{"id":12296,"date":"2026-06-17T15:32:31","date_gmt":"2026-06-17T10:02:31","guid":{"rendered":"https:\/\/bijmrd.com\/?page_id=12296"},"modified":"2026-06-17T15:34:58","modified_gmt":"2026-06-17T10:04:58","slug":"special-issue-volume-4-issue-5-1","status":"publish","type":"page","link":"https:\/\/bijmrd.com\/index.php\/special-issue-volume-4-issue-5-1\/","title":{"rendered":"Special Issue Volume -4 | Issue 5- (1)"},"content":{"rendered":"\t\t
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\r\n\t\t\t\r\n\t\t\t\t \r\n Conference Proceedings (May 2026) <\/span>\r\n\t\t\t\t\t\r\n\t\t\t\t\t\t\t<\/h1> <\/span>\r\n\r\n\t\t\t\r\n <\/div>\r\n\r\n\t\t\r\n\t\t<\/div> <\/div>\r\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\r\n\t\t\t\r\n\t\t\t\t \r\n Year 2026 - May | Volume -4 | Issue -5 (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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Digital Repatriation of Cultural Heritage Through AI Technologies: A Study<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Debasish Das<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051001<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In response, AI in digital cultural heritage repatriation has been considered in order to ameliorate age-old issues behind ownership, accessibility and conservation for displaced cultural artefacts. Most of these culturally and historically important objects tend to remain with foreign entities and restrict access for source communities. It is qualitative and analytical in that it examines digital repatriation projects at the moment and the development of digital tools such as AI 3D reconstructions, machine learning-based restoration and digital archiving technologies that enhance the ability to recreate and restore heritage assets in a virtualized form. There are great efficiencies of scale, accuracy, and accessibility on repatriation work with AI powered technologies based on digital repatriation technologies for realistic reconstruction, multilingual metadata creation and virtual museum experiences. By fostering ethical, inclusive and equitable community reintegration by using AI technology, these advances enhance the protection of cultural heritage and community empowerment process. The implications of AI in the context of digital repatriation are that it is an enabling and transformative process, which is not only related to physical repatriation, but is also a cultural justice instrument that not only allows world cooperation, dialogues and cross-disciplinary cooperation for preservation. To keep it going and retain sustainability and cultural sensitivity, ethical concerns regarding authenticity, data ownership and reliance on technology should be considered.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Repatriation, Cultural Heritage, Artificial Intelligence, Virtual Reconstruction, Heritage Preservation, Digital Archives.<\/p>\n\n\n\n

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

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Reimagining Indian Education through Indigenous Wisdom and Global Knowledge for Viksit Bharat<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Kaliram Murmu<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051002<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The study examines the need to reimagine Indian education through the integration of indigenous wisdom and global knowledge systems to achieve the vision of Viksit Bharat. It explores the relevance of indigenous knowledge systems in fostering holistic, value-based education and highlights their role in promoting ethical awareness, cultural identity, and sustainability. Simultaneously, the study analyzes the contribution of global knowledge systems in enhancing innovation, critical thinking, and competitiveness within the Indian educational context. Drawing upon a qualitative, literature-based methodology, the research critically reviews policy frameworks, particularly the National Education Policy 2020, along with scholarly perspectives on Indian Knowledge Systems and global education trends. The findings reveal that a balanced integration of traditional and modern knowledge paradigms is essential for creating an inclusive and future-ready education system. The study also identifies key challenges such as curriculum rigidity, lack of teacher preparedness, and resource constraints, and suggests strategic interventions for effective implementation. It concludes that a synergistic approach can transform Indian education into a dynamic system aligned with national development and global engagement.<\/p>\n\n\n\n

Keywords:<\/strong> Indigenous Knowledge Systems, Global Knowledge, Viksit Bharat, Holistic Education, National Education Policy 2020, Educational Transformation<\/p>\n\n\n\n

Page No:<\/strong> 6-16<\/strong><\/p>\n\n\n\n

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Role of Higher Education in Achieving the Vision of Viksit Bharat 2047<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Bandita Sau & Dr. Niranjan Manna<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051003<\/a><\/p>\n\n\n\n

Abstract:<\/strong> This study examines the crucial role of higher education in steering India toward the ambitious vision of Viksit Bharat by 2047, a milestone year that will mark a century of independence. The goal of \u201cViksit Bharat by 2047\u201d is to transform India into a developed, holistic development and sustainable nation. Today, higher education institutions not only impart knowledge to students but also develop their skills, critical thinking and problem-solving abilities, which form the foundation of national development. The present study objective is to examine the role of higher education in achieving the vision of Viksit Bharat. A qualitative method was adopted for this study, and data were collected from secondary sources. This study highlights the findings that higher education produces skilled human resources that meet the demands of modern industries and educational sectors. However, higher education has served as a powerful instrument that will significantly contribute to the realization of the vision of Viksit Bharat by 2047 and in establishing a self-sufficient and developed nation.<\/p>\n\n\n\n

Keywords:<\/strong> Higher Education, Viksit Bharat 2047 and Holistic Development<\/p>\n\n\n\n

Page No:<\/strong> 17-21<\/strong><\/p>\n\n\n\n

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Revitalizing Indian Knowledge Systems (IKS): Integrating Traditional Wisdom with Contemporary Educational and Developmental Paradigms<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ankita Manna<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051004<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Indian Knowledge Systems (IKS) constitute a vast and dynamic body of indigenous knowledge developed over millennia within the diverse cultural, philosophical, and scientific traditions of India. Encompassing disciplines such as philosophy, mathematics, medicine, ecology, linguistics, architecture, and arts, IKS provide a holistic worldview that integrates intellectual, ethical, and spiritual dimensions of human life. In the contemporary era of globalization, rapid technological advancement, and socio-economic transformation, there is a growing need to revisit and revitalize these traditional knowledge systems. The present study aims to critically examine the scope, relevance, and challenges of integrating IKS into modern educational and developmental paradigms.The study adopts a qualitative research design based on secondary sources, including policy documents, scholarly articles, and institutional reports. The findings reveal that IKS significantly contribute to holistic education, sustainable development, ethical consciousness, and cultural identity formation. However, the study identifies key challenges such as lack of empirical validation, insufficient curriculum standardization, teacher preparedness gaps, and limited interdisciplinary integration. The paper argues that effective revitalization of IKS requires a balanced synthesis of traditional wisdom and modern scientific approaches. The study concludes that integrating IKS into contemporary frameworks can foster inclusive, sustainable, and culturally rooted development aligned with national and global goals.<\/p>\n\n\n\n

Keywords:<\/strong> Indian Knowledge Systems, Indigenous Knowledge, Holistic Education, Sustainability, Curriculum Integration, Cultural Identity.<\/p>\n\n\n\n

Page No:<\/strong> 22-30<\/strong><\/p>\n\n\n\n

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Language Policy of School Education In The Light Of NEP 2020: Implications, Challenges and Prospects<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Arpita Kheto & Dr. Birajlakshmi Ghosh<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051005<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In the Indian educational landscape The National Education Policy (NEP) 2020 a paradigm shift, presented language policy as one its core vision suggesting inclusive and holistic development of learners. This paper critically examines the language policy outlined in NEP 2020, focusing on its implications for school education explain the existing system and the relevant changes for implementation of NEP 2020. Through a comprehensive review of related literature, the study explores the historical context, policy perspectives, and anticipated outcomes of the three-language formula in the light of the policy. The study employs qualitative content analysis to evaluate policy documents, scholarly articles, and expert commentaries. Findings highlight the potential of NEP 2020 to foster multilingualism, cultural integration, and cognitive development. It has also identified challenges for implementation of language policy, teacher preparedness to teach language as a school subject and medium of instruction and regional disparities to implement. The paper concludes with recommendations for effective policy execution, means to encourage language based inclusivity and suggestions for future research.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, Language Policy, Three-Language Formula, School Education, Multilingualism, language based Inclusivity.<\/p>\n\n\n\n

Page No:<\/strong> 31-35<\/strong><\/p>\n\n\n\n

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Integration of ICT in Classrooms: Enhancing Student Engagement<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Paramita Paul<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051006<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The integration of Information and Communication Technology (ICT) in classrooms has emerged as a transformative approach to enhancing student engagement and improving learning outcomes. This study examines the role of ICT tools\u2014such as interactive whiteboards, multimedia presentations, online learning platforms, and digital assessments\u2014in fostering active participation among students. Using a descriptive survey method, data were collected from teachers and students across selected secondary schools to analyze the effectiveness of ICT-enabled teaching practices. The findings reveal that ICT integration significantly increases students\u2019 interest, motivation, and involvement in classroom activities by making learning more interactive, visual, and learner-centered. Moreover, ICT facilitates collaborative learning, instant feedback, and access to diverse educational resources, thereby enriching the overall learning experience. However, challenges such as inadequate infrastructure, lack of teacher training, and digital divide issues continue to hinder its optimal utilization. The study concludes that effective implementation of ICT requires proper planning, continuous teacher training, and supportive institutional policies to maximize student engagement and academic success.<\/p>\n\n\n\n

Keywords:<\/strong> ICT Integration, Student Engagement, Digital Learning, Classroom Technology, Teaching Effectiveness.<\/p>\n\n\n\n

Page No:<\/strong> 36-41<\/strong><\/p>\n\n\n\n

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Viksit Bharat @2047: Vision, Challenges and Pathways<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Kush Hatui & Dr. Pankaj Kumar Paul<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051007<\/a><\/p>\n\n\n\n

Abstract:<\/strong> India\u2019s aspiration to become a developed nation by 2047, marking the centenary of its independence, has been articulated through the vision of Viksit Bharat @2047. This vision seeks to transform India into an economically prosperous, socially inclusive, technologically advanced, culturally vibrant, and environmentally sustainable nation. Achieving this ambitious goal requires coordinated efforts across multiple sectors, particularly policy formulation, educational transformation, cultural preservation and promotion, and innovation-driven development. The present paper examines the vision of Viksit Bharat @2047 and explores the opportunities and challenges associated with its realization. Employing a qualitative and analytical methodology based on policy documents, scholarly literature, and government reports, the study analyzes the role of public policy, education, culture, and innovation in shaping India\u2019s developmental trajectory. The findings indicate that while India possesses significant demographic, technological, and cultural advantages, challenges such as educational inequality, skill gaps, socioeconomic disparities, digital divides, and governance issues must be addressed. The paper concludes that inclusive policies, transformative education, cultural confidence, and innovation ecosystems are essential for achieving the objectives of Viksit Bharat @2047. Policy suggestions are proposed to strengthen India\u2019s developmental framework and ensure sustainable national progress.<\/p>\n\n\n\n

Keywords:<\/strong> Viksit Bharat @2047, Education, Innovation, Public Policy, Culture, Sustainable Development, Knowledge Economy.<\/p>\n\n\n\n

Page No:<\/strong> 42-54<\/strong><\/p>\n\n\n\n

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The Role of the Bhagavad Gita in Value Education: Bridging Indigenous and Global Perspectives for Viksit Bharat<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Chaina Kamal & Dr. Gokul Ch. Patra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051008<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In the rapidly globalizing world, education systems are increasingly focused on skill development and knowledge acquisition, often neglecting the ethical and value-based dimensions of learning. This imbalance has resulted in growing concerns related to moral degradation, emotional instability, and social disintegration among learners. The present study examines the role of the Bhagavad Gita in promoting value education by bridging indigenous wisdom with global educational perspectives within the framework of Viksit Bharat. The study adopts a qualitative research approach based on secondary data sources, including classical texts, academic journals, books, and policy documents. Through thematic analysis, the study identifies key philosophical concepts such as Nishkama Karma (selfless action), Svadharma (duty), and Samatva (equanimity), and examines their relevance in contemporary education.<\/p>\n\n\n\n

The findings reveal that the Bhagavad Gita provides a comprehensive framework for value education that aligns with global competencies such as emotional intelligence, ethical reasoning, resilience, and holistic development. The study concludes that integrating the teachings of the Bhagavad Gita into modern curricula can foster ethical awareness, emotional balance, and social responsibility, thereby contributing significantly to the vision of a developed and value-based society under Viksit Bharat.<\/p>\n\n\n\n

Keywords:<\/strong> Bhagavad Gita, Value Education, Indigenous Knowledge Systems, Ethical Development, Global Education, Viksit Bharat<\/p>\n\n\n\n

Page No:<\/strong> 55-61<\/strong><\/p>\n\n\n\n

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Fostering Cognitive Flexibility and Critical Thinking through Multilingual Pedagogy in Teacher Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Papiya Upadhyay, Dr. Pranay Pandey, Sudipta Karmakar & Santanu Patra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051009<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Substantial linguistic and cultural diversity increasingly characterises modern inclusive classrooms. In these changing situations, language should be a way to learn, not a barrier to equal learning. A traditional monolingual teaching framework often makes it hard for students to share complex ideas, draw on their own experiences, and really get into academic topics. On the other hand, validating students\u2019 linguistic identities and permitting the use of their native languages bolsters academic confidence and psychological safety. Therefore, it is important that teacher education programs include multilingual pedagogy. Teachers need to know how to use different languages to help students, not see them as a problem in the classroom. Multilingualism goes beyond just being able to talk to people; it is an important way to encourage critical and creative thinking. By examining alternative linguistic systems, learners enhance their cognitive flexibility, enabling them to interpret concepts from various epistemological perspectives, synthesise diverse meanings, and express innovative ideas. This review-based study examines how multilingual education in teacher preparation transcends the mere mitigation of language barriers. It asserts that employing children\u2019s complete linguistic repertoires actively promotes cognitive flexibility, emotional health, and holistic development. Classrooms can become powerful, culturally rich places where students think critically, express themselves creatively, and work together to learn by using a variety of languages.<\/p>\n\n\n\n

Keywords:<\/strong> Multilingual pedagogy, Critical thinking, Creative thinking, Teacher education, Inclusive classrooms<\/p>\n\n\n\n

Page No:<\/strong> 62-68<\/strong><\/p>\n\n\n\n

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Media Ethics As A Pillar of Sustainable Development in Viksit Bharat<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Piyali Sau<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051010<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The term, \u201cViksit Bharat\u201d means developed India. Viksit Bharat is a plan by Prime Minister Narendra Modi to transform India into a developed nation by 2047, marking the 100th anniversary of India\u2019s independence. The vision includes Economic growth, social progress, environmental sustainability, Women empowerment, Education and good governance. The objective of the study is how Media Ethics Helps in Women Empowerment and how Media ethics helps in education. Ethical media portrays women accurately, raises awareness about their rights and helps establish equality in society. This accelerates women\u2019s empowerment, which is one of the foundations of a developed India. In the sector of education media ethics Providing accurate and reliable information, If the media adheres to ethics, then students get accurate and verified information. Using a document review method within a descriptive and qualitative research approach, the study deeply analysed that Media ethics is a powerful tool for women\u2019s empowerment. By promoting fairness, awareness, and equality, ethical media contributes to building a more inclusive and just society, where women can thrive and Media ethics in education is essential for building a developed India. It is not just about providing information, but also Creating conscious citizens Forming moral values, Increasing technology-based skills.<\/p>\n\n\n\n

Keywords:<\/strong> Media Ethics, Viksit Bharat, Women Empowerment, Education.<\/p>\n\n\n\n

Page No:<\/strong> 69-75<\/strong><\/p>\n\n\n\n

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Curriculum Reforms in Social Sciences under NEP 2020 : A Study of Implementation and Impact<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Sk Sanuar<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051011<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 introduces significant curriculum reforms aimed at transforming social science education in India into a more holistic, multidisciplinary, and competency-based domain. This study examines the nature, implementation, and impact of these reforms, with particular emphasis on pedagogical shifts, curriculum restructuring, and inclusivity. Moving away from rote learning and content-heavy approaches, the policy promotes critical thinking, experiential learning, and interdisciplinary integration. The research adopts a descriptive and analytical approach based on secondary data from policy documents, reports, and scholarly literature. Findings indicate that while many institutions have embraced flexible curricula and innovative teaching methods, implementation remains uneven due to challenges such as inadequate infrastructure, limited teacher preparedness, and regional disparities. The reforms have positively influenced student engagement, analytical skills, and civic awareness, although their long-term impact is still evolving. The study concludes that while NEP 2020 provides a strong framework for transforming social science education, sustained efforts in teacher training, resource allocation, and policy execution are essential to ensure equitable and effective outcomes across diverse educational contexts.<\/p>\n\n\n\n

Keywords:<\/strong> Curriculum Reform, Social Science Education, NEP 2020, Experiential Learning, Educational Equity.<\/p>\n\n\n\n

Page No:<\/strong> 76-81<\/strong><\/p>\n\n\n\n

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Attaining Sustainable Development Goals (SDGs) Through Indian Knowledge System (IKS)-A Case Study of Sikkim<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Kaushani Basu<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051012<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The Indian Knowledge System (IKS) encases sustainability and overall well-being; thus, provide us with ideas and solutions to the contemporary global challenges. Integrating IKS with modern scientific approaches helps in environmental preservation, sustainable livelihoods, better health, quality education and ensure ecological balance. This research illustrates how Indian ancient knowledge system promotes sustainable development through a holistic approach. Also, the role of IKS in promoting SDG-2 (Zero Hunger) and SDG-4 (Quality Education), complementing modern sustainable practices, has been discussed. This paper highlights examples from organic farming in the state of Sikkim (associating with SDG-2); and focuses on the Indigenous education system of the Pre-Buddhist Era, Monastic education in Sikkim representing the ancient Gurukul system of education and the CM Shri Model School integrating present day education with sustainability (addressing SDG-4). The study is descriptive type and is conducted depending on secondary data (from various books, journals, websites, etc.). Furthermore, the researcher collected information of types of crops grown, outsourced items, cost of farming and net income of 20 farmers of the villages in Mangan district, North Sikkim; analysing their benefit-cost ratio to find economic viability of organic farming for sustainability. The results indicates that organic farming is viable and that by encapsulating traditional Indian wisdom with contemporary sustainable practices, India can successfully meet its development needs by combating hunger, promoting sustainable organic agriculture and ensuring inclusive equitable quality education.<\/p>\n\n\n\n

Keywords:<\/strong> Indian Knowledge Systems (IKS), Sustainable Development Goals (SDGs), Zero Hunger, Quality Education, Organic Farming, Monastic Education, Benefit-Cost Ratio.<\/p>\n\n\n\n

Page No:<\/strong> 82-94<\/strong><\/p>\n\n\n\n

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Viksit Bharat @2047: Educational Transformation, Cultural Resilience and Policy Challenges in a Globalized World<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Lokesh Dandapat<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051013<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The vision of Viksit Bharat @2047 reflects India\u2019s aspiration to emerge as a developed nation by integrating economic growth with social equity, cultural continuity and knowledge advancement. In the context of rapid globalization, this study examines the interconnected roles of educational transformation, cultural resilience and policy frameworks in shaping India\u2019s developmental trajectory. The background of the study is grounded in the growing need to align global knowledge systems with indigenous traditions while addressing challenges such as linguistic diversity, cultural preservation and inclusive access to quality education. This study adopts a qualitative research methodology, drawing upon policy documents, educational reports and scholarly literature. Key frameworks such as the National Education Policy 2020, global education models and indigenous knowledge systems are critically reviewed to understand their implications for India\u2019s long-term development. The method involves thematic analysis of secondary data to identify major trends, gaps and opportunities in the domains of education, culture and policy. The findings indicate that educational transformation in India must move beyond access to focus on equity, skill development and contextual learning. Cultural resilience emerges as a crucial factor in sustaining national identity amidst global influences, while policy challenges include effective implementation, resource allocation and balancing global competitiveness with local relevance. The results highlight the importance of multilingual education, integration of traditional knowledge and the use of digital technologies for inclusive growth. The study concludes that achieving the vision of Viksit Bharat @2047 requires a holistic and integrated approach, where education serves as a catalyst for socio-economic development, culture acts as a unifying force and policy provides a supportive and adaptive framework. Strengthening the synergy between these domains is essential for building a sustainable, inclusive and globally competitive India.<\/p>\n\n\n\n

Keywords:<\/strong> Viksit Bharat @2047, Educational Transformation, Cultural Resilience, Globalization, Education Policy, Indigenous Knowledge Systems, Multilingualism, Inclusive Development, Sustainable Development.<\/p>\n\n\n\n

Page No:<\/strong> 95-112<\/strong><\/p>\n\n\n\n

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Role of Viksit Bharat in women\u2019s empowerment<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mou Sangram<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051014<\/a><\/p>\n\n\n\n

Abstract:<\/strong> \u201cViksit Bharat\u201d refers to the vision of transforming India into a developed, self-reliant, and inclusive nation by the year 2047. The primary objective of Viksit Bharat is to elevate India to developedcountry status by ensuring equal opportunities for all. This vision is based on four key pillars: youth, women, the poor, and farmers. A nation can achieve true development only when half of its population, women, actively participate in education, the economy, politics, and overall social life.<\/p>\n\n\n\n

Among the four pillars of Viksit Bharat, women\u2019s empowerment is a crucial one. Special emphasis is placed on enhancing women\u2019s skills, education, social status, digital inclusion, and employment opportunities. Women need to be encouraged to participate actively in these areas.<\/p>\n\n\n\n

For the research on women\u2019s empowerment in Viksit Bharat, a qualitative methodology has been used, relying on secondary data such as books, journals, and government policies.<\/p>\n\n\n\n

The study reveals that a truly developed nation can only be achieved through the active participation of women. Furthermore, improvements in women\u2019s education have led to better social and economic conditions.<\/p>\n\n\n\n

Keywords:<\/strong> Viksit Bharat, Women\u2019s Empowerment, Policy Analysis, Gender Equality, India.<\/p>\n\n\n\n

Page No:<\/strong> 113-116<\/strong><\/p>\n\n\n\n

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Practical Vedanta and the Ideal of Universal Spirituality: The Possibility of Self-Realization from Every Condition of Human Life<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mr. Koushik Mishra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051015<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Vedanta represents one of the most profound philosophical and spiritual traditions within Indian thought, emphasizing the essential unity of existence and the divinity inherent in every individual. According to Vedantic philosophy, human beings are not ultimately defined by external distinctions such as caste, religion, social status, profession, or community. Rather, the same divine Self (Atman) resides within all, which is identical with the ultimate reality, Brahman. On this basis, Vedanta affirms that every individual\u2014 regardless of social or cultural condition\u2014possesses the potential to realize the highest spiritual truth. The concept of Practical Vedanta, particularly articulated by Swami Vivekananda, emphasizes the application of Vedantic ideals within everyday life, social engagement, and service to humanity. This perspective transforms spiritual realization from a purely contemplative pursuit into a dynamic principle guiding ethical action and social harmony. This paper examines the universalistic vision of Vedanta and explores how its philosophical principles enable individuals to pursue spiritual fulfillment from any condition of life. It further highlights Vedanta\u2019s role in fostering human equality, spiritual humanism, and a universal outlook that transcends social and cultural divisions.<\/p>\n\n\n\n

Keywords:<\/strong> Universal Spirituality, Self-Realization, Human Unity, Spiritual Humanism, Brahman And Atman, Equality of Humanity, Spiritual Liberation.<\/p>\n\n\n\n

Page No:<\/strong> 117-124<\/strong><\/p>\n\n\n\n

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Cultural Integration in School Curriculum: Bridging Global and Indigenous Knowledge for Viksit Bharat<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Parna Santra & Dr. Gokul Ch. Patra<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051016<\/a><\/p>\n\n\n\n

Abstract:<\/strong> In the contemporary globalized world, education systems are increasingly influenced by global knowledge paradigms, often leading to the marginalization of indigenous cultural traditions and local knowledge systems. This imbalance creates a disconnect between students\u2019 cultural identities and their learning experiences. The present study examines the role of cultural integration in the school curriculum as a means of bridging global knowledge and indigenous wisdom within the framework of Viksit Bharat. The study adopts a qualitative research methodology based on secondary data collected from books, research articles, policy documents, and reports. The findings reveal that integrating cultural elements into the curriculum enhances students\u2019 identity formation, critical thinking, and social cohesion. It also promotes ethical values, intercultural understanding, and sustainable development. The study highlights that the National Education Policy 2020 strongly advocates for culturally relevant and holistic education.<\/p>\n\n\n\n

The paper concludes that cultural integration is essential for developing a balanced education system that aligns global competencies with indigenous values, thereby contributing to the vision of Viksit Bharat.<\/p>\n\n\n\n

Keywords:<\/strong> Cultural Integration, School Curriculum, Indigenous Knowledge, Global Education, Viksit Bharat<\/p>\n\n\n\n

Page No:<\/strong> 125-130<\/strong><\/p>\n\n\n\n

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Cultural Diversity and National Integration: Unity in Diversity as India\u2019s Developmental Strength<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Prashami Pandey<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051017<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Cultural diversity in India, characterized by myriad languages, religions, customs, and ethnicities, forms the backdrop for its unique concept of national integration, often encapsulated in the phrase \u201cunity in diversity.\u201d This study examines how India\u2019s cultural plurality contributes as a developmental strength by fostering social cohesion, innovation, and inclusive growth. Employing a qualitative analysis of historical, sociopolitical, and economic data, alongside policy reviews and intercultural integration outcomes, the study traces mechanisms through which diversity promotes national unity and developmental progress. Results indicate that India\u2019s national integration initiatives leverage intercultural dialogue, identity flexibility, and inclusive governance to mitigate ethnic divides and enhance social capital, thereby strengthening democratic resilience and economic development. The findings highlight that policies encouraging interculturalism\u2014 valuing dialogue and common identity while respecting distinct cultural expressions\u2014facilitate harmonious coexistence and collaborative progress. This cultural synergy translates into developmental advantages in governance, education, and economic creativity, propelling India\u2019s advancement while preserving its pluralistic fabric. The study concludes that India\u2019s model of embracing cultural diversity as an asset rather than a challenge underpins its national integration strategy, fostering unity that catalyzes sustainable development. It suggests that maintaining and nurturing this ethos is critical for future policy frameworks aimed at consolidating India\u2019s strength through its diverse heritage, making \u201cunity in diversity\u201d not merely a slogan but a practical foundation for national development and integration.<\/p>\n\n\n\n

Keywords:<\/strong> Cultural diversity, National integration, Harmonious coexistence, Development<\/p>\n\n\n\n

Page No:<\/strong> 131-138<\/strong><\/p>\n\n\n\n

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Reimagining Feminist Pedagogy in the Digital Age: Cyber Feminism in Indian Higher and Teacher Education under NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Barun Das<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051018<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 envisions a transformative framework for Indian higher and teacher education through digitalization, inclusivity, and multidisciplinary learning. Within this changing educational landscape, feminist pedagogy acquires renewed significance in addressing gendered inequalities embedded in digital access, technological participation, and knowledge production. This paper explores the relevance of cyber feminism as a critical theoretical approach to understanding the intersection of gender, technology, and education in contemporary India. Cyber feminism challenges patriarchal structures within digital spaces and advocates for equitable participation of women in virtual learning environments, academic discourse, and technological engagement.<\/p>\n\n\n\n

The study critically examines how NEP 2020 promotes digital learning while simultaneously exposing structural barriers such as the digital gender divide, socio-economic disparities, linguistic exclusion, and limited technological accessibility for women, particularly from marginalized communities. It further investigates the role of feminist pedagogy in reconstructing teacher education through inclusive, democratic, and gender-sensitive digital practices. By emphasizing women\u2019s agency, representation, and participation in online educational spaces, the paper argues that cyber feminism can contribute significantly to the democratization of higher education in India.<\/p>\n\n\n\n

The paper adopts an analytical and interdisciplinary approach by integrating feminist theory, educational policy analysis, and digital pedagogy studies. It concludes that the successful implementation of NEP 2020 requires not only technological advancement but also a feminist reorientation of educational practices to ensure equality, accessibility, and empowerment in the digital age.<\/p>\n\n\n\n

Keywords:<\/strong> Cyber Feminism, NEP 2020, Feminist Pedagogy, Digital Education, Higher Education, Teacher Education, Gender Equality.<\/p>\n\n\n\n

Page No:<\/strong> 139-148<\/strong><\/p>\n\n\n\n

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Viksit Bharat @2047: Vision, Challenges And The Role of Samagra Shiksha Mission<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Priya Ranjan Das<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051019<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The 21st century is going to be Indias century as the country moves forward into the future with confidence in its abilities. India is the largest economy in the world today and it will be the world\u2019s third largest economy by 2027 as its GDP Crosses United States $5 trillion according to the International Monetary Fund estimates. By 2047 India is going to be a United States $30 trillion economy with all the qualities of a nation. It will be a Viksit Bharat. Education is the key to Indias development it is changing the people of India into a skilled workforce that will help the economy grow and bring new ideas and fairness to society. Viksit Bharat@ 2047 wants to make India a developed nation by giving people education that they can all access using the Samagra Shiksha mission, technology and skill development. This paper looks at the vision of 2047. The problems India will face in achieving it focusing on the governments Samagra Shiksha Mission. We look at what the mission wants to do how it plans to do it and what it has achieved far in making education better, fairer and more accessible. This paper explores the vision of Viksit Bharat, the problems in achieving it. Carefully examines the role of Samagra Shiksha in dealing with these problems and shaping Indias future. This study is based on information, from journals, reports, newspapers and government websites.<\/p>\n\n\n\n

Keywords:<\/strong> Viksit Bharat @2047, Samagra Shiksha Mission, Quality Education,Human Capital Development, Skill Development.<\/p>\n\n\n\n

Page No:<\/strong> 149-155<\/strong><\/p>\n\n\n\n

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Roots of Resilience: Indigenous Practices And Sustainable Development in the Era of Changing Climate<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Priyanshu Kashyap<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051020<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Many of the ancient societies relied on Indigenous ecological knowledge for years to keep their environment in balance and sustainably manage natural resources. India has effectively shown how its indigenous communities have developed several environmentally sustainable practices around agriculture, water conservation, forest management, and biodiversity protection. The awareness and application of these indigenous ecological practices have slowly faded with the speed of modernization, industrialization and evolving socio-economic context. The current study examines how indigenous ecological knowledge at community and border socio-environmental levels might serve as a form of both environmental sustainability and sustainable development (particularly in India).India\u2019s SDG Index score increased from 57% in 2018 to over 66% in recent assessments, reflecting gradual improvement in sustainable development indicators. In 2026, India and Canada started negotiations on a Comprehensive Economic Partnership Agreement (CEPA) to enhance economic relations. The bilateral trade between the two nations is presently around USD 8 billion. The deal seeks to grow trade (USD 50 billion) by 2030. It targets sustainable sectors, like clean energy, critical minerals, and technology collaboration. This study adopts a qualitative research design based on secondary sources, such as government reports or policy documents on indigenous knowledge and environmental management. The paper examines certain indigenous natural resource management practices like community-based forestry, traditional agricultural practices, and traditional water harvesting systems that provide a case for ecological stability and climate resilience across geographical locations. More attention, documentation and institutionalization of indigenous knowledge systems is essential for the longterm environmental sustainability.<\/p>\n\n\n\n

Keywords:<\/strong> Indigenous Knowledge, Sustainable Development Goals, Environmental Sustainability, Climate Resilience, Traditional Ecological Practices.<\/p>\n\n\n\n

Page No:<\/strong> 156-167<\/strong><\/p>\n\n\n\n

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Role of Language in Nation Building \u2013 Mother Tongue Education, Multilingualism and Inclusive Development<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Dr. Momota Chakravorty<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051021<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Language plays a foundational role in nation building by shaping identity, fostering social cohesion, enabling effective governance, and facilitating equitable development. In diverse societies, language is not merely a tool for communication but a carrier of culture, knowledge systems, and collective memory. The strategic use of language in education and public life can significantly influence how inclusive and participatory a nation becomes. This abstract examines the interconnected roles of mother tongue education, multilingualism, and inclusive development in strengthening nation-building processes.<\/p>\n\n\n\n

Mother tongue education is widely recognized as a critical factor in improving learning outcomes, especially in early childhood and primary education. Children learn best when instructed in a language they understand, which enhances comprehension, cognitive development, and critical thinking. When education systems prioritize dominant or colonial languages over local languages, learners from marginalized communities often face barriers that lead to higher dropout rates and lower academic achievement. By incorporating mother tongue instruction, nations can democratize access to education, reduce inequality, and empower communities. Furthermore, it affirms cultural identity and promotes self-confidence among learners, which are essential for active citizenship.<\/p>\n\n\n\n

Multilingualism, when embraced as a policy and practice, contributes to national integration while respecting diversity. In multilingual societies, recognizing and promoting multiple languages helps bridge cultural divides and fosters mutual respect among different linguistic groups. Rather than viewing linguistic diversity as a challenge, it can be leveraged as a resource for innovation, creativity, and economic growth. Multilingual individuals are often better equipped to engage in global markets, diplomacy, and crosscultural communication. At the national level, inclusive language policies that accommodate multiple languages in administration, education, and media ensure broader participation and representation.<\/p>\n\n\n\n

Keywords:<\/strong> Language and Nation Building, Mother Tongue Education, Multilingualism, Inclusive Development, Linguistic Diversity, Educational Equity, Cultural Identity, Language Policy, Social Inclusion, Sustainable Development<\/p>\n\n\n\n

Page No:<\/strong> 168-173<\/strong><\/p>\n\n\n\n

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Identity, Society and Self : A Study of Identity Crisis in Sarat Chandra Chattopadhyay\u2019s Selected Novels<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Bani Brata Chatterjee<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051022<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Sarat Chandra Chattopadhyay is one of the most influential novelists in Indian literature, known for his realistic portrayal of social life and the psychological struggles of individuals within a rigid social structure. This study examines the theme of identity crisis in selected novels of Sarat Chandra Chattopadhyay, focusing on the complex relationship between identity, society, and the individual self. His characters often struggle to reconcile their personal desires and emotions with the expectations imposed by traditional social norms, cultural values, and family structures. Through the depiction of internal conflicts, social pressures, and moral dilemmas, Sarat Chandra highlights how individuals experience fragmentation and uncertainty in their search for selfhood. The study analyzes how social institutions such as family, caste, and gender roles influence the formation of identity and contribute to the crisis experienced by many characters in his novels. By exploring the psychological and social dimensions of identity in these works, the paper demonstrates that Sarat Chandra\u2019s fiction reflects broader issues of social transformation and individual autonomy in colonial Indian society. Ultimately, the study reveals how the author portrays the struggle for self-realization within a restrictive social framework, making his works relevant to discussions of identity and social change.<\/p>\n\n\n\n

Keywords:<\/strong> Identity, Society, Self, Identity Crisis, Social Conflict.<\/p>\n\n\n\n

Page No:<\/strong> 174-180<\/strong><\/p>\n\n\n\n

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Values of Swami Vivekananda Educational Human Being Thoughts: Excellence vs Reality in Present Indian Education System<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Ashok Kumar Jana & Professor Debuandu Bhattacharya<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051023<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Vivekananda Educational Human being Thought is very important for the development of values Education in the current Indian Education system. The main focus of the present research paper is Values of Swami Vivekananda Educational Human being Thoughts: Excellence vs Reality in Present Indian Education System. In this article we will learn important of human being, steps of self Confidence, learning practice, Concentration of Focus, self- trial, meditation, control of senses organs, mental health and freedom and Discipline. These aspects are very important in developing a student in to a real human being. In this article we will learn Vivekananda educational thought, Practices of learning, increasing the self confidence, control of senses organs by acquiring understanding and applying the knowledge that these elements are valuable in the Present Educational field. We will experience and appreciate excellence verses reality in real life. Vivekananda teaching is to awaken the valuable of feelings and perception by gaining experience through Observation and experimentation of thoughts. Explain, analyse and investigate how Vivekananda Educational human being Thoughts, practice of learning, increasing the self confidence, focus of Concentration and control of senses organs helps in developing human capital and gaining experience in human life. Through this essay writing, the Quality of the students physical and mental life will improve. Self confidence will increasing, he learn to control his senses, Concentration will increase, he will increase mental health. By acquiring learning skills, It will help in solving various real life problem, development of Cognitive work, changing the behaviour, improve the Quality of human life and enriching the Indian Education System.<\/p>\n\n\n\n

Keywords:<\/strong> Vivekananda, Educational Thoughts, Value Education, Human being, Learning, Excellence, Reality, Knowledge, System, Skill, Development.<\/p>\n\n\n\n

Page No:<\/strong> 181-189<\/strong><\/p>\n\n\n\n

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Viksit Bharat 2047: Reimagining India\u2019s Development Trajectory through Sustainable, Inclusive and Equitable Growth<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sreya Bishal<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051024<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The vision of Viksit Bharat 2047 represents India\u2019s aspiration to transform into a fully developed nation by the centenary of its independence. This transformation is not merely economic but encompasses social equity, environmental sustainability, and inclusive growth. The present study explores the multidimensional framework required to reimagine India\u2019s development trajectory through sustainable and inclusive approaches. Using a qualitative research design based on secondary data, the study analyses policy documents, academic literature, and developmental reports to examine the key pillars of sustainable development, social inclusion, and equitable growth. The findings indicate that while India has made significant progress in economic growth and technological advancement, persistent challenges such as income inequality, environmental degradation, and regional disparities hinder inclusive development. The paper argues that achieving the vision of Viksit Bharat requires integrated policy frameworks focusing on human capital development, green economy, digital inclusion, and social justice. The study concludes that a balanced synergy between economic growth, environmental sustainability, and social inclusiveness is essential to ensure long-term national progress.<\/p>\n\n\n\n

Keywords:<\/strong> Viksit Bharat 2047, Sustainable Development, Inclusive Growth, Equitable Development, Policy Framework.<\/p>\n\n\n\n

Page No:<\/strong> 190-198<\/strong><\/p>\n\n\n\n

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Integrating Indigenous Knowledge Systems with Global Education: An Explorative Study<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Subhankar Sahoo & Dr. Niranjan Manna<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051025<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Indigenous knowledge system represents a rich heritage of indigenous wisdom, which is social interaction, pedagogical practice and spirituality thoughts. This approach recognizes that knowledge is not just a collection of facts. It depends on human observation and deep feelings. While global education is an interdisciplinary approach to learning to understand and interconnect the world. It focuses on developing global competence among the students through indigenous knowledge. The goal of which is to increase global awareness, cultural literacy, system thinking, social responsibility, complex problem solving and digital connectivity in the educational sector. This study employed a qualitative approach of research using documentary analysis, drawing insights from classical text, policy documents. The analysis highlights that indigenous knowledge encourages students to see themselves as \u201cglobal citizens\u201d who have a role in solving international challenges like economic understanding, climate change, and human right etc. It supports the balanced development of holistic learning, experiential understanding, ethical development, cultural adjustment, which is help to student growth of physical, mental, emotional and spiritual. This study found that the integration of indigenous knowledge with global education faces notable challenges, including inadequate teacher training, limited standardized curricula, and misconception about indigenous knowledge. Morally, this study has been focused on the relationship between indigenous knowledge and global education with respect to science, yoga, mathematics, environmental knowledge, astronomy, pedagogical foundation to generate new insight which has developed global education.<\/p>\n\n\n\n

Keywords:<\/strong> Indigenous Knowledge, Global Education and Digital Literacy.<\/p>\n\n\n\n

Page No:<\/strong> 199-204<\/strong><\/p>\n\n\n\n

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Educational Reforms and Indian Languages in NEP 2020<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sanjoy Halder & Dr. Pankaj Kumar Paul<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051026<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 represents a transformative framework for revitalizing India\u2019s education system in alignment with the nation\u2019s cultural, linguistic, and developmental aspirations. One of its most significant features is the promotion of Indian languages as mediums of instruction, knowledge creation, and cultural preservation. The policy recognizes linguistic diversity as a national asset and seeks to empower learners through mother tongue-based multilingual education. This paper examines the role of NEP 2020 in promoting Indian languages and fostering linguistic empowerment. It explores the educational reforms introduced by the policy, including multilingualism, mother tongue instruction, translation initiatives, language technology development, and preservation of classical and indigenous languages. Using a qualitative and analytical methodology based on policy documents and scholarly literature, the study analyzes the opportunities and challenges associated with implementing language-related reforms. The findings reveal that NEP 2020 has the potential to enhance learning outcomes, strengthen cultural identity, promote social inclusion, and democratize knowledge. However, challenges related to implementation, teacher preparedness, resource development, and societal attitudes toward language remain significant. The paper concludes that successful implementation of NEP 2020 can contribute substantially to educational equity, cultural sustainability, and linguistic empowerment in India.<\/p>\n\n\n\n

Keywords:<\/strong> National Education Policy 2020, Indian Languages, Multilingual Education, Linguistic Empowerment, Mother Tongue Education, Educational Reforms, Cultural Preservation.<\/p>\n\n\n\n

Page No: 205-211<\/strong><\/p>\n\n\n\n

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Globalization of Higher Education with Indian Knowledge Perspectives<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Sumana Satpati & Dr. Pankaj Kumar Paul<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051027<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The globalization of higher education has transformed universities into interconnected spaces of knowledge production, research collaboration, and academic mobility. While internationalization offers opportunities for enhancing quality, innovation, and global competitiveness, it also raises concerns regarding cultural homogenization and epistemic dependency. In response, contemporary educational discourse emphasizes the importance of balancing global engagement with local knowledge traditions. In India, the National Education Policy (NEP) 2020 advocates the internationalization of higher education while simultaneously promoting Indian Knowledge Systems (IKS) and indigenous epistemological traditions. This paper examines the global\u2013local interface in higher education and research with particular emphasis on integrating internationalization and Indian epistemology. Using a qualitative and analytical methodology based on policy documents, scholarly literature, and reports, the study explores opportunities, challenges, and strategies for creating globally competitive yet culturally rooted educational institutions. The findings indicate that Indian epistemological traditions can enrich global knowledge systems through interdisciplinary research, sustainability-oriented perspectives, holistic education, and ethical frameworks. The paper concludes that a balanced integration of global academic standards and Indian intellectual traditions can strengthen higher education, promote knowledge diversity, and contribute to India’s aspiration of becoming a global knowledge leader.<\/p>\n\n\n\n

Keywords:<\/strong> Higher Education, Internationalization, Indian Epistemology, Indian Knowledge Systems, Global\u2013Local Interface, Research, NEP 2020, Knowledge Diversity.<\/p>\n\n\n\n

Page No: 212-219<\/strong><\/p>\n\n\n\n

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Knowledge Economy: The Role of Culture and Language<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t
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Author: Mamoni Khamrai & Dr. Pankaj Kumar Paul<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04051028<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The twenty-first century has witnessed a significant shift from industrial economies to knowledge driven economies where information, innovation, education, culture, and intellectual resources serve as primary drivers of economic development. In this context, cultural capital and linguistic resources have emerged as strategic assets for sustainable growth, social inclusion, and global competitiveness. Nations increasingly recognize that culture and language are not merely symbols of identity but also valuable economic resources capable of generating employment, innovation, tourism, creative industries, and knowledge-based enterprises. India, with its rich cultural heritage, linguistic diversity, traditional knowledge systems, and expanding digital economy, possesses immense potential to leverage cultural capital for economic development. This paper examines the relationship between the knowledge economy and cultural capital, emphasizing how culture and language can contribute to economic growth. Using a qualitative and analytical approach based on secondary sources, the study explores the role of cultural industries, language-based enterprises, creative economies, traditional knowledge systems, and educational reforms in strengthening economic development. The findings reveal that investment in cultural resources and linguistic empowerment can foster innovation, entrepreneurship, social cohesion, and sustainable development. The paper concludes that integrating cultural and linguistic assets into national development strategies can significantly contribute to building an inclusive and resilient knowledge economy.<\/p>\n\n\n\n

Keywords:<\/strong> Knowledge Economy, Cultural Capital, Language Economy, Creative Industries, Cultural Heritage, Human Capital, Economic Growth, Innovation.<\/p>\n\n\n\n

Page No: 220-227<\/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 (May 2026) Download Content List of Year 2026 – May| Volume -4 | Issue -5 (1) Year 2026 – May | Volume -4 | Issue -5 (1) Quality Enhancement of Teacher Education through Blended Learning in Alignment with NEP-2020 June 17, 2026 Volume4 Issue5(1) Author: Dr. Chandan Kumar Mandal & Dr. Subhas Chandra …<\/p>\n

Knowledge Economy: The Role of Culture and Language<\/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 (May 2026) Download Content List of Year 2026 – May| Volume -4 | Issue -5 (1) Year 2026 – May | Volume -4 | Issue -5 (1) Quality Enhancement of Teacher Education through Blended Learning in Alignment with NEP-2020 June 17, 2026 Volume4 Issue5(1) Author: Dr. Chandan Kumar Mandal & Dr. Subhas Chandra…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/12296"}],"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=12296"}],"version-history":[{"count":7,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/12296\/revisions"}],"predecessor-version":[{"id":12305,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/12296\/revisions\/12305"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=12296"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}