The present research, “A Study of Examination Anxiety among D. El. Ed. Student-Teachers,” aims to examine the relationship between examination anxiety and selected variables, including gender, family structure, number of siblings, and family income. Examination anxiety is a psychological state described by emotions of terror, concern, tension, and pressure before or during examinations, which can adversely influence the overall personality of an individual. The research was conducted on a sample of 30 student-teachers. Data were collected using a rating scale consisting of 25 statements covering emotional, cognitive, physical, and behavioural dimensions of examination anxiety. Percentage techniques were used for analysing the data. The findings of the study stated that males (56%) experienced greater examination anxiety than females (34%). Student-teachers from nuclear families (61%) depicted higher anxiety compared to those from joint families (39%). Examination anxiety was greatest among student-teachers having three siblings (48%), while student-teachers with no siblings (4%) and four siblings (5%) revealed comparatively lower anxiety levels. Furthermore, student-teachers belonging to the family income group of ₹1–5 lakh (68%) showed greater examination anxiety than those from families earning up to ₹1 lakh (32%). The study revealed the need for encouraging educational ways, parental motivation, stress-management techniques, and counselling services to reduce stress and encourage student-teachers’ academic success and psychological happiness.

Secondary school education is an acute stage in the academic and career development of students. At this level, students are expected to make important decisions regarding subject selection, higher education, vocational training, and future careers. School counselling services play a vital role in helping students to understand available educational and vocational opportunities and assist them in making appropriate decisions. The present study examined the impact of counselling services on secondary school students' awareness of educational and vocational opportunities. A descriptive survey method was used for the study. The sample consisted of 200 secondary school students selected through stratified random sampling. Data were collected using a self-constructed Awareness of Educational and Vocational Opportunities Questionnaire. The findings revealed that students who received counselling services validated significantly higher levels of educational and vocational awareness than those who did not receive counselling services. The calculated t-values for both dimensions were found to be statistically significant at the 0.05 level. The study shows that counselling services contribute significantly to students' awareness of educational corridors, vocational options, and career decision-making. It praises the strengthening of counselling programmes in secondary schools through trained counsellors, career guidance activities, and structured awareness interventions.

ICT has transformed traditional library systems into dynamic knowledge centers. The integration of ICT in libraries has significantly enhanced learning by improving access to information, promoting digital literacy and enabling user-centric services. This study examines the impact of ICT on lifelong learning in selected degree college lib in the Mumbai region. The research explores the visibility of ICT infrastructure, digital services, user engagement and challenges faced by libraries. The study adopts survey method using questionnaires distributed among students and librarians. Findings revel that ICT enhances access to information, promotes self-directed learning and supports continuous skill development. However, issues such as inadequate infrastructure, lack of training and financial constraints affect library usage. The paper concludes with recommendations to promote ICT integration in academic lib.

The phrase "life skills" refers to a collection of fundamental abilities that people and organizations can possess through education and or first-hand experience and that help them deal with challenges that arise on a daily basis. Life skill education refers to the structured teaching and learning of essential abilities that help individuals handle the challenges of daily life effectively and responsibly. These skills include critical thinking, problem-solving, communication, decision-making, emotional regulation, interpersonal relationships, and self-awareness. It is not limited to academic learning but focuses on developing practical competencies that empower individuals to lead productive, healthy, and balanced lives. Life skill education helps people make informed choices, build strong social connections, and cope with stress and adversity. It is especially important in schools and youth programs, where it lays the foundation for personal growth, responsible citizenship, and lifelong success. The study adopts a qualitative research methodology based on a review of existing literature, policy documents, and educational frameworks. It highlights that life skills such as critical thinking, communication, emotional intelligence, and problem-solving are essential for overall personality development and lifelong learning. The findings suggest that traditional education systems focusing solely on academic achievement often fail to prepare students for real-life challenges. The paper concludes that integrating life skills into education enhances students’ adaptability, resilience, and decision-making abilities. It recommends curriculum reforms, teacher training, and experiential learning approaches as key strategies for effective implementation.

The study aimed at identifying the effectiveness of an ADDIE-Based Instructional Package in enhancing the Competency of e-Portfolio Development among B.Ed. Student-Teachers. Research developed ADDIE Model based Instructional Package. The study sample consisted of 30 of S.Y.B.Ed. Student-teachers who are doing two-year B.Ed. course from the University of Mumbai considers for the study. Treatment was given to the experimental group. Pre-test and Post-test were given to measure the developing E-Portfolio perception based on four sub areas. The appropriate statistical analyses were conducted. The t-test scores post pre-test and post-test in four sub areas indicates that there is a significant effect of e-Portfolio Development Package.