{"id":11877,"date":"2026-05-14T09:34:57","date_gmt":"2026-05-14T04:04:57","guid":{"rendered":"https:\/\/bijmrd.com\/?page_id=11877"},"modified":"2026-05-14T14:59:22","modified_gmt":"2026-05-14T09:29:22","slug":"special-issue-volume-4-issue-4-3","status":"publish","type":"page","link":"https:\/\/bijmrd.com\/index.php\/special-issue-volume-4-issue-4-3\/","title":{"rendered":"Special Issue Volume -4 | Issue 4- (3)"},"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 (3)<\/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 (3) <\/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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Inclusive Schooling in the Digital Era: Technology as an Enabler or Barrier<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Chayan Chowdhury<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043001<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Education in the twenty-first century is undergoing rapid transformation due to the expansion of digital technology. Inclusive education aims to ensure that all learners\u2014regardless of their physical ability, socio-economic background, gender, language, or learning capacity\u2014can participate equally in the educational process.<\/p>\n\n\n\n

Digital technology has created new opportunities for inclusive education. Through digital tools, assistive technologies, and online learning platforms, students with disabilities or learning challenges can access educational resources more easily than before.<\/p>\n\n\n\n

However, technological development has also produced a digital divide. Many students do not have access to digital devices, stable internet connectivity, or the necessary technological skills. This gap may create new inequalities within the education system.<\/p>\n\n\n\n

Recent global developments such as the Covid-19 pandemic in 2020 forced educational institutions worldwide to shift to online learning. This situation highlighted both the potential and limitations of digital education.<\/p>\n\n\n\n

Therefore, it is important to analyze whether digital technology truly helps in promoting inclusive schooling or whether it sometimes acts as a barrier.<\/p>\n\n\n\n

The present study focuses mainly on two aspects:<\/p>\n\n\n\n

\u2022 The role of digital technology in inclusive schooling.<\/p>\n\n\n\n

 \u2022 The challenges and limitations of digital inclusion in education.<\/p>\n\n\n\n

Keywords:<\/strong> Education, Digital Technology, Digital Tools, Covid-19.<\/p>\n\n\n\n

Page No: 1-5<\/strong><\/p>\n\n\n\n

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From Access to Opportunity: Rethinking the Digital Divide in Indian School Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Debanjali Acharya<\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043002<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Our world is experiencing sweeping changes due to advances in information and communication technologies. Thus, educational success flourishes where equality and fairness are upheld. However, the swift digitization of school education in India, particularly in the post-COVID-19 period, has exposed significant disparities in access to technological resources. First gaining attention in the 1990s, the idea of the digital divide has gradually evolved. It is now defined by gaps in knowledge, technological access, and infrastructure, posing major challenges for the general population in developing countries. India is characterized by extensive rich social diversity, yet certain communities have faced long-standing exclusion that persists in contemporary society. This study examines the effects of the digital divide in school education, as the digital divide poses serious challenges to future development by restricting social mobility, creating structural barriers, and deepening exclusion for marginalized groups.<\/p>\n\n\n\n

Keywords:<\/strong> Digitization, Technological Resources, Digital Divide, Social Diversity.<\/p>\n\n\n\n

Page No: 6-9<\/strong><\/p>\n\n\n\n

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Technology as Enabler or Barrier in the Concept of Inclusive Schooling in the Digital Era<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dola Pahari<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043003<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The role of technology in education has become increasingly significant, particularly concerning inclusive schooling. This document explores how technology can serve as both an enabler and a barrier to inclusive education, examining its impact on accessibility, engagement and learning outcomes for diverse student populations. By analyzing various technological tools and their implications, we aim to provide insights into how educators and policymakers can harness technology to foster an inclusive learning environment.The integration of digital tools and resources that enhance learning experiences for all students, particularly those with diverse needs. In the rapidly evolving digital landscape, as schools increasingly adopt technology, it becomes essential to understand how these innovations can bridge gaps in accessibility and engagement. The use of assistive technologies, adaptive learning platforms, and collaborative tools not only supports students with disabilities but also enriches the educational experience for all learners. This paper discusses various technological advancements, their applications in inclusive classrooms, and the challenges educators face in implementing these tools effectively.<\/p>\n\n\n\n

Keywords:<\/strong> Inclusive, Technology, Enabler, Insights, Disabilities.<\/p>\n\n\n\n

Page No: 10-13<\/strong><\/p>\n\n\n\n

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Towards a Professional Framework for Continuous Teacher Development<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Harsha Sharma & Dr. Sanjeev Yadav<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043004<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Continuous professional development of teachers has become an essential component of modern educational systems. Rapid changes in knowledge, technology, pedagogy, and societal expectations require teachers to continuously update their skills and competencies. The present study aims to develop a professional framework for continuous teacher development that supports teachers in improving their instructional practices and professional competencies throughout their careers. The study adopts a descriptive research design to examine the components of effective teacher development programs. Data were collected from secondary school teachers through a structured questionnaire. The findings indicate that professional development programs that focus on reflective practice, collaborative learning, technological integration, and pedagogical innovation significantly enhance teachers\u2019 professional competencies. The study proposes a professional framework that integrates training, mentoring, research engagement, and lifelong learning opportunities for teachers. The findings suggest that continuous teacher development is essential for improving educational quality and student learning outcomes. The study also highlights the need for institutional support and policy initiatives to promote sustainable professional development programs.<\/p>\n\n\n\n

Keywords:<\/strong> Continuous Teacher Development, Professional Development, Teacher Training, Educational Innovation, Teacher Competency.<\/p>\n\n\n\n

Page No: 14-18<\/strong><\/p>\n\n\n\n

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Technology-Mediated Learning Environments: Redefining the Teaching\u2013Learning Process in Indian Schools<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Laylee Chakraborty & Priyabrata Sau<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043005<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The rapid advancement of digital technology has brought significant changes to the teaching\u2013 learning process in Indian schools. Technology-mediated learning environments, which integrate digital tools, online platforms, and interactive resources into classroom instruction, have emerged as an effective means of enhancing educational practices. Guided by national initiatives such as Digital India and the National Education Policy (NEP) 2020, Indian schools are increasingly adopting technology to improve access, equity, and quality of education. This study examines the role of technology-mediated learning environments in redefining pedagogical practices by promoting learner-centred instruction, collaborative learning, and flexible modes of knowledge acquisition. It also highlights the changing role of teachers as facilitators and the active participation of learners in the learning process. While technology offers opportunities for improved engagement, personalized learning, and skill development, challenges such as infrastructure limitations, digital divide, and inadequate teacher training continue to hinder effective implementation. The paper concludes that the successful integration of technology-mediated learning environments requires systematic planning, continuous professional development, and inclusive policies to ensure meaningful and sustainable educational transformation in Indian schools.<\/p>\n\n\n\n

Keywords:<\/strong> Technology-Mediated Learning, Digital Education, Indian Schools, Teaching\u2013Learning Process.<\/p>\n\n\n\n

Page No: 19-29<\/strong><\/p>\n\n\n\n

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A Study on the Development of Women Education in India in the Light of Government Initiatives<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mirza Saddum Hossen<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043006<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Indian constitution guarantees equal rights to men and women. Articles 14, 15 and 16 of part III of our constitution guarantee right to equality, but this constitution and articles are only bookies not practical. We found women being neglected in the society from the ancient period to present day. Even today\u2019s society, we see that girls are not getting equal opportunities. In the rural area, the parents keep the girls engaged in housework, who do not want to send them to the school. But day to day this picture slowly change, because different policies, committee and recommendations like Educational Commission of 1881- 82, Radhakrishnan Commission 194849, Mudalior Commission 1952- 53, National Women\u2019s Education Committee 1958-59, National Women\u2019s Education Council 1959, Hansa Mehta Committee 1961-62, Shri M. Bhaktavatsalam Committee 1963, Kothari Commission 1964-66, The National Education Policies (1968, 1986), National Commission for Women 1992, The National Perspective Plan for Women Education 1988- 2000, National Population Policy 2000, National Education Mission 2010, have strongly recommended the need for spreading education among girls. Indian Government take different developmental Schemes and Programmes for women like Vidya Dhan Yojna, Indira Mahila Samridhi Yojna, Kasturba Gandhi Education Plan, Baalika Samriddhi Yojna, Rashtriya Mahila Kosh, Mahila Samridhi Yojna, Swami Vivekananda Scholarship for Single Girl Child, Saakshar Bharat, Udaan, Beti Bachao Beti Padhao Programme etc.<\/p>\n\n\n\n

Keywords:<\/strong> Women Education, Empowerment, Scheme, Policy, Commission, Literacy Rate, Constitutional Provision .<\/p>\n\n\n\n

Page No: 30-35<\/strong><\/p>\n\n\n\n

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Digital Readiness of Indian Schools: Institutional Capacity, Leadership and Change Management<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Prof. Mosamma Nasrin Haldar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043007<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The integration of digital technologies in education is crucial for enhancing learning outcomes and preparing students for the future. This paper examines the digital readiness of Indian schools, focusing on institutional capacity, leadership, and change management. A mixed-method approach was used, combining surveys and interviews with school administrators, teachers, and policymakers. The findings reveal that while there has been progress in digital infrastructure, significant gaps remain in teacher training, digital literacy, and leadership capacity. Effective change management strategies and strong institutional leadership are essential for successful digital transformation. The paper concludes with recommendations for policymakers and educators to enhance digital readiness, emphasizing the need for a holistic approach that balances technology adoption with pedagogical innovation. Digital readiness has emerged as a critical determinant of educational quality and resilience in the 21st century. In India, the rapid expansion of digital initiatives\u2014especially after the COVID-19 pandemic\u2014has highlighted both the potential and the limitations of schools in integrating technology effectively. This paper examines the digital readiness of Indian schools through three interconnected dimensions: institutional capacity, leadership, and change management. Drawing upon policy documents such as the National Education Policy (NEP) 2020, government digital initiatives, and existing research literature, the study analyzes infrastructural preparedness, teacher competencies, administrative vision, and systemic adaptability. The findings suggest that while significant progress has been made in expanding digital infrastructure, disparities persist across rural\u2013urban, public\u2013private, and socio-economic contexts. Effective school leadership and structured change management strategies are essential for sustainable digital transformation. The paper concludes with policy recommendations to strengthen institutional frameworks and promote equitable, technologyenabled education across India.<\/p>\n\n\n\n

Keywords:<\/strong> Integration, Holistic Approach, Digital Readiness, Indian Schools, Institutional Capacity, Educational Leadership, NEP 2020.<\/p>\n\n\n\n

Page No: 36-38<\/strong><\/p>\n\n\n\n

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From Chalkboards to Clicks: Rethinking Teacher Education in India<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Prabir Ghosh<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043008<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The transition from traditional chalk-and-talk pedagogy to technology-enabled teaching has reshaped contemporary education systems worldwide. In India, national initiatives such as Digital India, SWAYAM, DIKSHA, and the National Education Policy (NEP) 2020 underscore the growing emphasis on digital integration in education. This shift places renewed responsibility on teacher education institutions to prepare future teachers for digitally enriched learning environments. The present study rethinks teacher education in India by examining the digital readiness of teacher preparation programmes, teachers\u2019 perceptions of digital professionalism, and institutional challenges in adopting emerging technologies. Employing a mixed-methods research design, data were collected through surveys, interviews, and curriculum analysis from selected teacher education institutions. The findings reveal notable gaps in curriculum alignment, technological infrastructure, and opportunities for continuous professional development. The study emphasizes the need to embed digital competence, innovative pedagogical practices, and ethical use of technology within teacher education curricula. The paper concludes with strategic recommendations to strengthen teacher preparation and support sustainable digital transformation in Indian schools.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Transformation, Teacher Education, Digital Competence, Digital Professionalism, NEP 2020, India.<\/p>\n\n\n\n

Page No: 39-43<\/strong><\/p>\n\n\n\n

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Continuous Professional Development in the Age of Emerging Technologies: Challenges for Indian Teacher Training Institutions<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Priyabrata Sau & Laylee Chakraborty<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043009<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In the contemporary educational landscape, emerging technologies are transforming the roles, responsibilities, and skill requirements of teachers. Continuous Professional Development (CPD) is therefore essential for Teachers training institution in India to ensure that Teacher remain relevant and effective. However, the integration of technological advancements into CPD practices presents significant challenges. These include gaps in digital infrastructure, varying levels of technological proficiency among teachers, limited institutional capacity, and disparities in access to technology across regions. Moreover, rigid training structures, time constraints, and insufficient alignment between technology use and pedagogical objectives often hinder meaningful professional learning. This study emphasizes the importance of reimagining CPD frameworks that are flexible, inclusive, and responsive to technological change. Strengthening institutional support systems, promoting digital competence, and fostering a culture of lifelong learning are crucial for enabling Indian teacher training institutions to prepare Teachers for a technologydriven educational environment. Indian teacher training institutions face multiple challenges in effectively integrating them into CPD frameworks. Key challenges include inadequate digital infrastructure, limited technological competence among teacher educators, uneven access to resources between urban and rural institutions, insufficient funding, and a lack of coherent policy alignment between technological innovation and pedagogical goals. Additionally, resistance to change, heavy workloads, and limited time for sustained professional learning further constrain meaningful CPD engagement. This abstract highlights the need for context-sensitive CPD models that emphasize digital literacy, pedagogical innovation, institutional support, and continuous mentoring. Addressing these challenges is essential for empowering Indian teachers to adapt to technological change and to ensure quality, equity, and relevance in teacher education in the digital era.<\/p>\n\n\n\n

Keywords:<\/strong> Continuous Professional Development, Emerging Educational Technologies, Teachers Training Institutions, Indian Teacher Education.<\/p>\n\n\n\n

Page No: 44-56<\/strong><\/p>\n\n\n\n

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Digital Transformation and Emerging Technologies in Schools: A Theoretical Inquiry into Pedagogy, Technology and Educational Transformation<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Salini Mukherjee<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043010<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Education has always been shaped by the dominant technologies and epistemologies of its time. From oral traditions to print culture and now to digital ecosystems, each transformation has reconfigured the nature of knowledge production, dissemination, and acquisition. The contemporary era is characterized by an unprecedented convergence of digital transformation and emerging technologies that are redefining educational structures, pedagogical practices, and learner identities. Digital transformation in schools is not merely a technological shift; it is a profound cultural and epistemic reorientation that challenges traditional assumptions about teaching, learning, and institutional organization.<\/p>\n\n\n\n

The notion of digital transformation in education signifies a systematic and reflective integration of advanced digital tools and innovative technologies into pedagogical and administrative processes. This transformation encompasses artificial intelligence, cloud computing, learning analytics, virtual and augmented reality, and the Internet of Things. These technologies are not neutral instruments; rather, they function as socio-cultural artifacts that shape the ways in which knowledge is constructed and experienced. As Marshall McLuhan famously observed, \u201cWe shape our tools and thereafter our tools shape us.\u201d This insight is particularly relevant in understanding how digital technologies are reshaping educational practices and learner subjectivities.<\/p>\n\n\n\n

This paper explores digital transformation in schools through a theoretical lens, examining how emerging technologies influence pedagogy, institutional culture, and learner engagement. It also addresses the challenges and ethical considerations associated with technological integration and proposes strategies for sustainable implementation.<\/p>\n\n\n\n

Keywords:<\/strong> Technology, Intelligence, Implementation, Digital.<\/p>\n\n\n\n

Page No: 57-61<\/strong><\/p>\n\n\n\n

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Artificial Intelligence and the New Responsibilities of Teachers: A Study of Secondary School Teachers in Kolkata<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sourav Mishra & Prof. Dr. Lubhawani Tripathi<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043011<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Artificial Intelligence (AI) rapidly transforming the educational landscape by introducing intelligent systems that support teaching, assessment, and learning management. The integration of AI technologies such as intelligent tutoring systems, automated grading tools, and adaptive learning platforms has significantly influenced the professional roles and responsibilities of teachers. The present study examines the emerging responsibilities of teachers in AI-integrated educational environments with special reference to secondary school teachers in Kolkata, West Bengal. A descriptive survey research design was adopted for the study. A sample of 120 teachers from government and private secondary schools in Kolkata was selected through a simple random sampling technique. Data were collected through a structured questionnaire designed to measure teachers\u2019 perceptions regarding AI usage and professional responsibilities. The collected data were analyzed using mean, standard deviation, and t-test. The findings revealed that Artificial Intelligence significantly influences instructional planning, student assessment practices, and classroom management strategies. The study concludes that while AI technologies enhance teaching efficiency, the human role of teachers remains essential in guiding students\u2019 intellectual, ethical, and emotional development. The findings have important implications for teacher education programs, educational policy makers, and curriculum planners.<\/p>\n\n\n\n

Keywords:<\/strong> Artificial Intelligence in Education, Teacher Responsibilities, Educational Technology, Digital Pedagogy, AI Integration, Kolkata Schools.<\/p>\n\n\n\n

Page No: 62-67<\/strong><\/p>\n\n\n\n

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Digital Divide in Indian School Education: Technology, Access and Social Justice<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sayanti Chatterjee<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043012<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The rapid integration of digital technology into education has transformed teaching and learning processes worldwide. However, unequal access to technological resources has created a significant digital divide in Indian school education, particularly affecting students from rural, economically disadvantaged and marginalized communities. This paper examines the multidimensional nature of the digital divide in India, including differences in device availability, interest connectivity, institutional support, digital literacy. The COVID-19 pandemic further exposed these inequalities, as many students were unable to participate effectively in online learning environments. Using a qualitative analytical approach based on secondary data, policy reports and existing research, the study explores how technological inequalities intersect with issues of social justice, equity and educational opportunity. The paper argues that bridging the digital divide requires comprehensive strategies involving infrastructure development, teacher capacity building, and inclusive digital content and policy interventions. Ensuring equitable digital access is essential to prevent the reproduction of social inequalities and to promote inclusive, quality education for all learners for all learners in India.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Divide, School Education, Social Justice, Educational Inequality, Technology Access.<\/p>\n\n\n\n

Page No: 68-71<\/strong><\/p>\n\n\n\n

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Digital Pedagogy for the Future Indian Classroom<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sk Abdul Hamid<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043013<\/a><\/p>\n\n\n\n

Abstract:<\/strong> When the study of instructing via digital technologies is known as digital pedagogy. The rationale for teacher\u2019s creation of digital pedagogies is examined in this chapter. It looks at the environment in which we educate as well as how pupils are changing.It arguesthat we should become more adept at using digital technology and outlines the kinds of learning outcomes we can expect. The study investigates how the integration of online and offline teaching methodologies fosters personalised learning experiences, enhances student engagement and supports diverse learning styles. Drawing from empirical studies, case analyses and current educational frameworks, the paper evaluates the effectiveness of blended learning environments across various educational levels and disciplines. Key findings indicate that blended learning offers improved flexibility, increased across to resources and opportunities for collaborative andself-paced learning.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Pedagogy, Blended Learning, Collaboration, Online Education, Learning Management System (LMS), E-Learning.<\/p>\n\n\n\n

Page No: 72-78<\/strong><\/p>\n\n\n\n

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Digital Transformation and Emerging Technologies in Schools<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sovan Patra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043014<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Digital transformation has become a central concern in contemporary school education, reshaping teaching\u2013learning processes, institutional practices, and professional identities. In the Indian context, this transformation is influenced by national policy aspirations, rapid technological development, and significant socio-economic diversity. This paper examines digital transformation and the role of emerging technologies in schools with a focus on pedagogy, teacher professionalism, equity, and ethics. It argues that meaningful digital integration requires a human-centred, inclusive, and context-sensitive approach rather than a purely technology-driven model. By situating global educational technology trends within Indian realities, the paper highlights both opportunities and challenges associated with digital schooling.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Transformation, Emerging Technologies, School Education, Teacher Professionalism, Equity, Ethics.<\/p>\n\n\n\n

Page No: 79-81<\/strong><\/p>\n\n\n\n

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Redefining Classroom Practice for a Changing World<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sudipta Roy<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043015<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Education systems across the globe are undergoing profound transformation in response to rapid technological advancement, globalization, climate change and shifting workforce demands. Traditional classroom practices- centered on rote memorization, teacher-led instruction and standardized assessmentare increasingly insufficient to prepare learners for complex, unpredictable futures. This paper explores strategies for refining classroom practice to meet the demands of a changing world. It outlines a clear objective and methodology for educational reform grounded in student-centered learning, digital integration, inclusive pedagogy and competency-based assessment. Drawing on contemporary educational thought and global frameworks such as UNESCO and OECD\u2019s Learning Framework 2030, the paper proposes a systematic approach to redesigning classroom environments. The study concludes that sustainable refinement requires continuous professional development, reflective practice and collaborative innovation.<\/p>\n\n\n\n

Keywords:<\/strong> Globalization, Integration, Digital, Innovation.<\/p>\n\n\n\n

Page No: 82-87<\/strong><\/p>\n\n\n\n

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Artificial Intelligence in India Classrooms: Pedagogical Possibilities and Ethical Concerns<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Prof. Sudipta Samanta<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043016<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The integration of Artificial Intelligence (AI) in education has emerged as a transformative force, reshaping traditional teaching and learning practices globally. In this study we explore the impact of AI on the Indian education system, emphasizing its potential to address critical challenges such as accessibility, personalization and quality of education. By adopting a descriptive research approach we analyzed the current state of AI adoption in Indian schools and universities, highlighting innovative tools and practices that enhance learning outcomes. However the study also identifies significant barriers, including the digital divide, infrastructural limitations and ethical concerns around data privacy.<\/p>\n\n\n\n

Keywords:<\/strong> Artificial Intelligence, Indian School, Pedagogy Practices, Data Privacy.<\/p>\n\n\n\n

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

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Digital Readiness of Indian Schools: Institutional Capacity, Leadership and Change Management<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Susmita Ghara Jele<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04043017<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Digital Readiness of Indian Schools refers to the preparedness of the education system to adopt integrate and effectively use digital technologies to enhance teaching, learning and administrations. It encompasses a multifaceted approach that goes beyond merely having device, focusing on infrastructure, teacher capability and student access. This thesis examines the digital readiness of Indian schools with a focus on institutional capacity, leadership and change management. The study explores the availability and effective use of digital infrastructure, institutional policies, human resources and technological competencies within schools. It emphasizes the role of school leadership in planning, implementing and sustaining digital transformation initiatives, the study adopts a mixed methods research design combining qualitative and quantitative data from school teachers. The findings indicate that digital readiness is not solely dependent on technological availability but is significantly influenced by institutional vision, leadership competence and systematic change management practices.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Readiness, Institutional capacity, Leadership, Change Management.<\/p>\n\n\n\n

Page No: 93-96<\/strong><\/p>\n\n\n\n

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

Conference Proceedings (April 2026) Download Content List of Year 2026 – April| Volume -4 | Issue -4 (3) Year 2026 – April | Volume -4 | Issue -4 (3) Inclusive Schooling in the Digital Era: Technology as an Enabler or Barrier May 14, 2026 Volume4 Issue4(3) Author: Chayan Chowdhury DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04043001 Abstract: Education in …<\/p>\n

Digital Readiness of Indian Schools: Institutional Capacity, Leadership and Change Management<\/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 (3) Year 2026 – April | Volume -4 | Issue -4 (3) Inclusive Schooling in the Digital Era: Technology as an Enabler or Barrier May 14, 2026 Volume4 Issue4(3) Author: Chayan Chowdhury DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04043001 Abstract: Education in…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/11877"}],"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=11877"}],"version-history":[{"count":11,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/11877\/revisions"}],"predecessor-version":[{"id":12020,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/11877\/revisions\/12020"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=11877"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}