{"id":11616,"date":"2026-04-21T22:28:27","date_gmt":"2026-04-21T16:58:27","guid":{"rendered":"https:\/\/bijmrd.com\/?page_id=11616"},"modified":"2026-05-14T11:36:21","modified_gmt":"2026-05-14T06:06:21","slug":"special-issue-volume-4-issue-4-1","status":"publish","type":"page","link":"https:\/\/bijmrd.com\/index.php\/special-issue-volume-4-issue-4-1\/","title":{"rendered":"Special Issue Volume -4 | Issue 4- (1)"},"content":{"rendered":"\t\t
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\r\n\t\t\t\r\n\t\t\t\t \r\n Conference Proceedings (April 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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\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\tDownload Content List of Year 2026 - April| Volume -4 | Issue -4 (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 2026 - April | Volume -4 | Issue -4 (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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Understanding Trauma Narratives as a Pedagogical Resource for Emotional Safety<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Nanditha Unni<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041001<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Trauma experienced in life often manifest silently within us through emotional and behavioural challenges and disengagement from learning. In recent times, there is an increased emotional burden among the learners. Familial, social, economic, and academic stress all contributes to this. This paper explores the educational significance of trauma narratives. By positioning storytelling and narrative expression as pedagogical tools which will enable learners to express themselves. By drawing from trauma theory, narrative psychology, and humanistic education, the study conceptualizes trauma narratives as an educational practice that build emotional safety, resilience, empathy, and learner agency.<\/p>\n\n\n\n

 Through a qualitative approach, the paper examines how narrative-based pedagogy with the help of reflective writing, literature response narratives, and guided storytelling can build up emotionally responsive learning spaces. The discussion aligns trauma-informed narrative pedagogy with the vision of NEP 2020, thus emphasizing holistic development, learner-centred education, and emotional well-being. The paper argues that integrating trauma narratives into educational practice contributes to inclusive education as it validates student voice, strengthen emotional resilience, and cultivate empathetic classroom communities. It concludes by advocating for trauma awareness and narrative competence as essential components of teacher education and pedagogical reform.<\/p>\n\n\n\n

Keywords:<\/strong> Trauma Narratives, Narrative Pedagogy, Emotional Safety, Resilience, NEP 2020, Holistic Education.<\/p>\n\n\n\n

Page No: 1-4<\/strong><\/p>\n\n\n\n

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Inclusive and Equitable Education for All: A Pathway to Social Justice and Holistic Development<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Poonam Ajeet Mishra<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041002<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Inclusive and equitable education aims to ensure that every learner\u2014regardless of gender, disability, socioeconomic background, language, caste, ethnicity, or geographical location\u2014 has access to quality learning opportunities. Rooted in global movements such as the UN Sustainable Development Goal 4 (SDG-4) and reinforced in India through NEP 2020, inclusive education seeks to eliminate discrimination and create learning environments where diversity is embraced. This research paper examines the concept, principles, global perspectives, national policies, challenges, and strategies for implementing inclusive and equitable education. Using a qualitative descriptive methodology, the study synthesizes policy frameworks, scholarly literature, and best practices. Findings highlight that inclusive education enhances equity, improves learning outcomes, and fosters social cohesion. The paper concludes that achieving inclusive education requires systemic reform, teacher capacity building, community involvement, and adequate infrastructure.<\/p>\n\n\n\n

Keywords:<\/strong> education, Equitable Education, Justice, NEP 2020, Sustainable Development Goal 4.<\/p>\n\n\n\n

Page No: 5-11<\/strong><\/p>\n\n\n\n

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Mental Health of Senior Secondary School Students in Relation to Some Personal Variables<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Samten Tamang<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041003<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Mental Health delineates either emotional or cognitive well-being of an individual. When it is absent it becomes a mental disorder. From the disciplinary viewpoint of positive psychology, mental health isall about the ability of an individual to enjoy life to the fullest and maintain a balance between the life efforts and life activities.Mental ill health causes the feeling of shame, guilt, rejection, isolation and tension etc. and makes the man perceive the world and life as dangerous. Common mental health problems arise from life events as well as the pressure of study-and this is true for students as it is for anyone else. The objectives of the study are to find out significant difference if any in the mental health of students in relation to personal variables like-gender, locale, Socio-Economic Status and type of family. The descriptive method of survey was adopted. The sample of this study consisted of higher secondary students of Murshidabad district. Mental Health Inventory of Talesara and Bano (2011) was used for data collection. The findings of the study were that there was significant difference in mental health of students in relation to gender, locale, SocioEconomic Status and type of family variations.<\/p>\n\n\n\n

Keywords:<\/strong> Mental Health, Socio-Economic Status, Personal Variables..<\/p>\n\n\n\n

Page No: 12-19<\/strong><\/p>\n\n\n\n

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\u0936\u093e\u0932\u093e \u0915\u0947 \u0905\u0927\u093e\u0930 \u092a\u0930 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b\u0902 \u0915\u0947 \u092e\u093e\u0928\u0938\u093f\u0915 \u0938\u094d\u0935\u093e\u0938\u094d\u0925\u094d\u092f \u090f\u0935\u0902 \u0938\u092e\u093e\u092f\u094b\u091c\u0928 \u092a\u0930 \u0924\u0941\u0932\u0928\u093e\u0924\u094d\u092e\u0915 \u0905\u0927\u094d\u092f\u092f\u0928<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: \u0928\u0947\u0939\u093e \u092a\u094d\u0930\u091c\u093e\u092a\u0924\u093f & \u0921\u0949. \u0938\u094d\u0935\u093e\u0924\u093f \u092a\u093e\u0923\u094d\u0921\u0947\u092f<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041004<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u0915\u093f\u0936\u094b\u0930 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b\u0902 \u092e\u0947\u0902 \u092c\u0939\u0941\u0924 \u0939\u0940 \u092e\u0939\u0924\u094d\u0935\u092a\u0942\u0930\u094d\u0923 \u092e\u093e\u0928\u0938\u093f\u0915 \u090f\u0935\u0902 \u0936\u093e\u0930\u0930\u093f\u0915 \u092a\u0930\u093f\u0935\u0930\u094d\u0924\u0928 \u0939\u094b\u0924\u0947 \u0939\u0948 \u092f\u0939 \u0905\u0935\u0938\u094d\u0925\u093e \u0924\u0928\u093e\u0935 \u0914\u0930 \u0924\u0942\u092b\u093e\u0928 \u0915\u0940 \u0905\u0935\u0938\u094d\u0925\u093e \u0939\u094b\u0924\u0940 \u0939\u0948 \u0907\u0938 \u0905\u0935\u0938\u094d\u0925\u093e \u092e\u0947\u0902 \u0938\u092e\u093e\u092f\u094b\u091c\u0928 \u0915\u094b \u0905\u091a\u094d\u091b\u093e \u0930\u0916\u0928\u093e \u0906\u0935\u0936\u094d\u092f\u0915 \u0939\u0948 \u0924\u093e\u0915\u093f \u0935\u0947 \u0905\u092a\u0928\u0940 \u0938\u092e\u0938\u094d\u092f\u093e \u0915\u093e 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\u0926\u0941\u0930\u094d\u0917 \u091c\u093f\u0932\u0947 \u0915\u0947 600 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b\u0902 \u0915\u093e \u091a\u092f\u0928 \u0915\u093f\u092f\u093e \u0917\u092f\u093e\u0964 \u0921\u0947\u091f\u093e \u0938\u0902\u0915\u0932\u0928 \u0939\u0947\u0924\u0941 \u092e\u093e\u0928\u0938\u093f\u0915 \u0938\u094d\u0935\u093e\u0938\u094d\u0925\u094d\u092f \u0938\u094d\u0915\u0947\u0932 \u090f\u0935\u0902 \u0938\u092e\u093e\u092f\u094b\u091c\u0928 \u092e\u093e\u092a\u0928\u0940 \u0915\u093e \u0909\u092a\u092f\u094b\u0917 \u0915\u093f\u092f\u093e \u0917\u092f\u093e\u0964 \u092a\u0930\u093f\u0923\u093e\u092e\u094b\u0902 \u0938\u0947 \u092a\u0924\u093e \u091a\u0932\u093e \u0915\u093f \u0936\u0948\u0915\u094d\u0937\u093f\u0915 \u0935\u093e\u0924\u093e\u0935\u0930\u0923, \u0938\u0902\u0938\u093e\u0927\u0928\u094b\u0902 \u0915\u0940 \u0909\u092a\u0932\u092c\u094d\u0927\u0924\u093e, \u0905\u0927\u094d\u092f\u093e\u092a\u0915\u0940\u092f \u0938\u0939\u092f\u094b\u0917 \u0924\u0925\u093e \u092a\u093e\u0930\u093f\u0935\u093e\u0930\u093f\u0915 \u0935\u093e\u0924\u093e\u0935\u093e\u0930\u0923 \u091c\u0948\u0938\u0947 \u0915\u093e\u0930\u0915 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b\u0902 \u0915\u0947 \u092e\u093e\u0928\u0938\u093f\u0915 \u0938\u094d\u0935\u093e\u0938\u094d\u0925\u094d\u092f \u0914\u0930 \u0938\u092e\u093e\u092f\u094b\u091c\u0928 \u092e\u0947\u0902 \u092e\u0939\u0924\u094d\u0935\u092a\u0942\u0930\u094d\u0923 \u092d\u0942\u092e\u093f\u0915\u093e \u0928\u093f\u092d\u093e\u0924\u0947 \u0939\u0948\u0902\u0964 \u0924\u0941\u0932\u0928\u093e\u0924\u094d\u092e\u0915 \u0935\u093f\u0936\u094d\u0932\u0947\u0937\u0923 \u0938\u0947 \u092f\u0939 \u092d\u0940 \u0938\u094d\u092a\u0937\u094d\u091f \u0939\u0941\u0906 \u0915\u093f \u0926\u094b\u0928\u094b\u0902 \u092a\u094d\u0930\u0915\u093e\u0930 \u0915\u0940 \u0936\u093e\u0932\u093e\u0913\u0902 \u0915\u0947 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b\u0902 \u0915\u0947 \u092e\u093e\u0928\u0938\u093f\u0915 \u0938\u094d\u0935\u093e\u0938\u094d\u0925\u094d\u092f \u090f\u0935\u0902 \u0938\u092e\u093e\u092f\u094b\u091c\u0928 \u0938\u094d\u0924\u0930 \u092e\u0947\u0902 \u0938\u093e\u0902\u0916\u094d\u092f\u093f\u0915\u0940\u092f \u0930\u0942\u092a \u0938\u0947 \u0909\u0932\u094d\u0932\u0947\u0916\u0928\u0940\u092f \u0905\u0902\u0924\u0930 \u092e\u094c\u091c\u0942\u0926 \u0939\u0948\u0964 \u0905\u0936\u093e\u0938\u0915\u0940\u092f \u0936\u093e\u0932\u093e \u0915\u0947 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b \u092e\u0947\u0902 \u0938\u092e\u093e\u092f\u094b\u091c\u0928 \u0905\u0927\u093f\u0915 \u092a\u093e\u092f\u093e \u0917\u092f\u093e \u0905\u0927\u094d\u092f\u092f\u0928 \u0915\u0947 \u0928\u093f\u0937\u094d\u0915\u0930\u094d\u0937 \u092d\u0935\u093f\u0937\u094d\u092f \u092e\u0947\u0902 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u093f\u092f\u094b\u0902 \u0915\u0947 \u0938\u0930\u094d\u0935\u093e\u0902\u0917\u0940\u0923 \u0935\u093f\u0915\u093e\u0938 \u0939\u0947\u0924\u0941 \u0909\u092a\u092f\u0941\u0915\u094d\u0924 \u0936\u0948\u0915\u094d\u0937\u093f\u0915 \u0928\u0940\u0924\u093f\u092f\u094b\u0902 \u090f\u0935\u0902 \u092a\u0930\u093e\u092e\u0930\u094d\u0936 \u0938\u0947\u0935\u093e\u0913\u0902 \u0915\u0947 \u0935\u093f\u0915\u093e\u0938 \u092e\u0947\u0902 \u0938\u0939\u093e\u092f\u0915 \u0938\u093f\u0926\u094d\u0927 \u0939\u094b \u0938\u0915\u0924\u0947 \u0939\u0948\u0902\u0964<\/p>\n\n\n\n

Keywords:<\/strong> \u0915\u093f\u0936\u094b\u0930 \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u0940 , \u0936\u093e\u0938\u0915\u0940\u092f \u090f\u0935\u0902 \u0905\u0936\u093e\u0938\u0915\u0940\u092f \u0935\u093f\u0926\u094d\u092f\u093e\u0932\u092f, \u092e\u093e\u0928\u0938\u093f\u0915 \u0938\u094d\u0935\u093e\u0938\u094d\u0925\u094d\u092f, \u0938\u092e\u093e\u092f\u094b\u091c\u0928 , \u0924\u0941\u0932\u0928\u093e\u0924\u094d\u092e\u0915 \u0905\u0927\u094d\u092f\u092f\u0928, \u0936\u0948\u0915\u094d\u0937\u093f\u0915 \u0935\u093e\u0924\u093e\u0935\u0930\u0923 \u0964<\/p>\n\n\n\n

Page No: 20-23<\/strong><\/p>\n\n\n\n

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A Study of the Effectiveness of Digital Pedagogy Programme for Teaching the Laws of Motion to Class XI SSC Board, Maharashtra Students<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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Author: Pravinkumar Jadhav<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041005<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Physics at the higher secondary level often poses difficulties for learners due to abstract concepts and limited experimental exposure. The present action research study investigates the effectiveness of a digital pedagogy programme integrating simulations, virtual laboratories, animations, and a learning management system (LMS) in teaching the topic Laws of Motion to XI standard SSC Board students in Maharashtra. The study adopted a pre-test\u2013post-test Control group and experimental group research design with a sample of 30 students in each group. Digital instructional strategies were implemented over a period of two weeks. Data were collected using achievement tests, observation schedules, and learner feedback forms. The findings revealed a significant improvement in students\u2019 conceptual understanding, problem-solving skills, and learning engagement. The study concludes that digital pedagogy enhances the quality of physics teaching and supports experiential learning in alignment with contemporary educational reforms. Digital pedagogy programme thus holds significant potential for transforming physics education in Maharashtra schools.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Pedagogy programme, Physics, Virtual Laboratories, SSC Board.<\/p>\n\n\n\n

Page No: 24-29<\/strong><\/p>\n\n\n\n

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Digital Pedagogy and Technology Integration in NEP 2020: Transforming Employability Skills in Higher Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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Author: Ms. Achal O. Mahajan<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041006<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 has initiated a transformative shift in Indian higher education by positioning digital pedagogy and technology-driven learning at the center of academic development. As industries evolve through automation, artificial intelligence, and global technological integration, employability increasingly depends on digital literacy, communication, creativity, adaptability, and problemsolving competencies. This paper examines how NEP 2020 promotes technology integration, blended learning, and skill-oriented curricular reforms to strengthen employability in higher education. A concise literature review highlights major scholarly insights related to digital learning and emerging educational technologies. The paper also analyzes institutional challenges, opportunities for innovation, and the practical role of digital tools in shaping graduate employability. Finally, recommendations are offered to align NEP 2020\u2019s vision with the evolving demands of the knowledge economy.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Pedagogy, NEP 2020, Employability, Higher Education, Digital Skills, Technology Integration.<\/p>\n\n\n\n

Page No: 30-34<\/strong><\/p>\n\n\n\n

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To Study the Challenges of Social Media Competencies Faced by Pre-Service Teachers in Their Learning Process<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Priti Ramesh Kakade & Dr. Chandan Shingte<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041007<\/a><\/p>\n\n\n\n

Abstract:<\/strong> To deal with the challenges social media is one of the best way to provide quality education. This Study discusses social media, social media competency, its features, the use of social media in teaching and integration in education. Social media has become a way of life. Society has become very connected, yet the classroom remains quite isolated, from other teachers, students, experts, parents, the community and a host of others who could potentially enhance learning.<\/p>\n\n\n\n

Keywords:<\/strong> Social Media, Social Media Competencies, Challenges, Pre-service Teachers.<\/p>\n\n\n\n

Page No: 35-39<\/strong><\/p>\n\n\n\n

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Effect of Program Based on Rivers Engineering Method on Mechanical Ability<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Pravin Shashikant Rangole & Dr. Seema Bhandare<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041008<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In present education many teachers, principles, government try to improve the method of teaching. Happy learning concept is now spread over all India. Government announced upto 14 years compulsory education by making right of education act. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental stress and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.<\/p>\n\n\n\n

Keywords:<\/strong> Rivers Engineering Method, Mechanical Ability, Education, Compulsory Education.<\/p>\n\n\n\n

Page No: 40-50<\/strong><\/p>\n\n\n\n

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Evaluation the Challenges and Development Scope in Commerce Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Vijaysing B Pawar<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041009<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Commerce education is important to gain knowledge of business, trade, industry and commerce. It provides the knowledge for various specialized and professionalized study related to the business. In India commerce education is available after the school period because of this school students were not taught commerce subjects and they don\u2019t possess any business and finance knowledge. There are various courses available to commerce students which help them to gain knowledge and competencies required for job in industries. But the students were not possess proper knowledge and competencies due to lack of faculties and practical training provided by colleges and institution which lacks students to get job. In present scenario everything is digitalized which also applies to education. Modern education also adopted the online education and MOOCs platform to achieve the objectives of commerce education.<\/p>\n\n\n\n

Keywords:<\/strong> Commerce Education, Opportunities, Challenges, Online Education, Faculties.<\/p>\n\n\n\n

Page No: 51-55<\/strong><\/p>\n\n\n\n

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Entrepreneurship, Innovation and the Startup Ecosystem in Higher Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Murlidhar Chindhaji Jadhav<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041010<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Higher Education Institutions (HEIs) are increasingly recognized as central actors in the generation of innovation, the formation of startups, and the broader entrepreneurial ecosystem. This paper examines how universities contribute to entrepreneurship through teaching, research commercialization, incubation, and network formation. It reviews theoretical frameworks (entrepreneurial university, Triple Helix), surveys common models and instruments (technology transfer offices, incubators, accelerators, entrepreneurship curricula), identifies barriers and enablers, and suggests policy and institutional recommendations to strengthen university-linked startup ecosystems. The paper concludes that while HEIs have unique capacities to catalyze innovation, realizing that potential requires aligned incentives, industry linkages, supportive governance, and curricular reform.<\/p>\n\n\n\n

Keywords:<\/strong> Entrepreneurship, Innovation, Ecosystem in Higher Education, Higher Education Institutions (HEIs), Technology.<\/p>\n\n\n\n

Page No: 56-59<\/strong><\/p>\n\n\n\n

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\u0936\u0948\u0915\u094d\u0937\u0923\u093f\u0915 \u092e\u093e\u0927\u094d\u092f\u092e\u093e\u0924\u0942\u0928 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0906\u0923\u093f \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u092c\u0932\u0940\u0915\u0930\u0923<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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\r\n\t\t\t\t\t\t\t\n

Author: \u0921\u0949. \u0917\u0923\u0947\u0936 \u0917\u094b\u092a\u093e\u0933\u0930\u093e\u0935 \u0926\u093e\u0902\u0921\u0947\u0915\u0930<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041011<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0939\u0947 \u0906\u091c\u091a\u094d\u092f\u093e \u0935\u0947\u0917\u093e\u0928\u0947 \u092c\u0926\u0932\u0923\u093e\u0931\u094d\u092f\u093e \u091c\u093e\u0917\u0924\u093f\u0915 \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u0947\u0924 \u092a\u094d\u0930\u092d\u093e\u0935\u0940\u092a\u0923\u0947 \u092e\u093e\u0930\u094d\u0917\u0915\u094d\u0930\u092e\u0923 \u0915\u0930\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940 \u090f\u0915 \u0905\u0924\u094d\u092f\u093e\u0935\u0936\u094d\u092f\u0915 \u0915\u094c\u0936\u0932\u094d\u092f \u0920\u0930\u0932\u0947 \u0906\u0939\u0947. \u092f\u093e \u0938\u0902\u0936\u094b\u0927\u0928\u093e\u0924 \u0914\u092a\u091a\u093e\u0930\u093f\u0915, \u0905\u0928\u094c\u092a\u091a\u093e\u0930\u093f\u0915 \u0906\u0923\u093f \u0921\u093f\u091c\u093f\u091f\u0932 \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u091a\u094d\u092f\u093e \u092e\u093e\u0927\u094d\u092f\u092e\u093e\u0924\u0942\u0928 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0915\u0936\u0940 \u0935\u093e\u0922\u0935\u093f\u0924\u093e \u092f\u0947\u0924\u0947 \u0906\u0923\u093f \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u092c\u0932\u0940\u0915\u0930\u0923 \u0915\u0938\u0947 \u0938\u093e\u0927\u094d\u092f \u0915\u0930\u0924\u093e \u092f\u0947\u0924\u0947, \u092f\u093e\u091a\u0947 \u0905\u0927\u094d\u092f\u092f\u0928 \u0915\u0930\u0923\u094d\u092f\u093e\u0924 \u0906\u0932\u0947 \u0906\u0939\u0947. \u0909\u092a\u0932\u092c\u094d\u0927 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u093e\u091a\u0947 \u092a\u0941\u0928\u0930\u093e\u0935\u0932\u094b\u0915\u0928 \u0906\u0923\u093f \u091c\u093e\u0917\u0924\u093f\u0915 \u0906\u0930\u094d\u0925\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923 \u0909\u092a\u0915\u094d\u0930\u092e\u093e\u0902\u091a\u0947 \u0935\u093f\u0936\u094d\u0932\u0947\u0937\u0923 \u092f\u093e\u0902\u0926\u094d\u0935\u093e\u0930\u0947 \u0906\u0930\u094d\u0925\u093f\u0915 \u091c\u094d\u091e\u093e\u0928\u093e\u091a\u093e \u0935\u0948\u092f\u0915\u094d\u0924\u093f\u0915 \u0906\u0930\u094d\u0925\u093f\u0915 \u0928\u093f\u0930\u094d\u0923\u092f\u2013\u0915\u094d\u0937\u092e\u0924\u093e, \u092c\u091a\u0924 \u0935\u0930\u094d\u0924\u0928, \u0915\u0930\u094d\u091c \u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e\u092a\u0928 \u0906\u0923\u093f \u0926\u0940\u0930\u094d\u0918\u0915\u093e\u0932\u0940\u0928 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u094d\u0925\u0948\u0930\u094d\u092f\u093e\u0935\u0930 \u0915\u0938\u093e \u092a\u094d\u0930\u092d\u093e\u0935 \u092a\u0921\u0924\u094b \u0939\u0947 \u0938\u094d\u092a\u0937\u094d\u091f \u091d\u093e\u0932\u0947 \u0906\u0939\u0947. \u0928\u093f\u0937\u094d\u0915\u0930\u094d\u0937 \u0926\u0930\u094d\u0936\u0935\u093f\u0924\u093e\u0924 \u0915\u0940 \u0909\u091a\u094d\u091a \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0905\u0938\u0932\u0947\u0932\u0947 \u0935\u094d\u092f\u0915\u094d\u0924\u0940 \u0938\u0902\u0938\u093e\u0927\u0928\u093e\u0902\u091a\u0947 \u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e\u092a\u0928 \u0905\u0927\u093f\u0915 \u092a\u094d\u0930\u092d\u093e\u0935\u0940\u092a\u0923\u0947 \u0915\u0930\u0942 \u0936\u0915\u0924\u093e\u0924, \u0906\u0930\u094d\u0925\u093f\u0915 \u0909\u092a\u0915\u094d\u0930\u092e\u093e\u0902\u092e\u0927\u094d\u092f\u0947 \u0938\u0915\u094d\u0930\u093f\u092f \u0938\u0939\u092d\u093e\u0917 \u0918\u0947\u090a \u0936\u0915\u0924\u093e\u0924 \u0906\u0923\u093f \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u0902\u0915\u091f\u093e\u0902\u0928\u093e \u091a\u093e\u0902\u0917\u0932\u094d\u092f\u093e \u092a\u094d\u0930\u0915\u093e\u0930\u0947 \u0924\u094b\u0902\u0921 \u0926\u0947\u090a \u0936\u0915\u0924\u093e\u0924. \u092f\u093e\u0936\u093f\u0935\u093e\u092f, \u0936\u093e\u0932\u0947\u092f \u0905\u092d\u094d\u092f\u093e\u0938\u0915\u094d\u0930\u092e\u093e\u0924 \u0906\u0930\u094d\u0925\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u091a\u093e \u0938\u092e\u093e\u0935\u0947\u0936, \u0938\u092e\u0941\u0926\u093e\u092f \u0906\u0927\u093e\u0930\u093f\u0924 \u0915\u093e\u0930\u094d\u092f\u0915\u094d\u0930\u092e\u093e\u0902\u091a\u093e \u0935\u093f\u0938\u094d\u0924\u093e\u0930 \u0906\u0923\u093f \u0921\u093f\u091c\u093f\u091f\u0932 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u092e\u091c\u092c\u0942\u0924 \u0915\u0930\u0923\u0947 \u0939\u0947 \u0938\u093e\u092e\u093e\u091c\u093f\u0915\u2013\u0906\u0930\u094d\u0925\u093f\u0915 \u0926\u0930\u0940 \u092d\u0930\u0942\u0928 \u0915\u093e\u0922\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940 \u0905\u0924\u094d\u092f\u0902\u0924 \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u093e\u091a\u0947 \u0905\u0938\u0932\u094d\u092f\u093e\u091a\u0947 \u0905\u0927\u094d\u092f\u092f\u0928 \u0938\u0941\u091a\u0935\u0924\u0947. \u0936\u0947\u0935\u091f\u0940, \u092f\u093e \u0938\u0902\u0936\u094b\u0927\u0928\u093e\u0924 \u0926\u093f\u0938\u0942\u0928 \u092f\u0947\u0924\u0947 \u0915\u0940 \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u091a\u094d\u092f\u093e \u092e\u093e\u0927\u094d\u092f\u092e\u093e\u0924\u0942\u0928 \u0935\u093f\u0915\u0938\u093f\u0924 \u0939\u094b\u0923\u093e\u0930\u0940 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0939\u0940 \u0938\u0930\u094d\u0935\u0938\u092e\u093e\u0935\u0947\u0936\u0915 \u0906\u0930\u094d\u0925\u093f\u0915 \u0935\u093f\u0915\u093e\u0938\u093e\u0938 \u091a\u093e\u0932\u0928\u093e \u0926\u0947\u0923\u093e\u0930\u0940 \u0906\u0923\u093f \u0935\u093f\u0936\u0947\u0937\u0924\u0903 \u0935\u0902\u091a\u093f\u0924 \u0917\u091f\u093e\u0902\u0928\u093e \u0906\u0930\u094d\u0925\u093f\u0915\u0926\u0943\u0937\u094d\u091f\u094d\u092f\u093e \u0938\u092c\u0933 \u092c\u0928\u0935\u0923\u093e\u0930\u0947 \u090f\u0915 \u092a\u094d\u0930\u092d\u093e\u0935\u0940 \u0938\u093e\u0927\u0928 \u0906\u0939\u0947.<\/p>\n\n\n\n

Keywords:<\/strong> \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e, \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u092c\u0932\u0940\u0915\u0930\u0923, \u0906\u0930\u094d\u0925\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923, \u0906\u0930\u094d\u0925\u093f\u0915 \u0935\u093f\u0915\u093e\u0938, \u0935\u0948\u092f\u0915\u094d\u0924\u093f\u0915 \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e, \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u092e\u093e\u0935\u0947\u0936\u0928.<\/p>\n\n\n\n

Page No: 60-67<\/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
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\r\n\t\t\t\t\t\t\t\r\n\t\t<\/a>\r\n\t\t
<\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t

\u0917\u0921\u091a\u093f\u0930\u094b\u0932\u0940 \u091c\u093f\u0932\u094d\u0939\u092f\u093e\u0924\u0940\u0932 \u0938\u093e\u0930\u094d\u0935\u091c\u0928\u093f\u0915 \u0935\u093f\u0924\u0930\u0923 \u092a\u094d\u0930\u0923\u093e\u0932\u0940 \u0935 \u0917\u0930\u0940\u092c\u0940 \u2013\u090f\u0915 \u0905\u092d\u094d\u092f\u093e\u0938<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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\r\n\t\t\t\t\t\t\t\n

Author: \u092a\u094d\u0930\u093e. \u092e\u0939\u093e\u0926\u0947\u0935 \u0930\u093e\u092e\u092d\u093e\u090a \u0938\u0926\u093e\u0935\u0930\u094d\u0924\u0947 & \u0921\u0949.\u0906\u0930.\u092c\u0940. \u092e\u0947\u0936\u094d\u0930\u093e\u092e<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041012<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u092e\u093e\u0928\u0935\u093e\u091a\u094d\u092f\u093e \u0924\u0940\u0928 \u0917\u0930\u091c\u093e \u092e\u0942\u0932\u092d\u0942\u0924 \u0906\u0939\u0947\u0924. \u0905\u0928\u094d\u0928, \u0935\u0938\u094d\u0924\u094d\u0930 \u0906\u0923\u093f \u0928\u093f\u0935\u093e\u0930\u093e. \u092f\u093e\u092a\u0948\u0915\u0940, \u0905\u0928\u094d\u0928 \u0939\u0940 \u0909\u0926\u0930\u0928\u093f\u0930\u094d\u0935\u093e\u0939\u093e\u091a\u0940 \u092a\u094d\u0930\u093e\u0925\u092e\u093f\u0915 \u0917\u0930\u091c \u0906\u0939\u0947. \u092d\u0942\u0915 \u092d\u093e\u0917\u0935\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940 \u092e\u093e\u0928\u0935 \u0938\u0930\u094d\u0935 \u092a\u094d\u0930\u0915\u093e\u0930\u091a\u0947 \u0915\u093e\u0930\u094d\u092f \u0915\u0930\u0940\u0924 \u0905\u0938\u0924\u094b. \u0938\u094d\u0935\u093e\u0924\u0902\u0924\u094d\u0930\u094d\u092f\u093e\u0928\u0902\u0924\u0930, \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u093e\u0928\u0947 \u0938\u092e\u093e\u0928\u0924\u0947\u0935\u0930 \u0906\u0927\u093e\u0930\u093f\u0924 \u0938\u092e\u093e\u091c\u0935\u093e\u0926\u0940 \u0932\u094b\u0915\u0936\u093e\u0939\u0940 \u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e \u0938\u094d\u0935\u0940\u0915\u093e\u0930\u0932\u0940.
\u0917\u0930\u093f\u092c\u093e\u0902\u0928\u093e \u0909\u092a\u093e\u0938\u092e\u093e\u0930\u0940\u091a\u093e \u092b\u091f\u0915\u093e \u0938\u0939\u0928 \u0915\u0930\u093e\u0935\u093e \u0932\u093e\u0917\u0924\u094b. \u0917\u0930\u093f\u092c\u093e\u0902\u0928\u093e \u0906\u0927\u093e\u0930 \u0926\u0947\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940 \u0906\u0923\u093f \u0924\u094d\u092f\u093e\u0902\u091a\u093e \u0938\u0928\u094d\u092e\u093e\u0928 \u0938\u094d\u0925\u093e\u092a\u093f\u0924 \u0915\u0930\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940, \u0938\u0930\u0915\u093e\u0930\u091a\u094d\u092f\u093e \u0905\u0928\u094d\u0928 \u0906\u0923\u093f \u0928\u093e\u0917\u0930\u0940 \u092a\u0941\u0930\u0935\u0920\u093e \u0935\u093f\u092d\u093e\u0917\u093e\u0928\u0947 \u0938\u093e\u0930\u094d\u0935\u091c\u0928\u093f\u0915 \u0935\u093f\u0924\u0930\u0923 \u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e \u0938\u0941\u0930\u0942 \u0915\u0947\u0932\u0940. \u092f\u093e \u0935\u094d\u092f\u0935\u0938\u094d\u0925\u0947\u092e\u0941\u0933\u0947 \u0917\u0930\u093f\u092c\u093e\u0902\u0928\u093e \u0906\u0935\u0936\u094d\u092f\u0915 \u0905\u0938\u0932\u0947\u0932\u094d\u092f\u093e \u092e\u0942\u0932\u092d\u0942\u0924 \u0917\u0930\u091c\u093e \u092e\u093f\u0933\u0924\u0940\u0932 \u092f\u093e\u091a\u0940 \u0916\u093e\u0924\u094d\u0930\u0940 \u091d\u093e\u0932\u0940. \u0930\u093e\u091c\u094d\u092f \u0938\u0930\u0915\u093e\u0930\u093e\u0902\u0928\u093e \u0939\u0940 \u092f\u094b\u091c\u0928\u093e \u0930\u093e\u092c\u0935\u093f\u0923\u094d\u092f\u093e\u091a\u0940 \u091c\u092c\u093e\u092c\u0926\u093e\u0930\u0940 \u0938\u094b\u092a\u0935\u0923\u094d\u092f\u093e\u0924 \u0906\u0932\u0940. \u0905\u0936\u093e\u092a\u094d\u0930\u0915\u093e\u0930\u0947, \u0938\u093e\u0930\u094d\u0935\u091c\u0928\u093f\u0915 \u0935\u093f\u0924\u0930\u0923 \u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e \u0928\u0947\u091f\u0935\u0930\u094d\u0915 \u0926\u0947\u0936\u092d\u0930 \u092a\u0938\u0930\u0932\u0947, \u091c\u094d\u092f\u093e\u092e\u0941\u0933\u0947 \u092d\u093e\u0930\u0924\u0940\u092f \u0928\u093e\u0917\u0930\u093f\u0915\u093e\u0902\u0928\u093e \u0906\u0935\u0936\u094d\u092f\u0915 \u0935\u0938\u094d\u0924\u0942 \u0935\u093e\u091c\u0935\u0940 \u0915\u093f\u092e\u0924\u0940\u0924 \u0909\u092a\u0932\u092c\u094d\u0927 \u0915\u0930\u0942\u0928 \u0926\u0947\u0923\u094d\u092f\u093e\u091a\u0947 \u0928\u093f\u0936\u094d\u091a\u093f\u0924 \u0915\u0930\u0923\u094d\u092f\u093e\u0924 \u0906\u0932\u0947.<\/p>\n\n\n\n

Keywords:<\/strong> \u0938\u093e\u0930\u094d\u0935\u091c\u0928\u093f\u0915 \u0935\u093f\u0924\u0930\u0923 \u092a\u094d\u0930\u0923\u093e\u0932\u0940, \u0905\u0928\u094d\u0928\u0938\u0941\u0930\u0915\u094d\u0937\u093e, \u0938\u094d\u0935\u0938\u094d\u0924 \u0927\u093e\u0928\u094d\u092f \u0926\u0941\u0915\u093e\u0928, \u0930\u0947\u0936\u0928\u0915\u093e\u0930\u094d\u0921,\u0917\u0930\u0940\u092c\u0940 \u0907\u0924\u094d\u092f\u093e\u0926\u093f,<\/p>\n\n\n\n

Page No: 68-71<\/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
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\u0936\u0948\u0915\u094d\u0937\u0923\u093f\u0915 \u092e\u093e\u0927\u094d\u092f\u092e\u093e\u0924\u0942\u0928 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0935 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u0915\u094d\u0937\u092e\u0940\u0915\u0930\u0923<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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Author: \u0921\u0949. \u0932\u093f\u0932\u093e\u0927\u0930 \u0916\u0930\u092a\u0942\u0930\u093f\u092f\u0947<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041013<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u0906\u091c\u091a\u094d\u092f\u093e \u091c\u0932\u0926\u0917\u0924\u0940\u0928\u0947 \u092c\u0926\u0932\u0923\u093e\u0931\u094d\u092f\u093e \u091c\u093e\u0917\u0924\u093f\u0915 \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u0947\u0924 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0939\u0947 \u092a\u094d\u0930\u0924\u094d\u092f\u0947\u0915 \u0928\u093e\u0917\u0930\u093f\u0915\u093e\u091a\u0947 \u092e\u0942\u0932\u092d\u0942\u0924 \u0917\u0930\u091c \u092c\u0928\u0932\u0940 \u0906\u0939\u0947. \u0924\u0902\u0924\u094d\u0930\u091c\u094d\u091e\u093e\u0928\u093e\u0924\u0940\u0932 \u092a\u094d\u0930\u0917\u0924\u0940, \u0921\u093f\u091c\u093f\u091f\u093e\u092f\u091d\u0947\u0936\u0928, \u0911\u0928\u0932\u093e\u0908\u0928 \u092a\u0947\u092e\u0947\u0902\u091f \u092a\u0926\u094d\u0927\u0924\u0940, \u0917\u0941\u0902\u0924\u0935\u0923\u0942\u0915\u0940\u091a\u0947 \u0928\u0935\u0947 \u092a\u0930\u094d\u092f\u093e\u092f, \u0915\u0930\u094d\u091c\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e, \u0935\u093f\u092e\u093e, \u0928\u093f\u0935\u0943\u0924\u094d\u0924\u0940 \u0928\u093f\u092f\u094b\u091c\u0928 \u0906\u0923\u093f \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u0941\u0930\u0915\u094d\u0937\u093e \u092f\u093e\u0902\u091a\u094d\u092f\u093e \u0935\u093e\u0922\u0924\u094d\u092f\u093e \u0917\u0941\u0902\u0924\u093e\u0917\u0941\u0902\u0924\u0940\u092e\u0941\u0933\u0947 \u0906\u0930\u094d\u0925\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923 \u0905\u0928\u093f\u0935\u093e\u0930\u094d\u092f \u0920\u0930\u0932\u0947 \u0906\u0939\u0947. \u0905\u0928\u0947\u0915 \u0905\u092d\u094d\u092f\u093e\u0938\u093e\u0924\u0942\u0928 \u0926\u093f\u0938\u0942\u0928 \u0906\u0932\u0947 \u0906\u0939\u0947 \u0915\u0940, \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0905\u0938\u0932\u0947\u0932\u094d\u092f\u093e \u0935\u094d\u092f\u0915\u094d\u0924\u0940 \u0906\u0923\u093f \u0915\u0941\u091f\u0941\u0902\u092c\u093e\u0902\u091a\u0947 \u0906\u0930\u094d\u0925\u093f\u0915 \u0928\u093f\u0930\u094d\u0923\u092f \u0905\u0927\u093f\u0915 \u092a\u094d\u0930\u092d\u093e\u0935\u0940 \u0905\u0938\u0924\u093e\u0924. \u091c\u094d\u092f\u093e\u092e\u0941\u0933\u0947 \u0924\u094d\u092f\u093e\u0902\u091a\u0947 \u0909\u0924\u094d\u092a\u0928\u094d\u0928, \u092c\u091a\u0924, \u0917\u0941\u0902\u0924\u0935\u0923\u0942\u0915 \u0935 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u094d\u0925\u0948\u0930\u094d\u092f \u0935\u093e\u0922\u0924\u0947. \u092e\u093e\u0924\u094d\u0930 \u0906\u0930\u094d\u0925\u093f\u0915 \u0905\u0938\u093e\u0915\u094d\u0937\u0930\u0924\u0947\u092e\u0941\u0933\u0947 \u091a\u0941\u0915\u0940\u091a\u0947 \u0917\u0941\u0902\u0924\u0935\u0923\u0942\u0915 \u0928\u093f\u0930\u094d\u0923\u092f, \u0915\u0930\u094d\u091c\u093e\u091a\u0947 \u0913\u091d\u0947, \u092b\u0938\u0935\u0923\u0942\u0915, \u0926\u093f\u0935\u093e\u0933\u0916\u094b\u0930\u0940, \u0905\u0928\u093f\u092f\u094b\u091c\u093f\u0924 \u0916\u0930\u094d\u091a \u0906\u0923\u093f \u0905\u0932\u094d\u092a \u092c\u091a\u0924 \u092f\u093e\u0902\u0938\u093e\u0930\u0916\u094d\u092f\u093e \u0938\u092e\u0938\u094d\u092f\u093e \u0909\u0926\u094d\u092d\u0935\u0924\u093e\u0924.
\u092d\u093e\u0930\u0924\u093e\u0938\u093e\u0930\u0916\u094d\u092f\u093e \u0935\u093f\u0915\u0938\u0928\u0936\u0940\u0932 \u0926\u0947\u0936\u093e\u0924 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0939\u093e \u0906\u0930\u094d\u0925\u093f\u0915 \u0935\u093f\u0915\u093e\u0938\u093e\u091a\u093e \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u093e\u091a\u093e \u0918\u091f\u0915 \u0906\u0939\u0947. \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0940\u092f \u0936\u093f\u0915\u094d\u0937\u0923 \u0927\u094b\u0930\u0923, \u0935\u093f\u0924\u094d\u0924 \u092e\u0902\u0924\u094d\u0930\u093e\u0932\u092f, \u0906\u0930\u092c\u0940\u0906\u092f, \u0938\u0947\u092c\u0940, \u090f\u0928\u090f\u0938\u0921\u0940\u090f\u0932 \u0906\u0923\u093f \u0935\u093f\u0935\u093f\u0927 \u0917\u0948\u0930-\u0936\u093e\u0938\u0915\u0940\u092f \u0938\u0902\u0938\u094d\u0925\u093e\u0902\u091a\u094d\u092f\u093e \u092a\u0941\u0922\u093e\u0915\u093e\u0930\u093e\u0928\u0947 \u091c\u0928\u0924\u0947\u0924 \u0906\u0930\u094d\u0925\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923 \u092a\u094b\u0939\u094b\u091a\u0935\u0923\u094d\u092f\u093e\u091a\u0947 \u0915\u093e\u0930\u094d\u092f \u0938\u0941\u0930\u0942 \u0906\u0939\u0947. \u092a\u0930\u0902\u0924\u0941 \u0917\u094d\u0930\u093e\u092e\u0940\u0923 \u092d\u093e\u0917\u093e\u0924\u0940\u0932 \u0938\u094d\u0924\u094d\u0930\u093f\u092f\u093e, \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u0940, \u0936\u0947\u0924\u0915\u0930\u0940, \u0932\u0918\u0941 \u0909\u0926\u094d\u092f\u094b\u091c\u0915 \u0935 \u0906\u0930\u094d\u0925\u093f\u0915\u0926\u0943\u0937\u094d\u091f\u094d\u092f\u093e \u0926\u0941\u0930\u094d\u092c\u0932 \u0918\u091f\u0915\u093e\u0902\u092e\u0927\u094d\u092f\u0947 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u0947\u091a\u0947 \u092a\u094d\u0930\u092e\u093e\u0923 \u0906\u091c\u0939\u0940 \u0938\u092e\u093e\u0927\u093e\u0928\u0915\u093e\u0930\u0915 \u0928\u093e\u0939\u0940. \u092e\u094d\u0939\u0923\u0942\u0928 \u0936\u093f\u0915\u094d\u0937\u0923 \u092a\u094d\u0930\u0923\u093e\u0932\u0940\u091a\u094d\u092f\u093e \u092e\u093e\u0927\u094d\u092f\u092e\u093e\u0924\u0942\u0928 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e \u0915\u0936\u0940 \u0935\u093e\u0922\u0942 \u0936\u0915\u0924\u0947 \u0906\u0923\u093f \u0924\u094d\u092f\u093e\u0924\u0942\u0928 \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u0915\u094d\u0937\u092e\u0940\u0915\u0930\u0923 \u0915\u0936\u093e \u092a\u094d\u0930\u0915\u093e\u0930\u0947 \u0938\u093e\u0927\u094d\u092f \u0939\u094b\u090a \u0936\u0915\u0924\u0947. \u092f\u093e\u091a\u093e \u0905\u092d\u094d\u092f\u093e\u0938 \u092f\u093e \u0936\u094b\u0927\u0928\u093f\u092c\u0902\u0927\u093e\u092e\u0927\u094d\u092f\u0947 \u0915\u0930\u0923\u094d\u092f\u093e\u0924 \u0906\u0932\u093e \u0906\u0939\u0947.<\/p>\n\n\n\n

Keywords:<\/strong> \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u093e\u0915\u094d\u0937\u0930\u0924\u093e, \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u0915\u094d\u0937\u092e\u0940\u0915\u0930\u0923, \u0915\u0930\u094d\u091c \u0935\u094d\u092f\u0935\u0938\u094d\u0925, \u0906\u0930\u094d\u0925\u093f\u0915 \u0928\u093f\u0930\u094d\u0923\u092f\u0915\u094d\u0937\u092e\u0924\u093e, \u0906\u0930\u094d\u0925\u093f\u0915 \u0938\u0941\u0930\u0915\u094d\u0937\u093e.<\/p>\n\n\n\n

Page No: 72-79<\/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
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An Analysis of Key Policy Provisions Related to Technology-Enabled Teacher Education under NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sanabano Shaikh<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041014<\/a><\/p>\n\n\n\n

Abstract:<\/strong> To improve teacher education in India, educational technology is acknowledged in the National Education Policy (NEP) 2020. In this conceptual study NEP 2020 policy provisions are analysed to understand the technology-enabled teacher education. The study illustrates how NEP 2020 will help to improve pedagogical methods, encourage professional development, and digital literacy empower teachers by looking at policy declarations, suggested reforms, and implementation tactics. This study also highlights issues such as institutional preparedness, capacity building, and infrastructure. This study provide a clear and theorybased understanding of how technology is integrated into teacher education under NEP 2020 and contributes to the ongoing discussion on education policy.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, Teacher Education, Educational Technology, Digital Pedagogy, Policy Analysis.<\/p>\n\n\n\n

Page No: 80-82<\/strong><\/p>\n\n\n\n

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The Political Vision of Kanshi Ram: A Study of Bahujan Mobilization and Electoral Strategy<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Vishal Anandrao Wahewal<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041015<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This research paper examines the political thought and organizational strategies of Kanshi Ram, a central figure in Dalit\u2013Bahujan politics in India. It explores his ideological framework, the creation of BAMCEF, DS-4, and the Bahujan Samaj Party (BSP), and the methods he used to mobilize marginalized communities. The study also evaluates his innovations in electoral strategy, his efforts to consolidate oppressed social groups, and the historical significance of his political interventions. The analysis concludes that Kanshi Ram introduced structural and ideological changes that reshaped identity politics in North India and provided a durable model for Bahujan empowerment.<\/p>\n\n\n\n

Keywords:<\/strong> Kanshi Ram, Bahujan Politics, Dalit Empowerment, Political Mobilisation, BSP, BAMCEF, DS4, Social Justice, Electoral Strategy, Identity Politics, Political Representation, Social Exclusion, Indian Democracy.<\/p>\n\n\n\n

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

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\u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u093e\u091a\u0947 \u0935\u093f\u0915\u0938\u093f\u0924 \u0926\u093e\u0932\u0928<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: \u0921\u0949. \u0939\u093f\u0930\u093e\u091c\u0940 \u092c\u0928\u092a\u0942\u0930\u0915\u0930<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041016<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u201c\u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u093e\u091a\u0947 \u0935\u093f\u0915\u0938\u093f\u0924 \u0926\u093e\u0932\u0928\u201d \u092f\u093e \u0932\u0947\u0916\u093e\u0924 \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u093e\u091a\u0940 \u0935\u094d\u092f\u093e\u092a\u0915 \u0906\u0923\u093f \u0938\u092e\u0943\u0926\u094d\u0927 \u092a\u0930\u0902\u092a\u0930\u093e \u0909\u0932\u0917\u0921\u0932\u0940 \u0906\u0939\u0947. \u0938\u0902\u0924\u0915\u093e\u0935\u094d\u092f\u093e\u092a\u093e\u0938\u0942\u0928 \u0906\u0927\u0941\u0928\u093f\u0915 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u093e\u092a\u0930\u094d\u092f\u0902\u0924 \u0935\u093f\u0935\u093f\u0927 \u092a\u094d\u0930\u0935\u093e\u0939\u093e\u0902\u0928\u0940 \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f \u0938\u092e\u0943\u0926\u094d\u0927 \u0915\u0947\u0932\u0947 \u0906\u0939\u0947. \u091c\u094d\u091e\u093e\u0928\u0926\u0947\u0935, \u0924\u0941\u0915\u093e\u0930\u093e\u092e \u092f\u093e\u0902\u0938\u093e\u0930\u0916\u094d\u092f\u093e \u0938\u0902\u0924\u093e\u0902\u0928\u0940 \u092d\u0915\u094d\u0924\u093f\u0915\u093e\u0935\u094d\u092f\u093e\u0926\u094d\u0935\u093e\u0930\u0947 \u0905\u0927\u094d\u092f\u093e\u0924\u094d\u092e \u092e\u093e\u0902\u0921\u0932\u0947, \u0924\u0930 \u092e\u0939\u093e\u0924\u094d\u092e\u093e \u092b\u0941\u0932\u0947 \u0906\u0923\u093f \u0921\u0949. \u0906\u0902\u092c\u0947\u0921\u0915\u0930 \u092f\u093e\u0902\u091a\u094d\u092f\u093e \u0935\u093f\u091a\u093e\u0930\u093e\u0902\u0928\u0940 \u0938\u093e\u092e\u093e\u091c\u093f\u0915 \u092a\u0930\u093f\u0935\u0930\u094d\u0924\u0928 \u0918\u0921\u0935\u0932\u0947. \u0915\u093e\u0926\u0902\u092c\u0930\u0940, \u0915\u0935\u093f\u0924\u093e, \u0928\u093e\u091f\u0915 \u0906\u0923\u093f \u0915\u0925\u093e \u092f\u093e \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u092a\u094d\u0930\u0915\u093e\u0930\u093e\u0902\u0928\u0940 \u0938\u092e\u093e\u091c\u093e\u0924\u0940\u0932 \u0935\u093e\u0938\u094d\u0924\u0935, \u092d\u093e\u0935\u0928\u093e \u0906\u0923\u093f \u0935\u093f\u091a\u093e\u0930 \u092a\u094d\u0930\u092d\u093e\u0935\u0940\u092a\u0923\u0947 \u092e\u093e\u0902\u0921\u0932\u0947.
\u0915\u093e\u0926\u0902\u092c\u0930\u0940 \u092a\u094d\u0930\u0915\u093e\u0930\u093e\u0928\u0947 \u0938\u093e\u092e\u093e\u091c\u093f\u0915 \u092a\u094d\u0930\u0936\u094d\u0928 \u0906\u0923\u093f \u092e\u093e\u0928\u0935\u0940 \u091c\u0940\u0935\u0928\u093e\u091a\u0947 \u0935\u093e\u0938\u094d\u0924\u0935 \u091a\u093f\u0924\u094d\u0930\u0923 \u0915\u0947\u0932\u0947, \u0924\u0930 \u0915\u0935\u093f\u0924\u0947\u0928\u0947 \u0938\u0902\u0935\u0947\u0926\u0928\u0936\u0940\u0932\u0924\u093e \u0906\u0923\u093f \u092f\u0941\u0917\u0927\u0930\u094d\u092e \u0935\u094d\u092f\u0915\u094d\u0924 \u0915\u0947\u0932\u093e. \u0928\u093e\u091f\u0915\u093e\u0902\u0928\u0940 \u0932\u094b\u0915\u093e\u092d\u093f\u0930\u0941\u091a\u0940 \u0906\u0923\u093f \u0938\u093e\u092e\u093e\u091c\u093f\u0915 \u092a\u0930\u093f\u0935\u0930\u094d\u0924\u0928 \u092f\u093e\u0902\u091a\u093e \u0938\u092e\u0924\u094b\u0932 \u0938\u093e\u0927\u0932\u093e. \u0915\u0925\u093e\u0902\u0928\u0940 \u092e\u093e\u0928\u0935\u0940 \u092e\u0928\u093e\u0924\u0940\u0932 \u0938\u0942\u0915\u094d\u0937\u094d\u092e \u092d\u093e\u0935\u0928\u093e\u0902\u091a\u0947 \u091a\u093f\u0924\u094d\u0930\u0923 \u0915\u0947\u0932\u0947.
\u0924\u0925\u093e\u092a\u093f, \u092c\u0939\u0941\u091c\u0928, \u0917\u094d\u0930\u093e\u092e\u0940\u0923 \u0906\u0923\u093f \u0926\u0932\u093f\u0924 \u0938\u092e\u093e\u091c\u093e\u091a\u0947 \u0935\u093e\u0938\u094d\u0924\u0935 \u092a\u0942\u0930\u094d\u0923\u092a\u0923\u0947 \u092a\u094d\u0930\u0924\u093f\u092c\u093f\u0902\u092c\u093f\u0924 \u091d\u093e\u0932\u0947 \u0928\u093e\u0939\u0940, \u0939\u0940 \u0909\u0923\u0940\u0935\u0939\u0940 \u0932\u0947\u0916\u093e\u0924 \u0905\u0927\u094b\u0930\u0947\u0916\u093f\u0924 \u0915\u0947\u0932\u0940 \u0906\u0939\u0947. \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f \u0938\u092e\u0943\u0926\u094d\u0927, \u092a\u094d\u0930\u0917\u0932\u094d\u092d \u0906\u0923\u093f \u0935\u0948\u091a\u093e\u0930\u093f\u0915\u0926\u0943\u0937\u094d\u091f\u094d\u092f\u093e \u0938\u0915\u094d\u0937\u092e \u0905\u0938\u0932\u0947 \u0924\u0930\u0940 \u0938\u0930\u094d\u0935\u0938\u093e\u092e\u093e\u0928\u094d\u092f\u093e\u0902\u091a\u094d\u092f\u093e \u091c\u0940\u0935\u0928\u093e\u091a\u0947 \u0938\u0902\u092a\u0942\u0930\u094d\u0923 \u092a\u094d\u0930\u0924\u093f\u0928\u093f\u0927\u093f\u0924\u094d\u0935 \u0915\u0930\u0923\u094d\u092f\u093e\u0924 \u0915\u093e\u0939\u0940 \u092e\u0930\u094d\u092f\u093e\u0926\u093e \u0926\u093f\u0938\u0924\u093e\u0924.
\u090f\u0915\u0942\u0923\u091a, \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f \u0939\u0947 \u0935\u093f\u0935\u093f\u0927 \u0915\u093e\u0932\u0916\u0902\u0921\u093e\u0924\u0940\u0932 \u0938\u093e\u092e\u093e\u091c\u093f\u0915, \u0938\u093e\u0902\u0938\u094d\u0915\u0943\u0924\u093f\u0915 \u0906\u0923\u093f \u0935\u0948\u091a\u093e\u0930\u093f\u0915 \u092c\u0926\u0932\u093e\u0902\u091a\u0947 \u092a\u094d\u0930\u092d\u093e\u0935\u0940 \u092a\u094d\u0930\u0924\u093f\u092c\u093f\u0902\u092c \u0905\u0938\u0942\u0928, \u0924\u0947 \u0938\u0924\u0924 \u0935\u093f\u0915\u0938\u093f\u0924 \u0939\u094b\u0924 \u0930\u093e\u0939\u093f\u0932\u0947\u0932\u0947 \u090f\u0915 \u0938\u092e\u0943\u0926\u094d\u0927 \u0926\u093e\u0932\u0928 \u0906\u0939\u0947.<\/p>\n\n\n\n

Keywords:<\/strong> \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f, \u0915\u093e\u0926\u0902\u092c\u0930\u0940, \u0915\u0935\u093f\u0924\u093e, \u0928\u093e\u091f\u0915, \u0938\u093e\u092e\u093e\u091c\u093f\u0915 \u092a\u0930\u093f\u0935\u0930\u094d\u0924\u0928<\/p>\n\n\n\n

Page No: 88-92<\/strong><\/p>\n\n\n\n

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\u092e\u0930\u093e\u0920\u0940 \u092d\u093e\u0937\u093e \u0935 \u0930\u094b\u091c\u0917\u093e\u0930 \u0938\u0902\u0927\u0940<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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Author: \u092a\u094d\u0930\u093e. \u092a\u094d\u0930\u0926\u093f\u092a \u0915\u0947\u0936\u0935 \u091a\u093e\u092a\u0932\u0947<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041017<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u092e\u0930\u093e\u0920\u0940 \u092d\u093e\u0937\u093e \u0939\u0940 \u0915\u0947\u0935\u0933 \u0938\u0902\u0935\u093e\u0926\u093e\u091a\u0947 \u0938\u093e\u0927\u0928 \u0928\u0938\u0942\u0928 \u0935\u094d\u092f\u0915\u094d\u0924\u0940\u091a\u094d\u092f\u093e \u0938\u093e\u092e\u093e\u091c\u093f\u0915, \u0938\u093e\u0902\u0938\u094d\u0915\u0943\u0924\u093f\u0915 \u0906\u0923\u093f \u0906\u0930\u094d\u0925\u093f\u0915 \u092a\u094d\u0930\u0917\u0924\u0940\u0938\u093e\u0920\u0940 \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u093e\u091a\u0940 \u092d\u0942\u092e\u093f\u0915\u093e \u092c\u091c\u093e\u0935\u0924\u0947. \u091c\u093e\u0917\u0924\u093f\u0915\u0940\u0915\u0930\u0923\u093e\u092e\u0941\u0933\u0947 \u092c\u0939\u0941\u092d\u093e\u0937\u093f\u0915 \u0915\u094c\u0936\u0932\u094d\u092f\u093e\u0932\u093e \u0935\u093f\u0936\u0947\u0937 \u092e\u0939\u0924\u094d\u0924\u094d\u0935 \u092a\u094d\u0930\u093e\u092a\u094d\u0924 \u091d\u093e\u0932\u0947 \u0905\u0938\u0942\u0928, \u0905\u0928\u0947\u0915 \u092d\u093e\u0937\u093e \u091c\u093e\u0923\u0923\u093e\u0931\u094d\u092f\u093e \u0935\u094d\u092f\u0915\u094d\u0924\u0940\u0902\u0928\u093e \u0930\u094b\u091c\u0917\u093e\u0930\u093e\u091a\u094d\u092f\u093e \u0905\u0927\u093f\u0915 \u0938\u0902\u0927\u0940 \u0909\u092a\u0932\u092c\u094d\u0927 \u0939\u094b\u0924\u093e\u0924. \u092e\u0930\u093e\u0920\u0940\u0938\u0939 \u0907\u0924\u0930 \u092d\u093e\u0937\u093e\u0902\u091a\u0947 \u091c\u094d\u091e\u093e\u0928 \u0935\u094d\u092f\u0915\u094d\u0924\u0940\u0932\u093e \u0938\u094d\u092a\u0930\u094d\u0927\u093e\u0924\u094d\u092e\u0915 \u092c\u0928\u0935\u0924\u0947. \u0914\u092a\u091a\u093e\u0930\u093f\u0915 \u0906\u0923\u093f \u0905\u0928\u094c\u092a\u091a\u093e\u0930\u093f\u0915 \u092d\u093e\u0937\u093e \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u092e\u0941\u0933\u0947 \u0938\u0902\u0935\u093e\u0926\u0915\u094c\u0936\u0932\u094d\u092f \u0935\u093e\u0922\u0924\u0947 \u0906\u0923\u093f \u0930\u094b\u091c\u0917\u093e\u0930\u093e\u091a\u094d\u092f\u093e \u0938\u0902\u0927\u0940 \u0935\u093f\u0938\u094d\u0924\u093e\u0930\u0924\u093e\u0924.
\u092e\u0930\u093e\u0920\u0940 \u092d\u093e\u0937\u093e \u091c\u093e\u0923\u0923\u093e\u0931\u094d\u092f\u093e \u092f\u0941\u0935\u0915\u093e\u0902\u0938\u093e\u0920\u0940 \u0938\u0930\u0915\u093e\u0930\u0940 \u0935 \u092a\u094d\u0930\u0936\u093e\u0938\u0915\u0940\u092f \u0938\u0947\u0935\u093e, \u092a\u0924\u094d\u0930\u0915\u093e\u0930\u093f\u0924\u093e, \u0906\u0915\u093e\u0936\u0935\u093e\u0923\u0940 \u0935 \u0926\u0942\u0930\u0926\u0930\u094d\u0936\u0928, \u0928\u093e\u091f\u0915 \u0935 \u091a\u093f\u0924\u094d\u0930\u092a\u091f \u0928\u093f\u0930\u094d\u092e\u093f\u0924\u0940, \u091c\u093e\u0939\u093f\u0930\u093e\u0924, \u0932\u0947\u0916\u0928 \u0935 \u092a\u094d\u0930\u0915\u093e\u0936\u0928, \u092d\u093e\u0937\u093e\u0902\u0924\u0930, \u092a\u0930\u094d\u092f\u091f\u0928, \u0938\u0942\u0924\u094d\u0930\u0938\u0902\u091a\u093e\u0932\u0928, \u0936\u093f\u0915\u094d\u0937\u0923 \u0906\u0923\u093f \u0921\u093f\u091c\u093f\u091f\u0932 \u092e\u093e\u0927\u094d\u092f\u092e\u0947 \u0905\u0936\u093e \u0935\u093f\u0935\u093f\u0927 \u0915\u094d\u0937\u0947\u0924\u094d\u0930\u093e\u0902\u0924 \u092e\u094b\u0920\u094d\u092f\u093e \u092a\u094d\u0930\u092e\u093e\u0923\u093e\u0935\u0930 \u0930\u094b\u091c\u0917\u093e\u0930\u093e\u091a\u094d\u092f\u093e \u0938\u0902\u0927\u0940 \u0909\u092a\u0932\u092c\u094d\u0927 \u0906\u0939\u0947\u0924. \u092e\u093e\u0924\u094d\u0930, \u092f\u093e \u0938\u0902\u0927\u0940\u0902\u091a\u093e \u0932\u093e\u092d \u0918\u0947\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940 \u0915\u0947\u0935\u0933 \u092d\u093e\u0937\u0947\u091a\u0947 \u091c\u094d\u091e\u093e\u0928 \u092a\u0941\u0930\u0947\u0938\u0947 \u0928\u0938\u0942\u0928 \u0932\u0947\u0916\u0928\u0915\u094c\u0936\u0932\u094d\u092f, \u0938\u0930\u094d\u091c\u0928\u0936\u0940\u0932\u0924\u093e, \u0935\u094d\u092f\u093e\u0915\u0930\u0923\u093e\u091a\u0940 \u091c\u093e\u0923 \u0906\u0923\u093f \u0924\u093e\u0902\u0924\u094d\u0930\u093f\u0915 \u0915\u094c\u0936\u0932\u094d\u092f\u0947 \u0906\u0935\u0936\u094d\u092f\u0915 \u0906\u0939\u0947\u0924. \u092e\u0930\u093e\u0920\u0940 \u092d\u093e\u0937\u0947\u091a\u093e \u092a\u094d\u0930\u092d\u093e\u0935\u0940 \u0906\u0923\u093f \u0935\u094d\u092f\u093e\u0935\u0939\u093e\u0930\u093f\u0915 \u0935\u093e\u092a\u0930 \u0915\u0947\u0932\u094d\u092f\u093e\u0938 \u0924\u0940 \u0930\u094b\u091c\u0917\u093e\u0930\u0928\u093f\u0930\u094d\u092e\u093f\u0924\u0940\u091a\u0947 \u092a\u094d\u0930\u092d\u093e\u0935\u0940 \u0938\u093e\u0927\u0928 \u0920\u0930\u0942 \u0936\u0915\u0924\u0947. \u0924\u094d\u092f\u093e\u092e\u0941\u0933\u0947 \u092e\u0930\u093e\u0920\u0940\u091a\u093e \u0905\u092d\u094d\u092f\u093e\u0938 \u0939\u093e \u0915\u0947\u0935\u0933 \u0936\u0948\u0915\u094d\u0937\u0923\u093f\u0915 \u0928 \u0930\u093e\u0939\u0924\u093e \u0935\u094d\u092f\u093e\u0935\u0938\u093e\u092f\u093f\u0915 \u0926\u0943\u0937\u094d\u091f\u0940\u0928\u0947\u0939\u0940 \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u093e\u091a\u093e \u0906\u0939\u0947.<\/p>\n\n\n\n

Keywords:<\/strong> \u092e\u0930\u093e\u0920\u0940 \u092d\u093e\u0937\u093e, \u0930\u094b\u091c\u0917\u093e\u0930 \u0938\u0902\u0927\u0940, \u092c\u0939\u0941\u092d\u093e\u0937\u093f\u0915\u0924\u093e, \u0935\u094d\u092f\u093e\u0935\u0939\u093e\u0930\u093f\u0915 \u0915\u094c\u0936\u0932\u094d\u092f, \u092d\u093e\u0937\u093e \u0936\u093f\u0915\u094d\u0937\u0923<\/p>\n\n\n\n

Page No: 93-97<\/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
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\u092e\u093e\u0927\u094d\u092f\u092e\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u0924\u0940\u0932 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0940\u092f \u0915\u094c\u0936\u0932\u094d\u092f\u093e\u0902\u091a\u093e \u0935\u093f\u0915\u093e\u0938 : NEP 2020 \u091a\u094d\u092f\u093e \u092a\u093e\u0930\u094d\u0936\u094d\u0935\u092d\u0942\u092e\u0940\u0935\u0930\u0940\u0932 \u090f\u0915 \u0938\u0902\u0915\u0932\u094d\u092a\u0928\u093e\u0924\u094d\u092e\u0915 \u0905\u092d\u094d\u092f\u093e\u0938<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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Author: \u092a\u093e\u091f\u0940\u0932 \u092e\u093f\u0928\u0932 \u0915\u093e\u0936\u093f\u0930\u093e\u092e & \u092a\u094d\u0930\u094b.\u0921\u0949. \u0936\u0940\u0924\u0932 \u091d\u093e\u0932\u094d\u091f\u0947<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041018<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u0968\u0967\u0935\u094d\u092f\u093e \u0936\u0924\u0915\u093e\u0924\u0940\u0932 \u092c\u0926\u0932\u0924\u094d\u092f\u093e \u0938\u093e\u092e\u093e\u091c\u093f\u0915-\u0906\u0930\u094d\u0925\u093f\u0915 \u092a\u0930\u093f\u0938\u094d\u0925\u093f\u0924\u0940\u0924 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0940\u092f \u0915\u094c\u0936\u0932\u094d\u092f\u093e\u0902\u091a\u093e \u0935\u093f\u0915\u093e\u0938 \u0939\u093e \u0936\u093e\u0932\u0947\u092f \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u091a\u093e \u090f\u0915 \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u093e\u091a\u093e \u0918\u091f\u0915 \u092e\u094d\u0939\u0923\u0942\u0928 \u0909\u0926\u092f\u093e\u0938 \u092f\u0947\u0924 \u0906\u0939\u0947. \u092a\u094d\u0930\u0938\u094d\u0924\u0941\u0924 \u0932\u0947\u0916\u093e\u091a\u093e \u0909\u0926\u094d\u0926\u0947\u0936 \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0940\u092f \u0936\u093f\u0915\u094d\u0937\u0923 \u0927\u094b\u0930\u0923 \u0968\u0966\u0968\u0966 (NEP 2020) \u091a\u094d\u092f\u093e \u092a\u093e\u0930\u094d\u0936\u094d\u0935\u092d\u0942\u092e\u0940\u0935\u0930 \u092e\u093e\u0927\u094d\u092f\u092e\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u0924\u0940\u0932 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0940\u092f \u0915\u094c\u0936\u0932\u094d\u092f\u093e\u0902\u091a\u094d\u092f\u093e \u0935\u093f\u0915\u093e\u0938\u093e\u0938\u093e\u0920\u0940 \u090f\u0915 \u092c\u0939\u0941\u0938\u094d\u0924\u0930\u0940\u092f \u0938\u0902\u0915\u0932\u094d\u092a\u0928\u093e\u0924\u094d\u092e\u0915 \u091a\u094c\u0915\u091f \u092e\u093e\u0902\u0921\u0923\u0947 \u0939\u093e \u0906\u0939\u0947. \u0932\u0947\u0916\u093e\u0924 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0940\u092f \u0915\u094c\u0936\u0932\u094d\u092f\u093e\u0902\u091a\u0940 \u0938\u0902\u0915\u0932\u094d\u092a\u0928\u093e \u0935 \u0924\u094d\u092f\u093e\u0902\u091a\u0947 \u092a\u094d\u0930\u092e\u0941\u0916 \u092a\u094d\u0930\u0915\u093e\u0930 \u0938\u094d\u092a\u0937\u094d\u091f \u0915\u0930\u0923\u094d\u092f\u093e\u0924 \u0906\u0932\u0947 \u0905\u0938\u0942\u0928 \u0938\u0902\u092c\u0902\u0927\u093f\u0924 \u0938\u093e\u0939\u093f\u0924\u094d\u092f \u0906\u0923\u093f \u0927\u094b\u0930\u0923\u093e\u0924\u094d\u092e\u0915 \u0924\u0930\u0924\u0941\u0926\u0940\u0902\u091a\u094d\u092f\u093e \u0906\u0927\u093e\u0930\u0947 \u0936\u093e\u0933\u093e-\u0906\u0927\u093e\u0930\u093f\u0924 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0924\u093e \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u091a\u094d\u092f\u093e \u0936\u0915\u094d\u092f\u0924\u093e \u0935\u093f\u0936\u094d\u0932\u0947\u0937\u093f\u0924 \u0915\u0947\u0932\u094d\u092f\u093e \u0906\u0939\u0947\u0924. \u0939\u093e \u0938\u0902\u0915\u0932\u094d\u092a\u0928\u093e\u0924\u094d\u092e\u0915 \u0905\u092d\u094d\u092f\u093e\u0938 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0924\u093e \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u0938\u093e\u0920\u0940 \u0936\u093f\u0915\u094d\u0937\u0915\u093e\u0902\u091a\u0940 \u092d\u0942\u092e\u093f\u0915\u093e, \u0936\u093e\u0933\u093e-\u0938\u094d\u0924\u0930\u093e\u0935\u0930\u0940\u0932 \u0938\u0902\u0930\u091a\u0928\u093e \u0906\u0923\u093f \u0935\u094d\u092f\u093e\u092a\u0915 \u092a\u0930\u093f\u0938\u0902\u0938\u094d\u0925\u0947\u091a\u0947 \u092e\u0939\u0924\u094d\u0924\u094d\u0935 \u0905\u0927\u094b\u0930\u0947\u0916\u093f\u0924 \u0915\u0930\u0924\u094b. \u0924\u094d\u092f\u093e\u092e\u0941\u0933\u0947 \u092e\u093e\u0927\u094d\u092f\u092e\u093f\u0915 \u0938\u094d\u0924\u0930\u093e\u0935\u0930 \u0909\u0926\u094d\u092f\u094b\u091c\u0915\u0924\u093e \u0936\u093f\u0915\u094d\u0937\u0923 \u0930\u093e\u092c\u0935\u093f\u0923\u094d\u092f\u093e\u0938\u093e\u0920\u0940 \u090f\u0915 \u0938\u0941\u0938\u0902\u0917\u0924 \u0936\u0948\u0915\u094d\u0937\u0923\u093f\u0915 \u0926\u0943\u0937\u094d\u091f\u093f\u0915\u094b\u0928 \u0935\u093f\u0915\u0938\u093f\u0924 \u0939\u094b\u0923\u094d\u092f\u093e\u091a\u0940 \u0936\u0915\u094d\u092f\u0924\u093e \u0938\u0942\u091a\u093f\u0924 \u0939\u094b\u0924\u0947.<\/p>\n\n\n\n

Keywords:<\/strong> \u092e\u093e\u0927\u094d\u092f\u092e\u093f\u0915 \u0936\u093f\u0915\u094d\u0937\u0923\u093e\u0924\u0940\u0932, \u0915\u094c\u0936\u0932 \u0935\u093f\u0915\u093e\u0938, NEP 2020.<\/p>\n\n\n\n

Page No: 98-103<\/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
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Relationship Between Anthropometric Variables, Motor Fitness Components And Performance of Under-19 Fencers<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
\r\n\t\t\t\t\t \r\n\r\n\t\t\t\t<\/i>\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t \r\n\t\t\t\t<\/i>Volume4 Issue4(1)<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t
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Author: Dr. Nirav A. Pandya<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041019<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The purpose of the present study was to investigate the relationship between selected anthropometric measurements and motor fitness components with the performance of under-19 fencing players. Fifteen male fencers who represented the Amravati Division at the Maharashtra State Level Fencing Tournament were selected randomly as subjects. Anthropometric variables included height, body weight, leg length, and arm length. Motor fitness components assessed were agility, muscular endurance, and neuromuscular coordination. Fencing performance was evaluated through standardized fencing skill tests. Pearson\u2019s Product Moment Correlation was used to determine the relationship between selected variables and fencing performance. The level of significance was set at 0.05. The results revealed significant relationships between fencing performance and leg length (r = 0.520), arm length (r = 0.551), agility (r = \u20130.535), muscular endurance (r = 0.565), and neuromuscular coordination (r = 0.531). Height, body weight, and speed showed no significant relationship with fencing performance. The findings suggest that specific anthropometric characteristics and motor fitness components play a vital role in fencing performance.<\/p>\n\n\n\n

Keywords:<\/strong> Anthropometric Variables, Motor Fitness, Fencing Performance.<\/p>\n\n\n\n

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

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Value Education, Ethics and Human Development<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Alka Jain & Dr. Yogita Mandole<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong>https:\/\/doi.org\/10.70798\/Bijmrd\/04041020<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Value education is a fundamental component of education that aims at the holistic development of individuals by nurturing moral, ethical, social, and spiritual values. In the present era of rapid globalization, technological advancement, and socio-economic transformation, societies are facing serious ethical challenges such as moral decline, intolerance, corruption, violence, and environmental degradation. These challenges highlight the urgent need for integrating value education and ethics into the educational system to ensure sustainable human development. This research paper examines the conceptual framework of value education, ethics, and human development, and analyses their interrelationship. It emphasizes the role of value-based and ethical education in shaping responsible citizens, promoting social harmony, and enhancing human capabilities. The paper is conceptual in nature and is based on secondary sources such as books, research articles, policy documents, and reports. The study concludes that value education and ethics are indispensable for meaningful and sustainable human development.<\/p>\n\n\n\n

Keywords:<\/strong> Value Education, Ethics, Human Development, Moral Values, Holistic Development.<\/p>\n\n\n\n

Page No: 108-112<\/strong><\/p>\n\n\n\n

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Technology Integration and Digital Pedagogy in Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Roveena Harishchandra Salian<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041021<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The integration of technology in education has brought significant changes to teaching\u2013learning processes. Digital pedagogy emphasizes the effective use of technological tools to enhance instructional practices and student learning outcomes. In the context of the National Education Policy (NEP) 2020, technology integration has gained greater importance in ensuring quality, equity, and accessibility in education. The present study aims to examine the level of technology integration and digital pedagogy practices among secondary school teachers. A descriptive survey method was adopted for the study. The sample consisted of 120 secondary school teachers selected using a random sampling technique. Data were collected using a self-developed questionnaire on Technology Integration and Digital Pedagogy. Statistical techniques such as mean, standard deviation, t-test, and graphical representation were used for data analysis. The findings reveal that teachers demonstrate a moderate level of technology integration and digital pedagogy practices. No significant difference was found based on gender. The study highlights the need for continuous professional development and institutional support for effective implementation of digital pedagogy.<\/p>\n\n\n\n

Keywords:<\/strong> Technology Integration, Digital Pedagogy, NEP 2020, Secondary School Teachers, Educational Technology.<\/p>\n\n\n\n

Page No: 113-117<\/strong><\/p>\n\n\n\n

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Inclusive & Equitable Framework in Teacher Education: A study of NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Serina Kshitij Gonsalves<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041022<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This paper explores the consequences of NEP 2020 for teacher-education, emphasizing the main features of the policy meant to improve the calibre and efficacy of educators. With a focus on changing teachereducation to meet the demands of the 21st century, NEP 2020 represents a significant turning point in the development of India\u2019s educational system. It acknowledges teachers as the backbone of the system and their critical role in determining the future of both the country and its students. Programs for teacher-education are made to guarantee that educators are capable of providing high quality instruction and are motivated and well prepared. It also highlights the necessity of mentorship programs, in which seasoned educators assist and mentor new instructors, promoting a cooperative and encouraging work environment. Additionally, there is a need for teacher-education to be more equitable and inclusive. In order to ensure that instructors are able to address different needs of students, especially those from marginalized populations and those with disabilities, it calls for the implementation of special programs to prepare them for inclusive classrooms.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, Education, Teacher-Education.<\/p>\n\n\n\n

Page No: 118-121<\/strong><\/p>\n\n\n\n

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Technology Integration and Digital Pedagogy in Education \u2013 The ADDIE Model as a Framework for Implementation<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ms. Soma Guha , Dr. Judy Grace Andrews & Dr. Judy Grace Andrews<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041023<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 envisions a radical transformation of the Indian education system, prioritizing the development of 21st-century employability skills through a holistic and multidisciplinary approach. Central to this vision is the seamless integration of technology to ensure Equity in access, Excellence in learning outcomes, and Sustainability in educational practices. However, the mere presence of digital tools does not guarantee pedagogical success. This paper proposes the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation) as a systematic instructional design framework to bridge the gap between policy intent and classroom practice. By applying the ADDIE phases, this paper illustrates how educators can analyze learner needs in diverse socio-economic contexts, design inclusive digital curricula, and implement student-centric digital pedagogies.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, ADDIE Model, Digital Pedagogy, Employability Skills, Educational Equity, Instructional Design.<\/p>\n\n\n\n

Page No: 122-126<\/strong><\/p>\n\n\n\n

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\u0917\u094d\u0930\u093e\u092e\u0940\u0923 \u0938\u094d\u0924\u094d\u0930\u0940 \u0915\u093e\u092e\u0917\u093e\u0930\u093e\u0902\u091a\u094d\u092f\u093e \u0938\u092e\u0938\u094d\u092f\u093e \u0906\u0923\u093f \u0935\u093f\u0915\u093e\u0938\u093e\u0938\u093e\u0920\u0940 \u0909\u092a\u093e\u092f\u092f\u094b\u091c\u0928\u093e<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: \u0930\u093e\u092e\u091a\u0902\u0926\u094d\u0930 \u0920\u093e\u0915\u0930\u0947 & \u0921\u0949. \u091c\u0947 \u090f\u092e \u0915\u093e\u0915\u0921\u0947<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041024<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u0917\u094d\u0930\u093e\u092e\u0940\u0923 \u0938\u094d\u0924\u094d\u0930\u093f\u092f\u093e\u0902\u091a\u093e \u0938\u0930\u094d\u0935\u093e\u0924 \u091c\u093e\u0938\u094d\u0924 \u0935\u0947\u0933 \u0915\u094c\u091f\u0941\u0902\u092c\u093f\u0915 \u0915\u093e\u0930\u094d\u092f\u093e\u0924 \u0916\u0930\u094d\u091a \u0939\u094b\u0924\u094b. \u0936\u0947\u0924\u0940\u092a\u093e\u0938\u0942\u0928 \u0939\u094b\u0923\u093e\u0931\u094d\u092f\u093e \u0909\u0924\u094d\u092a\u093e\u0926\u0928\u093e\u0924\u0940\u0932 \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u092a\u0942\u0930\u094d\u0923 \u0939\u093f\u0938\u094d\u0938\u093e \u0938\u094d\u0924\u094d\u0930\u093f\u092f\u093e\u0902\u092e\u0941\u0933\u0947\u091a \u0936\u0947\u0924\u0915\u0930\u0940 \u0915\u0941\u091f\u0941\u0902\u092c\u093e\u0902\u0928\u093e \u092e\u093f\u0933\u0924\u094b. \u092a\u0930\u0902\u0924\u0941 \u0915\u0943\u0937\u0940 \u0935\u093f\u0915\u093e\u0938\u093e\u0924 \u092e\u0939\u093f\u0932\u093e\u0902\u091a\u094d\u092f\u093e \u092f\u094b\u0917\u0926\u093e\u0928\u093e\u091a\u093e \u0935\u093f\u091a\u093e\u0930 \u0915\u0927\u0940\u091a \u0915\u0947\u0932\u093e \u091c\u093e\u0924 \u0928\u093e\u0939\u0940. \u0938\u094d\u0924\u094d\u0930\u093f\u092f\u093e\u0902\u091a\u094d\u092f\u093e \u0938\u092e\u0938\u094d\u092f\u093e\u0902\u091a\u093e \u0915\u094d\u0930\u092e \u0935\u093e\u0922\u0924\u091a \u0906\u0939\u0947. \u092f\u093e\u0924\u0940\u0932 \u0915\u093e\u0939\u0940 \u0938\u092e\u0938\u094d\u092f\u093e \u092a\u0930\u0902\u092a\u0930\u093e\u0917\u0924 \u092e\u0942\u0932\u094d\u092f\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u0947\u0928\u0947 \u0924\u094d\u092f\u093e\u0902\u091a\u094d\u092f\u093e\u0935\u0930 \u0932\u093e\u0926\u0932\u0947\u0932\u094d\u092f\u093e \u0906\u0939\u0947\u0924 \u0924\u0930 \u0915\u093e\u0939\u0940 \u0938\u092e\u0938\u094d\u092f\u093e \u092c\u0926\u0932\u0924\u094d\u092f\u093e \u0938\u093e\u092e\u093e\u091c\u093f\u0915 \u092a\u0930\u093f\u0938\u094d\u0925\u093f\u0924\u0940\u0928\u0947 \u0924\u094d\u092f\u093e\u0902\u091a\u094d\u092f\u093e\u0935\u0930 \u0913\u0922\u0935\u0932\u094d\u092f\u093e \u0906\u0939\u0947\u0924. \u0930\u094b\u091c\u0917\u093e\u0930 \u0906\u0923\u093f \u0938\u093e\u091c\u093f\u0915 \u0938\u0941\u0930\u0915\u094d\u0937\u093f\u0924\u0924\u0947\u0938\u093e\u0920\u0940 \u0915\u094b\u0923\u0924\u0947\u0939\u0940 \u0928\u093f\u092f\u092e \u0935 \u0915\u093e\u092f\u0926\u0947 \u0928\u093e\u0939\u0940\u0924.<\/p>\n\n\n\n

Keywords:<\/strong> \u0917\u094d\u0930\u093e\u092e\u0940\u0923 \u0938\u094d\u0924\u094d\u0930\u0940, \u0938\u094d\u0924\u094d\u0930\u0940 \u0915\u093e\u092e\u0917\u093e\u0930\u093e\u0902\u091a\u094d\u092f\u093e \u0938\u092e\u0938\u094d\u092f\u093e<\/p>\n\n\n\n

Page No: 127-129<\/strong><\/p>\n\n\n\n

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Tools making for Evaluating the Effectiveness of Directed Reading Thinking Activity (DRTA)in Enhancing Reading Comprehension<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Savita Shivram Ghule1 & Dr. Bhalchandra Balkrishna Bhave<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041025<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The Directed Reading Thinking Activity (DRTA) is a widely-used instructional strategy designed to enhance reading comprehension by encouraging students to make Predictions, read purposefully, and validate their assumptions. Despite its pedagogical value, there is a lack of structured data collection frameworks to evaluate the impact of DRTA at scale. This paper presents a systematic approach for data collection in DRTA sessions conducted across diverse classrooms. The framework captures behavioral, cognitive, and engagement metrics using both qualitative and quantitative methods. The study also includes preliminary results from implementation at secondary level school, providing insights into student reading behavior and comprehension patterns. This research contributes to the growing body of evidence-based reading instruction and supports future integration of learning analytics in literacy development programs.<\/p>\n\n\n\n

Keywords:<\/strong> Directed Reading Thinking Activity, DRTA, Data Collection, Reading Comprehension, Educational Technology, Learning Analytics.<\/p>\n\n\n\n

Page No: 130-132<\/strong><\/p>\n\n\n\n

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Assessment Reforms and the Holistic Evaluation System: A Conceptual Analysis for Transformative Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Sunita Nitesh Yadav<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041026<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Assessment systems play a decisive role in shaping teaching practices, learning experiences, and educational outcomes. Traditional assessment models, predominantly examination-centric and summative in nature, have often been criticized for promoting rote learning, academic stress, and narrow measurement of learner abilities. In response to these limitations, contemporary education systems across the globe are emphasizing assessment reforms that promote holistic evaluation, focusing on cognitive, affective, social, emotional, and psychomotor domains of learner development. This conceptual research paper critically examines the evolution of assessment reforms and explores the principles, components, and implications of a holistic evaluation system. Anchored in educational theories, policy frameworks such as the National Education Policy (NEP) 2020, and global best practices, the paper proposes a conceptual framework for implementing holistic assessment in formal education. The study highlights the transformative potential of assessment reforms in promoting learner-centred education, competency-based learning, and sustainable educational quality.<\/p>\n\n\n\n

Keywords:<\/strong> Assessment Reforms, Holistic Evaluation, Competency-Based Assessment, Continuous Evaluation, Educational Transformation.<\/p>\n\n\n\n

Page No: 133-140<\/strong><\/p>\n\n\n\n

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Skill-Oriented Teaching and Competency Development in Teacher Training: Curriculum Design Insights from SIES Institute of Comprehensive Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Riya Sheth<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041027<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The evolving landscape of education requires teacher training programs that move beyond theoretical instruction to develop practical teaching skills and professional competencies systematically. This paper examines the skill-oriented and competency-driven curriculum design of the SIES Institute of Comprehensive Education (SIES ICE), highlighting how its structured program components foster classroom readiness among pre-service teachers.<\/p>\n\n\n\n

The study focuses on the integration of activity-based learning, creative and arts-integrated pedagogy, multisensory teaching approaches, micro-teaching, case- based analysis, and performance-oriented assessments within the SIES ICE curriculum. Through an activity skill competency mapping framework, the paper analyses how specific institutional practices such as art and craft integration, puppetry and storytelling, creation of teaching aids, experiential learning workshops, presentation-based platforms and reflective micro-teaching, support the development of core teaching competencies, including innovative pedagogy, instructional design, differentiated instruction, professional communication, and reflective practice.<\/p>\n\n\n\n

Alumni experiences are incorporated to demonstrate the sustained applicability of these skills in real classroom contexts, emphasizing the long-term impact of skill-oriented teacher preparation. Furthermore, the SIES ICE curriculum is situated within the framework of the National Education Policy (NEP) 2020, reflecting its alignment with competency-based education, experiential learning, holistic development and teacher preparedness.<\/p>\n\n\n\n

Keywords:<\/strong> Teaching Skill, education, Teacher, Teacher Training, SIES Institute.<\/p>\n\n\n\n

Page No: 141-145<\/strong><\/p>\n\n\n\n

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Impact of Corporate Social Responsibility (CSR) on Women\u2019s Empowerment: A Case Studyof a Flagship Teacher Training Programme under the HDFC Bank Parivartan Scheme and SIES Institute of Comprehensive Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Lakshmi Shivakumar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041028<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Corporate Social Responsibility (CSR) has progressed from being viewed as a voluntary philanthropic activity to becoming a core element of sustainable business strategy. Today, organisations increasingly understand that long-term growth and credibility are closely linked to ethical governance, environmental stewardship, and social inclusion. In the Indian context, the Companies Act, 2013 institutionalised CSR by mandating corporate engagement in socially relevant initiatives, with particular emphasis on education, skill development, and the empowerment of women as key areas of investment.<\/p>\n\n\n\n

Keywords:<\/strong> Corporate Social Responsibility, Women Empowerment, Teacher Training Programme, HDFC Bank, SIES Institute.<\/p>\n\n\n\n

Page No: 146-148<\/strong><\/p>\n\n\n\n

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Preventing Immoral Traffic in India: A Study of Laws, Policies And Human Rights<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sumedh Ganpat Sonavane<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041029<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Human trafficking for commercial sexual exploitation remains a persistent violation of human dignity and fundamental rights in India. Despite constitutional guarantees, statutory enactments, and policy interventions aimed at preventing immoral traffic, the phenomenon continues due to socio-economic vulnerabilities, gender inequality, migration, and weak enforcement mechanisms. This research paper undertakes a comprehensive analysis of Indian laws and policies addressing immoral traffic, with a particular emphasis on their effectiveness in protecting and promoting the human rights of trafficking victims. The study critically examines the Immoral Traffic (Prevention) Act, 1956, constitutional provisions, judicial pronouncements, and governmental schemes within a rights-based framework. It argues that although India has demonstrated formal compliance with international anti-trafficking obligations, implementation remains enforcement-centric and often results in secondary victimisation of survivors. The paper concludes by advocating a survivor-centric, human rights\u2013based approach that prioritises dignity, rehabilitation, and social reintegration.<\/p>\n\n\n\n

Keywords:<\/strong> Immoral Traffic, Human Trafficking, Human Rights, Indian Law, Rehabilitation, Public Policy.<\/p>\n\n\n\n

Page No: 149-152<\/strong><\/p>\n\n\n\n

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Reimagining Commerce Education: A Strategic Framework for Implementing AI-Driven, Outcome-Based Learning under NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Kalpana Mahesh Patil & Heten Mahesh Patil<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041030<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 mandates a structural paradigm shift in Indian commerce education, necessitating a transition from \u201ccontent-transmission\u201d models to \u201ccompetency-based\u201d outcome frameworks. However, the operationalization of this mandate specifically the requirement for personalized learning tra- jectories within the Academic Bank of Credits (ABC) ecosystem remains a formidable challenge given the infrastructural constraints of traditional pedagogy. This paper proposes a comprehensive Algorithmic Implementation Framework to bridge this gap. Utilizing a rigorous mixedmethod approach (N = 142), we delineate critical \u201cStructural Caveats\u201d of the current system, primarily the static nature of curricula and the faculty-student digital divide. Subsequently, we propose and test a novel framework utilizing Deep Knowledge Tracing (DKT) and Ontology- Based Curriculum Mapping. Our experimental results demonstrate that this AI- driven approach reduces the \u201ctime-to-mastery\u201d for complex financial competencies by 34% (p < 0.001). We conclude that AI is not merely an enhancement but the essential infrastructure for implementing the flexible, credit-based ecosystem envisioned by NEP 2020.<\/p>\n\n\n\n

Keywords:<\/strong> National Education Policy, Academic Bank of Credits, Algorithmic Implementation Framework, Deep Knowledge Tracing, Artificial Intelligence.<\/p>\n\n\n\n

Page No: 153-159<\/strong><\/p>\n\n\n\n

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Development of Social Creativity Skills among Primary Students: An Experimental Study<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Smt. Rupali Sadashiv Wavare & Dr. Rupali Uttam Sankpa<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041031<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Developing 21st-century competencies among children requires strengthening creativity, cooperation, communication, and social responsibility from an early age. Social creativity refers to a child\u2019s ability to generate new ideas, solve interpersonal problems, collaborate with peers, and empathize with others in social situations. This study examined the effectiveness of a structured Social Creativity Development Program (SCDP) designed for primary school learners. Using a pre-test\/post-test control group design, 40 students from Grade 4 were assessed using a Social Creativity Checklist across five dimensions\u2014 imagination, cooperation, communication, empathy, and problem-solving. The experimental group received a four-week intervention involving storytelling, dramatization, art-based learning, and collaborative problem-solving games. Results revealed a statistically significant improvement in the social creativity skills of students who participated in the program. The findings highlight the importance of embedding social creativity activities within school curricula to support holistic development and 21st-century learning.<\/p>\n\n\n\n

Keywords:<\/strong> Social Creativity, Primary Education, Experimental Study, Cooperation, Creative Thinking, 21st -Century Skill.<\/p>\n\n\n\n

Page No: 160-164<\/strong><\/p>\n\n\n\n

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Value Education, Ethics and Human Development<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs. Pratibha Tushar Junnare<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041032<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The contemporary world is witnessing rapid technological advancement along with increasing ethical challenges that affect human development. In this context, value education and ethics play a significant role in shaping responsible individuals and sustainable societies.<\/p>\n\n\n\n

This paper examines the relationship between value education, ethics, and human development from a theoretical and educational perspective. It highlights how ethical values contribute to moral reasoning, social responsibility, and holistic development. The study is based on secondary sources and emphasizes the role of educational institutions in fostering ethical awareness and human capabilities.<\/p>\n\n\n\n

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

Page No: 165-167<\/strong><\/p>\n\n\n\n

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National Education Policy 2020 and Employability: A Conceptual and Analytical Study<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Sunayana J. Kadle<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041033<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Graduate employability remains a major concern in India due to persistent gaps between educational outcomes and labour market expectations. Although enrolment in higher education has expanded significantly, many graduates lack industry-relevant skills and professional competencies. The National Education Policy (NEP) 2020 seeks to address these challenges by promoting flexible learning pathways, vocational integration, and skill-based education. This study analyses NEP 2020 through an employability lens using conceptual models and qualitative policy analysis. The paper explains that NEP 2020 has the potential to enhance workforce readiness by fostering multidisciplinary learning, experiential pedagogy, and lifelong skill development. However, the realization of these benefits depends on effective implementation and sustained institutional reforms.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, Employability, Skill Development, Conceptual Model, Workforce Readiness.<\/p>\n\n\n\n

Page No: 168-175<\/strong><\/p>\n\n\n\n

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The Relationship Between the Gender-Sensitivity Training and Teachers\u2019 Inclusivity in the Classroom<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mrs Priti Suresh Chandorkar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041034<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This research examines how well high school teachers understand gender-related issues, recognize unfair classroom practices, and perceive inclusive teaching methods\u2014especially after receiving specialized training. A questionnaire was administered to 28 teachers to assess their gender awareness, observations of bias, and willingness to adopt inclusive approaches in the classroom. Rather than simply reporting results, responses were compared between teachers who had completed the training and those who had not.<\/p>\n\n\n\n

The findings show that teachers who participated in the program demonstrated stronger awareness of gender challenges and were more open to adjusting their instructional practices. Common issues such as assigning tasks based on gender or using biased language frequently appeared in classroom settings. In contrast, some teachers without training struggled to identify these patterns or were hesitant to change established routines.<\/p>\n\n\n\n

Keywords:<\/strong> Gender-Sensitivity Training, Teachers\u2019 Inclusivity, Gender Equity, Instructional Practices, Teacher Preparedness, Educational Reform, Classroom Bias.<\/p>\n\n\n\n

Page No: 176-182<\/strong><\/p>\n\n\n\n

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Measuring the Impact of Creative Arts Activities on Social-Emotional Learning (SEL) Skills in Students<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Yogita Mandole<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041035<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This study looks at how taking part in creative activities like drawing, music, drama, and craft helps students develop their social and emotional skills. These skills include understanding their own feelings, managing emotions, getting along with others, showing empathy, and making good decisions.<\/p>\n\n\n\n

Students from different schools and classes filled out a questionnaire about how they feel and behave during creative arts activities. Their answers were used to measure their Social-Emotional Learning (SEL) skills and to see how often they participate in creative arts. Students were then grouped into \u201chigh participation\u201d and \u201clow participation\u201d based on how involved they are in such activities.<\/p>\n\n\n\n

By using statistical tests, the study checks three things: whether there is a link between arts participation and SEL skills, whether students who participate more in arts have better SEL skills than those who participate less, and whether there are any differences in SEL skills between boys and girls. The results will help teachers and schools understand how important creative arts are for students\u2019 overall growth and may encourage them to include more arts-based activities in the curriculum.<\/p>\n\n\n\n

Keywords:<\/strong> Creative Arts Activities, Social-Emotional Learning (SEL), Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, Student Participation, School Students, Creative Expression, Arts-Based Education, Emotional Development, Social Skills, Gender Differences, High And Low Participation Groups.<\/p>\n\n\n\n

Page No: 183-188<\/strong><\/p>\n\n\n\n

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Globalization in Education in the 21st Cent, Opportunities, Challenges and Transformations<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sananda Roy<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041036<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Globalization has emerged as one of the most powerful forces shaping educational systems, policies, and practices in the 21st century. Characterized by increased interconnectedness, technological integration, economic interdependence, cultural exchange, and mobility of knowledge and people, globalization has transformed the role, purpose, and delivery of education worldwide. This paper examines the multifaceted impact of globalization on education, highlighting both opportunities and challenges that arise in contemporary contexts. Globalization has expanded access to knowledge through digital technologies, promoted international collaboration, influenced curriculum reforms, and increased the importance of global competencies such as critical thinking, intercultural communication, and digital literacy. Moreover, global benchmarks, international assessments, and cross-border academic mobility have reshaped national education policies, often encouraging countries to adopt global standards of quality and competitiveness.<\/p>\n\n\n\n

However, globalization also poses significant concerns regarding equity, cultural homogenization, linguistic dominance, and widening gaps between privileged and disadvantaged learners. The rapid spread of technology risks creating digital divides, while Western-centric knowledge systems may overshadow local cultures, indigenous knowledge, and national educational priorities. Privatization and market-driven educational models further complicate the landscape, raising questions about social justice and the commodification of education. The paper argues that while globalization can promote innovation, diversity, and knowledge exchange, it must be approached critically to ensure that educational transformations are inclusive, contextually relevant, and culturally responsive.<\/p>\n\n\n\n

Through a comprehensive review of emerging trends, policy shifts, pedagogical implications, and global educational discourses, this study concludes that the 21st-century educational landscape requires a balanced approach\u2014one that leverages the benefits of globalization while safeguarding equity, cultural plurality, and national educational goals. A sustainable and just educational future depends on governments, institutions, and educators adopting policies that harmonize global interconnectedness with local identity and inclusion.<\/p>\n\n\n\n

Keywords:<\/strong> Globalization, Education, Educational Systems, Pedagogy, National Educational Goals.<\/p>\n\n\n\n

Page No: 189-193<\/strong><\/p>\n\n\n\n

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Lifelong Learning Tendency of Prospective Teachers in Relation to Their Techno Pedagogical Competency<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sumanya Debbarma & Dr. Priyank Kumar Shivam<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041037<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Lifelong learning and techno pedagogical competency are fore grounded in contemporary teacher education, particularly in the context of National Education Policy 2020 in India, which emphasises continuous professional development and integration of digital technologies in teaching. This empirical study examined the relationship between lifelong learning tendency and techno pedagogical competency among prospective teachers enrolled in the Bachelor of Education programme at ICFAI University, Tripura. Data were collected from 100 B.Ed. students using two self developed Likert type questionnaires measuring lifelong learning tendency and techno pedagogical competency. Descriptive statistics, Pearson product moment correlation and simple linear regression were used for data analysis. The findings indicated that the participants reported relatively high mean scores on both lifelong learning tendency (M = 109.55, SD = 16.29) and techno pedagogical competency (M = 111.22, SD = 18.37). However, the correlation between lifelong learning tendency and techno pedagogical competency was positive but negligible and statistically non significant (r = .03, p = .76). Regression analysis showed that lifelong learning tendency did not significantly predict techno pedagogical competency (F(1, 98) = 0.09, p = .76, R\u00b2 = .001). The results suggest that a favourable disposition towards lifelong learning alone may not automatically translate into higher techno pedagogical competency, underscoring the need for explicit pedagogical and technological training within B.Ed. curricula. Implications for teacher education institutions and recommendations for further research are discussed.<\/p>\n\n\n\n

Keywords:<\/strong> Lifelong Learning Tendency; Prospective Teachers; Techno pedagogical Competency.<\/p>\n\n\n\n

Page No: 194-201<\/strong><\/p>\n\n\n\n

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Digital Learning for Viksit Bharat: The Promise and Challenges of DIKSHA, SWAYAM, and PM e-VIDYA<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Savita Mishra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041038<\/a><\/p>\n\n\n\n

Abstract:<\/strong> India\u2019s drive toward a Viksit Bharat (developed India) places education at the centre of national development. The National Education Policy (NEP) 2020 and subsequent digital initiatives have foregrounded technology as a lever to expand access, improve quality, and enable lifelong learning. DIKSHA (Digital Infrastructure for Knowledge Sharing), SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds), and PM e-VIDYA (a multi-mode digital education initiative) are three flagship efforts that together form the backbone of India\u2019s public digital education ecosystem. This chapter examines the architecture, scope, achievements, and constraints of these platforms and situates them within the broader policy architecture, including the National Digital Education Architecture (NDEAR). It analyses how these platforms contribute to democratizing access, teacher professional development, and highereducation MOOCs, while diagnosing persistent drivers of the digital divide \u2014 infrastructure deficits, device and data affordability, digital literacy, language and accessibility barriers, and gaps in pedagogical integration. Drawing on national policy documents, platform design principles, and contemporary analyses, the chapter proposes a strategic agenda: offline-first content strategies, enhanced public access networks, sustained teacher mentoring, incentivised localisation and accessibility, streamlined credit-recognition pathways, and strengthened data governance. An implementation roadmap and monitoring framework are presented for scaling impact equitably. The chapter concludes that DIKSHA, SWAYAM, and PM e-VIDYA embody the promise of digital public goods for education; however, realizing their potential for Viksit Bharat requires a shift from counting access to measuring equitable learning outcomes.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Education, Digital Divide, Teacher Professional Development, MOOCs, Digital Public Goods, Education Policy.<\/p>\n\n\n\n

Page No: 202-208<\/strong><\/p>\n\n\n\n

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Digital Transformation in Education: Bridging the Digital Divide for Atmanirbhar Bharat<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Baliram Pawar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041039<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Digital technology is transforming the landscape of education in India. The government has introduced several initiatives, including DIKSHA, SWAYAM, and PM eVidya, to make education more accessible, inclusive, and flexible. These platforms have not only benefited school-going children but also teachers, parents, and the wider adult population who seek lifelong learning opportunities. Political leaders from past and present have repeatedly highlighted the role of technology in shaping a self-reliant India, while today\u2019s parents are increasingly supportive of digital learning for their children. At the same time, challenges such as unequal access, affordability of devices, lack of digital literacy, and the risk of exposure to harmful online content remain serious concerns. This paper examines India\u2019s digital transformation in education by exploring government initiatives, political emphasis, parental involvement, adult education, opportunities, and challenges. It argues that digital education is a critical tool for achieving Atmanirbhar Bharat, but only if infrastructural and social barriers are addressed with effective policies and collaborative efforts.<\/p>\n\n\n\n

Keywords:<\/strong> Digital technology, Digital Transformation, DIKSHA, SWAYAM, PM eVidya.<\/p>\n\n\n\n

Page No: 209-212<\/strong><\/p>\n\n\n\n

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A Study of Digital Literacy Among Secondary School Teachers of Jalpaiguri, West Bengal<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Paritosh Mahato & Dr. Saroj Pandey<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04041040<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Digital information literacy encompasses the essential skills and knowledge required to locate, evaluate, and effectively apply information. Digital literacy has become a vital standard for lifelong learning. Digital literacy in the current era has shifted from \u201cknowing how to use a computer\u201d to a complex set of cognitive, social, and technical competencies. It\u2019s no longer just about operating software; it\u2019s about navigating a world where AI, misinformation, and digital footprints are deeply integrated into daily life. Digital literacy is an essential skill for modern classroom. Teaching is a very complex process and teachers always needs to upgrade their pedagogy as well as technological skills and incorporate in their content. 60 school teachers from government as well as private school are selected for the sampling. Online questionnaire and telephonic interview have taken for the study. Percentage analysis has employed for data analysis. The result of the study shows that more than 80 percent teachers are agreed digital literacy important for the modern teaching.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Information Literacy, Skills, School Teacher, Modern Teaching.<\/p>\n\n\n\n

Page No: 213-217<\/strong><\/p>\n\n\n\n

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Conference Proceedings (April 2026) Download Content List of Year 2026 – April| Volume -4 | Issue -4 (1) Year 2026 – April | Volume -4 | Issue -4 (1) Understanding Trauma Narratives as a Pedagogical Resource for Emotional Safety April 21, 2026 Volume4 Issue4(1) Author: Nanditha Unni DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04041001 Abstract: Trauma experienced in life …<\/p>\n

A Study of Digital Literacy Among Secondary School Teachers of Jalpaiguri, West Bengal<\/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 (April 2026) Download Content List of Year 2026 – April| Volume -4 | Issue -4 (1) Year 2026 – April | Volume -4 | Issue -4 (1) Understanding Trauma Narratives as a Pedagogical Resource for Emotional Safety April 21, 2026 Volume4 Issue4(1) Author: Nanditha Unni DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04041001 Abstract: Trauma experienced in life…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/11616"}],"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=11616"}],"version-history":[{"count":13,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/11616\/revisions"}],"predecessor-version":[{"id":11963,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/11616\/revisions\/11963"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=11616"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}