Issue 3 (July-September-2025)
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This research study attempts to examine the Pedagogical Content Knowledge (PCK) of science teachers in an alternative school. This study deep dives into how teachers transform the content knowledge of science into meaningful learning experiences for their students. Using a qualitative research design and drawing on observations from the classroom setup, semi-structured interviews, lesson plans created, worksheets, and reflective notes of science teachers (across middle and high school), the paper draws its findings and conclusions.
The conceptual framework is based on the PCK model of Magnusson et al. (1999), along with the component of knowledge of resources proposed by Lee and Luft (2008). Upon a deep dive into the subject, one learns that science teachers in the alternative school under examination not only relied on textbook-based instruction, but their success heavily came from child-centred pedagogy, inquiry, hands-on activities, project-based learning, differentiated support, reflective assessment, and the use of varied classroom and community resources. It was also seen that with the increase in the number of years of teaching experience, the teachers’ PCK developed and did not remain static.
The intersections of science, technology, and gender have long been sites of contestation, critique, and redefinition. This paper reviews theoretical explanations and feminist perspectives that have shaped the discourse on women’s underrepresentation in scientific and technological fields. Beginning with sociological approaches, it highlights how science is not a neutral pursuit but a socially and culturally embedded practice, influenced by power relations, gender norms, and institutional structures. Feminist analyses reveal the systemic exclusion of women, particularly through patriarchal ideologies, discriminatory practices, and institutional barriers that restrict women’s full participation in scientific inquiry. In the Indian context, the analysis underscores how family structures, cultural ideologies, and professional biases create multiple burdens for women in science, while also acknowledging the emergence of collective consciousness and agency. Drawing on contributions from scholars such as Herbert Merton, Thomas Kuhn and Shapin, the study situates science within broader sociological debates on knowledge, power, and legitimacy. Feminist standpoint theory, critiques of biological determinism, and feminist epistemologies further challenge androcentric assumptions in knowledge production and open possibilities for inclusive frameworks. By tracing historical contributions, hidden narratives, and contemporary feminist interventions, the paper emphasizes the need to reimagine science and technology through plural, critical, and gender-sensitive lenses. It concludes that feminist scholarship not only exposes the gendered nature of scientific practices but also provides pathways for creating equitable and diverse knowledge systems that align with broader goals of social justice and innovation.
Information and communication technology (ICT) influences gender disparities, institution type, public or private. The regular use of a computer and accessing ICT infrastructure influences technology application, whereby training and professional development can be marked as quite necessary. For assessment and evaluation, the study applies a chi-square test to determine the involvement in ICT training results and changes in ICT usage patterns. The results demonstrate regular access having a significant impact on teaching and learning, for which ICT training is crucial. The results show that everyday access of teachers to ICT resources increases the integration of technology in the classroom. ICT availability along with daily access will impact the usage to a major extent. The present study brings out the fact that ICT integration into education environments demands a more progressive approach. Successful adoption refers to the same level of access to resources, followed by support and training. Recommendations include further increase of access to ICT to enhance learning environments and supportive networks for teachers with assessment, evaluation and training. Putting these tactics into practice should help educational establishments strengthen the usage of ICT in the assessment and evaluation by teacher educators.
Identity development has been identified as the key developmental task of adolescence but it is a lifelong process that extends beyond adolescence and its continuation during adulthood needs more exploration. This paper gives an overview of the different ways in which identity unfolds from adolescence into adulthood. An attempt has been made to better understand the life stage of early adulthood as the time for identity development. The idea of ‘emerging adulthood’ as proposed by Arnett (2000) is analysed as it applies to youth in India. The psychosocial theory of Erikson and Marcia’s follow up work has been taken as the basis to understand the process of identity development.
Issue 2 (April-June, 2025)
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This paper is an attempt to highlight the growing impact of globalization on education across the globe. The education policies framed in most of the countries whether developed, under-developed or developing is under the influence of globalization. Under the realm of globalization, only those courses and subjects which are in demand are saleable in the global market. Education has become an economic enterprise and our policies are demand driven and controlled by market forces. Education in the past and in present is undergoing a testing time. This is so because economies and societies of the world are changing and becoming increasingly interdependent. Trade and capital flows, migrations, scientific and technological innovations, communications and cultural exchanges are shaping the global community. According to Malclom S. Adiseshiah "globalization of the economy may be defined as the global dimension of the evolving world economy." This term covers all the facets of life – economic, political, social & cultural. It means not merely looking at problem internationally, or looking at issues from a world point of view, it means that the global dimension is emerging and has emerged as a reality today. Therefore, the education policy is increasingly thought about and made within the context and pressures and requirements of globalization. In the context of contemporary education policy, ‘the knowledge economy’ is a much used term. It derives from the idea that knowledge and education can be treated as a business product and that knowledge and educational and innovative intellectual products and services, as productive assets, can be exported for a high-value return. A process of education disarmament is taking place wherein local cultures and ethos are bound to be replaced by free market oriented global norms. Education has become the key success to global economy and hence the goals of schooling and tertiary education have to gear to the demands of the world economy. We should not forget that our policies in higher education cannot be only market oriented or geared to provide skilled labor. We need to provide educated individuals, professionals who can adapt to any kind of market demands as the market dynamics are subject to change anytime and in any direction. A balance in education policy is thus required.
It’s been over a decade since India’s education system underwent any rapid changes- until the coming in of the New Education Policy, 2020. Under these new set of guidelines instructing the educational institutes on their curriculum and outcome formation, one of the biggest reforms is the redesign of the undergraduate education programs. Now, these programs offer a flexible three-to-four-year structure, multiple options for entry and exit, increased credit mobility & transferability, built-in research and internship pathways, and multidisciplinary learning. Owing to the persistent challenge of employability that India has been facing, this new reform comes in at the opportune time. While access to higher education has expanded, completing a degree has not necessarily translated into meaningful employment readiness or employment opportunities. This challenge is especially real for the students engaged in general undergraduate programmes. The key objective of this paper is to evaluate whether this new reform, the New Education Policy 2020, can considerably address the core issue of India’s undergraduate unemployment, and under what institutional conditions. The chief aim is to differentiate the effectiveness of the policy, on paper, versus the outcome achieved upon deployment.
Issue 1 (January-March, 2025)
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India's National Education Policy (NEP) 2020 emphasizes the integration of social inclusion and the mitigation of social inequalities within the context of social education. It further suggests that there is a gap concerning the socio-economic status of a person, caste, gender, area, and some other issues that need specialized attention as far as education is concerned for there to be equity and Justice in the society. In general, The NEP 2020 seeks to provide a more balanced, equitable, and comprehensive education system to pupils from different socio-economic, language, culture, and geospatial communities. With specific measures, the policy aims to fix systemic discrimination and instead support all children, especially those from marginalized and unrepresented groups. NEP2020 is an unprecedented reform of the education system in India, designed to transform the current system into one which is more holistic, integrated, and learner-friendly. In the heart of NEP 2020 is ensuring that education is made available to everyone, particularly to socio-economically weaker sections SEDGS such as girls, disabled children, and persons living in marginalized communities. The nature of paper is theoretically established which trying to critically highlight the major aspects of NEP 2020 for inclusive education.
Despite increasing interest in entrepreneurial approaches to school leadership, few empirical studies have examined how edupreneurial leadership shapes school culture in resource‐constrained contexts. Recognising this, the present study was undertaken to empirically examine how seven entrepreneurial competencies in school leaders (strategic thinking, innovativeness, risk‐taking ability, emotional intelligence, community engagement, data‐informed decision‐making, and technological competence) shape five dimensions of school culture (mission and vision, school environment, academic environment, equity and inclusivity, and communication) in Bihar’s secondary schools, with implications for similar contexts worldwide. A quantitative cross-sectional design was adopted, employing a multi‐stage sampling strategy to collect survey data from 2,209 stakeholders (412 school leaders, 717 teachers/staff, and 1,080 students) across 210 secondary schools in 16 districts of Bihar. Data were collected using researcher-developed and validated scales for Edupreneurial Leadership (ELS) and School Culture (SCAS) which were then analyzed via correlation and multiple regression to determine the influence of edupreneurial leadership on the various dimensions of school culture. The findings indicate a positive and significant effect of edupreneurial leadership on school culture, with specific competencies shaping distinct cultural outcomes. Strategic Thinking (ST) emerged as the strongest predictor of Mission & Vision, while Emotional Intelligence (EI) had the greatest impact on School Environment. Risk-Taking Ability (RTA) had the greatest impact on Academic Environment, and Data-Informed Decision-Making (DIDM) was most influential for Equity & Inclusivity. Technological Competence (TC) showed a notable effect on Communication. Collectively, these competencies accounted for between 22% and 35% of the variance in school culture dimensions. By providing large‐scale empirical evidence from a resource‐constrained region, this research fills a critical gap in the global literature on edupreneurial leadership and school culture. Theoretically, it extends entrepreneurial leadership models to under‐resourced secondary schools; practically, it informs policymakers and practitioners worldwide that capacity‐building programs for education leaders focused on strategic planning, data literacy, and emotional intelligence can create mission‐driven, inclusive, and innovative school environments in diverse contexts.
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.
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.
The study explores how picture books influence reading comprehension among emergent learners. It reflects how visual narratives along with textual elements contribute to literacy development, engagement, and critical thinking. Drawing from schema theory (barlett,1932) and reader response theory (rosenblatt,1978) the research explores how illustrations integrated with textual narratives enhance engagement, meaning-making and critical thinking. Implementing a mixed-methods design- including classroom observations and structured interviews with teachers- the study assesses the pedagogical effectiveness of picture books across subjects. Findings suggest that effective use of picture books enhance literacy by supporting prediction, sequencing, visualisation, and contextual interpretation. the study advocates for the integration of picture books as inclusive, multimodal learning resources that support diverse learning styles and foster lifelong love for reading.
India requires a new wave of educated and skilled individuals to adapt to a knowledge-based economy. Persons with Disabilities (PwDs) are a considerable part of the population of India, having untapped potential for ensuring the spirit of economic growth of the nation and an equitable society. Many regulations and Acts were enacted to encourage their growth and well-being, but the marginalised sections have been in the wrath of low skills and low productive employment due to the lack of access to education and training, or the low quality or relevance of training. This article approaches equating skill training concerning the quality of life, thus integrating differently abled personnel into the workforce. The paper aims to show how skill development escalates employment opportunities, expedites high productivity, and results in income growth and development. The reflections emerged from the study indicate that PwDs undergo deterrents thrown by the environment, thus posing constraints to physical access to employment, instead of the existence of remarkable schemes. This shows that disability is a social construct rather than an individual one, and as a result, due to a socially constructed mindset, PwDs face multiple challenges in accessing resources and benefits for themselves. Since India is making a beeline for emerging as a ‘Knowledge Economy’, it becomes peremptory to pivot on the amelioration of skills, thus targeting the dead centre, that is, the emerging economic environment.
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.
