Author: Dr. Rimmi Datta & Prof. (Dr.) Jayanta Mete

DOI Link: https://doi.org/10.70798/Bijmrd/04010001

Abstract: This paper discusses how values education can be incorporated in pre-service teacher education programs in the Indian universities and colleges in the light of high demand of morally competent teachers in Indian diversified and dynamic educational environment. Since the learning environment is getting increasingly complex, it is necessary to develop teachers that do not only have sound academic knowledge but who also exhibit ethical, moral, and cultural competence in their instructional practice.The study analyses the integration of moral, ethical and cultural values in the design of the curriculum, pedagogical practices and the assessment techniques and procedures with specific reference to the disconnection between theoretical learning and practical teaching skills among pre-service teachers. The design of the study is based on the qualitative approach, which aims to use interviews and focus group discussions with faculty, student teachers and practicing educators to reflect their experiences and views on values education. The study was carried out in a sample of 50 teacher education institutions spread across different states, making it varied in regard to the type of institutions (urban, rural, government, and private) and the area of specialization, such as elementary, secondary, and special education programs.The major results indicate that there is a great deal of difference in the application of values education within various institutions and regions. Most of the programs understand the role of values in their mission statements, but the systematic use of the values in everyday teaching is still uneven. Some of the challenges recognized are insufficient faculty readiness, inadequate integration of the traditional Indian philosophical teachings into the modern pedagogical theories, and inadequate reflective habits among pre-service teachers. Also, a clear lack of standardized evaluation processes to help assess how students have developed moral and ethical values is evident.The paper has determined that achievement of success factors in values education includes incorporation of explicit curriculum elements which involve values, fostering of implicit learning conditions, and experiential learning opportunities. The study indicatively brings out the necessity of continuous professional growth among the educators to make sure that values education continues to be an integral aspect in teacher training. The results provide suggestions of change in the curriculum, training of faculty and the establishment of effective quality assurance processes that would make Indian teacher education institutions more open to values education in order to equip future teachers to negotiate cultural and ethical challenges in a globalized society.

Keywords: Values Education, Moral Development, Indian Educational Institutions, Pre-Service Teachers, Curriculum Integration

Page No: 1-9

Author: Dr. Arfi Anjoon

DOI Link: https://doi.org/10.70798/Bijmrd/04010002

Abstract: The negotiation of gender roles lies at the heart of women’s struggle for autonomy and empowerment. Despite legal advancements and policy commitments to gender equality, women across societies continue to experience restricted agency due to deeply embedded gender norms and power hierarchies. This paper critically examines women’s empowerment as a dynamic process of negotiating traditional and contemporary gender roles within social, economic, and political contexts. Drawing upon feminist theory, the capability approach, and gender–power frameworks, the study analyses how women navigate, resist, and reshape normative expectations to claim autonomy. The paper argues that empowerment is not a linear outcome of access to resources but a contested process shaped by cultural meanings, institutional structures, and everyday practices. Through an extensive review of interdisciplinary literature, the study highlights both the constraints and possibilities inherent in gender role negotiation and emphasizes the need for gender-transformative strategies to achieve sustainable women’s autonomy.

Keywords: Gender Roles, Women’s Empowerment, Autonomy, Feminist Theory, Gender Equality.

Page No: 10-16

Author: Mayurakshi Basu

DOI Link: https://doi.org/10.70798/Bijmrd/04010003

Abstract: Educational participation among Scheduled Tribe (ST) girls in rural India continues to reflect persistent structural inequalities despite decades of policy intervention. This study examines the status, patterns, and determinants of educational participation among tribal girls in Purulia district of West Bengal using secondary data from the Census of India (2011), Annual Status of Education Report (ASER, 2023), District Information System for Education (DISE, 2021–2023), National Sample Survey Office (NSSO, 2019), and official policy documents of the Government of India. The analysis reveals substantial gender and community-based disparities in literacy, enrolment, learning outcomes, and retention. Economic insecurity, food scarcity, linguistic exclusion, infrastructural deficits, and entrenched gender norms emerge as critical barriers shaping educational trajectories. Simultaneously, initiatives such as Eklavya Model Residential Schools (EMRS), scholarships, hostels for tribal girls, Samagra Shiksha, and nutrition–education convergence under ICDS and PM POSHAN serve as important institutional bridges. However, the study argues that these initiatives have achieved uneven outcomes due to implementation gaps and limited contextual adaptation. The paper concludes that strengthening educational participation among tribal girls requires localized, gender-responsive, and culturally grounded interventions that integrate education with nutrition, livelihood security, and community engagement.

Keywords: Tribal Girls, Structural inequalities, Educational Participation, Government Initiatives, Purulia District.

Page No: 17-25

Author: Sanjay Kumar Samanta

DOI Link: https://doi.org/10.70798/Bijmrd/04010004

Abstract: Mangrove ecosystems have been recognized as highly productive coastal environments that provide critical ecological services, including shoreline stabilization, carbon sequestration, and habitat support for diverse biotic communities. The Indian Sundarbans, forming the world’s largest contiguous mangrove forest, have been exposed to a wide range of environmental stressors driven by natural processes and intensified anthropogenic pressures. The present review synthesized existing scientific literature to examine the major environmental stressors affecting the mangrove ecosystems of the Indian Sundarbans and to assess the resulting vulnerability of biodiversity across multiple trophic levels. Stressors such as salinity intrusion, climate change–induced sea-level rise, cyclonic disturbances, temperature anomalies, pollution, and landuse changes were reviewed in relation to their impacts on mangrove flora, faunal assemblages, and ecosystem functioning. Evidence from long-term ecological studies, remote sensing analyses, and field-based observations indicated that biodiversity loss and structural degradation had been strongly linked to the cumulative and interacting effects of these stressors. Mangrove species composition had been altered, faunal diversity had declined in sensitive zones, and ecosystem resilience had been reduced in several parts of the Sundarbans. The review highlighted critical research gaps, including limited long-term biodiversity datasets and inadequate integration of biotic and abiotic drivers. It was concluded that integrated conservation strategies incorporating climate adaptation, pollution control, and sustainable resource management were urgently required to reduce biodiversity vulnerability and ensure the long-term persistence of the Indian Sundarbans mangrove ecosystem.

Keywords: Indian Sundarbans; Mangrove Ecosystems; Environmental Stressors; Biodiversity Vulnerability; Climate Change; Salinity Intrusion.

Page No: 26-32

Author: Dr. Dhirendra Nath Ghosh

DOI Link: https://doi.org/10.70798/Bijmrd/04010005

Abstract: This article explores the philosophy of Mahatma Gandhi and its role in mobilizing millions of Indians during the struggle for independence. It examines the foundations of Gandhian thought, including non-violence, truth, self-discipline, and swadeshi, and how these principles guided early experiments in satyagraha in South Africa and India. The study highlights major mass movements led by Gandhi, such as the NonCooperation Movement, Civil Disobedience Movement, and Quit India Movement, showing how symbolic actions, public demonstrations, grassroots organization, and the inclusion of women and marginalized communities strengthened the freedom struggle. The article also reflects on the political, social, and international impact of Gandhian philosophy, as well as the challenges and limitations of sustaining nonviolence. Finally, it draws lessons for modern social movements, ethical leadership, and collective action, emphasizing the enduring relevance of Gandhi’s ideas.

Keywords: Gandhian Philosophy, Non-Violence, Satyagraha, Mass Mobilization, Indian Independence

Page No: 33-41

Author: Dr. S. Tamilarasi & K. Ramya

DOI Link: https://doi.org/10.70798/Bijmrd/04010006

Abstract: This research study analyzes the influence of social media on women empowerment, specifically in the Tiruchirappalli district of Tamil Nadu. As digital access grows, social media platforms have become greater resources for women to raise awareness, access information and engage in socio-economic activities. A systematically designed questionnaire was distributed among 150 women between 18–50 years in urban and rural areas in Tiruchirappalli district. This research was involved with descriptive statistics, correlation and regression tests to assess the contribution of social media to better decision-making, economic independence, self-esteem and social engagement. The results show a high positive correlation between social media use and measures of women empowerment, especially among young and educated women. The research also suggests digital literacy programs and gender-responsive policies to maximize the empowering effect of social media.

Keywords: Women Empowerment, Social Media, Digital Inclusion, Gender Equality, Digital Literacy.

Page No: 42-46

Author: Monirul Mollick

DOI Link: https://doi.org/10.70798/Bijmrd/04010007

Abstract: Working in a high-pressure environment, dealing with challenging tasks, or being yelled at can all cause stress. It might result from disputes, decision-making, or other situations that put your skills to the test, or it might be induced by other means are caused by a variety of social demands on our time. We have observed that emotional states tend not to persist for very long-lasting, whether the feelings are good, like joy, or bad, like fear. However, such emotions can sometimes be States can endure for extended periods of time, or they can become extremely elevated. The consequence is that the psychological and physiological manifestations of stress are often referred to as stress. Additionally, its manifestations, such as anxiety, depression, and burnout, have always been a prevalent issue among individuals working in various fields and jobs. Concern has already been raised in recent decades about the disparity between the skills needed for different occupations. The increasing number of organized research reports, novels, and well-known journals is the cause. Workshops designed to help individuals deal with this occurrence. The study’s goal is to determine the among upper secondary school pupils, the amount of academic pressure. There are 252 students in class XI in the current research. pupils attending upper secondary schools in Tamil Nadu, India’s Namakkal District. The sample consists of was chosen using a simple random sampling method. The current study demonstrates that the higher secondary Students are experiencing a moderate degree of academic stress, regardless of subgroups of the higher secondary school. Students are experiencing moderate levels of academic stress. The male student’s academic stress is greater than that of the female. Compared to rural students, urban students experience greater academic stress. The government institution the academic stress experienced by students at private schools is lower than that of science students. Higher than an arts major. The level of academic stress experienced by students whose parents have a literacy education is higher than that of other students.

Keywords: Social Demands, Psychology, Stress, Negative Emotions.

Page No: 47-55

Author: Nimai Chandra Roy

DOI Link: https://doi.org/10.70798/Bijmrd/04010008

Abstract: Amitav Ghosh stands as one of the most influential contemporary Indian English novelists whose works transcend geographical, temporal, and disciplinary boundaries. His novels weave together history, anthropology, ecology, migration, and politics into complex narrative structures that challenge conventional realism. This research article undertakes a comprehensive study and critical comparison of Amitav Ghosh’s major novels, including The Circle of Reason, The Shadow Lines, In an Antique Land, The Calcutta Chromosome, The Glass Palace, The Hungry Tide, the Ibis Trilogy (Sea of Poppies, River of Smoke, Flood of Fire), and Gun Island. Through thematic, stylistic, and ideological comparison, the study explores recurring motifs such as migration, nationalism, memory, colonialism, ecological crisis, subaltern agency, and globalization. The article argues that Ghosh’s oeuvre evolves from postcolonial historiography to ecocosmopolitan engagement while consistently interrogating borders—geographical, epistemological, and imaginative.

Keywords: Postcolonial Historiography; Migration and Diaspora; Global Capitalism; Ecological Consciousness; Cosmopolitanism.

Page No: 56-61

Author: Dolly Kumari

DOI Link: https://doi.org/10.70798/Bijmrd/04010009

Abstract: This study explores the socio-economic factors that contribute to educational backwardness among girl children in Dhanbad district, Jharkhand. Despite various government initiatives and rising awareness about girls’ education, many young girls in this region still face significant barriers to accessing and continuing formal education. The research identifies some major determinants such as poverty, parental education levels, gender bias, early marriage, lack of infrastructure, and limited access to digital resources. It also examines how cultural norms and safety concerns further discourage families from sending girls to school. Using a mixed-methods approach, the study combines field surveys, interviews with parents and teachers, and analysis of school enrollment data. The findings reveal that low-income households often prioritize boys’ education, while girls are expected to manage domestic responsibilities. Additionally, poor transport facilities, absence of female teachers, and inadequate sanitation in schools negatively impact girls’ attendance and retention. The study emphasizes the need for targeted policy interventions, community engagement, and gender-sensitive educational planning. It recommends strengthening local support systems, improving school infrastructure, and promoting awareness campaigns to challenge deep-rooted gender stereotypes. By addressing these socio-economic challenges, the region can move toward more inclusive and equitable education for all children, especially girls.

Keywords: Girls’ Education, Educational Backwardness, Socio-Economic Factors, Gender Inequality, Dhanbad District, Poverty And Education.

Page No: 62-68

Author: Dr. R. Rajesh & Dr. N. Rekha

DOI Link: https://doi.org/10.70798/Bijmrd/04010010

Abstract: Despite constitutional safeguards and national policies promoting educational equity, indigenous (Scheduled Tribe) children in India continue to experience systemic educational exclusion at the foundational level of schooling. The present empirical survey investigates the nature and extent of educational exclusion, social marginalization, and diversity challenges faced by indigenous students in primary schools. Using a descriptive survey design, data were collected from 200 indigenous students and 50 teachers from government primary schools located in tribal-dominated regions. Tools included a researcher-developed Educational Exclusion Scale, Social Marginalization Questionnaire, and Diversity Challenges Inventory. Statistical analysis using mean, standard deviation, percentage analysis, and correlation revealed that language barriers, socio-economic deprivation, cultural disconnect, discrimination, and lack of inclusive pedagogy significantly affect school participation and learning outcomes. The findings underline the urgent need for culturally responsive teaching, mother-tongue instruction, inclusive curriculum reforms, and community engagement to reduce educational inequities.

Keywords: Educational Exclusion, Indigenous Education, Social Marginalization, Diversity in Education, Primary Schooling

Page No: 69-75

Author: Satabdi Acharya, Sunirmal Sheet & Tarun Sasmal

DOI Link: https://doi.org/10.70798/Bijmrd/04010011

Abstract: Environmental health is a science where it looks for the facts about biological systems which are associated to human health and wellbeing. The microbial community and biotechnology research have been considered as fundamental component of environmental health system. Therefore, the review deals with positive impact of microbes in environment applications such as contribution nutrient cycling, recycling wastes and detoxification, enzymes in bioremediation, food web maintenance and their diversification. Furthermore, a brief highlight has been given on the advancement of research in microbial biotechnology (bio-medical) on environmental health. In conclusion, the present information will help to understand the contribution of microbial factors to environmental health.

Keywords: Environmental Health, Micro-Organism, Biotechnology, Gene Sequences, Food Web.

Page No: 76-81

Author: P. Poonguzhali & Dr. K. Anandan

DOI Link: https://doi.org/10.70798/Bijmrd/04010012

Abstract: The study on Blended Learning on Achievement in Science with respect to Parental Education and Parental Occupation. The experimental research design was followed in the present study. The data was collected from the selected sample of 66 students (Control Group – 35 and Experimental Group – 31) were selected from the Government Higher Secondary School Lalgudi, Trichy District, through purposive sampling technique. The obtain data were analyzed by using the statistical technique mean, standard deviation, ttest.The major findings of the study, i. The Pre Test Mean Scores of both the Control and Experimental Group students with regard to the Parental Education were similar.ii. The Pre Test Mean Scores of both the Control and Experimental Group students with regard to the Parental Occupation were similar. iii.The Post Test Mean Scores of the Control Group students are significantly higher than the Pre Test Mean Scores with respect to Parental Education.

Keywords: Interest, Motivation, Self – Paced Learning, Achievement, Higher Secondary Students, Hybrid Learning, Science Education.

Page No: 82-89

Author: Pranab Das

DOI Link: https://doi.org/10.70798/Bijmrd/04010013

Abstract: Distributed leadership has become an important approach in school management as it moves leadership responsibilities beyond a single head to teachers and other staff members. This paper examines how distributed leadership contributes to strengthening collaboration in school management. The central idea of distributed leadership is that leadership is shared among different members of the school based on their skills, experience, and roles. When leadership is distributed, teachers feel more involved in decision-making processes, which increases their sense of responsibility and commitment toward the school. This shared involvement encourages open communication, mutual trust, and collective problem-solving among school stakeholders.The study highlights that collaborative school management improves when teachers, administrators, and support staff work together rather than following a strictly hierarchical structure. Distributed leadership promotes teamwork by valuing diverse opinions and encouraging participation in planning, implementation, and evaluation of school activities. As a result, schools become more flexible, innovative, and responsive to students’ needs. Collaboration under distributed leadership also helps reduce work pressure on school heads and creates a supportive professional environment where teachers learn from one another.The paper further discusses that effective collaboration supported by distributed leadership leads to better coordination, improved teaching practices, and a positive school culture. Teachers feel empowered, motivated, and respected, which strengthens professional relationships within the school. Overall, distributed leadership plays a significant role in building collaborative school management by promoting shared responsibility, collective decision-making, and cooperative work practices. The findings suggest that adopting distributed leadership can enhance school effectiveness and contribute to sustainable school improvement.

Keywords: Distributed Leadership, Collaborative School Management, Shared Decision-Making, Teacher Participation, School Administration.

Page No: 90-97

Author: Ranjeeta Giri

DOI Link: https://doi.org/10.70798/Bijmrd/04010014

Abstract: Blended learning has become an important approach in higher education by combining traditional classroom teaching with online and digital learning methods. This study presents a qualitative analysis of existing literature and reports to understand the status of blended learning in higher education institutions in Ranchi. The study is based on secondary data collected from research articles, government reports, policy documents, institutional publications, and online academic sources related to blended learning. The purpose of the study is to explore how blended learning is being practiced, along with the key challenges and benefits identified in the available literature. The analysis of existing studies shows that blended learning offers several advantages for higher education institutions in Ranchi. These include greater flexibility in learning, improved access to educational resources, better student engagement, and the promotion of independent and self-directed learning. Blended learning also supports the use of digital tools and multimedia resources, which help teachers present content more interactively and effectively. For students, this approach helps in developing digital skills that are important for academic success and future employment. However, the literature also highlights several challenges related to the implementation of blended learning in Ranchi. Major issues include limited digital infrastructure, poor internet connectivity, lack of access to devices for some students, and insufficient training for teachers in digital pedagogy. Institutional readiness and clear policy guidelines for blended learning are also found to be weak in many cases. These challenges affect the effective use of blended learning and create inequalities among learners.The study concludes that blended learning has strong potential to improve the quality and accessibility of higher education in Ranchi. To fully benefit from this approach, institutions need to strengthen infrastructure, provide regular training for teachers, and adopt inclusive strategies that support all students. The findings of this study can be useful for educators, administrators, and policymakers in planning effective blended learning practices.

Keywords: Blended Learning, Higher Education, Digital Education, Ranchi.

Page No: 98-105

Author: Ritika Nayan

DOI Link: https://doi.org/10.70798/Bijmrd/04010015

Abstract: Education has emerged as a powerful force in shaping the social identity and life opportunities of women in urban India. This paper examines education and identity changes among urban women in Patna, using qualitative analysis of secondary data sources to understand how educational attainment influences women’s self-perception, social roles, and aspirations. The study draws on data from the Census of India, National Family Health Survey (NFHS), Periodic Labour Force Survey (PLFS), government reports, and existing academic literature related to women’s education and gender studies. The analysis shows that increasing access to education in urban Patna has contributed significantly to changes in women’s identities. Educated women are more likely to participate in paid work, take part in household decisionmaking, and delay marriage and childbirth. Education has enhanced women’s awareness of rights, health, and career opportunities, leading to greater confidence and independence. Many women now identify themselves not only through traditional family roles but also through their educational qualifications and professional aspirations. However, the study also finds that identity transformation is not uniform across all social groups. Women from lower socio-economic backgrounds face barriers such as financial constraints, early marriage, and limited institutional support, which restrict the full benefits of education. Despite higher education, many women continue to experience pressure to prioritize family responsibilities over personal goals. Deep-rooted patriarchal norms often limit the practical application of educational achievements in everyday life. The paper concludes that education plays a crucial role in reshaping women’s identity in urban Patna, but its transformative potential depends on supportive social, familial, and institutional environments. Strengthening educational access, promoting gender-sensitive attitudes, and creating opportunities for educated women are essential for ensuring meaningful identity change and social empowerment.

Keywords: Education, Women’s Identity, Urban Women, Patna, Gender Roles.

Page No: 106-112

Author: Ruma Mukherjee

DOI Link: https://doi.org/10.70798/Bijmrd/04010016

Abstract: This paper explores the educational philosophy of Rabindranath Tagore and examines its relevance to the present Indian education system. Tagore viewed education as a holistic process that should develop the intellectual, emotional, moral, and creative abilities of learners. He strongly believed that education should not be limited to bookish knowledge or examination-oriented learning. Instead, it should be connected with nature, culture, art, and real-life experiences. According to Tagore, true education helps individuals understand themselves, respect others, and live in harmony with nature and society.The study highlights Tagore’s emphasis on freedom in learning, creativity, self-expression, and the importance of the teacher– student relationship. He advocated child-centred education where learners are encouraged to explore, question, and think independently. His experiment at Santiniketan reflected his belief in open-air learning, internationalism, cultural exchange, and value-based education. These ideas challenged the rigid and mechanical education system introduced during the colonial period.In the context of the contemporary Indian education system, Tagore’s philosophy remains highly relevant. Present-day education faces challenges such as excessive focus on examinations, rote learning, stress among students, and neglect of creativity and moral values. Tagore’s ideas support current educational reforms that emphasize experiential learning, inclusive education, multidisciplinary approaches, and holistic development of learners, as reflected in recent policy frameworks. This paper concludes that integrating Tagore’s educational philosophy into modern educational practices can help create a more humane, creative, and learner-friendly education system in India. His vision continues to inspire educators to balance knowledge, values, and creativity in the process of education.

Keywords: Rabindranath Tagore, Educational Philosophy, Indian Education System, Holistic Education, Value-Based Learning, Experiential Learning

Page No: 113-119

Author: Pratiksha Goswami

DOI Link: https://doi.org/10.70798/Bijmrd/04010017

Abstract: This article examines the dynamic and reciprocal relationship between mental health and physiology from an integrated bio-psychosocial perspective. Moving beyond historical mind–body dualism, contemporary research in neuroscience, endocrinology, and psychoneuroimmunology demonstrates that psychological processes are deeply rooted in biological systems. The paper explores neurobiological foundations of mental health, highlighting the roles of the prefrontal cortex, amygdala, hippocampus, neurotransmitters, and neural circuits in emotional and cognitive regulation. It further analyzes the physiological mechanisms of stress, including the Sympathetic-Adrenal-Medullary system and the Hypothalamic-Pituitary-Adrenal axis, emphasizing the distinction between adaptive acute stress and harmful chronic stress. Hormonal influences—such as cortical, thyroid hormones, sex hormones, and oxytocin—are discussed in relation to mood regulation and psychiatric symptoms. The article also reviews psychoneuroimmcomunological evidence linking immune functioning, inflammation, and depression. Overall, mental health and physiology are presented as interdependent systems operating within a continuous feedback loop essential for resilience and well-being.

Keywords: Mental Health; Stress Physiology; Neurobiology; Hormonal Regulation; Psychoneuroimmunology.

Page No: 120-127

Author: Rahul Singhal & Prof. (Dr.) Anuradha Sharma

DOI Link: https://doi.org/10.70798/Bijmrd/04010018

Abstract:

Background: Internet Addiction (IA) is an important behavioural problem among undergraduate students in India, and evidence on the association of IA with impaired academic performance and inappropriate coping strategies has been increasing. But integrative studies dealing with academic performance indices in conjugation to coping mechanisms are scarce in the area of Indian higher education institutions.

Objective: The study aimed to assess the Intern et Addiction (IA) prevalence and its association with academic performance by CGPA (Cumulative Grade Point Average) and perceived academic performance along with Coping strategies among undergraduate students of the medical sector.

Methods: A descriptive cross-sectional correlational research design was conducted with 200 Undergraduate students (41% males, 59% females; M age =21.4 years, SD =2.1). Internet Addiction was measured by Young’s Internet Addiction Test (IAT). Self-reported CGPA and a perceived academic performance scale were used to assess academic achievement. A standardized coping inventory that assesses avoidance coping and problem-solving coping was used. Data were analysed through descriptive statistics and then tested using Pearson’s correlations and independent samples t-tests.

 Results: The prevalence of Internet Addiction was 28% (n = 56). Internet Addiction was negatively associated with CGPA (r = −0. 01), and perceived academic achievement (r = −0. 001). CGPA results indicated that internet-addicted students obtained significantly lower marks (M = 7.14, SD = 0.91) compared to the nonaddicts (M = 7.82, SD = 0.84), t(198) = −4.12; p

Keywords: Internet Addiction, Academic Performance, CGPA, Perceived Academic Performance, Coping Strategies, Undergraduate Students.

Page No: 128-140

Author: Sahana Khatun

DOI Link: https://doi.org/10.70798/Bijmrd/04010019

Abstract: Mobile addiction has emerged as a significant behavioral concern in the contemporary digital era, driven by the widespread availability of smartphones and constant internet connectivity. While mobile technologies enhance communication, learning, and productivity, excessive and uncontrolled usage has resulted in adverse psychological, social, academic, and physical consequences. This article examines mobile addiction as a form of behavioral addiction, focusing on its underlying causes, diverse manifestations, and multifaceted impacts. Psychological factors such as anxiety, stress, loneliness, and low self-esteem interact with social pressures, cultural norms, and persuasive technological designs to intensify addictive usage patterns. The study further highlights the consequences of mobile addiction, including impaired mental wellbeing, deteriorating interpersonal relationships, reduced academic performance, and emerging physical health problems. Particular attention is given to adolescents and young adults, who represent the most vulnerable population due to developmental and social influences. The article also discusses contemporary challenges in prevention and management, emphasizing the need for individual self-regulation, family and educational interventions, and ethical technology design. Addressing mobile addiction requires a holistic and interdisciplinary approach to promote digital well-being in modern society.

Keywords: Mobile Addiction, Smartphone Dependency, Behavioral Addiction, Digital Well-Being, Adolescents, Technology Use.

Page No: 141-147

Author: Dr. Sourav Bag

DOI Link: https://doi.org/10.70798/Bijmrd/04010020

Abstract: Tribals are the most backward community in our society. Since independence government of India has been taking various initiatives for their empowerment. The tribes of Jungle Mahal in West Bengal are not an exception. Now a days, both central and state government have launched various land related schemes like PM Awas Yojana, Geetanjali Housing Scheme, PM Krisak Sanman Nidhi, Krisak Bndhu, Phasal Bima Yojan etc. for their development. Inspite of those initiatives, due to lack of awareness they are unable to get full benefit from these schemes. The main objective of this article is to show the difficulties faced by the tribal people, caused by the problem of land transfer . It also suggests some measures to overcome this situation.

Keywords: Tribal, Development, Land, Scheme, Jungle Mahal.

Page No: 148-152

Author: Sridhar P. & Dr. A. Edward William Benjamin

DOI Link: https://doi.org/10.70798/Bijmrd/04010021

Abstract: Adolescence is a critical developmental period marked by rapid physical, cognitive, emotional, and social changes. Cognitive competency and social competency have emerged as important psychological and educational constructs influencing adolescents’ mental health and psychological well-being. This conceptual article aims to analyse the role of cognitive and social competencies in enhancing adolescents’ psychological well-being by synthesizing existing theories, models, and empirical insights. This paper explains key concepts and examines the interrelationship among cognitive competency, social competency, and psychological well-being, and proposes a conceptual framework to understand how these competencies contribute to positive developmental outcomes. This article highlights the implications for education institutions, teachers, parents, and policymakers, and suggest directions for the future research.

Keywords: Cognitive Competency, Social Competency, Psychological Well-Being, Adolescents, Conceptual Analysis.

Page No: 153-159

Author: Sujay Maiti

DOI Link: https://doi.org/10.70798/Bijmrd/04010022

Abstract: In the digital age, Information and Communication Technologies (ICT) have emerged as transformative tools with the potential to reshape social relations, expand access to knowledge, and promote inclusive development. However, the benefits of digital technologies are unevenly distributed, and gender-based inequalities continue to restrict women’s access to and effective use of ICT. Women, particularly those belonging to marginalized communities, face structural, cultural, economic, and educational barriers that limit their digital participation. This research article critically examines the role of ICT in advancing gender empowerment by enhancing women’s access to information, education, economic opportunities, healthcare, and civic participation. Drawing on feminist theories, the capability approach, and ICT for Development (ICT4D) frameworks, the study analyzes the gender digital divide, explores key barriers to women’s digital inclusion, and highlights successful ICT-enabled initiatives across different sectors. The article further discusses policy implications and strategies for gender-responsive ICT interventions, emphasizing the need for inclusive, context-sensitive, and rights-based approaches to achieve sustainable gender empowerment in the digital era.

Keywords: ICT, Gender Empowerment, Digital Divide, Women’s Education, Social Inclusion.

Page No: 160-165

Author: Tapas Pramanik

DOI Link: https://doi.org/10.70798/Bijmrd/04010023

Abstract: Psychological well-being has emerged as a critical concern within educational institutions due to rising academic pressure, sedentary lifestyles, competitive environments, and increasing mental health challenges among learners. Physical education has traditionally focused on physical fitness, motor skills, and athletic performance, often neglecting the psychological dimensions of student development. Yoga, rooted in ancient Indian philosophy, offers a holistic approach that integrates physical postures, breath regulation, meditation, and ethical discipline, addressing both physical and psychological well-being. This research article examines the influence of yoga on psychological well-being within physical education settings. Drawing upon theoretical frameworks, empirical research, and educational policy perspectives, the study highlights yoga’s role in reducing stress and anxiety, enhancing emotional regulation, improving selfesteem, fostering mindfulness, and promoting overall mental health. The article argues that integrating yoga into physical education curricula can significantly contribute to holistic development and sustainable wellbeing among learners.

Keywords: Yoga, Psychological Well-Being, Physical Education, Mental Health, Mindfulness, Holistic Development.

Page No: 166-172

Author: Madhumita Ghosh

DOI Link: https://doi.org/10.70798/Bijmrd/04010024

Abstract: The present study seeks to explore the multifaceted dimensions influencing women’s empowerment in one of West Bengal’s historically and culturally significant districts. The research is grounded in the understanding that while constitutional and policy measures have attempted to elevate the status of women, deep-rooted socio-economic, cultural, and institutional barriers continue to hinder their full participation in society. This study adopts a qualitative-quantitative mixed-method approach, drawing from structured surveys, interviews, and focus group discussions with women across different socio-economic backgrounds in the Hooghly district. Findings indicate that women face considerable challenges such as gender-based discrimination, lack of access to quality education and skill development, limited employment opportunities, poor health services, and minimal decision-making power in both household and community contexts. Patriarchal norms, economic dependency, social stigma, and inadequate institutional support further compound these issues. However, the study also uncovers several emerging pathways to empowerment, such as increased awareness through education, participation in self-help groups, engagement with grassroots NGOs, and benefits from government welfare schemes. It emphasizes the crucial role of localized support systems, policy implementation, and community participation in overcoming systemic challenges. This paper thus provides a sociological analysis of the lived realities of women in Hooghly and suggests comprehensive, intersectional approaches for enhancing their agency and empowerment. The study offers valuable insights for policymakers, educators, development practitioners, and researchers who are working toward gender equity and inclusive development in rural and semi-urban contexts.

Keywords: Women’s Empowerment, Gender Inequality, Sociological Analysis, Hooghly District, Sociocultural Barriers, Institutional Support, Self-Help Groups, Education, Employment, Policy Implementation.

Page No: 173-179

Author: Dr. Pankaj Kumar Paul

DOI Link: https://doi.org/10.70798/Bijmrd/04010025

Abstract: Inclusive education has emerged as a central concern in contemporary educational reforms, particularly in societies characterized by deep social, economic, and cultural diversity. The National Education Policy (NEP) 2020 marks a paradigm shift in India’s approach to inclusion by explicitly foregrounding equity, access, and participation for all learners, including children from socio-economically disadvantaged groups and persons with disabilities. This qualitative study critically examines the inclusive education framework proposed under NEP 2020, focusing on diversity, disability, and social equity in the post-policy context. Drawing upon policy documents, academic literature, and institutional reports, the study analyzes the conceptual foundations, implementation strategies, and systemic challenges associated with inclusive education reforms. The findings reveal that while NEP 2020 offers a comprehensive and progressive vision aligned with global inclusive education principles, its effective realization depends on addressing structural inequalities, strengthening teacher capacity, improving infrastructural accessibility, and ensuring coordinated governance. The paper concludes with policy-oriented recommendations aimed at strengthening inclusive practices across school and higher education systems in India.

Keywords: NEP 2020, inclusive education, disability, social equity, diversity, educational reform

Page No: 180-185

Author: Krishnarup Chaudhuri, Shaswati Chakraborty Ghose & Swatilekha Pal Joarder

DOI Link: https://doi.org/10.70798/Bijmrd/04010026

Abstract: This study analysed the interaction between digital literacy, critical thinking, resilience and depressive symptoms with 50 secondary school students. Descriptive analyses showed moderate levels of resilience and critical thinking, although as alarming a percentage reported high levels of depressive symptoms (PHQ-9 mean = 13.92). Regression analysis showed that critical thinking was the only significant positive predictor of resilience (β=1.122, p=0.001), but digital literacy and demographic variables were unrelated to resilience. However, reliability analyses resulted in unacceptably low values of Cronbach’s alpha across all scales (α ≤ 0.15), with negative coefficients for PHQ-9 and critical thinking indicative of poor item coherence or problems with scoring. Normality tests confirmed that only the resilience was normally distributed; other variables had to be tackled using non-parametric approaches. Owing to the limited number of students studied, the fact it was a single school study, and the limitations of certain measurements was not possible to use advanced modeling (such as structural equation modeling, multilevel analysis, etc.). These findings underscore the importance for ensuring the validity of an instrument in adolescent samples, and the possibility for over-interpreting of an association in the absence of good psychometric properties.

Keywords: Digital Literacy, Critical Thinking, Resilience, Adolescent Mental Health, PHQ-9, Psychometric Validity.

Page No: 186-203

Author: Somnath Gupta

DOI Link: https://doi.org/10.70798/Bijmrd/04010027

Abstract: The quality of chemistry education at the secondary level largely depends on how effectively the curriculum is delivered in classrooms. Chemistry, being both a conceptual and practical subject, requires clear explanation, proper sequencing of content, suitable teaching methods, and adequate learning resources. However, several studies and reports have pointed out gaps between the prescribed chemistry curriculum and its actual classroom implementation. In this context, the present study aims to review and analyze the effectiveness of chemistry curriculum delivery at the secondary level using a secondary qualitative approach.The study is based on the analysis of existing literature such as research articles, policy documents, curriculum frameworks, examination reports, and previous evaluation studies related to secondary-level chemistry education. Through systematic document analysis, the study identifies key issues affecting curriculum delivery, including teacher preparedness, teaching methods, laboratory practices, availability of resources, time constraints, assessment patterns, and student engagement. The review also highlights how traditional lecture-based teaching, limited practical exposure, and examination-oriented instruction reduce conceptual understanding and interest among students.The findings reveal that while the chemistry curriculum is well-structured and conceptually sound, its effectiveness is often limited due to gaps in pedagogical practices and classroom implementation. Inadequate integration of experiments, lack of contextual and activity-based learning, and insufficient use of innovative teaching strategies are major concerns. The study emphasizes the need for teacher training, learner-centred approaches, effective use of laboratory work, and continuous assessment practices to improve curriculum delivery.The study concludes that strengthening the link between curriculum objectives and classroom practices is essential for improving students’ understanding and achievement in chemistry. The analytical review provides useful insights for teachers, curriculum planners, and policymakers to design strategies that ensure effective and meaningful chemistry education at the secondary level.

Keywords: Chemistry education, curriculum delivery, secondary level, teaching practices, qualitative review, science education, classroom implementation

Page No: 204-211

Author: Anirban Das

DOI Link: https://doi.org/10.70798/Bijmrd/04010028

Abstract: The essay is a probe into how smallpox vaccination was shaped by and shaped the lives of women in colonial Bengal, emphasizing urban and rural contrasts. Vaccination was a universal solution that was also imbued with gender issues, caste issues, and geographical issues. In urban areas, vaccination was actively pursued by colonial authorities through urban regulations, mission activities, and hospital services. However, women’s participation was also accompanied by issues such as purdah, their physical well-being, and their being kept under surveillance at their homes. In rural areas, itinerant vaccinators found it difficult to reach scattered settlements and deal with issues such as variolation. Interestingly enough, from 1887 to 1890, rural areas such as Behar and Sonthal Pergunnahs recorded a significant level of gender parity in vaccination rates, while Calcutta recorded the lowest level of female access to vaccination services. In the end, it is women’s bodies that have been portrayed as a meeting ground—a meeting ground where colonialism, culture, and modernity converge.

Keywords: Smallpox Vaccination, Colonial Bengal, Urban–Rural Disparities, Female Bodies, Public Health History

Page No: 212-218

Author: Tista Dutta

DOI Link: https://doi.org/10.70798/Bijmrd/04010029

Abstract: This article examined the traditional role of sacred and ritual plants in Bengal’s Hindu ceremonies, focusing on their cultural symbolism, ritual usage, and implications for biodiversity conservation. Using published ethnobotanical surveys, festival-focused studies and regional analyses of sacred groves and community practices, the study documented the recurrent use of species such as Ocimumtenuiflorum (tulsi), Aeglemarmelos (bel), Tagetes spp. (marigold), Polianthestuberosa (tuberose/rajnigandha), Nyctanthesarbortristis (shiuli), Nelumbonucifera (lotus) and others that had historically been embedded in domestic and public religious practice. The research argued that ritual plant use had functioned as a cultural mechanism for preserving particular species and ecological niches (for example, sacred groves), while simultaneously adapting to socio-economic and urbanizing pressures that altered availability, symbolism and procurement methods. Ethnographic and ecological documentation suggested that ritual practice had both conserved and commodified certain species: some plants had been maintained in home gardens and groves, whereas others had entered market chains for festival demand. The article concluded that recognition of ritual plant-culture linkages was essential for culturally informed conservation and that participatory strategies which acknowledged ritual importance had been effective levers for in-situ biodiversity protection.

Keywords: Sacred Flora, West Bengal, Hindu Rituals, Traditional Plant Use, Marigold, Tuberose, Tulsi, Bel, Ethnobotany, Cultural Heritage, Sacred Groves, Ritual Ecology, Biodiversity Conservation.

Page No: 219-225

Author: Sameem Ansari

DOI Link: https://doi.org/10.70798/Bijmrd/04010030

Abstract: The Champaran Satyagraha of 1917 marked the inception of Mahatma Gandhi’s active political engagement in India, setting the stage for mass civil resistance against colonial exploitation. While primarily associated with the plight of indigo farmers in Champaran, Bihar, its ideological and practical influence spread to adjoining regions, including the present-day state of Jharkhand. This research article explores how the principles of non-violent resistance inspired local populations in Jharkhand, triggering grassroots movements against oppressive agrarian practices, exploitative landlords, and colonial policies. By examining archival records, oral histories, and secondary literature, this study investigates the dynamics of local mobilization, socio-economic impacts, tribal participation, and the enduring legacy of Gandhian methods in the region. The paper emphasizes the integration of local cultural, social, and economic contexts into the larger narrative of Indian freedom struggle.

Keywords: Champaran Satyagraha, Gandhian Nonviolence, Tribal Resistance, Agrarian Movements, Jharkhand Freedom Struggle

Page No: 226-230

Author: Tapanjyoti Malakar

DOI Link: https://doi.org/10.70798/Bijmrd/04010031

Abstract: The second phase of social reform in colonial Bengal, primarily spanning the mid-19th to the early 20th century, represents a critical transition from elite-led intellectual monotheism to a more structured, massoriented “cultural synthesis.” The movement sought to address deep-rooted social issues by promoting rational thought, ethical reform, and social justice. Central to this reform phase were ideas of humanism, liberalism, and reinterpretation of religious traditions, which encouraged critical engagement with orthodox practices. A major focus of the reform movement was the improvement of women’s status, particularly through initiatives related to education, widow remarriage, and opposition to child marriage. Through legislative measures, public debates, and reformist advocacy, the second phase of social reform played a crucial role in reshaping societal attitudes toward women and laying the foundation for their increased participation in social and public life. The study highlights the historical background, key reformist ideas, and the social impact of this movement, contributing to a nuanced understanding of Bengal’s social transformation during the colonial period.. Ultimately, this research posits that the social awakening of this period provided the moral and psychological framework necessary for the transition from social correction to the political struggle for national sovereignty.

Keywords: Second Social Reform Movement, Colonial Bengal, Social Awakening, Women’s Status, Reformist Ideologies.

Page No: 231-238

Author: Avijit Lahiri

DOI Link: https://doi.org/10.70798/Bijmrd/04010032

Abstract: The present study had been conducted to document the ichthyofaunal diversity of small indigenous fish species (SIFs) inhabiting the freshwater ecosystems of Malda district, West Bengal, India. Small indigenous fish species are ecologically significant components of freshwater ecosystems and had been recognized as vital sources of nutrition and livelihood for rural populations. Extensive field surveys had been carried out across rivers, ponds, beels, canals, and seasonal water bodies of Malda district during the study period. Standard sampling techniques were employed, and fish specimens were identified using established taxonomic keys. The study had recorded a rich diversity of SIFs belonging to multiple orders, families, and genera, with Cypriniformes dominating the assemblage. Diversity indices, including Shannon–Wiener and Simpson indices, had indicated moderate to high species diversity across study sites. The findings had highlighted the ecological importance, nutritional value, and conservation concerns of SIFs in the region. Anthropogenic pressures such as habitat degradation, pollution, overfishing, and the introduction of exotic species were identified as major threats. The study had emphasized the need for region-specific conservation strategies and sustainable fisheries management to protect these valuable bioresources.

Keywords: Small indigenous fish species, ichthyofaunal diversity, freshwater ecosystem, Malda district, conservation, West Bengal.

Page No: 239-245

Author: Dr. Aparna Das

DOI Link: https://doi.org/10.70798/Bijmrd/04010033

Abstract: Post-independence Indian theatre reveals profound tensions between colonial inheritance and indigenous cultural memory, a conflict powerfully dramatised in Girish Karmad’s Hayavadana. The study offers a postcolonial reading of the play to explore the paradox of “incompleteness within completeness” as a central metaphor for fractured identity. Through myth, folktale, and the motif of transposed heads, the play interrogates hybridity, cultural ambivalence, and the instability of selfhood. Drawing on postcolonial theory, the article argues that Hayavadana articulates the psychological and cultural condition of the postcolonial subject through a syncretic theatrical form.

Keywords: Postcolonial theatre, Hybridity, Identity, Incompleteness, Myth, folk tradition, Girish Karnad

Page No: 246-251

Author: Mr. Sourav Bandopadhyaya & Dr. Awadh Kishor Singh

DOI Link: https://doi.org/10.70798/Bijmrd/04010034

Abstract:

This study investigates the relationship between emotional intelligence (EI) and extraversion among 200 late-adolescent students (100 males, 100 females) from secondary and higher secondary schools in Uttar Dinajpur District, West Bengal, using purposive sampling. Tools included Eysenck’s Extraversion Scale and Mangal & Mangal EI Inventory (four dimensions: intra/inter-personal awareness and management). Data analysis employed descriptive statistics, one-sample t-tests, Pearson correlation, and independent t-tests.

All null hypotheses were rejected: H₀₁ (levels vs. norms; t=3.15–6.78, p<0.01) showed above-norm EI (M=72.30) and extraversion (M=28.45); H₀₂ revealed moderate positive correlations (r=0.35–0.48, p<0.001; strongest for intra-personal management, r=0.48); H₀₃ indicated gender differences (males higher in extraversion, t=3.45, p=0.001; females in EI total, t=-2.89, p=0.004; Cohen’s d=0.35–0.48).

Findings align with Goleman’s EI model, Eysenck’s typology, and prior research (Katoch, 2020 r=0.17; 2024 r=0.749), challenging adolescent “storm and stress” stereotypes with evidence of regional emotional resilience. Practically, results advocate gender-tailored EI training in resource-limited schools to enhance academic/social outcomes, prioritizing EQ over IQ.

Keywords:

Page No: 252-258

Author: জুলফিকার খাঁন

DOI Link: https://doi.org/10.70798/Bijmrd/04010035

Abstract(সংক্ষিপ্তসার): বাংলা সাহিত্যে কাজী নজরুল ইসলাম কেবলই একজন কবি, একথা ভাবলে, নজরুলের সাহিত্যের সর্বাঙ্গীন ‘সব্যসাচী’‐র ন্যায় সাহিত্য প্রতিভার প্রতি গুরুত্ব না দেওয়ার সামিল হতে হয়। একই হাতে কলম ধরে রচনা করেছেন তিনি কবিতা, গল্প, উপন্যাস, প্রবন্ধ ও নাটক। তিনি বাংলা নাট্য সাহিত্যে একজন সফল নাট্যকারও ছিলেন একথা অতি সত্য বলেই প্রমাণিত হবে, নাটকগুলি বিশ্লেষণী দৃষ্টিতে অধ্যয়ন করলে বোঝা যায় তাঁর নাট্য বিষয়। তাঁর নাটকের চড়াই‐উৎরাই বিষয়ে সংলাপের গাম্ভীর্যতা তাঁর নাটকের কায়া নির্মাণের যথাযথ সহায়ক। তাঁর নাটকে প্রোজ্জ্বলিত হয়েছে রূপকথা, ইতিহাস, সামাজিকতা, প্রেম‐প্রণয়, আর বিভিন্ন বিষয় ধারা। তাঁর নাটক এবং বৈচিত্র্যময় রচনা সম্ভারে, নাটক এবং গীতিনাট্যগুলি হয়ে উঠেছে বিচিত্র ভাবনার আঁতুড়ঘর। বিচিত্র শিল্পভাবনার সুশোভা মণ্ডিত। নাটকে তিনি বিভিন্ন চরিত্র এবং তাদের মনমুগ্ধকর সংলাপ, সঙ্গীতের ব্যবহার, রোমান্টিক চিন্তার স্ফূরণ, থিয়েটার ও মঞ্চের অভিজ্ঞতার মধ্য দিয়ে নজরুল নাটক হয়ে উঠছে— নতুন ভাবনা ও যুগ উত্তীর্ণতার জীবন সফল মার্গ বা মুক্তির পথ।

Keywords: সব্যসাচী, চড়াই‐উৎরাই, প্রেম‐প্রণয়, প্রোজ্জ্বলিত, সঙ্গীত, স্ফূরণ, মার্গ, প্রতীকী, সাংকেতিক, ইত্যকার, মনমাঝি।

Page No: 259-261

Author: Dipak Kumar Ghosh

DOI Link: https://doi.org/10.70798/Bijmrd/04010036

Abstract(সংক্ষিপ্তসার): বঙ্কিমচন্দ্র চট্টোপাধ্যায়ের ‘কৃষ্ণকান্তের উইল’ উপন্যাসের রোহিণী চরিত্রের নির্মাণ এবং তার পরিণতির শৈল্পিক ও নৈতিক দিক বিশ্লেষণ করাই এই গবেষণাধর্মী নিবন্ধের মূল লক্ষ্য। নিবন্ধে বঙ্কিমচন্দ্রের ‘কৃষ্ণকান্তের উইল’ উপন্যাসে রোহিণী চরিত্রের বিবর্তন এবং তার মর্মান্তিক পরিণতিকে ঘিরে বঙ্কিমচন্দ্রের পাপ-পুণ্য বোধ ও শিল্পাদর্শের স্বরূপ অনুসন্ধান করা হয়েছে। উপন্যাসের শুরুতে রোহিণীর প্রেম ও আত্মত্যাগের যে মহিমা দেখা যায়, কাহিনীর শেষভাগে তার আকস্মিক পরিবর্তন ও মৃত্যু নিয়ে শরৎচন্দ্র চট্টোপাধ্যায় যে কঠোর সমালোচনা করেছেন, তা এখানে বিস্তারিতভাবে আলোচিত হয়েছে। শরৎচন্দ্রের মতে, রোহিণীর চরিত্রে শুরু ও পরিণতির মধ্যে যে অসামঞ্জস্য রয়েছে, তা মূলত বঙ্কিমচন্দ্রের রক্ষণশীল সামাজিক নীতিবোধের ফলাফল। তবে নিবন্ধটি কেবল এই সমালোচনাতেই সীমাবদ্ধ থাকেনি; বরং বঙ্কিমচন্দ্রের শিল্পদৃষ্টিকে গভীরতর আঙ্গিকে ব্যাখ্যা করা হয়েছে। এখানে দেখানো হয়েছে যে, রোহিণীর ভালোবাসা মূলত ত্যাগের চেয়েও ভোগবিলাসের তাড়না এবং অবরুদ্ধ কামনার বহিঃপ্রকাশ ছিল। নিশাকরের প্রতি তার আকর্ষণ ও পরবর্তী ঘটনাপ্রবাহকে কাহিনীর স্বাভাবিক বিকাশ হিসেবে গণ্য করার যুক্তি প্রদান করা হয়েছে। শেক্সপিয়ার ও হার্ডির সাহিত্যের তুলনামূলক আলোচনার মাধ্যমে এটি স্পষ্ট করা হয়েছে যে, বঙ্কিমচন্দ্র কেবলমাত্র নীতি রক্ষার জন্য নয়, বরং চরিত্রের অভ্যন্তরীণ প্রবৃত্তির যুক্তি মেনেই রোহিণীর পরিণতি অঙ্কন করেছেন। পরিশেষে, শ্রীকুমার বন্দ্যোপাধ্যায়ের মতানুসারে প্রমাণ করার চেষ্টা করা হয়েছে যে, রোহিণীর চরিত্রে কোনো আকস্মিক রূপান্তর ঘটেনি এবং বঙ্কিমচন্দ্র একজন সার্থক শিল্পী হিসেবেই জীবনের রূঢ় সত্যকে তুলে ধরেছেন।

Keywords: সব্যসাচী, চড়াই‐উৎরাই, প্রেম‐প্রণয়, প্রোজ্জ্বলিত, সঙ্গীত, স্ফূরণ, মার্গ, প্রতীকী, সাংকেতিক, ইত্যকার, মনমাঝি।

Page No: 262-268

Author: Abhilash Chatterjee

DOI Link: https://doi.org/10.70798/Bijmrd/04010037

Abstract(সংক্ষিপ্তসার): রবীন্দ্রনাথ ঠাকুরের ‘চতুরঙ্গ’ উপন্যাসের ‘দামিনী’ চরিত্রটি প্রথাগত সামাজিক সংস্কার, বৈধব্য এবং ধর্মীয় কৃচ্ছ্রসাধনের উর্ধ্বে উঠে এক রক্ত-মাংসের তেজস্বী নারীর জীবন্ত রূপ। লীলানন্দ স্বামীর আশ্রমে থেকেও তিনি যেভাবে নিজের স্বাধীন সত্তা ও কামনার সত্যকে স্বীকার করেছেন, তা সমকালীন সাহিত্যে এক বৈপ্লবিক পদক্ষেপ। দামিনী কেবল একজন বিধবা নন, তিনি অদম্য জীবনীশক্তি এবং আত্ম-স্বাতন্ত্র্যের অধিকারী। শিবতোষের মৃত্যুর পর লীলানন্দ স্বামীর আশ্রমে তাঁর অবস্থান এবং গুরুর কৃপাকে অবজ্ঞা করার মধ্য দিয়ে তাঁর তেজোদীপ্ত চরিত্রের প্রকাশ ঘটেছে। শচীশের উদাসীনতা এবং রূঢ় প্রত্যাখানের আঘাতে দামিনীর জাগতিক কামনা কীভাবে ক্রমশ এক গভীর জীবনবোধ ও আত্মোপলব্ধিতে রূপান্তরিত হয়েছে, তা ঔপন্যাসিক নিপুণভাবে বিশ্লেষণ করেছেন। দামিনী শেষ পর্যন্ত শচীশের আধ্যাত্মিক জগতকে ত্যাগ করে শ্রীবিলাসকে বরণ করে নিয়েছেন। এই সিদ্ধান্তের পেছনে কোনো হীন স্বার্থ নয়, বরং নারীত্বের পূর্ণতা এবং জীবনের বাস্তব সত্যকে খুঁজে পাওয়ার আকাঙ্ক্ষা কাজ করেছে। আলোচনা প্রসঙ্গে রবীন্দ্রনাথের অন্যান্য নারী চরিত্র, যেমন- ‘চোখের বালি’-র বিনোদিনী এবং ‘শেষের কবিতা’-র লাবণ্যের সাথে দামিনীর তুলনা টানা হয়েছে। বিনোদিনীর মতো বৈধব্যের সংস্কার দামিনীকে অবরুদ্ধ করতে পারেনি, বরং তিনি লাবণ্যের মতোই প্রেমের এক শাশ্বত উপলব্ধিতে পৌঁছাতে সক্ষম হয়েছেন।

Keywords: রবীন্দ্র-উপন্যাস, চতুরঙ্গ, দামিনী, বৈধব্য, জীবনরস, সংস্কারমুক্তি, শচীশ, শ্রীবিলাস।

Page No: 269-276

Author: Diwakar Prasad Baranwal

DOI Link: https://doi.org/10.70798/Bijmrd/04010038

Abstract: Fuzzy group theory extends classical group theory by allowing graded membership and thereby provides a rigorous algebraic framework for modeling uncertainty and partial symmetry. Among the fundamental concepts in this theory, fuzzy normal subgroups play a central role in the construction of quotient fuzzy groups and in the formulation of fuzzy homomorphism theorems. This paper investigates intrinsic structural properties of fuzzy normal subgroups and quotient fuzzy groups, with particular emphasis on membership-based characterizations that do not rely solely on level-set techniques. New equivalence conditions for fuzzy normality are established, and refined quotient constructions are analyzed to clarify the behavior of fuzzy membership functions on factor groups. In addition, extensions of classical isomorphism theorems are obtained under weaker assumptions expressed in terms of fuzzy membership and support conditions. These results contribute to a deeper understanding of quotient structures in fuzzy group theory and strengthen the algebraic foundations of fuzzy algebra.

Keywords: Fuzzy groups; Fuzzy normal subgroups; Quotient fuzzy groups; Fuzzy homomorphisms; Isomorphism theorems; Fuzzy algebra.

Page No: 277-287

Author: Dr. Rina Mondal

DOI Link: https://doi.org/10.70798/Bijmrd/04010039

Abstract: The transformation of educational systems has become a global priority in the twenty-first century as societies increasingly require learners who possess critical thinking, creativity, problem-solving ability, and practical knowledge. The National Education Policy 2020 introduces a significant shift in the philosophy of Indian education by emphasizing experiential learning and competency-based education. These approaches move away from traditional rote memorization and promote deeper understanding, application of knowledge, and holistic development of learners. Experiential learning focuses on learning through active engagement, reflection, and real-life experiences, while competency-based education aims at developing measurable skills and abilities that enable students to apply knowledge effectively in real-world contexts. The policy proposes curriculum restructuring, flexible learning pathways, interdisciplinary approaches, and innovative assessment systems to support these objectives. This research article critically examines the conceptual foundations, objectives, implementation strategies, and potential challenges of experiential learning and competency-based education within the framework of NEP 2020. The article also explores the implications of these reforms for teachers, learners, curriculum design, and assessment practices. Through a comprehensive analysis, the study highlights how these educational approaches can contribute to developing competent, innovative, and socially responsible citizens capable of addressing contemporary global challenges.

Keywords: Experiential Learning, Competency-Based Education, NEP 2020, Educational Reform, Skill Development.

Page No: 288-295

Author: Arfi Anjoon

DOI Link: https://doi.org/10.70798/Bijmrd/04010040

Abstract: Women empowerment is a key indicator of social development and gender equality. However, in many socioeconomically backward districts such as Murshidabad in West Bengal, women continue to face significant challenges related to education, employment, health, and social status. This study examines the status, challenges, and prospects of women empowerment in Murshidabad district. The study adopts a qualitative research methodology using thematic analysis of secondary data from government reports, census data, academic studies, and policy documents. The findings indicate that although government initiatives such as Self-Help Groups (SHGs), Kanyashree Prakalpa, and skill development programs have improved women’s educational participation and financial inclusion, gender inequality, poverty, early marriage, and low workforce participation remain major challenges. The study concludes that education, economic opportunities, and policy interventions are critical for improving women empowerment. Strengthening educational access, employment opportunities, and financial inclusion can significantly enhance women empowerment in Murshidabad district.

Keywords: Women Empowerment, Gender Inequality, Murshidabad, West Bengal, Education, Financial Inclusion.

Page No: 296-300

Author: Mamoni Khamrai

DOI Link: https://doi.org/10.70798/Bijmrd/04010041

Abstract: Language plays a crucial role in the teaching–learning process, particularly for children from indigenous and tribal communities. In West Bengal, many tribal students speak mother tongues such as Santali, Kurmali, Mundari, and Lodha, while formal schooling is mainly conducted in Bengali or English. This linguistic gap often creates learning difficulties and affects academic achievement among tribal learners. The present study examines the role of mother tongue based education in improving learning outcomes among tribal students in West Bengal. It also explores challenges related to language barriers in education and suggests strategies for promoting inclusive multilingual education for tribal communities.

Keywords: Mother Tongue Education, Tribal Students, Multilingual Education, Learning Outcomes, West Bengal.

Page No: 301-305

Author: Sanjoy Halder

DOI Link: https://doi.org/10.70798/Bijmrd/04010042

Abstract: Sarva Shiksha Abhiyan is a comprehensive program launched by the Ministry of Education to improve the quality, accessibility, and equity of school education in India. The scheme integrates previous initiatives such as Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education Scheme into a single framework covering education from pre-primary to senior secondary levels. It aims to ensure inclusive and equitable quality education while promoting digital learning, teacher training, and infrastructure development. This study examines the role of Sarva Shiksha Abhiyan in strengthening the Indian education system, highlighting its contributions, challenges, and policy implications.

Keywords: Sarva Shiksha Abhiyan, School Education, Educational Policy, Inclusive Education, Quality Education.

Page No: 306-311

Author: Asad Ali Sarkar & Sebak Kumar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04010043

Abstract: This study develops a comprehensive AHP-PROMETHEE-GIS framework to evaluate the suitability of ecotourism activities in Bankura district, West Bengal, India, a region characterized by ecologically sensitive and culturally rich landscapes. The methodology integrated multi-criteria decision-making and geospatial analysis over 2,531 delineated landscape units, encompassing geomorphological, ecological, and infrastructural variables. The PROMETHEE method implemented in Python enabled hierarchical suitability rankings visualized in ArcGIS, revealing significant spatial heterogeneity. Approximately 69.8% of the highly suitable zones are concentrated in the western uplands, including the Jhilimili-RanibandhMukutmanipur belt, supporting activities such as cross-country adventure, trekking, forest recreation, and environmental research. Secondary suitability zones cover about 45.0%, whereas moderate and marginal suitability units account for 35.6% and 33.8% respectively. This spatial framework balances ecological protection with economic and social benefits, providing operational guidelines for zonation and sustainable ecotourism planning. It advances landscape unitdriven strategies to optimize ecotourism layouts, mitigate landscape fragmentation, and foster synergies between biodiversity conservation and community livelihoods in alignment with the UN Sustainable Development Goals.

Keywords: Ecotourism Suitability, AHP-PROMETHEE-GIS, Spatial Analysis, Sustainable Planning, Bankura District.

Page No: 312-344