{"id":10330,"date":"2026-03-10T15:01:53","date_gmt":"2026-03-10T09:31:53","guid":{"rendered":"https:\/\/bijmrd.com\/?page_id=10330"},"modified":"2026-03-10T15:12:29","modified_gmt":"2026-03-10T09:42:29","slug":"special-issue-volume-3-issue-12-1","status":"publish","type":"page","link":"https:\/\/bijmrd.com\/index.php\/special-issue-volume-3-issue-12-1\/","title":{"rendered":"Special Issue Volume -3 | Issue -12 (1)"},"content":{"rendered":"\t\t
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\r\n\t\t\t\r\n\t\t\t\t \r\n Conference Proceedings (December 2025) <\/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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\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\tDownload Content List of Year 2025 - December | Volume -3 | Issue -12 (1)<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\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 2025 - December| Volume -3 | Issue -12 (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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A Conceptual Framework on Inclusive and Equitable Education for All<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Geetha Naidu & Dr. Yogita Mandole<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121001<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The Sustainable Development Goals Goal 4 (SDG-4) emphasizes that inclusive and equitable education for all is essential to social justice and sustainable development. Under the direction of the National Education Policy (2020) and the Right to Education Act (2009), it aims to guarantee that all students, regardless of socioeconomic status, gender, disability, or language, have access to high-quality education. This study highlights learner-centered practices, inclusive pedagogy, and institutional support as crucial for attaining equity and inclusion in education. It does this by reviewing policy provisions and literature to examine implementation challenges, such as systemic barriers and limited teacher preparedness.<\/p>\n\n\n\n

Keywords:<\/strong> Inclusive Education; Educational Equity; National Education Policy 2020; Right to Education Act 2009.<\/p>\n\n\n\n

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

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Cyber Security, Data Ethics And Digital Responsibility<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Rohini G. Batwal<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121002<\/a><\/p>\n\n\n\n

Abstract:<\/strong> As digital ecosystems expand globally, cyber security, data ethics, and digital responsibility have become central pillars in shaping safe and trustworthy online environments. International research highlights substantial growth in cybercrimes, ethical dilemmas in automated data processing, and increased accountability expectations among digital citizens. This paper critically examines the interconnected nature of these three domains, emphasizing the need for stronger digital governance, ethical data frameworks, and responsible user behavior. The study integrates international literature, empirical observations, and conceptual insights to propose actionable strategies that enhance global digital resilience.<\/p>\n\n\n\n

Keywords:<\/strong> Cyber Security, Data Ethics, Digital Responsibility, Governance, Online Safety, Ethical AI<\/p>\n\n\n\n

Page No: 7-12<\/strong><\/p>\n\n\n\n

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Empowering 21st Century Teaching: Tpack Analysis of CBSE Elementary Teachers for Capacity Development and Quality Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Khatavkar Mukta<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121003<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This study examines the Technological Pedagogical Content Knowledge (TPACK) of elementary school teachers through detailed analysis of lesson plans and classroom demonstrations. Prior to data collection, the researcher conducted a targeted TPACK training program, during which participating teachers designed TPACK-based lesson plans and presented them online for collaborative discussion and feedback. These plans were later refined and implemented in classrooms for evaluation. Data were gathered from a total of 30 in-service Central Board of Secondary Education (CBSE) teachers across core subjects\u2014English, Mathematics, Science, and Social Science\u2014using a qualitative approach. Findings reveal that (i) some lesson plans frequently lacked full integration of technology with pedagogy even after initial training, and (ii) essential 21st-century competencies remained underrepresented. These results highlight the need for sustained professional development aligned with Sustainable Development Goal 4 (Quality Education). The conference\u2019s broader agenda of capacity development, networking, expos, school visits, and recognition through awards underscores the global significance of integrating TPACK into teacher education to raise the quality of learning worldwide.<\/p>\n\n\n\n

Keywords:<\/strong> TPACK Framework, Lesson Planning, Elementary School Teachers, 21st-Century Teaching Skills, SDG 4, Quality Education 2025.<\/p>\n\n\n\n

Page No: 13-28<\/strong><\/p>\n\n\n\n

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Green Technologies and Environmental Sustainability<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Kumaresh N. Kataraki<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121004<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The confluence of Green Technologies and Environmental Sustainability represents the most critical paradigm shift of the 21st century. As humanity grapples with the profound consequences of a fossil fueldependent past\u2014manifested in climate change, resource depletion, and ecological degradation\u2014the development and widespread adoption of clean, efficient, and restorative technologies offer a viable pathway to a resilient and prosperous future. Green technology, often synonymous with cleantech or environmental technology, encompasses a broad range of innovations designed to minimize the negative environmental impact of human activities and foster a society that lives within the planet\u2019s ecological means.<\/p>\n\n\n\n

Keywords:<\/strong> Environment, Green technology, Sustainability, Impacts, Strategies.<\/p>\n\n\n\n

Page No: 29-34<\/strong><\/p>\n\n\n\n

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Cultural Sustainability and the Role of Arts in Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Anirban Sen<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121005<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Cultural sustainability recognizes culture as a core dimension of sustainable development that fosters identity, creativity, social cohesion, and intergenerational knowledge transfer. Arts in education\u2014visual arts, music, drama, dance, and crafts\u2014play a pivotal role in sustaining cultural practices while equipping learners with critical, creative, and participatory capacities needed for resilient communities. This paper synthesizes recent theoretical and policy literature to examine how arts-based education contributes to cultural sustainability, identifies successful programmatic approaches, and recommends policy and pedagogical actions for integrating arts into formal and informal learning systems. The paper argues that embedding culturally responsive arts education strengthens intangible cultural heritage, promotes placebased learning, and advances several UN Sustainable Development Goals. Implications for curriculum designers, policymakers, and educators are discussed.<\/p>\n\n\n\n

Keywords:<\/strong> Cultural Sustainability; Arts Education; Intangible Cultural Heritage; Place-Based Learning; UNESCO.<\/p>\n\n\n\n

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

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Secondary School Students\u2019 Competency Development under NEP 2020: Exploring the Interrelationship between Teacher Education Reforms, Gender, and Family Position<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ashis Deb & Prof. (Dr.) Prem Shankar Srivastava<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121006<\/a><\/p>\n\n\n\n

Abstract:<\/strong> With a focus on inclusive, competency-based, and holistic learning, the National Education Policy 2020 proposes a revolutionary framework for the Indian educational system, this conceptual study investigates how teacher education reforms, gender, and family status relate to the growth of English language proficiency among secondary school pupils. The goal of the study is to critically examine how NEP 2020- driven teacher training programs and pedagogical innovations can help students develop their cognitive, affective, and behavioural skills as well as how family-related elements like birth order, parental involvement, and sociocultural context may influence these results. In order to figure out how NEP 2020 fosters 21st century skills like communication, critical thinking, creativity, teamwork, and character development, the study synthesises pertinent literature, policy documents, and theoretical frameworks using a conceptual and analytical methodology. In order to link teacher education changes with student-centered, competency-based learning as envisioned by NEP 2020, the study offers insights to policymakers, teacher educators, and families.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, Teacher Education Reforms, Secondary School Students, English Language Competency, Family Position, Gender Influence, 21st Century Skills, Competency-Based Learning, Conceptual Study.<\/p>\n\n\n\n

Page No: 39-53<\/strong><\/p>\n\n\n\n

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Inclusive Schooling for Employability: Lessons from Migrant Children\u2019s Education in Kerala<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Athira K.<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121007<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 identifies inclusive, equitable, and skill-oriented education as central to India\u2019s transformation into a knowledge-driven and sustainable economy. Education is envisioned not only as a means of literacy but as a foundation for employability, innovation, and social cohesion in a rapidly changing global landscape (Government of India, 2020). Within this national framework, Kerala provides a significant case where the education of migrant workers\u2019 children represents both a challenge and an opportunity. Frequent migration, linguistic diversity, and socio-economic vulnerability disrupt learning continuity, yet Kerala\u2019s inclusive schooling initiatives have evolved as innovative responses to these barriers.<\/p>\n\n\n\n

This paper explores how inclusive schooling practices in Kerala contribute to employability-linked skill development among migrant children. Inclusion is conceptualized not as a remedial measure but as a process of human capital formation that integrates cognitive, social, and emotional learning (Srivastava & Noronha, 2019). Drawing on policy frameworks, state initiatives, and case studies such as Project Roshni and the Jyothi Scheme, the study highlights the role of multilingual instruction, community-school partnerships, and socio- pedagogical inclusion in promoting both foundational literacy and transferable skills like communication, collaboration, adaptability, and cultural competence.<\/p>\n\n\n\n

The findings suggest that inclusion extends beyond access to education it builds supportive ecosystems that enable academic success, social participation, and employability. In this way, inclusive education becomes a catalyst for social empowerment and sustainable development (UNESCO, 2023). The paper argues that realizing NEP 2020\u2019s vision requires teacher preparation, curriculum innovation, and policy coherence that connect inclusion with employability, advancing equity, excellence, and sustainability in India\u2019s educational future.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, Inclusive Education, Migrant Children, Kerala, Employability Skills, Socio-Pedagogical Inclusion.<\/p>\n\n\n\n

Page No: 54-59<\/strong><\/p>\n\n\n\n

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A Conceptual Framework for a Yoga-Based Physical, Mental, and Emotional Health Management Programme<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Chandrakala Baliram Sapnar & Dr. Bhalchandra Balkrishna Bhave<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121008<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The increasing global burden of lifestyle diseases, mental health disorders and emotional dysregulation necessitates a holistic approach to health. Yoga, with its ancient roots and modern scientific validation, offers a comprehensive framework for integrated well-being. This conceptual paper proposes the design and implementation of a Yoga-Based Health Management Programme focused on physical, mental and emotional dimensions of health. The paper outlines the theoretical foundation, components, implementation strategies and expected outcomes of such a programme. It also explores the role of yoga in promoting sustainable health behaviors and enhancing quality of life across diverse populations.<\/p>\n\n\n\n

Keywords:<\/strong> Yoga, Health Management, Physical Health, Mental Health, Emotional Well-being, Wellness Programme.<\/p>\n\n\n\n

Page No: 60-64<\/strong><\/p>\n\n\n\n

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Interdisciplinary and Multidisciplinary Approaches in H E<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Debaroti Sanyal<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121009<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This topic aims to give a vivid description of the relation between Interdisciplinary and Multidisciplinary Approaches in Higher Education. In higher education now a days there is a major need in changes along with adding multidisciplinary courses like Performing arts- music, dance and drama along with other art forms which may include art, craft, sculpture along with various practical skills which helps in developing critical thinking, preparing them to take diverse courses for career development and also includes vocational courses like skill development and computer education. Mainly multi discipline includes multiple courses or subject areas beyond single and regular based learning. Whereas if talking about interdisciplinary then it can be said that it focused on interconnection of materials or information of various concepts bringing in the connection with various other methods, perspectives, topics and creating a more holistic understanding, moving beyond single subject. This topic has included the idea of how multi and inter disciplines can change the curriculum structures and helps in developing various skill based curriculum which led to the growth of various inter courses and connection with those like including cross- cultural studies, learning new languages which helps in gaining knowledge about various cultures and now a days as new generations are unable to get in touch with their own culture that is why it is very necessary to give the knowledge of their own culture and study their own mother tongue language because the language education starts from when a child is in mother\u2019s womb and listen to the outer sounds and which led to the knowledge of language and expressing their thoughts and understanding their own language. Thus, it is necessary to include inter and multi-disciplinary courses in the curriculum for advanced learning and better career options.<\/p>\n\n\n\n

Keywords:<\/strong> Inter Discipline, Multi-Discipline, Culture, Higher Education, Career.<\/p>\n\n\n\n

Page No: 65-71<\/strong><\/p>\n\n\n\n

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Digital Transformation of Pedagogy: Navigating Technology Integration and Ethical Use of Artificial Intelligence in Indian Higher Education under NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Deepjyoti Barman & Dr. Ranita Chakrabortty<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121010<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 highlights the need for digital transformation as essential to broaden access, improve quality, and achieve a 50% Gross Enrolment Ratio (GER) in higher education by 2035. This paper looks at the connection between technology integration and digital teaching methods in Indian higher education, focusing on Artificial Intelligence (AI). While government initiatives have improved digital infrastructure, reaching NEP\u2019s goals requires changing teaching methods from being centered on the teacher to being student-focused and encouraging active learning. Ongoing challenges, such as poor infrastructure, the digital divide between rural and urban areas, limited digital skills among teachers, and ethical issues around data privacy and bias in AI, continue to hold back progress. For sustainable digital adoption, we need clear policies, training for faculty and ethical guidelines to ensure fair and responsible technology use in learning.<\/p>\n\n\n\n

Keywords:<\/strong> Technology Integration, AI-based Educational Technologies, Digital Pedagogy, NEP 2020, Challenges and Future Research.<\/p>\n\n\n\n

Page No: 72-76<\/strong><\/p>\n\n\n\n

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Integrating School Culture and Competency-Based Curriculum to Enhance Employability Skills in Secondary Students: A Parallel Skill\u2013Academic Pathway<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Arya Ajit Tawde<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121011<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The evolving demands of the 21st-century workforce require schools to integrate academic learning with practical skill development. Although NEP 2020 strongly endorses vocational education, implementation across schools remains inconsistent, leaving adolescents\u2014particularly academically weaker students\u2014with limited exposure to certified skills. This paper argues that school culture plays a decisive role in bridging this policy\u2013practice gap. Drawing on secondary literature, it highlights persistent challenges in career guidance, vocational integration, and teacher preparedness. A Parallel Skill\u2013Academic Pathway is proposed, wherein cognitive, psychomotor, and affective domains develop simultaneously in a culture that values dignity of labour, collaboration, and experiential learning. The model outlines scalable skill options appropriate for Grades 6\u201310, alongside assessment mechanisms based on hands-on performance and behavioural competencies. Embedded within school culture, this approach can reduce dropout rates, enhance employability, and support inclusive, future-ready education.<\/p>\n\n\n\n

Keywords:<\/strong> School Culture, Skill-Based Education, Competency-Based Curriculum, Nep 2020, Employability, Vocational Learning.<\/p>\n\n\n\n

Page No: 77-82<\/strong><\/p>\n\n\n\n

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Bridging Continents, Building Futures: India\u2013Japan Partnerships in Higher Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Chitta Ranjan Malik<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121012<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Higher education cooperation between India and Japan have expanded dramatically in recent years, reflecting stronger strategic, cultural, and developmental links between the two nations. These partnerships include professor and student exchanges, cooperative research projects, dual degrees, institutional Memorandums of Understanding (MoU), and cooperative education programs that promote global talent, innovation, and sustainable development. The evolution, important mechanisms, and effects of India-Japan higher education partnerships are examined in this paper along with their alignment with bilateral and national agendas, institutional collaboration examples, and future directions for long-term academic cooperation. The paper makes the case that strong higher education ties between India and Japan not only improve bilateral relations but also advance global knowledge creation, skill development, and interpersonal connectivity. It does this by drawing on recent advancements and institutional-level initiatives.<\/p>\n\n\n\n

Keywords:<\/strong> Innovation, Interpersonal, Memorandums of Understanding, Strategic, Sustainable Development.<\/p>\n\n\n\n

Page No: 83-87<\/strong><\/p>\n\n\n\n

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Stakeholders perspective on integration of Artificial Intelligence (AI) in Education: Systematic Literature Review<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Devjani Banerjee<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121013<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Technology is a critical driver of national development, and the National Education Policy (NEP) 2020 strongly emphasizes the integration of emerging technologies in education. As the education system moves forward with emerging technologies such as Artificial Intelligence (AI), it brings with it several physical, ethical, and methodological challenges. This paper examines the perspectives of key stakeholders on the integration of Artificial Intelligence (AI) in education. A systematic literature review was conducted, followed by thematic analysis of peer-reviewed studies focusing on students, teachers, parents, and administrators. The findings reveal approach and concerns toward AI adoption in education.<\/p>\n\n\n\n

Keywords:<\/strong> Artificial Intelligence, AI, Education, Perspectives.<\/p>\n\n\n\n

Page No: 88-94<\/strong><\/p>\n\n\n\n

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Human Values in Education for Global Citizenship<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Honngam Konyak<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121014<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The 21st century educational system is facing complex challenges technological, environmental, sociocultural change and inequality. With this complex changes happening in the dynamic society, there has been rise in the problems in the society- violence, terrorism, communism, racism, anxiety, depression, suicide, crimes, divorce, bullying, murder, substance abuse, and other anti-social activities. In the crux of declining values across the world, education must move beyond mere academic and technical excellence. It should play a pro-active role in fostering in the individuals humane attitude, values, skills and competencies required to adjust with one\u2019s personal, professional and civic life. Human values are therefore integral to betterment of human life as it can empower the learners to effectively deal with the contemporary challenges. This paper focuses on how and why human values can be integrated into education, the pedagogical strategies that can be adopted, issues and challenges, suggestions to help equip learners into developing responsible and conscientious global citizens.<\/p>\n\n\n\n

Keywords:<\/strong> Education, Global Citizenship, Human Value, Inequality, ESD, Pedagogical Strategy.<\/p>\n\n\n\n

Page No: 95-99<\/strong><\/p>\n\n\n\n

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From Policy to Practice: Implementing NEP\u2019s Equity Vision for LGBTQ+ Inclusion and Employability Enhancement<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Joya Vrushal Chaudhari & Prof. Dr. Sunayana J. Kadle<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121015<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 aims to build an education system that is fair, inclusive, and focused on the overall development of every learner. It wants to remove inequalities and make sure that students from disadvantaged backgrounds get equal opportunities. However, the policy does not clearly talk about the LGBTQ+ community, which still faces a lot of exclusion and discrimination. This paper explains how the goals of NEP can be expanded to include LGBTQ+ learners so they feel emotionally, socially, and educationally supported. It also shows how an inclusive education system can help all students develop important skills like communication, teamwork, empathy, and critical thinking\u2014skills needed for today\u2019s workplaces. The paper suggests practical ways to make education more inclusive through curriculum changes, teacher training, and supportive school policies. It concludes that true reform under NEP 2020 is possible only when every gender and identity is included, helping create a more equal, employable, and socially peaceful society.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020; LGBTQ+ Inclusion; Equity in Education; Employability Skills; Inclusive Education; Social Justice.<\/p>\n\n\n\n

Page No: 100-105<\/strong><\/p>\n\n\n\n

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Enhancing Employee Welfare through Corporate Social Responsibility (CSR): A Critical Analysis of Sustainable Organizational Practices with Case Studies<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Jyoti Mane & Asst. Prof. Snehal Sarnot<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121016<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Employee wellbeing is an important aspect of Corporate Social Responsibility (CSR), as it integrates organizational sustainability with people-focused initiatives. This paper analyzes how CSR programs can promote employee welfare, not simply as charitable initiatives but as critical measures for long-term business success. The study examines how welfare programs\u2014like health and safety, skill development, and work-life balance support employee satisfaction, retention, and productivity using theories and data. It also points out the pitfalls of cosmetic CSR, where welfare activities are carried out solely for image-building rather than true employee benefit. By taking a critical perspective, the paper underlines the necessity for firms to make employee wellbeing a fundamental aspect of their CSR policies, linking them with ethical ideals, stakeholder demands, and environmental goals. The study comes to the Conclusion that employee welfare should be viewed as both a strategic advantage and a moral obligation, assisting firms in becoming healthier, more diverse, and future-ready.<\/p>\n\n\n\n

Keywords:<\/strong> Corporate Social Responsibility (CSR), Employee Welfare, Sustainable Organizational Practices, Organizational Sustainability<\/p>\n\n\n\n

Page No: 106-110<\/strong><\/p>\n\n\n\n

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TPACK for Teachers in 21st Century Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Kaushik Sarkar & Dr. Aabriti Sharma<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121017<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The growing integration of digital technologies in education has reshaped instructional practices and heightened the need for teachers to develop integrated forms of professional knowledge. This paper revisits the Technological Pedagogical Content Knowledge (TPACK) framework as a comprehensive lens for understanding effective technology integration in 21st-century classrooms. It critically examines the core components of TPACK, technological, pedagogical, and content knowledge and their dynamic intersections, highlighting their relevance for teacher education, curriculum design, instructional practice, and assessment. The study further explores practical applications of the framework across professional development, curriculum planning, classroom instruction, and performance-based evaluation of technology integration. In addition, it addresses key global constraints affecting TPACK implementation, including inequitable access to resources, cultural variability, and methodological challenges in assessment. Drawing on recent research, the paper outlines future directions for advancing TPACK through personalised and adaptive learning technologies, culturally responsive adaptations, systemic professional support, and the integration of emerging technologies. The study concludes that sustaining and refining the TPACK framework through context-sensitive, practice-oriented, and performance-based approaches is essential for empowering teachers to design meaningful, technology-enhanced learning experiences across diverse educational settings.<\/p>\n\n\n\n

Keywords:<\/strong> Technological Pedagogical Content Knowledge, Teacher Education, Technology Integration, 21st-Century Learning.<\/p>\n\n\n\n

Page No:111-117<\/strong><\/p>\n\n\n\n

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Skill-Basedand Competency-Oriented Curriculum Design: A Transformative Framework for21st-Century Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Shraddha Pundalik Pawar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121018<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The rapid transformation of society driven by globalization, technological advancement, and shifting workforce demands has challenged traditional content-heavy curriculum structures. Education systems across the world are increasingly recognizing the limitations of rote learning and examination-centered models that emphasize memorization over application. In response, skill-based and competency-oriented curriculum design has emerged as a transformative framework that aligns education with the needs of the twenty-first century.<\/p>\n\n\n\n

This paper examines the conceptual foundations, principles, and practical implications of skill-based and competency-oriented curriculum design. It explores how competencies such as critical thinking, problemsolving, collaboration, communication, creativity, adaptability, and digital literacy can be meaningfully integrated into curriculum planning, teaching-learning processes, and assessment practices. The study also highlights the shift from teacher-centered instruction to learner-centered pedagogies that promote active engagement, experiential learning, and authentic assessment.<\/p>\n\n\n\n

 By analyzing contemporary educational reforms and theoretical perspectives, the paper argues that competency-oriented curriculum design is not merely a structural modification but a philosophical shift in understanding the purpose of education. It emphasizes measurable learning outcomes, real-life application of knowledge, interdisciplinary integration, and continuous feedback mechanisms. The paper concludes that adopting a skill-based and competency-oriented framework can enhance learners\u2019 readiness for higher education, employment, and responsible citizenship, thereby contributing to sustainable educational development in the twenty-first century.<\/p>\n\n\n\n

Keywords:<\/strong> Skill-Based Curriculum, Competency-Oriented Education, Curriculum Design, 21st-Century Skills, Learner-Centered Pedagogy, Educational Transformation, Outcome-Based Education, Authentic Assessment, Employability Skills.<\/p>\n\n\n\n

Page No:118-131<\/strong><\/p>\n\n\n\n

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Books and Social Media: A Comparative Role in English Literary Research<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Kamalakar Raman Patil<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121019<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This research explores the changing dynamics of English literary research from traditional canonical studies to contemporary perspectives shaped by technology, social media, and cultural diversity. It examines how the focus of literary research has evolved from purely textual and author-centric analysis to interdisciplinary, global, and digital dimensions. The study also investigates the comparative impact of classical books and modern social media on the reading, writing, and interpretation of literature.<\/p>\n\n\n\n

Keywords:<\/strong> Book, Social Media, English Literary Research, Traditional Canonical Studies, Cultural Diversity.<\/p>\n\n\n\n

Page No:132-138<\/strong><\/p>\n\n\n\n

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Combating Unemployment through Education for Employability Skills: the NEP-2020Perspective<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Nita Mitra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121020<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The article offers a holistic view of the challenge of unemployment and the use of education for employability skills as a measure to overcome it. It starts with the indication that the young generation is the most affected as a result of unemployment. This young generation, struggling for employment, may cause severe national unrest. The view presented here has been structured from the perspective of the NEP2020. It emphasizes the empowerment of the young ones through education for employability, which demands skills like innovation, transfer of learning, empathy, acceptance, etc., beyond the content knowledge required for a particular job. It has also been highlighted that the education for employability must ensure equity, excellence and sustainability. Some general issues related to the theme of the article, like multiple entries and multiple exit option, skill development of people with disability, the effect of a financial crunch and change of social and personal attitude have entered into the purview of the article.<\/p>\n\n\n\n

Keywords:<\/strong> Unemployment; Employability skills: Education; NEP2020; National Economy And Youth Unrest.<\/p>\n\n\n\n

Page No:139-144<\/strong><\/p>\n\n\n\n

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Importance of Smart Learning in Digital Era<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Bhramor Saha<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121021<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In the current era of technology, education must be taken very quickly to the personal level, which makes it possible to adapt to society very easily. Scientific advancements are constantly introducing so many new discoveries into society that it has become impossible to keep up.<\/p>\n\n\n\n

 Therefore, it is necessary to find a method that can help you absorb the material quickly and learn how to absorb different types of knowledge very quickly. Smart learning is a method that can help a child develop holistically very quickly and easily through collaborative, inclusive education. With the help of technology, it is now possible to keep students engaged in education in various non-personal ways through various new methods. This paragraph discusses the importance of technology in the digital age and the need for smart learning. To complete the paragraph, help from various books, websites, journals, and various articles has been taken.<\/p>\n\n\n\n

Keywords:<\/strong> Smart Learning, Technology, Digital Age, Knowledge, Develop.<\/p>\n\n\n\n

Page No:145-149<\/strong><\/p>\n\n\n\n

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Emotional Maturity of Senior Secondary School Students in North Bengal<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Awaneesh Baibhav<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121022<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-psychically and intra-personality. The characteristics of an emotionally mature are hetero-sexuality, appreciation of attitude and behavior of others, tendency to adopt the attitudes and habits of others and capacity to delay his own responses. Therefore, the emotionally mature is not one who necessarily has resolved all conditions that aroused anxiety and hostility but it is continuously in process of seeing himself in clear perspective, continually involved in a struggle to gain healthy integration of feeling, thinking action. The objective of the study was to study the emotional maturity of higher secondary school students in relation to gender and type of family variation in total and component wise variations. Normative survey method was adopted.A sample of 100 students from 4 schools of Siliguri was selected by simple random sampling procedure.Emotional Maturity Scale (EMS-SB) developed by Singh and Bharagava (2005) was used for data collection. Findings of the study were that most of the students are emotionally immature and there is difference in emotional maturity in terms of type of family variation.<\/p>\n\n\n\n

Keywords:<\/strong> Emotional Maturity, Emotional Stability, Emotional Independence etc.<\/p>\n\n\n\n

Page No: 150-159<\/strong><\/p>\n\n\n\n

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The Role of Digital Platforms in Education: Promoting Digital Literacy<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Ratan Kumar Das<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121023<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This paper explores the significant role of digital platforms in education, focusing on their contribution to enhancing digital literacy. Digital literacy encompasses essential skills for effective technology use in communication, problem-solving, and information management. Platforms like DIKSHA, SWAYAM, and PM E-Vidya offer diverse resources, personalized learning, and professional development opportunities while addressing accessibility challenges. The findings highlight the benefits of these platforms in fostering inclusive learning environments and improving educational outcomes. However, issues like the digital divide and cyber security risks pose challenges that need addressing. Recommendations for policymakers and educators include investing in infrastructure, enhancing teacher training in digital pedagogy, promoting cyber security education, and fostering public-private partnerships for improved accessibility. Ultimately, collaboration among stakeholders is essential to maximize the benefits of digital platforms, ensuring equitable access to quality education for all learners.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Literacy, Education, Digital Platforms, DIKSHA, SWAYAM, PM E-Vidya, Accessibility, Cyber Security, Personalized Learning, Inclusivity.<\/p>\n\n\n\n

Page No: 160-165<\/strong><\/p>\n\n\n\n

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NEP 2020: Challenges and Opportunities in Implementing Integrated Teacher Education Programs<\/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\/03121024<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy 2020 (NEP 2020), introduced by the Government of India on July 29, 2020, represents a pivotal shift in the nation\u2019s education landscape. Replacing the National Policy on Education 1986 after 34 years, NEP 2020 envisions a thorough transformation of the education sector. Spearheaded by former ISRO Chairman Dr. K Kasturirangan, the policy document is structured into four key parts: Part I (school education), Part II (higher education), Part III (other key areas of focus), and Part IV (implementation strategies). NEP 2020 introduces a range of significant reforms, with a particular emphasis on enhancing teacher education. Among these, the introduction of the Integrated Teacher Education Program (ITEP) stands out. ITEP is a uniquely designed four-year program that integrates a bachelor\u2019s degree with teacher education, offering degrees such as B.A. B.Ed. and B.Sc. B.Ed. This holistic approach aims to prepare future educators comprehensively. Offered by interdisciplinary institutions, ITEP sets a new minimum qualification standard for aspiring educators, ensuring a well-rounded foundation for those who wish to contribute to the field of education. This paper examines the challenges and opportunities associated with the Integrated Teacher Education Program as outlined in NEP 2020.<\/p>\n\n\n\n

Keywords:<\/strong> Challenges and Opportunities of ITEP, NEP 2020.<\/p>\n\n\n\n

Page No: 166-172<\/strong><\/p>\n\n\n\n

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Cultural Sustainability and the Role of Arts Education in Indian Higher Education: Policy Frameworks, Curriculum Integration, and Implementation Challenges<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ruchira Ray & Dr. Biswajit Chakraborty<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/03121025<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Cultural sustainability has emerged as a critical dimension of sustainable development, complementing environmental, economic and social perspectives. In culturally diverse societies like India, higher education institutions play a vital role in preserving cultural heritage and shaping the values and cultural consciousness of youth. Arts education contributes significantly to cultural sustainability by fostering creativity, critical thinking, cultural identity and intercultural understanding. Drawing on international perspectives, the National Education Policy (NEP) 2020, Indian Knowledge Systems, and relevant literature, the study highlights gaps between policy intent and institutional practice. It identifies curricular rigidity, faculty preparedness and market-driven educational priorities as key challenges.<\/p>\n\n\n\n

This article explores the role of arts education in promoting cultural sustainability in Indian higher education by analysing policy frameworks, curriculum integration strategies, and implementation challenges. It concludes by suggesting strategic measures to strengthen arts education for sustaining India\u2019s cultural heritage through higher education.<\/p>\n\n\n\n

Keywords:<\/strong> Cultural Sustainability, Arts Education, Indian Higher Education, NEP 2020, Indian Knowledge Systems.<\/p>\n\n\n\n

Page No: 173-177<\/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 (December 2025) Download Content List of Year 2025 – December | Volume -3 | Issue -12 (1) Year 2025 – December| Volume -3 | Issue -12 (1) Cultural Sustainability and the Role of Arts Education in Indian Higher Education: Policy Frameworks, Curriculum Integration, and Implementation Challenges March 10, 2026 Volume3 Issu12(1) Author: Ruchira …<\/p>\n

Cultural Sustainability and the Role of Arts Education in Indian Higher Education: Policy Frameworks, Curriculum Integration, and Implementation Challenges<\/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 (December 2025) Download Content List of Year 2025 – December | Volume -3 | Issue -12 (1) Year 2025 – December| Volume -3 | Issue -12 (1) Cultural Sustainability and the Role of Arts Education in Indian Higher Education: Policy Frameworks, Curriculum Integration, and Implementation Challenges March 10, 2026 Volume3 Issu12(1) Author: Ruchira…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/10330"}],"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=10330"}],"version-history":[{"count":10,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/10330\/revisions"}],"predecessor-version":[{"id":10350,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/10330\/revisions\/10350"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=10330"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}