारख्या समस्या उद्भवतात.
भारतासारख्या विकसनशील देशात आर्थिक साक्षरता हा आर्थिक विकासाचा महत्त्वाचा घटक आहे. राष्ट्रीय शिक्षण धोरण, वित्त मंत्रालय, आरबीआय, सेबी, एनएसडीएल आणि विविध गैर-शासकीय संस्थांच्या पुढाकाराने जनतेत आर्थिक शिक्षण पोहोचवण्याचे कार्य सुरू आहे. परंतु ग्रामीण भागातील स्त्रिया, विद्यार्थी, शेतकरी, लघु उद्योजक व आर्थिकदृष्ट्या दुर्बल घटकांमध्ये आर्थिक साक्षरतेचे प्रमाण आजही समाधानकारक नाही. म्हणून शिक्षण प्रणालीच्या माध्यमातून आर्थिक साक्षरता कशी वाढू शकते आणि त्यातून आर्थिक सक्षमीकरण कशा प्रकारे साध्य होऊ शकते. याचा अभ्यास या शोधनिबंधामध्ये करण्यात आला आहे.
Keywords: आर्थिक साक्षरता, आर्थिक सक्षमीकरण, कर्ज व्यवस्थ, आर्थिक निर्णयक्षमता, आर्थिक सुरक्षा.
Page No: 72-79
Author: Sanabano Shaikh
DOI Link: https://doi.org/10.70798/Bijmrd/04041014
Abstract: To improve teacher education in India, educational technology is acknowledged in the National Education Policy (NEP) 2020. In this conceptual study NEP 2020 policy provisions are analysed to understand the technology-enabled teacher education. The study illustrates how NEP 2020 will help to improve pedagogical methods, encourage professional development, and digital literacy empower teachers by looking at policy declarations, suggested reforms, and implementation tactics. This study also highlights issues such as institutional preparedness, capacity building, and infrastructure. This study provide a clear and theorybased understanding of how technology is integrated into teacher education under NEP 2020 and contributes to the ongoing discussion on education policy.
Keywords: NEP 2020, Teacher Education, Educational Technology, Digital Pedagogy, Policy Analysis.
Page No: 80-82
Author: Vishal Anandrao Wahewal
DOI Link: https://doi.org/10.70798/Bijmrd/04041015
Abstract: This research paper examines the political thought and organizational strategies of Kanshi Ram, a central figure in Dalit–Bahujan politics in India. It explores his ideological framework, the creation of BAMCEF, DS-4, and the Bahujan Samaj Party (BSP), and the methods he used to mobilize marginalized communities. The study also evaluates his innovations in electoral strategy, his efforts to consolidate oppressed social groups, and the historical significance of his political interventions. The analysis concludes that Kanshi Ram introduced structural and ideological changes that reshaped identity politics in North India and provided a durable model for Bahujan empowerment.
Keywords: Kanshi Ram, Bahujan Politics, Dalit Empowerment, Political Mobilisation, BSP, BAMCEF, DS4, Social Justice, Electoral Strategy, Identity Politics, Political Representation, Social Exclusion, Indian Democracy.
Page No: 83-87
Author: डॉ. हिराजी बनपूरकर
DOI Link: https://doi.org/10.70798/Bijmrd/04041016
Abstract: “मराठी साहित्याचे विकसित दालन” या लेखात मराठी साहित्याची व्यापक आणि समृद्ध परंपरा उलगडली आहे. संतकाव्यापासून आधुनिक साहित्यापर्यंत विविध प्रवाहांनी मराठी साहित्य समृद्ध केले आहे. ज्ञानदेव, तुकाराम यांसारख्या संतांनी भक्तिकाव्याद्वारे अध्यात्म मांडले, तर महात्मा फुले आणि डॉ. आंबेडकर यांच्या विचारांनी सामाजिक परिवर्तन घडवले. कादंबरी, कविता, नाटक आणि कथा या साहित्यप्रकारांनी समाजातील वास्तव, भावना आणि विचार प्रभावीपणे मांडले.
कादंबरी प्रकाराने सामाजिक प्रश्न आणि मानवी जीवनाचे वास्तव चित्रण केले, तर कवितेने संवेदनशीलता आणि युगधर्म व्यक्त केला. नाटकांनी लोकाभिरुची आणि सामाजिक परिवर्तन यांचा समतोल साधला. कथांनी मानवी मनातील सूक्ष्म भावनांचे चित्रण केले.
तथापि, बहुजन, ग्रामीण आणि दलित समाजाचे वास्तव पूर्णपणे प्रतिबिंबित झाले नाही, ही उणीवही लेखात अधोरेखित केली आहे. मराठी साहित्य समृद्ध, प्रगल्भ आणि वैचारिकदृष्ट्या सक्षम असले तरी सर्वसामान्यांच्या जीवनाचे संपूर्ण प्रतिनिधित्व करण्यात काही मर्यादा दिसतात.
एकूणच, मराठी साहित्य हे विविध कालखंडातील सामाजिक, सांस्कृतिक आणि वैचारिक बदलांचे प्रभावी प्रतिबिंब असून, ते सतत विकसित होत राहिलेले एक समृद्ध दालन आहे.
Keywords: मराठी साहित्य, कादंबरी, कविता, नाटक, सामाजिक परिवर्तन
Page No: 88-92
Author: प्रा. प्रदिप केशव चापले
DOI Link: https://doi.org/10.70798/Bijmrd/04041017
Abstract: मराठी भाषा ही केवळ संवादाचे साधन नसून व्यक्तीच्या सामाजिक, सांस्कृतिक आणि आर्थिक प्रगतीसाठी महत्त्वाची भूमिका बजावते. जागतिकीकरणामुळे बहुभाषिक कौशल्याला विशेष महत्त्व प्राप्त झाले असून, अनेक भाषा जाणणाऱ्या व्यक्तींना रोजगाराच्या अधिक संधी उपलब्ध होतात. मराठीसह इतर भाषांचे ज्ञान व्यक्तीला स्पर्धात्मक बनवते. औपचारिक आणि अनौपचारिक भाषा शिक्षणामुळे संवादकौशल्य वाढते आणि रोजगाराच्या संधी विस्तारतात.
मराठी भाषा जाणणाऱ्या युवकांसाठी सरकारी व प्रशासकीय सेवा, पत्रकारिता, आकाशवाणी व दूरदर्शन, नाटक व चित्रपट निर्मिती, जाहिरात, लेखन व प्रकाशन, भाषांतर, पर्यटन, सूत्रसंचालन, शिक्षण आणि डिजिटल माध्यमे अशा विविध क्षेत्रांत मोठ्या प्रमाणावर रोजगाराच्या संधी उपलब्ध आहेत. मात्र, या संधींचा लाभ घेण्यासाठी केवळ भाषेचे ज्ञान पुरेसे नसून लेखनकौशल्य, सर्जनशीलता, व्याकरणाची जाण आणि तांत्रिक कौशल्ये आवश्यक आहेत. मराठी भाषेचा प्रभावी आणि व्यावहारिक वापर केल्यास ती रोजगारनिर्मितीचे प्रभावी साधन ठरू शकते. त्यामुळे मराठीचा अभ्यास हा केवळ शैक्षणिक न राहता व्यावसायिक दृष्टीनेही महत्त्वाचा आहे.
Keywords: मराठी भाषा, रोजगार संधी, बहुभाषिकता, व्यावहारिक कौशल्य, भाषा शिक्षण
Page No: 93-97
Author: पाटील मिनल काशिराम & प्रो.डॉ. शीतल झाल्टे
DOI Link: https://doi.org/10.70798/Bijmrd/04041018
Abstract: २१व्या शतकातील बदलत्या सामाजिक-आर्थिक परिस्थितीत उद्योजकीय कौशल्यांचा विकास हा शालेय शिक्षणाचा एक महत्त्वाचा घटक म्हणून उदयास येत आहे. प्रस्तुत लेखाचा उद्देश राष्ट्रीय शिक्षण धोरण २०२० (NEP 2020) च्या पार्श्वभूमीवर माध्यमिक शिक्षणातील उद्योजकीय कौशल्यांच्या विकासासाठी एक बहुस्तरीय संकल्पनात्मक चौकट मांडणे हा आहे. लेखात उद्योजकीय कौशल्यांची संकल्पना व त्यांचे प्रमुख प्रकार स्पष्ट करण्यात आले असून संबंधित साहित्य आणि धोरणात्मक तरतुदींच्या आधारे शाळा-आधारित उद्योजकता शिक्षणाच्या शक्यता विश्लेषित केल्या आहेत. हा संकल्पनात्मक अभ्यास उद्योजकता शिक्षणासाठी शिक्षकांची भूमिका, शाळा-स्तरावरील संरचना आणि व्यापक परिसंस्थेचे महत्त्व अधोरेखित करतो. त्यामुळे माध्यमिक स्तरावर उद्योजकता शिक्षण राबविण्यासाठी एक सुसंगत शैक्षणिक दृष्टिकोन विकसित होण्याची शक्यता सूचित होते.
Keywords: माध्यमिक शिक्षणातील, कौशल विकास, NEP 2020.
Page No: 98-103
Author: Dr. Nirav A. Pandya
DOI Link: https://doi.org/10.70798/Bijmrd/04041019
Abstract: The purpose of the present study was to investigate the relationship between selected anthropometric measurements and motor fitness components with the performance of under-19 fencing players. Fifteen male fencers who represented the Amravati Division at the Maharashtra State Level Fencing Tournament were selected randomly as subjects. Anthropometric variables included height, body weight, leg length, and arm length. Motor fitness components assessed were agility, muscular endurance, and neuromuscular coordination. Fencing performance was evaluated through standardized fencing skill tests. Pearson’s Product Moment Correlation was used to determine the relationship between selected variables and fencing performance. The level of significance was set at 0.05. The results revealed significant relationships between fencing performance and leg length (r = 0.520), arm length (r = 0.551), agility (r = –0.535), muscular endurance (r = 0.565), and neuromuscular coordination (r = 0.531). Height, body weight, and speed showed no significant relationship with fencing performance. The findings suggest that specific anthropometric characteristics and motor fitness components play a vital role in fencing performance.
Keywords: Anthropometric Variables, Motor Fitness, Fencing Performance.
Page No: 104-107
Author: Ms. Alka Jain & Dr. Yogita Mandole
DOI Link:https://doi.org/10.70798/Bijmrd/04041020
Abstract: Value education is a fundamental component of education that aims at the holistic development of individuals by nurturing moral, ethical, social, and spiritual values. In the present era of rapid globalization, technological advancement, and socio-economic transformation, societies are facing serious ethical challenges such as moral decline, intolerance, corruption, violence, and environmental degradation. These challenges highlight the urgent need for integrating value education and ethics into the educational system to ensure sustainable human development. This research paper examines the conceptual framework of value education, ethics, and human development, and analyses their interrelationship. It emphasizes the role of value-based and ethical education in shaping responsible citizens, promoting social harmony, and enhancing human capabilities. The paper is conceptual in nature and is based on secondary sources such as books, research articles, policy documents, and reports. The study concludes that value education and ethics are indispensable for meaningful and sustainable human development.
Keywords: Value Education, Ethics, Human Development, Moral Values, Holistic Development.
Page No: 108-112
Author: Dr. Roveena Harishchandra Salian
DOI Link: https://doi.org/10.70798/Bijmrd/04041021
Abstract: The integration of technology in education has brought significant changes to teaching–learning processes. Digital pedagogy emphasizes the effective use of technological tools to enhance instructional practices and student learning outcomes. In the context of the National Education Policy (NEP) 2020, technology integration has gained greater importance in ensuring quality, equity, and accessibility in education. The present study aims to examine the level of technology integration and digital pedagogy practices among secondary school teachers. A descriptive survey method was adopted for the study. The sample consisted of 120 secondary school teachers selected using a random sampling technique. Data were collected using a self-developed questionnaire on Technology Integration and Digital Pedagogy. Statistical techniques such as mean, standard deviation, t-test, and graphical representation were used for data analysis. The findings reveal that teachers demonstrate a moderate level of technology integration and digital pedagogy practices. No significant difference was found based on gender. The study highlights the need for continuous professional development and institutional support for effective implementation of digital pedagogy.
Keywords: Technology Integration, Digital Pedagogy, NEP 2020, Secondary School Teachers, Educational Technology.
Page No: 113-117
Author: Serina Kshitij Gonsalves
DOI Link: https://doi.org/10.70798/Bijmrd/04041022
Abstract: This paper explores the consequences of NEP 2020 for teacher-education, emphasizing the main features of the policy meant to improve the calibre and efficacy of educators. With a focus on changing teachereducation to meet the demands of the 21st century, NEP 2020 represents a significant turning point in the development of India’s educational system. It acknowledges teachers as the backbone of the system and their critical role in determining the future of both the country and its students. Programs for teacher-education are made to guarantee that educators are capable of providing high quality instruction and are motivated and well prepared. It also highlights the necessity of mentorship programs, in which seasoned educators assist and mentor new instructors, promoting a cooperative and encouraging work environment. Additionally, there is a need for teacher-education to be more equitable and inclusive. In order to ensure that instructors are able to address different needs of students, especially those from marginalized populations and those with disabilities, it calls for the implementation of special programs to prepare them for inclusive classrooms.
Keywords: NEP 2020, Education, Teacher-Education.
Page No: 118-121
Author: Ms. Soma Guha , Dr. Judy Grace Andrews & Dr. Judy Grace Andrews
DOI Link: https://doi.org/10.70798/Bijmrd/04041023
Abstract: The National Education Policy (NEP) 2020 envisions a radical transformation of the Indian education system, prioritizing the development of 21st-century employability skills through a holistic and multidisciplinary approach. Central to this vision is the seamless integration of technology to ensure Equity in access, Excellence in learning outcomes, and Sustainability in educational practices. However, the mere presence of digital tools does not guarantee pedagogical success. This paper proposes the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation) as a systematic instructional design framework to bridge the gap between policy intent and classroom practice. By applying the ADDIE phases, this paper illustrates how educators can analyze learner needs in diverse socio-economic contexts, design inclusive digital curricula, and implement student-centric digital pedagogies.
Keywords: NEP 2020, ADDIE Model, Digital Pedagogy, Employability Skills, Educational Equity, Instructional Design.
Page No: 122-126
Author: रामचंद्र ठाकरे & डॉ. जे एम काकडे
DOI Link: https://doi.org/10.70798/Bijmrd/04041024
Abstract: ग्रामीण स्त्रियांचा सर्वात जास्त वेळ कौटुंबिक कार्यात खर्च होतो. शेतीपासून होणाऱ्या उत्पादनातील महत्त्वपूर्ण हिस्सा स्त्रियांमुळेच शेतकरी कुटुंबांना मिळतो. परंतु कृषी विकासात महिलांच्या योगदानाचा विचार कधीच केला जात नाही. स्त्रियांच्या समस्यांचा क्रम वाढतच आहे. यातील काही समस्या परंपरागत मूल्यव्यवस्थेने त्यांच्यावर लादलेल्या आहेत तर काही समस्या बदलत्या सामाजिक परिस्थितीने त्यांच्यावर ओढवल्या आहेत. रोजगार आणि साजिक सुरक्षिततेसाठी कोणतेही नियम व कायदे नाहीत.
Keywords: ग्रामीण स्त्री, स्त्री कामगारांच्या समस्या
Page No: 127-129
Author: Savita Shivram Ghule1 & Dr. Bhalchandra Balkrishna Bhave
DOI Link: https://doi.org/10.70798/Bijmrd/04041025
Abstract: The Directed Reading Thinking Activity (DRTA) is a widely-used instructional strategy designed to enhance reading comprehension by encouraging students to make Predictions, read purposefully, and validate their assumptions. Despite its pedagogical value, there is a lack of structured data collection frameworks to evaluate the impact of DRTA at scale. This paper presents a systematic approach for data collection in DRTA sessions conducted across diverse classrooms. The framework captures behavioral, cognitive, and engagement metrics using both qualitative and quantitative methods. The study also includes preliminary results from implementation at secondary level school, providing insights into student reading behavior and comprehension patterns. This research contributes to the growing body of evidence-based reading instruction and supports future integration of learning analytics in literacy development programs.
Keywords: Directed Reading Thinking Activity, DRTA, Data Collection, Reading Comprehension, Educational Technology, Learning Analytics.
Page No: 130-132
Author: Mrs. Sunita Nitesh Yadav
DOI Link: https://doi.org/10.70798/Bijmrd/04041026
Abstract: Assessment systems play a decisive role in shaping teaching practices, learning experiences, and educational outcomes. Traditional assessment models, predominantly examination-centric and summative in nature, have often been criticized for promoting rote learning, academic stress, and narrow measurement of learner abilities. In response to these limitations, contemporary education systems across the globe are emphasizing assessment reforms that promote holistic evaluation, focusing on cognitive, affective, social, emotional, and psychomotor domains of learner development. This conceptual research paper critically examines the evolution of assessment reforms and explores the principles, components, and implications of a holistic evaluation system. Anchored in educational theories, policy frameworks such as the National Education Policy (NEP) 2020, and global best practices, the paper proposes a conceptual framework for implementing holistic assessment in formal education. The study highlights the transformative potential of assessment reforms in promoting learner-centred education, competency-based learning, and sustainable educational quality.
Keywords: Assessment Reforms, Holistic Evaluation, Competency-Based Assessment, Continuous Evaluation, Educational Transformation.
Page No: 133-140
Author: Riya Sheth
DOI Link: https://doi.org/10.70798/Bijmrd/04041027
Abstract: The evolving landscape of education requires teacher training programs that move beyond theoretical instruction to develop practical teaching skills and professional competencies systematically. This paper examines the skill-oriented and competency-driven curriculum design of the SIES Institute of Comprehensive Education (SIES ICE), highlighting how its structured program components foster classroom readiness among pre-service teachers.
The study focuses on the integration of activity-based learning, creative and arts-integrated pedagogy, multisensory teaching approaches, micro-teaching, case- based analysis, and performance-oriented assessments within the SIES ICE curriculum. Through an activity skill competency mapping framework, the paper analyses how specific institutional practices such as art and craft integration, puppetry and storytelling, creation of teaching aids, experiential learning workshops, presentation-based platforms and reflective micro-teaching, support the development of core teaching competencies, including innovative pedagogy, instructional design, differentiated instruction, professional communication, and reflective practice.
Alumni experiences are incorporated to demonstrate the sustained applicability of these skills in real classroom contexts, emphasizing the long-term impact of skill-oriented teacher preparation. Furthermore, the SIES ICE curriculum is situated within the framework of the National Education Policy (NEP) 2020, reflecting its alignment with competency-based education, experiential learning, holistic development and teacher preparedness.
Keywords: Teaching Skill, education, Teacher, Teacher Training, SIES Institute.
Page No: 141-145
Author: Lakshmi Shivakumar
DOI Link: https://doi.org/10.70798/Bijmrd/04041028
Abstract: Corporate Social Responsibility (CSR) has progressed from being viewed as a voluntary philanthropic activity to becoming a core element of sustainable business strategy. Today, organisations increasingly understand that long-term growth and credibility are closely linked to ethical governance, environmental stewardship, and social inclusion. In the Indian context, the Companies Act, 2013 institutionalised CSR by mandating corporate engagement in socially relevant initiatives, with particular emphasis on education, skill development, and the empowerment of women as key areas of investment.
Keywords: Corporate Social Responsibility, Women Empowerment, Teacher Training Programme, HDFC Bank, SIES Institute.
Page No: 146-148
Author: Sumedh Ganpat Sonavane
DOI Link: https://doi.org/10.70798/Bijmrd/04041029
Abstract: Human trafficking for commercial sexual exploitation remains a persistent violation of human dignity and fundamental rights in India. Despite constitutional guarantees, statutory enactments, and policy interventions aimed at preventing immoral traffic, the phenomenon continues due to socio-economic vulnerabilities, gender inequality, migration, and weak enforcement mechanisms. This research paper undertakes a comprehensive analysis of Indian laws and policies addressing immoral traffic, with a particular emphasis on their effectiveness in protecting and promoting the human rights of trafficking victims. The study critically examines the Immoral Traffic (Prevention) Act, 1956, constitutional provisions, judicial pronouncements, and governmental schemes within a rights-based framework. It argues that although India has demonstrated formal compliance with international anti-trafficking obligations, implementation remains enforcement-centric and often results in secondary victimisation of survivors. The paper concludes by advocating a survivor-centric, human rights–based approach that prioritises dignity, rehabilitation, and social reintegration.
Keywords: Immoral Traffic, Human Trafficking, Human Rights, Indian Law, Rehabilitation, Public Policy.
Page No: 149-152
Author: Dr. Kalpana Mahesh Patil & Heten Mahesh Patil
DOI Link: https://doi.org/10.70798/Bijmrd/04041030
Abstract: The National Education Policy (NEP) 2020 mandates a structural paradigm shift in Indian commerce education, necessitating a transition from “content-transmission” models to “competency-based” outcome frameworks. However, the operationalization of this mandate specifically the requirement for personalized learning tra- jectories within the Academic Bank of Credits (ABC) ecosystem remains a formidable challenge given the infrastructural constraints of traditional pedagogy. This paper proposes a comprehensive Algorithmic Implementation Framework to bridge this gap. Utilizing a rigorous mixedmethod approach (N = 142), we delineate critical “Structural Caveats” of the current system, primarily the static nature of curricula and the faculty-student digital divide. Subsequently, we propose and test a novel framework utilizing Deep Knowledge Tracing (DKT) and Ontology- Based Curriculum Mapping. Our experimental results demonstrate that this AI- driven approach reduces the “time-to-mastery” for complex financial competencies by 34% (p < 0.001). We conclude that AI is not merely an enhancement but the essential infrastructure for implementing the flexible, credit-based ecosystem envisioned by NEP 2020.
Keywords: National Education Policy, Academic Bank of Credits, Algorithmic Implementation Framework, Deep Knowledge Tracing, Artificial Intelligence.
Page No: 153-159
Author: Smt. Rupali Sadashiv Wavare & Dr. Rupali Uttam Sankpa
DOI Link: https://doi.org/10.70798/Bijmrd/04041031
Abstract: Developing 21st-century competencies among children requires strengthening creativity, cooperation, communication, and social responsibility from an early age. Social creativity refers to a child’s ability to generate new ideas, solve interpersonal problems, collaborate with peers, and empathize with others in social situations. This study examined the effectiveness of a structured Social Creativity Development Program (SCDP) designed for primary school learners. Using a pre-test/post-test control group design, 40 students from Grade 4 were assessed using a Social Creativity Checklist across five dimensions— imagination, cooperation, communication, empathy, and problem-solving. The experimental group received a four-week intervention involving storytelling, dramatization, art-based learning, and collaborative problem-solving games. Results revealed a statistically significant improvement in the social creativity skills of students who participated in the program. The findings highlight the importance of embedding social creativity activities within school curricula to support holistic development and 21st-century learning.
Keywords: Social Creativity, Primary Education, Experimental Study, Cooperation, Creative Thinking, 21st -Century Skill.
Page No: 160-164
Author: Mrs. Pratibha Tushar Junnare
DOI Link: https://doi.org/10.70798/Bijmrd/04041032
Abstract: The contemporary world is witnessing rapid technological advancement along with increasing ethical challenges that affect human development. In this context, value education and ethics play a significant role in shaping responsible individuals and sustainable societies.
This paper examines the relationship between value education, ethics, and human development from a theoretical and educational perspective. It highlights how ethical values contribute to moral reasoning, social responsibility, and holistic development. The study is based on secondary sources and emphasizes the role of educational institutions in fostering ethical awareness and human capabilities.
Keywords: Value Education, Ethics, Human Development, Moral Values, Education.
Page No: 165-167
Author: Dr. Sunayana J. Kadle
DOI Link: https://doi.org/10.70798/Bijmrd/04041033
Abstract: Graduate employability remains a major concern in India due to persistent gaps between educational outcomes and labour market expectations. Although enrolment in higher education has expanded significantly, many graduates lack industry-relevant skills and professional competencies. The National Education Policy (NEP) 2020 seeks to address these challenges by promoting flexible learning pathways, vocational integration, and skill-based education. This study analyses NEP 2020 through an employability lens using conceptual models and qualitative policy analysis. The paper explains that NEP 2020 has the potential to enhance workforce readiness by fostering multidisciplinary learning, experiential pedagogy, and lifelong skill development. However, the realization of these benefits depends on effective implementation and sustained institutional reforms.
Keywords: NEP 2020, Employability, Skill Development, Conceptual Model, Workforce Readiness.
Page No: 168-175
Author: Mrs Priti Suresh Chandorkar
DOI Link: https://doi.org/10.70798/Bijmrd/04041034
Abstract: This research examines how well high school teachers understand gender-related issues, recognize unfair classroom practices, and perceive inclusive teaching methods—especially after receiving specialized training. A questionnaire was administered to 28 teachers to assess their gender awareness, observations of bias, and willingness to adopt inclusive approaches in the classroom. Rather than simply reporting results, responses were compared between teachers who had completed the training and those who had not.
The findings show that teachers who participated in the program demonstrated stronger awareness of gender challenges and were more open to adjusting their instructional practices. Common issues such as assigning tasks based on gender or using biased language frequently appeared in classroom settings. In contrast, some teachers without training struggled to identify these patterns or were hesitant to change established routines.
Keywords: Gender-Sensitivity Training, Teachers’ Inclusivity, Gender Equity, Instructional Practices, Teacher Preparedness, Educational Reform, Classroom Bias.
Page No: 176-182
Author: Dr. Yogita Mandole
DOI Link: https://doi.org/10.70798/Bijmrd/04041035
Abstract: This study looks at how taking part in creative activities like drawing, music, drama, and craft helps students develop their social and emotional skills. These skills include understanding their own feelings, managing emotions, getting along with others, showing empathy, and making good decisions.
Students from different schools and classes filled out a questionnaire about how they feel and behave during creative arts activities. Their answers were used to measure their Social-Emotional Learning (SEL) skills and to see how often they participate in creative arts. Students were then grouped into “high participation” and “low participation” based on how involved they are in such activities.
By using statistical tests, the study checks three things: whether there is a link between arts participation and SEL skills, whether students who participate more in arts have better SEL skills than those who participate less, and whether there are any differences in SEL skills between boys and girls. The results will help teachers and schools understand how important creative arts are for students’ overall growth and may encourage them to include more arts-based activities in the curriculum.
Keywords: Creative Arts Activities, Social-Emotional Learning (SEL), Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, Student Participation, School Students, Creative Expression, Arts-Based Education, Emotional Development, Social Skills, Gender Differences, High And Low Participation Groups.
Page No: 183-188
Author: Sananda Roy
DOI Link: https://doi.org/10.70798/Bijmrd/04041036
Abstract: Globalization has emerged as one of the most powerful forces shaping educational systems, policies, and practices in the 21st century. Characterized by increased interconnectedness, technological integration, economic interdependence, cultural exchange, and mobility of knowledge and people, globalization has transformed the role, purpose, and delivery of education worldwide. This paper examines the multifaceted impact of globalization on education, highlighting both opportunities and challenges that arise in contemporary contexts. Globalization has expanded access to knowledge through digital technologies, promoted international collaboration, influenced curriculum reforms, and increased the importance of global competencies such as critical thinking, intercultural communication, and digital literacy. Moreover, global benchmarks, international assessments, and cross-border academic mobility have reshaped national education policies, often encouraging countries to adopt global standards of quality and competitiveness.
However, globalization also poses significant concerns regarding equity, cultural homogenization, linguistic dominance, and widening gaps between privileged and disadvantaged learners. The rapid spread of technology risks creating digital divides, while Western-centric knowledge systems may overshadow local cultures, indigenous knowledge, and national educational priorities. Privatization and market-driven educational models further complicate the landscape, raising questions about social justice and the commodification of education. The paper argues that while globalization can promote innovation, diversity, and knowledge exchange, it must be approached critically to ensure that educational transformations are inclusive, contextually relevant, and culturally responsive.
Through a comprehensive review of emerging trends, policy shifts, pedagogical implications, and global educational discourses, this study concludes that the 21st-century educational landscape requires a balanced approach—one that leverages the benefits of globalization while safeguarding equity, cultural plurality, and national educational goals. A sustainable and just educational future depends on governments, institutions, and educators adopting policies that harmonize global interconnectedness with local identity and inclusion.
Keywords: Globalization, Education, Educational Systems, Pedagogy, National Educational Goals.
Page No: 189-193
Author: Sumanya Debbarma & Dr. Priyank Kumar Shivam
DOI Link: https://doi.org/10.70798/Bijmrd/04041037
Abstract: Lifelong learning and techno pedagogical competency are fore grounded in contemporary teacher education, particularly in the context of National Education Policy 2020 in India, which emphasises continuous professional development and integration of digital technologies in teaching. This empirical study examined the relationship between lifelong learning tendency and techno pedagogical competency among prospective teachers enrolled in the Bachelor of Education programme at ICFAI University, Tripura. Data were collected from 100 B.Ed. students using two self developed Likert type questionnaires measuring lifelong learning tendency and techno pedagogical competency. Descriptive statistics, Pearson product moment correlation and simple linear regression were used for data analysis. The findings indicated that the participants reported relatively high mean scores on both lifelong learning tendency (M = 109.55, SD = 16.29) and techno pedagogical competency (M = 111.22, SD = 18.37). However, the correlation between lifelong learning tendency and techno pedagogical competency was positive but negligible and statistically non significant (r = .03, p = .76). Regression analysis showed that lifelong learning tendency did not significantly predict techno pedagogical competency (F(1, 98) = 0.09, p = .76, R² = .001). The results suggest that a favourable disposition towards lifelong learning alone may not automatically translate into higher techno pedagogical competency, underscoring the need for explicit pedagogical and technological training within B.Ed. curricula. Implications for teacher education institutions and recommendations for further research are discussed.
Keywords: Lifelong Learning Tendency; Prospective Teachers; Techno pedagogical Competency.
Page No: 194-201
Author: Dr. Savita Mishra
DOI Link: https://doi.org/10.70798/Bijmrd/04041038
Abstract: India’s drive toward a Viksit Bharat (developed India) places education at the centre of national development. The National Education Policy (NEP) 2020 and subsequent digital initiatives have foregrounded technology as a lever to expand access, improve quality, and enable lifelong learning. DIKSHA (Digital Infrastructure for Knowledge Sharing), SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds), and PM e-VIDYA (a multi-mode digital education initiative) are three flagship efforts that together form the backbone of India’s public digital education ecosystem. This chapter examines the architecture, scope, achievements, and constraints of these platforms and situates them within the broader policy architecture, including the National Digital Education Architecture (NDEAR). It analyses how these platforms contribute to democratizing access, teacher professional development, and highereducation MOOCs, while diagnosing persistent drivers of the digital divide — infrastructure deficits, device and data affordability, digital literacy, language and accessibility barriers, and gaps in pedagogical integration. Drawing on national policy documents, platform design principles, and contemporary analyses, the chapter proposes a strategic agenda: offline-first content strategies, enhanced public access networks, sustained teacher mentoring, incentivised localisation and accessibility, streamlined credit-recognition pathways, and strengthened data governance. An implementation roadmap and monitoring framework are presented for scaling impact equitably. The chapter concludes that DIKSHA, SWAYAM, and PM e-VIDYA embody the promise of digital public goods for education; however, realizing their potential for Viksit Bharat requires a shift from counting access to measuring equitable learning outcomes.
Keywords: Digital Education, Digital Divide, Teacher Professional Development, MOOCs, Digital Public Goods, Education Policy.
Page No: 202-208
Author: Dr. Baliram Pawar
DOI Link: https://doi.org/10.70798/Bijmrd/04041039
Abstract: Digital technology is transforming the landscape of education in India. The government has introduced several initiatives, including DIKSHA, SWAYAM, and PM eVidya, to make education more accessible, inclusive, and flexible. These platforms have not only benefited school-going children but also teachers, parents, and the wider adult population who seek lifelong learning opportunities. Political leaders from past and present have repeatedly highlighted the role of technology in shaping a self-reliant India, while today’s parents are increasingly supportive of digital learning for their children. At the same time, challenges such as unequal access, affordability of devices, lack of digital literacy, and the risk of exposure to harmful online content remain serious concerns. This paper examines India’s digital transformation in education by exploring government initiatives, political emphasis, parental involvement, adult education, opportunities, and challenges. It argues that digital education is a critical tool for achieving Atmanirbhar Bharat, but only if infrastructural and social barriers are addressed with effective policies and collaborative efforts.
Keywords: Digital technology, Digital Transformation, DIKSHA, SWAYAM, PM eVidya.
Page No: 209-212
Author: Paritosh Mahato & Dr. Saroj Pandey
DOI Link: https://doi.org/10.70798/Bijmrd/04041040
Abstract: Digital information literacy encompasses the essential skills and knowledge required to locate, evaluate, and effectively apply information. Digital literacy has become a vital standard for lifelong learning. Digital literacy in the current era has shifted from “knowing how to use a computer” to a complex set of cognitive, social, and technical competencies. It’s no longer just about operating software; it’s about navigating a world where AI, misinformation, and digital footprints are deeply integrated into daily life. Digital literacy is an essential skill for modern classroom. Teaching is a very complex process and teachers always needs to upgrade their pedagogy as well as technological skills and incorporate in their content. 60 school teachers from government as well as private school are selected for the sampling. Online questionnaire and telephonic interview have taken for the study. Percentage analysis has employed for data analysis. The result of the study shows that more than 80 percent teachers are agreed digital literacy important for the modern teaching.
Keywords: Digital Information Literacy, Skills, School Teacher, Modern Teaching.
Page No: 213-217