{"id":10241,"date":"2026-03-10T10:55:24","date_gmt":"2026-03-10T05:25:24","guid":{"rendered":"https:\/\/bijmrd.com\/?page_id=10241"},"modified":"2026-03-10T15:09:40","modified_gmt":"2026-03-10T09:39:40","slug":"special-issue-volume-4-issue-1-1","status":"publish","type":"page","link":"https:\/\/bijmrd.com\/index.php\/special-issue-volume-4-issue-1-1\/","title":{"rendered":"Special Issue Volume -4 | Issue -1 (1)"},"content":{"rendered":"\t\t
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\r\n\t\t\t\r\n\t\t\t\t \r\n Conference Proceedings (January 2026) <\/span>\r\n\t\t\t\t\t\r\n\t\t\t\t\t\t\t<\/h1> <\/span>\r\n\r\n\t\t\t\r\n <\/div>\r\n\r\n\t\t\r\n\t\t<\/div> <\/div>\r\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\r\n\t\t\t\r\n\t\t\t\t \r\n Year 2026 - January | Volume -4 | Issue -1 (1) <\/span>\r\n\t\t\t\t\t\r\n\t\t\t\t\t\t\t<\/h2> <\/span>\r\n\r\n\t\t\t\r\n <\/div>\r\n\r\n\t\t\r\n\t\t<\/div>\r\n
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Nurturing Ethical Foundations: Exploring the Nexus of Value Education, Ethics and Human Development<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Megha Gokhe<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011001<\/a><\/p>\n\n\n\n

Abstract:<\/strong>This study, titled \u201cNurturing Ethical Foundations: Exploring the Nexus of Value Education, Ethics, and Human Development,\u201d investigates pre-service teachers\u2019 perceptions of value-based education within the framework of the National Education Policy (NEP) 2020. The policy\u2019s emphasis on holistic development, ethical reasoning, socio-emotional learning, and character formation highlights the growing need to integrate value education into teacher preparation programmes. To explore these dimensions, a survey was administered to pre-service teachers using a Google Form comprising fifteen close-ended yes\/no questions and one open ended question. The quantitative analysis of the closed responses provided insights into prevailing attitudes, levels of awareness, and perceptions regarding the importance of ethics and human values in teacher education. Complementing this, qualitative thematic analysis of the open-ended responses offered deeper contextual understanding of how participants internalize and interpret value-based learning in relation to their personal experiences and professional aspirations. Findings reveal a strong convergence between pre-service teachers\u2019 views and the NEP 2020 vision, indicating broad support for integrating ethical understanding, value education, and social-emotional competencies across the curriculum. Respondents recognized the necessity of cultivating empathy, responsibility, critical thinking, and moral decision-making as essential qualities for future educators. The study therefore underscores the importance of structured, value-oriented training in teacher education programmes to prepare ethically grounded professionals capable of fostering holistic human development. By highlighting the interconnectedness of values, ethics, and human growth, this research contributes to ongoing discussions on strengthening character formation and ethical practices in India\u2019s evolving educational landscape.<\/p>\n\n\n\n

Keywords:<\/strong> Value Education, Ethics, Human Development, NEP 2020, Pre-Service Teachers, Nurturing Ethical Foundation, Teacher Education.<\/p>\n\n\n\n

Page No: 1-6<\/strong><\/p>\n\n\n\n

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Study of Inculcation of Value Education from the Perspective of NEP 2020 in the Draft of Curriculum and Syllabus of Science for School Education in Maharashtra<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Prachi Rahul Chaudhary<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011002<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Science education plays a crucial role in developing intellectual, moral, social, environmental, and national values among students. It helps learners become rational thinkers, responsible citizens, and environmentally conscious individuals as envisioned in NEP 2020. The National Education Policy (NEP) 2020 emphasizes holistic development of learners through integration of cognitive, affective, and ethical dimensions of education. Science education, traditionally viewed as a content-driven discipline, is re-envisioned as a powerful medium for inculcating values such as scientific temper, environmental responsibility, ethical reasoning, and social sensitivity. Furthermore, science also instills values such as Scientific Temper, Curiosity, Critical Thinking, Logical Reasoning, Objectivity, Open-mindedness, Creativity and Innovation, Problem Solving Ability, Decision Making Skill, Honesty and Integrity, Responsibility, Self-discipline, Conservation of Resources, Sustainable Development, Respect for Life and Biodiversity, Safety Awareness, Ethical Awareness, Social Responsibility, Civic Sense, National Pride (Scientific Heritage), Respect for Indian Knowledge Systems. The Government of Maharashtra, through SCERT, has prepared a draft curriculum and syllabus for school science education aligned with NEP 2020. The present study aims to examine the extent and nature of value education embedded in the draft science curriculum and syllabus for school education in Maharashtra. Using qualitative document analysis, the study identifies key values integrated across objectives, content, pedagogy, and assessment practices. The findings reveal that the draft curriculum consciously incorporates value education through experiential learning, environmental themes, ethical discussions, and Indian Knowledge Systems. The study concludes that science education in Maharashtra, as envisioned in the draft curriculum, significantly supports the value-based and holistic vision of NEP 2020.<\/p>\n\n\n\n

Keywords:<\/strong> School Education, Science Education, NEP 2020, Value Education, Maharashtra State Curriculum – Science Curriculum Draft 2025.<\/p>\n\n\n\n

Page No: 7-11<\/strong><\/p>\n\n\n\n

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How Book Banks can Help Meet the Outcomes Desired by the Policymakers of NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Pradnya Anil Bhosekar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011003<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Academic libraries plays vital role in supporting students not only in their academic pursuits but also in their overall development. One significant initiative for weaker section taken by libraries is the book bank service. This helps economically weaker students. However, for holistic development, librarians have to play a significant role. This paper discusses briefly about teacher education colleges and their unique needs with respect to book bank facility. The genesis of book bank facility and take further as to how the objectives of NEP 2020 can be partly fulfilled by the book bank strategy.<\/p>\n\n\n\n

Keywords:<\/strong> B.Ed. College Library, Book Bank Service, NEP 2020<\/p>\n\n\n\n

Page No: 12-18<\/strong><\/p>\n\n\n\n

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Artificial Intelligence through the Lens of Functional Analysis: Theoretical Foundations and Applied Perspectives<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Rakesh Kumar Parmar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011004<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Functional analysis gives a strong and clear mathematical base for understanding artificial intelligence (AI). Today, most AI systems work in very large or even infinite-dimensional spaces, and for this we use ideas from Banach spaces, Hilbert spaces, operator theory, spectral theory, and approximation theory. These ideas help us understand how AI models represent information, how they learn, and how they perform on new data. In this paper, we look at artificial intelligence from the viewpoint of functional analysis. We explain both the basic theory and practical use. We show how concepts of functional analysis shape the structure of learning models, control the power of neural networks, guide the behavior of kernel methods, and help in making optimization stable. We also discuss recent methods in deep learning such as transformers, diffusion models, and very wide neural networks, and explain how they can be understood as operators working on function spaces. In the end, we conclude that functional analysis is not just an extra mathematical tool; it is a basic foundation that connects and explains many different techniques used in modern AI.<\/p>\n\n\n\n

Keywords:<\/strong> Functional Analysis, Artificial Intelligence, Neural Operator, Machine Learning, Optimization, Spectral Properties.<\/p>\n\n\n\n

Page No: 19-23<\/strong><\/p>\n\n\n\n

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Sustainability, Ethics, and Social Responsibility in Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Sapna Sharma<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011005<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The integration of sustainability, ethics, and social responsibility into educational frameworks is crucial for fostering a generation that values environmental stewardship, social equity, and ethical decision-making. As global challenges like climate change, inequality, and resource depletion continue to intensify, educational institutions have a significant role to play in shaping future leaders. This paper explores the relationship between sustainability, ethics, and social responsibility in education. It discusses how educational systems can integrate these concepts into curricula, school practices, and institutional policies to foster global citizenship and sustainable development. The paper also evaluates the ethical considerations involved in these processes and presents examples of institutions that are leading in this area.<\/p>\n\n\n\n

Keywords:<\/strong> Sustainability, Ethics, Social Responsibility, Education, Global Citizenship, Ethical Decision-Making, Sustainable Development.<\/p>\n\n\n\n

Page No: 24-27<\/strong><\/p>\n\n\n\n

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Contribution of Value Education and Ethics towards Human Development of College Students: A Study<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Suresh Kumar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011006<\/a><\/p>\n\n\n\n

Abstract:<\/strong> According to me: \u2018Wealth of knowledge is the most precious wealth\u2019. Unacceptably many young people engage in unlawful activity and antisocial behaviour, which considerably contributes to society\u2019s general downfall. In the 21st century period, the moral and ethical standards are decreasing. People are becoming ever more egocentric. Even when they do exercise discipline, our adolescent children disregard the wisdom of their elders. Having a firm grasp of what moral ideals stand for is crucial for today\u2019s youth. If we want to build a society free from crime, both professional and human ethics must be respected. Morality serves as the best deterrent to significant crimes including theft, vandalism, violence, cybercrime, and corruption. It is essential to pinpoint the primary causes of society\u2019s moral decline. Moral values are key to holding the world together. Therefore, the main objectives of this paper are, to understand the concept of Value Education, Ethics and Human Development to appreciate the need, importance and approaches for Valuebased education in India and to learn about important committees and commissions for introduction of value-based education in India post-independence. this thematic paper on value education, ethics, and human development in college students focus on how integrating morals and values shapes character, combats societal issues (like corruption\/violence), fosters well-being, and creates responsible citizens through methods like curriculum integration, extracurriculars, and cultural exposure, with studies often finding higher awareness in girls and highlighting the need for teacher involvement to build strong, ethically grounded individuals.<\/p>\n\n\n\n

Keywords:<\/strong> Value Education, Ethics, Human Development, College Students.<\/p>\n\n\n\n

Page No: 28-34<\/strong><\/p>\n\n\n\n

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A Global Review of Gravity Model Applications: Trends, Methods and Future Directions<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Jitendra Rabada<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011007<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The gravity model is one of the most influential and empirically robust frameworks in international economics for explaining bilateral trade flows. Over time, it has evolved from Tinbergen\u2019s descriptive formulation into a theoretically grounded structural model incorporating multilateral resistance terms, advanced estimators such as PPML, and sector-specific extensions. This review synthesizes global research trends, methodological developments, and thematic applications across regions and sectors, highlighting the model\u2019s expanding relevance in economics, political economy, development, agriculture, and environmental studies. The findings show that modern gravity models increasingly integrate variables such as exchangerate volatility, political risk, tariffs, migration, energy shocks, environmental stringency, and institutional quality, alongside methodological innovations including structural gravity, nonlinear modelling, spatial techniques, and wavelet or machine-learning hybrids. The review concludes that while the gravity model remains foundational, future research should emphasize deeper micro-foundations, nonlinear dynamics, interpretability in hybrid models, and richer datasets.<\/p>\n\n\n\n

Keywords:<\/strong> Gravity Model; International Trade; Structural Gravity; PPML Estimation; Regional Integration; Exchange Rate Volatility.<\/p>\n\n\n\n

Page No: 35-38<\/strong><\/p>\n\n\n\n

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Migration, Social Equity, and Educational Sustainability: Ethical and Developmental Reflections from Global and Indian Literature<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Jugal Kumar Deka & Dr. Gunajit Sarma<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011008<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Migration remains a defining feature of contemporary societies, shaping economic opportunities, social structures, and educational outcomes in both sending and receiving regions. With over 280 million international migrants and exponentially larger internal movements globally, the intersection of mobility and human development demands rigorous scholarly attention. This paper revisits major theoretical and empirical contributions to migration studies\u2014from Neoclassical equilibrium models to the New Economics of Labor Migration (NELM)\u2014through the specific lens of sustainability, ethics, and social responsibility in education. It argues that migration is not merely a demographic or economic phenomenon but a deeply ethical issue involving access to rights, equity, and capability expansion. Drawing on classical and contemporary scholarship, the paper synthesizes evidence on how migration affects educational access, intergenerational mobility, and the distribution of opportunities. Particular attention is given to the experiences of internal migrants in India, where seasonal and circular migration intersects with structural inequalities to disrupt schooling and deepen the digital divide. The analysis highlights how policy interventions can adopt socially responsible frameworks, shifting from a \u201csedentary bias\u201d to systems that ensure the portability of rights. The paper concludes by outlining ethical imperatives for educational planning to ensure that migration functions as a pathway to empowerment rather than a barrier to human capital formation.<\/p>\n\n\n\n

Keywords:<\/strong> Migration-Education Nexus; Social Equity; Educational Sustainability; Internal Migration; NELM; India.<\/p>\n\n\n\n

Page No: 39-45<\/strong><\/p>\n\n\n\n

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Attitude towards Digital Teaching and Technostress of Secondary School Teachers<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: K. V. Gopikrishnan<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011009<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Education is an important part of human development, and teachers have a major role in ensuring the efficacy of the teaching learning process in education. Rapid technological integration and the need for digital and blended learning solutions in post-COVID-19 education have increased the significance of teacher attitude towards digital teaching and technostress in educators. The focus of this study is to investigate the magnitude of attitude towards digital teaching and technostress among secondary school teachers, analyze differences based on gender, age, subject taught, and teaching experience, and understand the relationship between attitude towards digital teaching and technostress. A survey research methodology is used to conduct this research, and a total of 300 secondary school teachers in the Thrissur district were surveyed using validated scales. Statistical analysis using descriptive statistics, t-test, ANOVA, and Pearson Correlation analysis is used in this research. The findings of this research show that attitude towards digital teaching and technostress have no significance among gender, age, subject stream, and teaching experience. A significant negative moderate correlation coefficient existed between attitude towards digital teaching and technostress. The findings suggest an important role in developing education technology and creating awareness among teachers towards digital teaching with a positive attitude in order to overcome technostress in education.<\/p>\n\n\n\n

Keywords:<\/strong> Attitude, Digital Teaching,, Technostress, Secondary School Teachers.<\/p>\n\n\n\n

Page No: 46-50<\/strong><\/p>\n\n\n\n

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India’s Education Indicator in the Human Development Index \u2013 2025: Status, Analysis and Suggestive Measures<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ketan Kamble<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011012<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This study examines India\u2019s education indicator within the Human Development Index (HDI) as reported in the 2025 Human Development Report. Using secondary data from UNDP reports and related analyses, it describes India\u2019s current performance\u201413 expected years of schooling and 6.9 mean years of schooling\u2014 showing steady quantitative gains since 1990 but persistent gaps compared to high-HDI countries. The analysis identifies positive drivers such as the Right to Education Act 2009, Samagra Shiksha Abhiyan, and National Education Policy 2020, which expanded access and retention. However, challenges including poor learning outcomes, urban-rural disparities, low public spending (3.1% of GDP), and COVID-19-induced digital divides constrain progress. Key causal factors span policy implementation gaps, socioeconomic barriers, and inequality. Recommendations include raising education expenditure to 6% of GDP, scaling foundational literacy programmes like NIPUN Bharat, targeted equity measures for marginalised groups, and bridging digital gaps through localised EdTech. These reforms can strengthen India\u2019s Education Index and overall HDI trajectory towards high human development.<\/p>\n\n\n\n

Keywords:<\/strong> Human Development Index, Education Indicator, India, 2025, NEP 2020, SDG 4 (Quality Education).<\/p>\n\n\n\n

Page No: 51-56<\/strong><\/p>\n\n\n\n

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Reimagining English Communication Skills for Employability in Higher Education under NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Lahangma Lawati<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011011<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy 2020 (NEP 2020) envisions a future-ready higher education system that prioritizes employability through holistic, flexible, and skill-integrated learning. Within this vision, English communication skills emerge as a critical competence influencing students\u2019 access to professional opportunities in an increasingly globalized economy. This conceptual paper reimagines English communication not as a basic linguistic requirement but as an essential employability skill shaped by NEP 2020\u2019s guiding principles of equity, excellence, and sustainability. It examines how higher education institutions can integrate English communication with workplace-oriented competencies\u2014such as academic writing, professional speaking, digital communication, and collaborative discourse\u2014to address persistent skill gaps among graduates. The paper also highlights NEP-aligned strategies such as multidisciplinary curricula, experiential learning, blended modalities, and outcome-based assessment to strengthen students\u2019 employability. By situating English communication within the broader NEP mandate of transforming higher education, this conceptual paper proposes a refined, future-oriented framework for empowering graduates with the communicative and professional capacities required for meaningful employment and lifelong learning.<\/p>\n\n\n\n

Keywords:<\/strong> National Education Policy, English Communication Skill, Linguistic Knowledge, Digital Communication.<\/p>\n\n\n\n

Page No: 57-60<\/strong><\/p>\n\n\n\n

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Fading values amongst students in the Digital Age<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Manjistha Sukanta Malakar & Dr. Yogita Mandole<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011012<\/a><\/p>\n\n\n\n

Abstract:<\/strong>This conceptual study highlights the importance of values as core foundations for online activities in digital age where technology is taking the Centre stage and governing the moral compass in individual\u2019s life. A framework is made in this research attempting to inculcate values in students during online class or using internet, as in real life scenario, which will try to help reducing the erosion of values amongst students. As technology is taking over the educational sector a shift in values is being seen amongst students. The reasons may be many which requires in-depth further studies. Studies have shown threats like cyber bullying being serious matter of concern in digital world, with lack of privacy and false information adding the list. This research allows scope of further investigation regarding the detailed reasons for value erosion from the contemporary education.<\/p>\n\n\n\n

Keywords:<\/strong> Change, Technology, Education, Students, Values, Online, Digital.<\/p>\n\n\n\n

Page No: 61-66<\/strong><\/p>\n\n\n\n

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Human Values in Modern Education: A Philosophical and Ethical Perspective<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Manju Hrangkhawl<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011013<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The rapid transformation of education in the twenty-first century, driven by globalization, digitalization, and market-oriented demands, has led to an increased emphasis on skills and employability, often at the cost of ethical and humanistic concerns. Recognizing this imbalance, national and global education policies\u2014most notably India\u2019s National Education Policy (NEP) 2020 and frameworks advocated by UNESCO\u2014emphasize holistic, value-based, and learner-centered education. This paper explores the role of human values in modern education from a philosophical and ethical perspective, situating the discussion within the vision of NEP 2020 and global educational discourse. It examines fundamental human values such as truth, compassion, empathy, respect, responsibility, and social justice, and analyzes their relevance in nurturing ethical citizenship and social harmony. Through a conceptual and normative analysis, the study highlights how NEP 2020 advocates the integration of ethical reasoning, constitutional values, and moral development alongside cognitive and vocational learning. The paper further discusses challenges in implementing valuebased education in contemporary curricula and pedagogical practices. It argues that aligning educational systems with human values is essential for developing morally grounded individuals capable of addressing global challenges. The study concludes that the integration of human values, as envisioned by NEP 2020 and global education policies, is central to achieving sustainable development, inclusive growth, and the preservation of humanity in modern education.<\/p>\n\n\n\n

Keywords:<\/strong> Human Values, NEP 2020, Value-Based Education, Ethical Education, Holistic Development, Global Education Policies..<\/p>\n\n\n\n

Page No: 67-73<\/strong><\/p>\n\n\n\n

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Development and Validation of a Core Mentoring Skills Tool<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Manisha Sonavane<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011014<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Mentoring is a reciprocal developmental process that plays a vital role in educational, professional, and personal growth. Effective mentoring requires a set of core skills that are not exclusive to mentors but are equally relevant for mentees. The present study aimed to develop and validate a self-made Mentoring Skills Tool applicable to both mentors and mentees. The tool was developed with Reference to Dr. Philip Jones\u2019 publication on mentoring skills, from which only the core skills common to both roles were identified and adapted. The final tool consists of 37 statements covering four core mentoring skill dimensions: Listening Skills, Building Trust, Encouraging, and Identifying Goals and Current Reality. Content validity was established through expert judgment by eight subject experts, yielding a validity coefficient of 0.729. Reliability analysis conducted using Jamovi software resulted in a Cronbach\u2019s Alpha value of 0.809, indicating good internal consistency. The findings suggest that the tool is reliable and valid for administration on a large population.<\/p>\n\n\n\n

Keywords:<\/strong> Mentoring skills, Tool development, Reliability, Validity, Jamovi, Mentors.<\/p>\n\n\n\n

Page No: 74-79<\/strong><\/p>\n\n\n\n

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Psychological Dimensions of Inclusive Mathematics Learning and Employability<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Mukta Prashant Kashikar & Professor. Dr. Sunayana Kadle<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011015<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 emphasizes holistic development, competency-based learning, reduced curriculum overload, experiential pedagogy, and the integration of employability skills from the school level. The findings of this study directly support NEP 2020\u2019s vision by highlighting how psychological factors in mathematics learning self-efficacy, anxiety, and interest serve as foundational enablers of both academic success and workforce readiness. The researcher used semi-structured interviews to collect data from forty secondary school students in Navi Mumbai region: twenty from SSC school students and twenty from CBSE school students. Thematic analysis was conducted, and results showed that students\u2019 confidence in their ability to do well in mathematics was mainly influenced by past success; teachers\u2019 clarity of instruction; and teachers\u2019 encouragement. Students reported anxiety about mathematics, especially during exams, oral responses, and public performance. Their interest in mathematics varied based on teaching methods, classroom atmosphere, real-life relevance, and opportunities for active participation. Since psychological factors strongly influence engagement and achievement in mathematics, teachers should provide emotional and motivational support, build positive teacher-student relationships, use real-life examples, and adopt strategies to reduce mathematics anxiety.<\/p>\n\n\n\n

Keywords:<\/strong> National Education Policy (NEP) 2020, Mathematics Learning, Psychological Factors: SelfEfficacy, Mathematics Anxiety, Student Interest, Employment Skills, Thematic Analysis, Secondary School Students.<\/p>\n\n\n\n

Page No: 80-85<\/strong><\/p>\n\n\n\n

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E-Learning & Information Literacy<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Deepali Vitthal Rasal & Dr. Rushali Rane<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011016<\/a><\/p>\n\n\n\n

Abstract:<\/strong> E-learning has emerged as a transformative force in contemporary education, reshaping how learners access, process, and apply information. With the rapid expansion of digital platforms, online resources, and virtual learning environments, the importance of information literacy has become increasingly significant. Information literacy refers to the ability to locate, evaluate, use, and communicate information effectively and ethically. In an e-learning context, these skills are essential for enabling learners to navigate vast digital information sources, distinguish credible content from misinformation, and engage in independent and lifelong learning. This study explores the interrelationship between e-learning and information literacy, emphasizing how digital learning environments can enhance critical thinking, self-directed learning, and academic integrity. E-learning platforms provide opportunities for interactive learning, collaborative knowledge construction, and access to diverse information resources. However, the effectiveness of e-learning largely depends on learners\u2019 information literacy competencies. Without adequate training, students may face challenges such as information overload, unreliable sources, and poor research practices. The abstract highlights the need for integrating information literacy instruction within e-learning curricula. By embedding structured guidance, digital research skills, and ethical information use into online learning systems, educational institutions can promote informed, responsible, and empowered learners. Ultimately, the integration of e-learning and information literacy contributes to improving educational quality and preparing learners for the demands of the digital knowledge society.<\/p>\n\n\n\n

Keywords:<\/strong> E-learning, Education, Information Literacy, American Library Association, Southern Association of Colleges and Schools.<\/p>\n\n\n\n

Page No: 86-91<\/strong><\/p>\n\n\n\n

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Inclusive Internships as a Bridge Between Academic Learning and Employability: A Systematic Review<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Navneet Kaur & Mr. Saurabh Mishra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011017<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The transition from education to employment remains a significant challenge for students with disabilities, despite increased access to higher education. Inclusive internships have emerged as an effective strategy to connect academic learning with real-world employability by providing structured workplace exposure alongside individualized support. This systematic review synthesizes existing research on inclusive and supported internship models to examine their role in enhancing employment outcomes, skill development, and workplace inclusion. Findings indicate that inclusive internships contribute positively to work readiness, confidence, and competitive employment, particularly when programs are embedded within educational curricula and supported through collaboration among educators, employers, and support professionals. However, variations in program quality, limited employer preparedness, and policy inconsistencies continue to restrict scalability. The review highlights critical success factors, identifies persistent barriers, and proposes directions for future research and practice to strengthen inclusive internship pathways and promote equitable employment opportunities.<\/p>\n\n\n\n

Keywords:<\/strong> Inclusive Internships, Supported Internships, Employability, Students with Disabilities, Work-Integrated Learning, Transition to Employment.<\/p>\n\n\n\n

Page No: 92-97<\/strong><\/p>\n\n\n\n

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Diversity, Equity and Inclusion in Indian Teacher Training: An Institutional Perspective from SIES ICE<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Nitya Vijay Kumar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011018<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This article explores the importance of Diversity, Equity, and Inclusion (DEI) in teacher training institutes. In India, classrooms often bring together children from different language, cultural, and economic backgrounds, such as Marathi, Hindi, Tamil, and Urdu speakers learning side by side. Teacher training institutes like the SIES Institute of Comprehensive Education (Mumbai) include programs in early childhood care, special education, and counseling to prepare teachers for these varied needs. National policies such as the Right to Education Act (2009) also highlight the need for fairness and equal access to schooling, especially for children from disadvantaged communities. By examining the foundations of DEI, its practical role in teacher preparation, and strategies for building inclusive practices into curricula and institutional culture, this article points to challenges, opportunities, and recommendations for creating classrooms where every child can learn and thrive.<\/p>\n\n\n\n

Keywords:<\/strong> Diversity, Equity, Inclusion, Teacher Training, Institutional Perspective.<\/p>\n\n\n\n

Page No: 98-103<\/strong><\/p>\n\n\n\n

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Resilience and the Future of Education: Building Employability Skills through Equity, Excellence and Sustainability<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Ranjeeta Gomes & Dr. Sunayana Kadle<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011019<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) promotes holistic, skill-oriented education for future-ready learners, positioning resilience as key to employability through equity, excellence, and sustainability. This study among Class IX students used Dr. Norman Garmezy\u2019s Theory of Resilience and Dr. Kenneth Ginsburg\u2019s 7 Cs model (competence, confidence, connection, character, contribution, coping, control) to design a Resilience Intervention Programme. Activities like teamwork, SWOT analysis, and reflection logs boosted self-efficacy and agency, confirming resilience enhances employability-readiness. Integrating such practices into curricula supports NEP\u2019s equitable, sustainable growth.<\/p>\n\n\n\n

Keywords:<\/strong> NEP, Resilience, Education, Employability Skills, Equity, Excellence, Sustainability.<\/p>\n\n\n\n

Page No:104-107<\/strong><\/p>\n\n\n\n

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Understanding Teachers\u2019 Psychological Well-Being for Sustainable Educational Development Under NEP 2020: A Qualitative Research<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Susmita Das & Prof. (Dr.) Prem Shankar Srivastava<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011020<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 envisions an inclusive, equitable, and sustainable education system that prioritizes learner development through innovative pedagogies and skilled teaching personnel. However, the psychological well-being of teachers who are key agents in this transformation remains a critical yet underexplored dimension. This qualitative study examines the lived experiences, emotional challenges, and well-being needs of teachers in the context of contemporary educational reforms. Using semi-structured interviews with 12 teachers from higher education settings, the study identifies four major themes: emotional wellness in teaching, institutional pressures, coping mechanisms, and expectations for sustainable support systems. Findings highlight that teachers experience significant stress arising from workload, digital transition, student behavior issues, and lack of institutional recognition. Yet, resilience, peer collaboration, and personal coping strategies help them navigate challenges. The study concludes that ensuring teachers\u2019 psychological well-being is indispensable for the successful implementation of NEP 2020 and sustainable educational development. Recommendations include structured well-being programs, mental health support, and institutional reforms aligned with NEP\u2019s emphasis on equity, excellence, and sustainability.<\/p>\n\n\n\n

Keywords:<\/strong> Psychological well-being, NEP 2020, Teachers, Qualitative research, Sustainability, Emotional health, Education.<\/p>\n\n\n\n

Page No: 108-113<\/strong><\/p>\n\n\n\n

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Understanding Gendered Experiences of Social-Emotional Competence among Higher Secondary Students for Equitable and Inclusive Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Vidya Remesh & Dr. Yogita Mandole<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011021<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The development of social and emotional competence is a central goal of education, particularly during adolescence, a period marked by significant social, emotional, and academic challenges. NEP 2020 highlights the importance of social-emotional learning (SEL), life skills, and value-based education as essential outcomes of schooling, particularly during adolescence. The present study aimed to explore and understand gendered experiences of social and emotional competence among higher secondary school students within an inclusive educational context. Adopting a qualitative exploratory research design, data were collected through semi-structured interviews with 50 higher secondary students (25 boys and 25 girls) selected using convenience sampling from school in Navi Mumbai. The interview schedule was structured around five dimensions of social and emotional competence: self-awareness, social awareness, selfmanagement, relationship management, and responsible decision-making. The data were analysed using thematic analysis. The findings revealed that boys and girls demonstrated largely similar levels of selfawareness, social awareness, relationship management, and responsible decision-making, with differences primarily in modes of emotional expression rather than in competence. A notable gender difference emerged in the domain of self-management. The study concludes that gender differences in socio-emotional competence are minimal during late adolescence, with self-management being the only domain showing distinct gender-related patterns.<\/p>\n\n\n\n

Keywords:<\/strong> Social and Emotional Competence, Gender Differences, Higher Secondary Students, Qualitative Exploratory Study, Social and Emotional Learning.<\/p>\n\n\n\n

Page No: 114-119<\/strong><\/p>\n\n\n\n

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A Study of Women Empowerment & Role of Information and Communication Technologies<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Sajal Dey<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011022<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u201cWomen empowerment\u201d and \u201cwomen equality with men\u201d is a universal issue. Women empowerment is a term that is used to encourage, inspire and celebrate women. It is also used to celebrate the strides that women and girls have taken in terms of gender equality, financial independence and high confidence. Women empowerment is all about giving women the power and control of their lives to become anything they want and to do what they want in situations where they were not allowed once upon a time. It refers to the creation of an environment for women where they can make decisions of their own for their personal benefits as well as for the society. This chapter looks at the prospects generated by ICT supported networking processes for women\u2019s empowerment. It discusses the foremost challenges and a hindrance confronted by women and recommends strategies to address those challenges and means to revamp the situations giving rise to women\u2019s empowerment.<\/p>\n\n\n\n

Keywords:<\/strong> Women Empowerment, ICT, Electronic Media.<\/p>\n\n\n\n

Page No: 120-127<\/strong><\/p>\n\n\n\n

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Navarasas and Creative Arts in Strengthening Teacher Emotional Intelligence and Well-Being<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Deepti Agawane<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011023<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The emotional demands of the teaching profession necessitate sustained emotional intelligence and psychological well-being among educators. This study explores the role of Navarasas and creative arts in strengthening teacher emotional intelligence and well-being. Drawing upon Indian aesthetic theory and contemporary educational psychology, the research investigates how engagement with creative and performing arts supports emotional awareness, regulation, and resilience among teachers. A qualitative research design was adopted, and data were collected through an open-ended questionnaire administered to teachers across school and higher education contexts. Thematic analysis was employed to interpret participants\u2019 responses. The findings reveal that teachers perceive emotional intelligence as self-awareness, empathy, and emotional regulation, all of which are enhanced through artistic engagement. Creative arts function as effective tools for emotional expression, stress reduction, and work\u2013life balance. Navarasas emerge as a culturally grounded framework that enables teachers to identify, reflect upon, and transform diverse emotional states experienced in professional contexts. The study highlights the transformative potential of integrating creative arts and Navarasas in fostering emotionally intelligent, resilient, and wellbalanced educators. The findings align with the holistic vision of NEP 2020 and underscore the relevance of Indian Knowledge Systems in contemporary teacher development.<\/p>\n\n\n\n

Keywords:<\/strong> Navarasas, Creative Arts, Emotional Intelligence, Teacher Well-Being, Holistic Education.<\/p>\n\n\n\n

Page No: 128-132<\/strong><\/p>\n\n\n\n

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Self-Prepared Questions as a Formative Assessment Tool in Pre-Service Teacher Education:Insights from Researcher Observations and Student Teachers\u2019 Perceptions<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mr. Khushali U. Prabhu & Prof. (Dr.) Sunayna Kadle<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011024<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The present study explores the effectiveness of self-prepared questions as a formative assessment tool in preservice teacher education, drawing upon both researcher observations and student teachers\u2019 perceptions. Adopting a descriptive research design, the study involved 44 B.Ed. student teachers who were required to frame and answer their own test questions based on the prescribed syllabus. Data were collected through systematic classroom observation, analysis of self-prepared question papers and answer scripts, and a structured feedback questionnaire administered to the student teachers. Likert-scale responses were manually coded into positive, neutral, and negative categories and analyzed using percentage distributions. The findings reveal that self-prepared assessments enhanced student teachers\u2019 conceptual understanding, active involvement, motivation, and enjoyment while significantly reducing examination anxiety. Researcher observations further indicated high levels of ethical behaviour and self-regulation during the assessment process. However, limitations were noted in students\u2019 ability to frame high-quality questions, particularly those targeting higher-order cognitive levels of Bloom\u2019s Taxonomy, and in managing time and marks allocation. Student teachers also reported increased awareness of the complexities involved in assessment design and recognized the relevance of this experience for their future teaching careers. The study concludes that self-prepared questions serve as an effective formative assessment strategy that fosters assessment literacy, reflective practice, and learner autonomy among prospective teachers. The findings have important implications for teacher education programmes and support the assessment reform agenda of the National Education Policy (NEP) 2020, e<\/p>\n\n\n\n

Keywords:<\/strong> Ethical Behaviour, Self-Regulation, Assessment Literacy, Reflective Practice, Learner Autonomy And National Education Policy (NEP) 2020.<\/p>\n\n\n\n

Page No: 133-139<\/strong><\/p>\n\n\n\n

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Digital Pedagogical Models for Teaching Environmental Education at the Middle Stage of School Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Yawao Konyak & Dr. T. Yolila Sangtam<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011025<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Introduction of digital pedagogical models into the Environmental Education (EE) in the middle level of schooling presents radical opportunities in the improvement of ecological literacy, system thinking, and ethical environmental behaviour. Whereas traditional EE practices tend to be based on didactic transmission, on the digital platforms, participatory, inquiry-based, and experiential learning experiences can be achieved and appeal to the cognitive and socio-emotional development of adolescents. This paper reviews some important models of digital pedagogy, such as blended learning, gamified learning, virtual and augmented reality, mobile based citizen science, AI-assisted personalised learning, as potential models to make the middle-stage learners more environmentally conscious. Based on the research conducted in the world and the emergent practices in classrooms, the research claim is that the digital EE should be based on the relational, humanistic, and values-driven pedagogy that fosters empathy, responsibility, and agency towards sustainable futures. The paper concludes with a conceptual model and policy, teacher capacity building and school level implementation recommendations.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Pedagogy, Environmental Education, Middle Stage, Gamification, Virtual Reality, EcoPedagogy And Sustainability Education.<\/p>\n\n\n\n

Page No: 140-144<\/strong><\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n <\/div>\r\n\t\t\t\r\n <\/div>\r\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Conference Proceedings (January 2026) Download Content List of Year 2026 – January | Volume -4 | Issue -1 (1) Year 2026 – January | Volume -4 | Issue -1 (1) Nurturing Ethical Foundations: Exploring the Nexus of Value Education, Ethics and Human Development March 10, 2026 Volume4 Issue1(1) Author: Dr. Megha Gokhe DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04011001 …<\/p>\n

Digital Pedagogical Models for Teaching Environmental Education at the Middle Stage of School Education<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"","rttpg_excerpt":"Conference Proceedings (January 2026) Download Content List of Year 2026 – January | Volume -4 | Issue -1 (1) Year 2026 – January | Volume -4 | Issue -1 (1) Nurturing Ethical Foundations: Exploring the Nexus of Value Education, Ethics and Human Development March 10, 2026 Volume4 Issue1(1) Author: Dr. Megha Gokhe DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04011001…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/10241"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=10241"}],"version-history":[{"count":13,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/10241\/revisions"}],"predecessor-version":[{"id":10341,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/10241\/revisions\/10341"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=10241"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}