Contemporary Dialogue

Nowadays, online shopping and digital payments are very common, but this has also led to more fraud. This research paper looks at how artificial intelligence (AI) can help find and prevent fraud. It discusses how effective AI is, the methods used, and the problems it faces. The paper covers different AI techniques, like machine learning and detecting abnormal behaviour, and how they are used in different industries. It also talks about the ethical issues and future developments in fraud detection. AI has changed many fields, including fraud detection, by helping to identify and prevent fraud, which reduces money loss and increases safety. This article reviews how AI is currently used in fraud detection, its advantages, challenges, and what might happen next.

Abstract The National Education Policy (NEP) 2020 of India accentuates social inclusion and the reduction of inequalities within the society through educational system. It recognizes that there are differences in access to quality education based on socio-economic background, caste, gender, geography, and some other factors need to be addressed for a more inclusive and equitable society. Overall, NEP 2020 aims to build a more inclusive, equitable, and accessible education system that caters to the needs of students from diverse socio-economic, linguistic, cultural, and geographical backgrounds. Through targeted interventions, the policy intends to reduce systemic inequalities and provide equal opportunities for all children, particularly those from marginalized and underrepresented communities. The National Education Policy (NEP) 2020 represents a landmark reform in India’s educational landscape, aimed at revolutionizing the existing system to make it more inclusive, flexible, and student-centric. At its core, NEP 2020 seeks to ensure that education becomes accessible to all, with a particular focus on socio-economically disadvantaged groups (SEDGs), including girls, children with disabilities, and those from marginalized communities. The nature of paper is theoretically established which trying to critically highlight the major aspects of NEP 2020 for inclusive education.

This meta-analysis revolves around the Guru Granth Sahib, the final and eternal Guru of the people of the Sikh faith. While physically being a scripture, it is much more than that. For its followers, it is a spiritual anchor and a living guide to ethical action, spiritual reflection, and social justice. This study delves into the functionality of Sikhism as a philosophy, identity, and practice across time and place through the core teachings of the Granth - the unity of creation (Ik Oankar), equality of all people, and the inseparability of devotion and service, to name a few. Through interaction with certain key publications by various other scholars, some of the core themes that the paper looks at are gender equity, education, political consciousness, diaspora, and ecological responsibility. It draws attention to how the egalitarian ethos of Sikhism transforms itself from theory into lifestyle through langar, seva, sangat, and collective leadership. Massification in Sikhism reflects its core principle of universal access to spiritual wisdom, promoting equality and collective participation through practices like sangat (community gathering) and seva (selfless service), removing social distinctions based on caste, class, or gender.From its origins, when Guru Nanak called for an awakening of human dignity to the present, Sikhism continues to be deeply committed to shared humanity through inclusive and courageous spirituality.

The study explores the role of picture books in enhancing reading comprehension among young learners. It examines how visual narratives along with textual elements contribute to literacy development, engagement, and critical thinking. By integrating illustrations with storytelling, picture books provide a multimodal learning experience that caters to diverse learning styles, particularly benefiting early readers and those with limited literacy skills. The study deals with the theoretical foundations of schema theory and reader response theory, demonstrating how children use knowledge and experiences to interpret images and derive meaning from texts. The research highlights the pedagogical benefits of picture books across disciplines using an interdisciplinary approach through classroom observations, teacher interviews, and student interactions. Findings indicate that illustrations enhance engagement by capturing children’s attention, fostering curiosity, and promoting active participation in the learning process. Furthermore, pitch book service, effective tools for developing cognitive abilities as children engage in protection, sequencing and story, directing activities that enhance their analytical and creative skills. The study highlights the necessity of integrating picture books into educational curricula to bridge texture and visual literacy. Recommendations include teacher training programmes, the creation of a print-rich environment, and the incorporation of culturally diverse picture books to foster inclusivity. Ultimately, this advocates for the strategic use of picture books as a dynamic and interactive resource in early childhood education to cultivate a lifelong love for reading and learning.

One of the key changes for the Indian educational system is a product of implementing National Education Policy 2020. A few key aspects focus on competency development among teachers for their professional upgrade. The number of ways in which the policy can elevate the stature of education NEP 2020 outlines its strategies through teacher training, introduction to technology integration. Examining the provisions, challenges, and potential outcomes of NEP 2020, this paper explores how the policy impacts teacher competency and professional development. Based on the comprehensive review of existing literature and policy documents, this study aims to assess how NEP 2020 promotes changing roles and continued professional development of teachers in a rapidly changing education environment.

This paper revisits constructivism theories to explore their relevance and application in contemporary educational settings, particularly those integrating digital and blended learning models. The constructivism principles, which advocate for active learning, social interaction and learner autonomy, have long been the cornerstone of learner-centred pedagogy. However, with the proliferation of digital technologies in education, traditional constructivist frameworks need to be re-examined and adapted to align with the characteristics of modern learning environments. This paper critically analyses the foundational tenets of constructivism and their applicability in the digital era. It discusses how digital tools can be leveraged to enhance learner engagement, collaboration and reflective practices. It proposes an updated framework incorporating digital modalities to foster meaningful learning experiences.

Digital literacy has become a crucial ability for pupils to succeed in the future profession due to the ever changing technological landscape. The capacity to successfully explore, assess and create utilizing digital tools has become a vital necessity for both personal and professional success as digital technologies continue to revolutionize industries. The study also emphasizes how lifelong learning programs, digital platforms and creative teaching methods may all help to increase digital literacy. In order to guarantee that students are prepared for success in the digital economy, educators and policymakers are given recommendations that emphasize the significance of ongoing skill development, industry-education collaboration and the encouragement of moral online conduct. In the end, the study makes the case that digital literacy is not only a technical ability but also an essential part of educating students for the opportunities and difficulties of the workforce of the future.

Government collect aspecial cess for educational purposes, and it is to be regretted that this fund is not spent for the purposes of which it is collected. It is said, are without any provision, what ever, for primary instruction. A good deal of their own poverty, their want of self-reliance, their entire dependence upon the learned and intelligent classes, is attributable to this deplorable state of education among the peasantry. Even in towns Brahmins, Purbhoos, the hereditary classes, who generally live by the occupation of pen, and the trading classes seek primary education. The cultivating and the other classes, as a rule, do notgenerally avail themselves of the same. A few of latter class are found in primary and secondary school, but owing to their poverty and other causes they do not continue long at school. As there are no specialinducements for these to continue at school, they naturally leave off as soon as they find any menial or other occupation.

Conflicts form a part of life today in different situations such as society, education and the workplace. In an educational setup, the educator’s prime objective is to ensure a peaceful learning environment for the learners. However, the rising conflicts in educational settings in the past few decades have made this objective increasingly challenging. This study, therefore, delves into the importance of conflict resolution in the educational environment, including the key objectives in terms of conflict resolution in educational settings, its challenges, best practices, strategies, and innovations. As addressed throughout this study, conflicts can be seen in different environments, such as classroom-level, digital, systemic, inclusivity-related, and higher-education challenges. The findings of the study revealed that Conflict Resolution Education (CRE) and Life skills become essential for educators, administrators, researchers, and policymakers to take one step towards understanding and finding solutions to these different concerns for more peaceful and balanced living.

A lot has been said and done in the tradition of qualitative research. Its history can be traced back to the 17th century when through ethnography, evidences had been recorded and reported (Vidich and Lyman, 2000). Qualitative research methods came to the fore during the 70’s and 80’s as a criticism to the then prevalent quantitative methods in research. The researcher in a qualitative research embraces a pivotal role. I perceive the tenets of qualitative research to be imbibed by its scholars. Therefore the framework can be best built keeping the researcher as central to the whole process. Henceforth, I present this paper from the vantage point of a qualitative researcher who must be thoroughly conversant with various aspects of qualitative research. In the sections that follow, an attempt has been made to decipher qualitative research in relation to the nature of inquiry, methodology and techniques that can be used. The issues of reliability, validity and ethics in this realm have been addressed under different sections.

Existing research on the relationship between education and social stratification has underscored a host of organizational, institutional, and psychosocial mechanisms. It is through these mechanisms that contemporary pedagogy perpetuates an inequitable distribution of educational credentials, as well as the economic and social rewards that accompany them. The paper aims to unite profound theoretical knowledge with empirical research and analysis. The paper will provide not only a strategic engagement with the theoretical architecture of Bourdieu’s work, but also its relevance in the Indian schooling system. It addresses the need to elaborate the concept of school as a site of cultural and social reproduction, aiming to address some of the questions that need immediate consideration.

The use of Textese (or SMS language) seems to be increasingly carried over from messaging through mobile phones to the day to day use of English. On one hand is its popularity which is apparent in the increasing occurrences of abbreviated and non-standard forms of language in newspapers and magazine articles, and on the other, are the complaints of teachers and parents that students' language is getting deteriorated due to Textese. Research is being done by linguists in the west to explore the impacts that Textese has on literacy acquisition but no significant research has been encountered in the Indian scenario. Inevitably, the teachers here are being guided by their personal, intuitive views on the issue. Recognizing that teachers' perceptions regarding Textese being 'good' or 'bad' have determinate influence upon classroom practices the research reviewed in this paper establishes the need of documenting and analyzing these perceptions systematically.The research was conducted in three phases. Phase one analyzed a collection of sixty text messages as the data in order to clarify the nature and characteristics of Textese. Phase two and phase three, on the other hand, reported on the perceptions of various stakeholders- students, teachers, and language experts regarding the use of Textese in classroom contexts using a structured questionnaire and semi-structured interviews as tools of data collection (respectively).The research concluded by stating that the debate of Textese is a genuine and brisk area of contention within the Indian scenario.

Happiness which has been widely discussed in the Happiness curriculum programme handbook. As far as mortal beings are concerned, it seeks accomplishments from multifaceted living which results in peace, satisfaction and happiness that fully constitute ‘Mortal Happiness’. The Triad of Happiness is the main pillar on which the Happiness Curriculum is based on. Happiness curriculum mainly talks about the triads which consist of Sustainable Happiness, Deeper Happiness and Momentary Happiness. Whereas sustainable happiness talks about learning and awareness.