The present study is a comparative investigation of socio-emotional competence and citizenship skills among secondary stage school students. Adolescence is a significant developmental phase marked by emotional growth and increasing civic awareness. Schools play a vital role in fostering both socio-emotional abilities and citizenship competencies necessary for responsible participation in society. The study adopted a descriptive survey research design and employed simple random sampling to select 1325 secondary stage students across different boards of study (State, CBSE, ISC), academic streams (Science, Commerce, Arts), and gender. Socio-emotional competence was conceptualized through an integrated framework focusing on emotional awareness, regulation, interpersonal effectiveness, and responsible decision-making, while citizenship skills were examined through cognitive, participatory, and value-based dimensions. The findings provide comparative insights into the development of these competencies and their variation across demographic categories.

Teachers can effectively use the brainstorming method as a valuable tool in their teaching repertoire. By incorporating brainstorming sessions into their lessons, teachers encourage active participation, critical thinking, and creativity among students. This method creates an inclusive and collaborative learning environment where students feel empowered to share their ideas without the fear of judgment. Brainstorming allows students to explore different perspectives, generate a wide range of ideas, and build upon each other’s contributions. It promotes communication skills, as students learn to listen actively and respectfully respond to their peers. Through brainstorming, students develop their critical thinking abilities by analysing, evaluating, and synthesizing ideas. They also cultivate creativity by thinking outside the box and considering innovative solutions to problems. Overall, the brainstorming method fosters engagement, collaboration, and higher-order thinking skills, making it a valuable teaching tool for educators to enhance student learning experiences.

three key areas: interest in reading, variety of reading materials, and self-esteem. Reading comprehension is vital for academic success, especially in contexts where English is a second or third language. Many students face challenges due to limited vocabulary, poor reading habits, and lack of instructional support. Using an experimental research design, data was collected from 36 students (19 girls and 17 boys) through a rating scale consisting of 15 statements across the three dimensions. The sample was selected using a non-probability convenience sampling technique. Graphs were used to analyze the data. The study aims to identify how these factors influence comprehension and to suggest ways to enhance students' reading abilities and academic performance. Altogether, the findings suggested that when students are encouraged to enjoy reading, exposed to different types of reading material, and supported in building their confidence, their reading comprehension improves meaningfully.

Reading beyond prescribed textbooks is essential for developing reflective and resourceful teachers. However, library observations at St. Teresa’s Institution of Education indicated minimal engagement of students with educational magazines and reference materials. This study, conducted from a librarian’s perspective, aimed to examine the reading habits of B.Ed. students, identify reasons for low usage of educational magazines, and design an intervention to improve engagement. Reasons included lack of awareness, perceived irrelevance, time constraints, and lack of structured engagement. A librarian-led activity titled “Knowledge Carosel: Magazine to Mindscape” was implemented. Post-intervention data showed statistically significant improvement in awareness, perceived usefulness, and willingness to read educational magazines (p 0.05). The study concludes that structured academic integration of library resources can positively influence reading habits and professional preparedness among pre-service teachers.

The use of Artificial Intelligence (AI) is steadily becoming a common practice within today's classrooms and is changing how teaching and student learning occur in schools. AI tools provide many possibilities for educators to help; from creating lesson plans and providing students with individualized support. This research study examines the attitudes of school teachers regarding the use of Artificial Intelligence tools in the teaching-learning process. A descriptive survey method was employed and data were collected through a self-designed five-point Likert questionnaire from 75 school teachers located in Navi Mumbai. Based on the responses of the participants in this study, it appears that most teachers are aware of AI tools and demonstrate an overall positive attitude regarding their usage within education. For instance, many teachers feel that AI assists in making lesson plans, provides support for assessing student needs, has the potential to decrease workload, and improves the overall quality and pace of instruction. However, a number of teachers also expressed some serious concerns related to the following: data security, ethical concerns, overreliance on technology, and potential to impede the development of critical thinking skills among students should there be too much reliance on AI. It is noted that there is a general consensus among the participant teachers that AI should enhance teaching, not replace it. As a result, the findings of this research have provided insight and have emphasised the need for adequate teacher training, the establishment of ethical guidelines, and clear ethical standards related to Artificial Intelligence.

Education systems worldwide are experiencing rapid transformation due to technological advancements, socio-economic inequalities, globalization, and changing workforce requirements. Despite increased access to education, persistent challenges related to equity, quality, and future readiness continue to affect learning outcomes across regions. This empirical study examines teachers’ perceptions of global challenges in education and analyses the relationship between educational equity, quality education, and future readiness. The study is aligned with the National Education Policy (NEP) 2020, Sustainable Development Goal 4 (SDG-4), and the vision of Viksit Bharat 2047. A descriptive survey method was employed, and data was collected from 200 secondary and higher secondary school teachers using a structured questionnaire. Statistical tools such as mean, standard deviation, correlation, t-test, and graphical representation were used for data analysis. The findings reveal a significant positive relationship between educational equity and quality learning outcomes and highlight the critical role of technology in enhancing future readiness. The study emphasizes the need for inclusive policies, teacher professional development, and equitable technology integration to build resilient and sustainable education systems.

The present study investigates the effectiveness of gamification-based instructional design on academic emotions among secondary school students through a mixed-method research approach. Recognizing the pivotal role of academic emotions in influencing student motivation, engagement, and academic performance, the study integrates game elements—such as badges, leaderboards, and levels—into the science curriculum for Grade IX students. A total of 95 participants (Control = 52 and Experimental = 43) from two secondary schools were selected using purposive sampling and divided into control and experimental groups. Quantitative data were collected using a validated Academic Emotions Questionnaire, while qualitative insights were obtained through focus group discussions, journal entries, and semi-structured interviews. Statistical analysis revealed a significant improvement in the academic emotions of the experimental group following the gamified intervention. Thematic analysis of qualitative data further supported these findings, indicating enhanced emotional clarity, engagement, and motivation. The study concludes that gamification, when systematically integrated into instructional design, serves as an effective pedagogical tool for fostering positive academic emotions and improving the overall quality of the teaching-learning process.

Artificial Intelligence (AI) is transforming the international education scenario by revolutionizing teaching methodologies, evaluation mechanisms, administrative tasks, and learning experiences. The fast-paced development of machine learning, natural language processing, generative AI, and learning analytics has created both unparalleled opportunities and challenges. This systematic review combines the results of 40 key studies published between 2015 and 2025 to assess the effect of AI on teaching practices, learning outcomes, personalization, the role of teachers, institutional administration, and equity. A systematic search process was conducted on Scopus, Web of Science, and Google Scholar to identify peer-reviewed empirical and conceptual studies for thematic analysis. The findings show that AI improves personalization, adaptive evaluation, predictive analysis, and administrative tasks. Nevertheless, issues related to bias in algorithms, data protection, academic dishonesty, and teacher replacement continue to exist. The systematic review concludes that AI should be used as an augmentative device and not as a substitute for human teachers. Future studies should focus on long-term impact assessments, ethics, and equity.

Project-Based Learning (PBL) represents a significant paradigm shift in educational methodology. Moving away from rote memorization and standardized testing, PBL immerses learners in complex, real-world projects that necessitate the application of theoretical knowledge to practical problem-solving. The study aimed at studying the impact and challenges of Project-based Learning. The findings of the study revealed that the Project Based Learning (PBL) has clear benefits, offering practical skills and fostering critical thinking and collaboration through hands-on projects. It engages students, making learning more relevant and meaningful. However, challenges like managing time effectively and stress and anxiety caused in the teacher trainees require attention. The approach enhances student skills and prepares them for real-world scenarios, yet it demands careful considerations to tackle time management issues and guarantee stress free environment while using this approach.

Classrooms today are no longer homogeneous spaces of one‐size‐fits‐all learners. Diversity in learning styles, cognitive abilities and modes of expression demands assessment practices that are flexible, inclusive and responsive. Though classroom assessment continues to remain largely rote-driven and product-oriented, Universal Design for Learning (UDL) offers a student-centric framework. This study investigates the effectiveness of sketchnoting as a formative assessment strategy. The research was conducted on a sample of 200 B.Ed. student teachers from a teacher training college in Mumbai, selected using the repeated cross-sectional sampling technique. The CAP Learning scale was used to document development across the cognitive, affective and psychomotor domains. The repeated measures MANOVA established the overall effectiveness of sketchnoting, revealing a significant multivariate improvement in cognitive, affective and psychomotor development, thereby validating its role as a holistic formative assessment tool within UDL classrooms. Findings revealed that sketchnoting promoted creativity, learner engagement and higher-order thinking. It emerged as a powerful strategy for making thinking visible, enabling learners to organise ideas visually, integrate concepts meaningfully and communicate understanding, enhancing the development of 21st century skill sets such as critical thinking, creativity, and communication. Most importantly, it fostered positive attitudes and psychomotor engagement catering to the needs of kinaesthetic learners. The results underscore the pressing need for a paradigm shift from memory-based evaluation to inclusive formative assessment aligned with UDL principles. The study concluded that sketchnoting not only caters to diverse learning styles but holistically nurtures the three domains of learning, offering vital educational implications for transforming assessment practices in 21st century classrooms.

Metacognition is an individual’s knowledge of their own cognitive processes and their ability to control these processes by organizing, monitoring and modifying them as a function of learning. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Learning cognitive and metacognitive strategies offers students the tools to "drive their brains." Being metacognitive can be likened to being more conscious, reflective, and aware of one's progress along the learning path. The present study was undertaken to find out the relationship between metacognitive awareness and academic achievement of students of secondary school, Std. IX of State Board students. The sample of the study comprised of 91 students of secondary school, Std. IX of State Board students. Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) was used to measure the metacognitive awareness. The findings revealed a significant difference in academic achievement of students of secondary school, Std. IX of State Board students with high and low scores in metacognitive awareness.

The present study aims to find the level of cyberloafing behaviours of 8th Grade students and to examine its impact on their academic performance. Increasing use of the internet and various digital devices for non-academic purposes during study time refers to the cyberdating behaviour. With the increasing integration of technology in education, understanding how such behaviour influences learning outcomes has become essential. By using a structured questionnaire, data is collected from grade 8 students of a selected school in Vasai for measuring the cyberloafing behaviour of the students. The findings of the study are expected to provide insights into the extent of cyberloafing among middle school students and its possible effects on their academic performance. The study may also help teachers, parents, and school authorities to develop effective strategies to minimise cyberloafing behaviour and promote better academic outcomes.

Equity in teacher training institutions is very essential for preparing prospective teachers who are sensitive to diversity and committed to inclusive educational practices. Equitable access to resources, academic support and learning opportunities enable the student teachers from varied socio-economic, cultural and geographical backgrounds to develop professional competence and confidence. Promoting equity in B.Ed. programs contributes to the creation of inclusive schools and strengthens the overall quality of the education system. The present study examines educational equity in the B.Ed. programs by the use of quantitative descriptive approach. The sample consisted of 112 B.Ed. students from aided and unaided colleges affiliated to Mumbai University, representing differences in gender, social category and institutional type. Data was collected through a structured rating scale and subjected to descriptive statistical analysis. The study highlights the need for strengthened inclusive practices in teacher education programs.

The 21st century has witnessed an unprecedented transformation in technology, economy, and society, challenging traditional notions of education centered primarily on degrees and credentials. In today’s dynamic world, static qualifications are no longer sufficient to ensure employability, productivity, or social mobility. Instead, adaptable skills, continuous learning, and interdisciplinary competencies have become critical for individual and national progress. This article examines the shift from degree-oriented education to skill-based, lifelong learning models that emphasize flexibility, innovation, and resilience. Drawing on global perspectives from organizations such as UNESCO and the World Economic Forum, the paper explores how education systems must evolve to address emerging labor market demands. The article further discusses the integration of digital literacy, critical thinking, collaboration, and emotional intelligence as core competencies for the modern workforce. In the Indian context, initiatives like Skill India highlight the importance of structured skill development frameworks aligned with industry requirements. By analyzing theoretical foundations, policy initiatives, and practical strategies, this paper argues that redefining learning beyond degrees toward dynamic skill acquisition is essential for sustainable development. The study concludes that fostering a culture of lifelong learning is indispensable for preparing future-ready citizens capable of navigating complexity and contributing meaningfully to the global knowledge economy.

The transformation of educational systems in the twenty-first century demands inclusive, flexible, and technology-enabled approaches capable of addressing diverse learner needs. Adaptive and Assistive Technologies (AT) have emerged as powerful tools for promoting equitable participation and improving learning outcomes for students with disabilities and diverse learning profiles. However, ineffective selection, inadequate contextual analysis, and lack of systematic implementation often lead to device abandonment and limited educational impact. The Student–Environment–Tasks–Tools (SETT) framework, provides a structured decision-making model that supports collaborative, need-based, and context-sensitive selection of assistive technologies. It highlights the importance of student-centred planning, environmental analysis, layered technology solutions ranging from low-tech to AI-enabled tools, and data-based evaluation in ensuring effective AT integration. The study concludes that systematic application of the SETT framework significantly enhances accessibility, learner independence, and sustainable quality improvement in inclusive education systems.

Growing environmental challenges and the fast depletion of natural resources have made sustainable practices a pressing global concern. Education plays an important role in raising environmental awareness and encouraging responsible behaviour among students. Teachers are key players in this effort. Besides teaching through the formal curriculum, teachers influence students through their everyday actions and behaviour, which are part of the hidden curriculum. Therefore, developing environmentally responsible students is closely tied to teachers' pro-environmental behaviour. This study looks at the pro-environmental behaviour of teachers and its role in teaching for sustainability. A descriptive research design was used, along with surveys to gather data from 64 teachers at the primary, secondary, higher secondary, and undergraduate levels. A structured questionnaire was used to assess teachers’ awareness and practices related to environmental sustainability. The data collected were analysed using descriptive statistics, including frequency, percentage, and mean score analysis. The findings show that teachers generally have a positive attitude towards pro-environmental behaviour, indicating a high level of environmental awareness and a willingness to adopt sustainable practices. Teachers from various educational levels and with different years of experience displayed similar pro-environmental values, suggesting that this behaviour is not limited to a specific career stage. The positive pro-environmental behaviour of teachers underscores their ability to influence students’ attitudes and practices regarding environmental responsibility. The study concludes that improving teachers’ pro-environmental behaviour is crucial for effective education for sustainability. By modelling sustainable practices, teachers can significantly contribute to developing environmentally responsible students and fostering a culture of sustainability in schools.

Inclusive education is an important part of fair and equal schooling. It aims to ensure that students with disabilities can learn and participate meaningfully in regular classroom settings along with their peers. This study focuses on understanding the views of pre-service teachers toward inclusive education. Attitudes toward inclusion are influenced by several factors, such as previous experience with inclusive classrooms, professional training, personal beliefs, and awareness of the support systems available in schools. By examining these perceptions, the study contributes to a better understanding of inclusive education and its emotional aspects. Looking at how pre-service teachers view the emotional impact of inclusion helps identify areas where more awareness, training, and policy support may be required. A clear understanding of these viewpoints can help in creating classrooms that are emotionally supportive and respectful, ensuring dignity, participation, and overall development for students with disabilities. The findings indicate some uncertainty among respondents, but overall, there is no strong belief that inclusion has negative emotional effects. This highlights the importance of providing more training and practical experiences to help future teachers develop confident and informed attitudes toward inclusive education. Improving awareness and understanding can reduce confusion and encourage more positive and evidence-based approaches to inclusive practices in schools.

The study examined the effectiveness of Blended Process Oriented Guided Inquiry Learning (POGIL) on Social Skills among student teachers. For this study, student teachers studying in the first year B.Ed. program were selected. The study adopted a quasi-experimental mixed method approach. Descriptive and inferential analysis were used to analyse the quantitative data while thematic analysis was adopted to analyse the qualitative data. It was found that the blended POGIL intervention improved social skills such as leadership, communicative participation as well as cooperative and structured teamwork.

Inclusive education provides opportunities for children with disabilities to participate meaningfully in an inclusive setting. Children with neuro-developmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism need individualised support to participate in the academic and social activities of the school, which is usually provided by the resource teachers or shadow teachers. Since the general teacher often struggles to provide individual attention during classes and other school activities, some schools recommend shadow teachers for children with special needs. This qualitative case study examines the pre-intervention challenges, the role and interventions adopted by the shadow teacher to assist a child with ADHD and Autism academically, socially, emotionally, and behaviourally, and the outcomes achieved through these interventions. The key interventions used by the shadow teacher were task modification, structured time management, guided social interactions, visual support, sensory regulation, and positive reinforcement in collaboration with the class teacher, parents, and counsellor. Findings indicate a notable improvement in academic performance, emotional regulation, behaviour control, and social participation. The study strongly recommends the provision of a shadow teacher to support children who need individualised support within an inclusive setting.