Conference Proceedings (July 2026)

Author: Dr. Jayanta Acharya

DOI Link: https://doi.org/10.70798/Bijmrd/04071001

Abstract: The rapid evolution of the modern world necessitates a dynamic approach to education. Traditional methods often fall short in preparing students for the complexities of the 21st century. Inquiry Based Learning emerges as a powerful pedagogical strategy aimed at developing critical competencies and fostering innovation. This research paper explores the historical background, core components, implementation strategies, benefits, and challenges of Inquiry Based Learning, demonstrating its potential to revolutionize education and prepare students for future challenges. By fostering a culture of questioning and exploration, educators can help students develop critical skills and a lifelong love of learning. This method is applicable across various subjects and educational levels, making it a versatile and effective teaching strategy.

Keywords: Inquiry-based Learning, Innovation, Competencies, Effective Teaching Strategy.

Page No: 1-6

Author: Dr. Harsha Sharma

DOI Link: https://doi.org/10.70798/Bijmrd/04071002

Abstract: The present study examined the effect of AI-supported formative assessment on the academic engagement and achievement of Bachelor of Education (B.Ed.) students. A quasi-experimental pre-test-posttest control group design was used. The sample consisted of 100 B.Ed. students, with 50 students in the experimental group and 50 students in the control group. The experimental group received AI-supported formative assessment through instant quizzes, automated feedback, adaptive practice questions, and progress dashboards for eight weeks, while the control group received conventional classroom assessment. Academic engagement was measured through a researcher-prepared Academic Engagement Scale, and achievement was measured through a 50-mark achievement test. The findings showed that the experimental group obtained significantly higher post-test scores in both academic engagement and achievement than the control group. The effect size was large for both outcomes. The study concluded that carefully guided AIsupported formative assessment can improve student participation, regularity of learning, feedback use, and academic performance in teacher education. The numerical dataset used in this paper is illustrative and is included to demonstrate a complete research-paper format; it should be replaced with field data before formal publication.

Keywords: Artificial Intelligence, Formative Assessment, Academic Engagement, Academic Achievement, B.Ed. Students, Teacher Education.

Page No: 7-12

Author: Dr. Sanjeev Yadav

DOI Link: https://doi.org/10.70798/Bijmrd/04071003

Abstract: This data paper presents and describes a structured dataset on physical fitness, body composition, and lifestyle activity patterns collected from undergraduate university students. The dataset comprises anthropometric measures, cardiovascular fitness indicators, muscular endurance and flexibility scores, and self-reported physical activity behaviour. It is intended to support researchers, physical education practitioners, and sports scientists in conducting secondary analyses on fitness trends, sedentary behaviour, and health-related physical fitness among young adults in an Indian university setting. The paper outlines the data collection protocol, variable descriptions, technical validation procedures, and recommended usage guidelines to enable reproducibility and reuse of the dataset.

Keywords: Physical Fitness, Body Composition, Cardiorespiratory Endurance, University Students, Physical Education, Health-Related Fitness, Sedentary Behaviour.

Page No: 13-16

Author: Sk Abdul Hamid

DOI Link: https://doi.org/10.70798/Bijmrd/04071004

Abstract: The National Education Policy (NEP) 2020 represents a transformative framework for reshaping India’s education system in alignment with 21st-century digital competencies and global standards. The policy emphasizes the integration of digital pedagogy, technology-enhanced learning, and virtual classrooms as essential components for equitable and inclusive education (Ministry of Education, 2020). NEP 2020 envisions a shift from traditional rote-based learning to competency-based, flexible, and learner-centered models that leverage Information and Communication Technology (ICT) tools and digital platforms to promote critical thinking, creativity, and collaboration (Kumar & Bansal, 2022). The implementation of digital pedagogy under NEP 2020 focuses on the use of platforms such as SWAYAM, DIKSHA, and ePathshala, along with Al-enabled adaptive learning systems to enhance accessibility and personalization in education (NITI Aayog, 2021). The COVID-19 pandemic further accelerated the adoption of virtual classrooms, highlighting both the potential and challenges of digital transforma-tion in teaching and learning. Teachers are now required acquire Technological Pedagogical Content Knowledge (TPACK) to effectively design and deliver digital lessons in diverse learning environments. This paper explores the multidimensional role of NEP 2020 in fostering digital inclusion, enhancing teacher preparedness, and promoting experiential and blended learning through virtual classrooms. It also dis-cusses the policy’s implications for addressing.

Keywords: Diksha, Swayam, Epathsala.

Page No: 17-20

Author: Bikash Mandal

DOI Link: https://doi.org/10.70798/Bijmrd/04071005

Abstract: Inclusive education refers to the process of integrating children with impairments intomainstream schooling, ensuring that they are not viewed as separate from society but asindividuals with unique potential and abilities. It is an innovative educational approach thatseeks to provide equal opportunities for all learners to access quality education, regardless oftheir physical or cognitive differences (UNESCO, 2020). Inclusive education promotes a sharedlearning environment where students from diverse backgrounds learn and grow together.Teachers play a pivotal role in this transformation by creating an accessible and supportivelearning environment, maintaining classroom discipline, checking homework regularly, andencouraging students with disabilities. Teachers,by fosteringa positive and peaceful classroom climate, are crucial in dismantling the structural barriers toinclusion and in transforming students with disabilities into responsible, participatory citizens.

Keywords: Inclusive Education, Social Responsibility, Equity, Innovation, Leadership

Page No: 21-25

Author: Rama Dey Majumder

DOI Link: https://doi.org/10.70798/Bijmrd/04071006

Abstract: The National Education Policy (NEP) 2020 brings transformative reforms to teacher education, placing strong emphasis on modernizing pedagogical practices to align with an evolving knowledge-driven society. A major highlight of the policy is the introduction of the four-year Integrated Teacher Education Programme (ITEP), which aims to promote a holistic and multidisciplinary framework of teacher preparation. The policy also underscores the importance of digital pedagogy and the cultivation of lifelong learning competencies. Under NEP 2020, the role of teachers is redefined – from mere transmitters of knowledge to mentors who guide learners in developing critical thinking, adaptability, and independent reasoning. This paradigm shift motivates students to adopt a future-oriented outlook, which involves envisioning possibilities, planning strategically, and working toward long-term goals despite uncertainty. Teachers trained within this framework are expected to integrate vocational exposure, problem-solving abilities, and socio-emotional learning into classroom practices, thereby fostering an environment conducive to future readiness. By recognizing teacher education as a cornerstone of educational transformation, NEP 2020 enhances the quality and professionalism of teaching. This article examines how the teacher education reforms proposed under NEP 2020 are intrinsically linked to future orientation and their potential to prepare learners for an opportunity-rich world.

Keywords: Envisioning Possibilities, Socio-Emotional, NEP, ITEP.

Page No: 26-29

Author: Sovan Patra

DOI Link: https://doi.org/10.70798/Bijmrd/04071007

Abstract: The rapid transformation of societies, technologies, and educational systems has placed new expectations on teacher education worldwide. In India, these shifts are particularly significant in the context of the National Education Policy (NEP) 2020 and expanding digital ecosystems in schooling. This paper examines how future educators can be prepared for a changing world through four interrelated dimensions: (a) rethinking pedagogy for the next generation, (b) policy and governance in teacher education, (c) technology and the evolving role of teachers, and (d) equity, inclusion, and social responsibility. Drawing on contemporary scholarship in teacher education and educational technology, the paper argues that effective teacher preparation must integrate inquiry-based pedagogy, competency-based standards, ethical digital practices, and socially just approaches to schooling. The study highlights the need for coherent policy implementation, institutional capacity-building, and sustained professional development to ensure that teacher education remains responsive to both global trends and local realities.

Keywords: Teacher Education, Pedagogy, NEP 2020, Digital Pedagogy, Equity, Professional Development.

Page No: 30-33

Author: Chayan Chowdhury

DOI Link: https://doi.org/10.70798/Bijmrd/04071008

Abstract: Classrooms in India are a vibrant amalgam of linguistic and cultural diversity, with over 1600 languages spoken across the country. The National Education Policy (NEP) 2020 recognizes this diversity and emphasizes the importance of multilingualism and inclusive education. This proposal explores effective strategies for teaching in multilingual and diverse classrooms. The main teaching approaches include

Keywords: National Education Policy, Multilingual Teaching, Teaching Method, Pedagogy, Classroom.

Page No: 34-46

Author: Dola Pahari

DOI Link: https://doi.org/10.70798/Bijmrd/04071009

Abstract: Gender-responsive approaches for teacher preparation programs in education play a pivotal role in shaping societal norms and values.It is essential that teacher training incorporates strategies that promote gender equity and inclusiveness.In recent years, the discourse surrounding gender in education has gained significant traction, emphasizing the need for responsive approaches in teacher preparation programs. All will engage in discussions on the current landscape of teacher preparation, examining how gender biases can manifest in educational settings and the impact they have on student learning outcomes. It aims to create an inclusive environment where all students, regardless of gender, can thrive academically and socially. This approach recognizes that traditional educational practices may inadvertently perpetuate gender stereotypes and biases, which can hinder the learning experience for students. By equipping teachers with the tools to recognize and address gender disparities, we can foster an educational environment that not only supports all students but also contributes to broader societal change.Gender-responsive teaching practices can lead to improved academic performance and social development for all students. By addressing the specific needs of diverse learners, educators can foster a more supportive and effective learning environment.

Keywords: Gender Biases, Gender Stereotypes, Gender-Responsive, Effective Learning.

Page No: 47-50

Author: Sudipta Roy

DOI Link: https://doi.org/10.70798/Bijmrd/04071010

Abstract: The rapid advancement of technology, globalization and shifting socio-economic realities have transformed the way knowledge is created, accessed and shared. In this changing world, the traditional classroom model is no longer sufficient to meet the diverse and dynamic needs of learners. The concept of digital classroom has emerged as a powerful response to these challenges, redefining teaching and learning practices for a better future. A digital classroom integrates Information and Communication Technologies (ICT), smart devices, online platforms, multimedia resources and interactive tools to create a flexible, engaging and learner-centered educational environment. Digital classrooms promote active learning by encouraging collaboration, critical thinking, creativity and problem-solving skills – competencies essential for 21st century. Through virtual simulations, e-learning modules, educational apps and real- time assessments, students gain access to wide range of resources beyond textbooks. Teachers transition from mere transmitters of knowledge to facilitators and mentors who guide learners in exploring information independently. This shift supports personalized learning, allowing students to progress at their own pace according to their abilities and interests. Moreover digital classrooms bridge social and geographical gaps by providing inclusive access to quality education. Online classes, recorded lectures and cloud-based resources ensure continuity of learning during disruptions such as natural disasters or global crises. Digital tools also enable instant feedback, data-driven assessment and improved communication among teachers, students and parents. Such connectivity strengthens accountability and enhances the overall learning experience.

However the successful implementation of digital classroom classrooms request adequate infrastructure teaching learning digital literacy and ethical use of technology. Challenges such as unequal access to devices internet connectivity issues and concerns about screen time must be address through inclusive policies and sustainable planning. Government institutions and community to create supportive transformation in education. In conclusion for digital classroom represents a transformative step toward preparing learners for a rapidly revolving world. My integrating technology with innovative it fosters live long learning adaptability and global citizenship. When implemented thoughtfully and equitably digital classrooms can empowers students to become inform skills and responsible individuals contributing to a better and more sustainable future. In the age of rapid digital transformation, teachers are increasingly required not only to deliver content but to design meaningful digital learning experiences. This paper explores how teachers function as designers of learning, identifies pedagogical shifts required in digital environments and examined the kinds of institutional support that enable effective implementation. Major objectives, theoretical underpinnings, methodology, findings and implications for practice are presented. Digital learning is framed as a co-constructive, adaptive process that redefines the teacher’s role from knowledge transmitter to learning experience designer.

Keywords: Digital Classroom, Technology, Globalization, Information and Communication Technologies (ICT), Online Classes, Recorded Lectures.

Page No: 51-55

Author: Dr. Sanjeev Yadav

DOI Link: https://doi.org/10.70798/Bijmrd/04071011

Abstract: This data paper presents a structured dataset documenting sports injury incidence and associated risk factors among collegiate-level athletes across multiple sporting disciplines. The dataset captures athlete demographics, training load, injury characteristics, playing surface, and preventive practice indicators such as warm-up routines and prior injury history. It is intended to assist sports scientists, physiotherapists, coaches, and physical education researchers in analysing injury patterns and evaluating risk factors relevant to injury prevention programmes in a university sporting context. The paper describes the data collection protocol, variable structure, technical validation steps, and appropriate usage guidance for the dataset.

Keywords: Sports Injury, Injury Surveillance, Collegiate Athletes, Risk Factors, Physical Education, Injury Prevention, Training Load.

Page No: 56-59

Author: Dr. Harsha Sharma

DOI Link: https://doi.org/10.70798/Bijmrd/04071012

Abstract: The teaching profession is the cornerstone of human development, yet school teachers in India continue to grapple with mounting workloads, inadequate compensation, restricted professional autonomy, and limited administrative support — all of which erode their Quality of Work Life (QWL). This empirical study investigates the relationship between the Quality of Work Life of school teachers and the Leadership Behaviour of school heads in Indore District, Madhya Pradesh. Anchored in a descriptive-correlational research design, data were collected from 240 school teachers drawn from government, private aided, private unaided, and central government schools across Indore District using stratified random sampling. Two validated instruments were employed — a 30-item Quality of Work Life Scale measuring six dimensions (Workload and Stress, Autonomy and Control, Compensation and Benefits, Work Environment, Growth and Development, and Work-Life Balance) and a 24-item Leadership Behaviour Scale assessing five leadership styles (Transformational, Transactional, Servant, Laissez-Faire, and Autocratic). Both instruments demonstrated excellent internal consistency with Cronbach alpha exceeding 0.87. Descriptive statistics revealed that while teachers in Indore District reported moderate-to-high QWL overall (M = 3.50), dimensions related to Compensation and Benefits (M = 3.28) and Work-Life Balance (M = 3.35) remained critically underdeveloped. Pearson product-moment correlation analysis established a strong, significant positive relationship between leadership behaviour and overall QWL (r = 0.67, p < 0.01), with the strongest associations observed in Growth and Development (r = 0.65) and Autonomy and Control (r = 0.62). Oneway ANOVA revealed significant differences in QWL across leadership style groups (F = 14.87, p < 0.001), with transformational leadership (M = 3.89) and servant leadership (M = 3.81) associated with substantially higher QWL compared to autocratic (M = 3.04) and laissez-faire (M = 3.12) styles. Simple linear regression confirmed that leadership behaviour is a significant predictor of teacher QWL (beta = 0.672, p < 0.001), accounting for 45.1 percent of the total variance (R-squared = 0.451). These findings underscore the pivotal role school principals play in shaping the professional well-being of teachers. The study calls for structured leadership development programs, participatory school governance frameworks, and policy reforms targeting teacher compensation in Indore District and the broader Madhya Pradesh school system.

Keywords: Quality of Work Life, Leadership Behaviour, Transformational Leadership, School Teachers, Pearson Correlation, Educational Management

Page No: 60-69

Author: Mosamma Nasrin Haldar

DOI Link: https://doi.org/10.70798/Bijmrd/04071013

Abstract: The rapid transformation of education through technology, learner diversity, and complex global challenges demands a shift in teacher preparation. This paper argues that learning design must be positioned as a core competency for future educators, not merely a technical skill. Drawing on current frameworks in instructional design, design-based education, and competency-based teacher education, we define learning design as the intentional, evidence-informed process of planning, creating, and refining learning experiences that integrate pedagogy, technology, and context. Through synthesis of literature, the study identifies key dimensions of learning design competency:

Pedagogical foundations, technological fluency, human-centered design thinking, and reflective iteration. The paper proposes a model for embedding learning design across pre-service teacher education, supported by case examples and implementation strategies. Findings suggest that educators equipped with learning design competence are better positioned to facilitate active learning, personalize instruction, and innovate within digital learning ecosystems. Policy and curriculum implications are discussed to prepare teachers as designers of learning for uncertain futures. It explores the concept of learning design, its key components, and its role in promoting student engagement, critical thinking, and inclusive education. The paper also discusses how digital technologies, collaborative learning environments, and learner-centered pedagogy have increased the importance of strong learning design skills among teachers. Finally, the study highlights strategies for integrating learning design competencies into teacher education programs to prepare educators for the demands of modern classrooms. It explores the concept of learning design, its key components, and its role in promoting student engagement, critical thinking, and inclusive education and also discusses how digital technologies, collaborative learning environments, and learner centered pedagogy have increased the importance of strong learning design skills among teachers. Finally, the study highlights strategies for integrating learning design competencies into teacher education programs to prepare educators for the demands of modern classrooms.

Keywords: Learning Design, Teacher Competency, Future Educators, Instructional Planning.

Page No: 70-74

Author: Sudipta Samanta

DOI Link: https://doi.org/10.70798/Bijmrd/04071014

Abstract: Inclusive education has become a global priority to ensure equal learning opportunities for all students, including children with special needs. However, in many general school environments, the implementation of inclusive education remains a significance changes, particularly due to the limited readiness of teachers. This study aims to explore the role of teachers in implementing inclusive school settings. Inclusive education refers to the process of integrating children with impairments into mainstream schooling, ensuring that they are not viewed as separate from society but as individuals with potential and abilities. It is an innovative educational approach that seek to provide equal opportunities for all learner to access quality education, regardless of their physical or cognitive differences (UNESCO, 2020)

Keywords: Inclusive Education, Teachers, Children with Special Needs.

Page No: 75-79

Author: Prabir Ghosh

DOI Link: https://doi.org/10.70798/Bijmrd/04071015

Abstract: Rapid advances in educational technology and competency-based education have transformed teachers’ roles from content providers to learning designers. This documentary study examines learning design as a core competency among pre-service teachers in B.Ed. Programmes in West Bengal. The study aims to assess the level of learning design competency, examine its relationship with digital pedagogical skills, and identify strategies for strengthening teacher education. A qualitative documentary research design was employed using policy documents, curriculum frameworks, government reports, and peer-reviewed literature published between 2015 and 2025. Data were analysed through thematic content analysis. The findings indicate that while B.Ed. Programmes provide opportunities for lesson planning, ICT integration, internships, and reflective practice; learning design competency remains moderately developed due to limited emphasis on instructional design and technology-enabled pedagogy. The analysis also reveals a positive relationship between digital pedagogical skills and effective learning design. The study recommends curriculum revision, enhanced digital pedagogy, competency-based assessment, strengthened internship experiences, and the establishment of Learning Design Laboratories. It concludes that integrating learning design into teacher education is essential for preparing competent, learner-centred, and digitally proficient educators in alignment with the goals of the National Education Policy 2020.

Keywords: Learning Design, Teacher Education, Pre-service Teachers, Digital Pedagogy, Documentary Study, West Bengal

Page No: 80-84

Author: Prof. Sourav Mishra

DOI Link: https://doi.org/10.70798/Bijmrd/04071016

Abstract: Teaching is a demanding profession that requires not only strong professional Competence but also emotional resilience and psychological stability. In recent years, growing academic responsibilities, administrative pressures, and evolving pedagogical expectations have significantly affected the mental health of teachers. The present study explores the relationship between professional competence and emotional well-being among teachers, emphasizing the importance of maintaining mental health in educational settings. Professional competence includes effective teaching strategies, classroom management, subject knowledge, and the ability to engage students in meaningful learning experiences. However, the increasing workload, technological adaptation, and performance expectations often lead to stress, anxiety, and emotional exhaustion among educators. This study highlights how maintaining a balance between professional responsibilities and emotional well-being contributes to improve teaching effectiveness and overall job satisfaction. It also underscores the need for institutional support, professional development programs, and mental health awareness initiatives to help teachers manage stress and maintain psychological stability. Promoting a supportive work environment and encouraging self-care practices can significantly enhance both teaching competency and mental well-being, ultimately contributing to a healthier and more productive educational system.

Keywords: Teaching Competence, Mental Health, Emotional Well-being, Teacher Stress, Educational Environment.

Page No: 85-92

Author: Susmita Ghara Jele

DOI Link: https://doi.org/10.70798/Bijmrd/04071017

Abstract: Inclusion in education is considered as an approach where education is provided to physical and cognitive disabilities as well as to the human diversity with regard to ability, language, age, culture, gender, and of human differences. Here needs the Special needs education as a phenomenon by which students experience difficulties in learning, both included in and excluded from the forms of schooling. In this way, policy of inclusion is difficult to implement as teachers are not sufficiently well prepared and supported to work in inclusive ways. The responsibility lies on teachers for creating schools in which all children can learn and feel they belong. The role of teachers are crucial where they help in promoting, participation and reducing under achievement, especially with children perceived as having difficulties in learning. Though there are some barriers to the development of successful inclusive schools, yet the way of overcoming these difficulties is only to reconsider the roles, responsibilities and identities of teachers. Certain practices implemented for enhancing Inclusive Education like suitable Support and services to special needs pupils, well-deliberated Educational Programme, addressing them with disabilities in teacher preparations. The paper also suggests by providing the role of teacher education thereby enhances the development of teacher’s skills, knowledge, attitudes, and beliefs.

Keywords: Inclusive Environment, Collaboration, Teachers’ Role, Diversity, Equal Opportunity, Classroom Inclusion.

Page No: 93-96

Author: Laylee Chakraborty & Priyabrata Sau

DOI Link: https://doi.org/10.70798/Bijmrd/04071018

Abstract: The rapid integration of digital technologies into school education has transformed teaching– learning processes, communication patterns, and access to information. While these developments offer significant educational opportunities, they also raise serious concerns related to students’ digital well-being and the ethical use of technology. Excessive screen time, digital distraction, cyber bullying, data privacy issues, and unequal access to technology have emerged as pressing challenges within school environments. This paper explores the concept of digital well-being in the context of school education and examines the ethical responsibilities associated with technology use by students, teachers, and institutions. Emphasis is placed on the role of schools in promoting balanced technology use, fostering responsible digital behaviour, and ensuring that technological advancement supports holistic child development rather than undermining it. The study highlights the need for value-based digital education, clear ethical guidelines, and collaborative efforts among educators, parents, and policymakers to create a safe, inclusive, and ethically grounded digital learning ecosystem.

Keywords: Digital Well-Being; Ethical Technology Use, School Education, Digital Responsibility, Student Mental Health.

Page No: 97-107

Author: Rumi Dolui Dutta

DOI Link: https://doi.org/10.70798/Bijmrd/04071019

Abstract: In the rapidly evolving landscape of education, the role of educators has expanded beyond content delivery to include the strategic design of meaningful learning experiences. Learning design has emerged as a core competency that integrates pedagogy, technology, and learner engagement. This thesis examines the significance of learning design in preparing future educators, emphasizing its role in fostering effective, inclusive, and adaptive teaching practices. It argues that equipping educators with strong learning design skills is essential to meet the diverse needs of learners in a dynamic, technology-driven world.

Keywords: Learning Design, Core Competency, Inclusive.

Page No: 108-110

Author: Priyabrata Sau & Laylee Chakraborty

DOI Link: https://doi.org/10.70798/Bijmrd/04071020

Abstract: The emergence of Artificial Intelligence (AI) as a transformative force in education has significantly altered traditional teaching–learning processes and redefined the professional role of teachers. AI-driven technologies such as adaptive learning platforms, intelligent tutoring systems, automated assessment tools, and learning analytics are increasingly being integrated into classrooms to enhance personalization, efficiency, and instructional effectiveness. While these innovations offer substantial benefits, they also introduce new pedagogical, ethical, and professional challenges for teachers. In the AI-enabled educational environment, teachers are no longer limited to the role of content transmitters; instead, they are expected to function as facilitators of learning, critical thinkers, ethical guides, and mentors who support students’ holistic development. The responsibility of teachers now includes selecting appropriate AI tools, interpreting data generated by intelligent systems, and ensuring that technology use aligns with educational goals and learners’ needs. Moreover, teachers must address concerns related to data privacy, algorithmic bias, equity, and the responsible use of AI among students. Human qualities such as empathy, moral judgment, creativity, and social interaction remain central to effective education and cannot be replaced by intelligent machines. Therefore, teachers play a crucial role in maintaining a balance between technological advancement and human values. This paper highlights the evolving responsibilities of teachers in the context of Artificial Intelligence and emphasizes the need for continuous professional development, ethical awareness, and pedagogical adaptability to ensure meaningful, inclusive, and value-oriented education in the digital age.

Keywords: Artificial Intelligence, Teachers’ Responsibilities, Educational Technology, Digital Pedagogy, AI in Education.

Page No: 111-121