Conference Proceedings (April 2026)

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