Mathematics is not just a subject but a foundational pillar of STEM education. With the introduction of India’s National Education Policy (NEP) 2020 and the rise of experiential learning tools like GeoGebra, the conventional chalk-and-talk approach is being reshaped into an engaging, inquiry-based pedagogy. This paper presents a reflective account of a math educator’s journey of integrating NEP-aligned STEM practices into middle school classrooms, focusing on the transformation brought by experiential tools and their impact on learners. This paper examines the transformation of mathematics education in India in response to the National Education Policy (NEP) 2020 and the global shift towards STEM-based pedagogy. By moving away from rote memorization and embracing digital tools such as GeoGebra, Indian classrooms are undergoing a dynamic shift. This research analyzes the implications of these reforms on teaching practices, student engagement, and mathematical understanding. The study combines theoretical insights with classroom case studies to present a holistic view of the journey from traditional chalk-based instruction to interactive, digital learning. P and t tests are also Conducted based on the data collected in the form of questionnaire and Performance of the Test before and after introducing Geogebra.

This article discusses Paulo Freire’s Pedagogy of the Oppressed and how it can be meaningfully integrated into teacher preparation programs. Freire’s ideas challenge traditional top-down forms of teaching thinking through dialogue, critical awareness, and a form of social consciousness that we believe, can offer new prospects for teacher education programs. The article outlines and describes several key aspects of Freirean pedagogy including the teacher-student relationship, conscientization, and reflection to provide in depth ideas about how Freirean pedagogy can transform teacher preparation so educators are prepared for equity-oriented and transformative practices in their classrooms. Furthermore, we provide a literature review, discuss common challenges, and provide examples from different contexts globally that illustrate Freire's ideas influence in teacher education. Lastly, we provide general recommendations for enacting and integrating critical pedagogy into educator puppy in order to make an argument of why educator preparation must change to better serve the constantly changing dynamic, and diverse learning communities with which we interact.

This study looks at how a student’s school environment affects their moral values. At a time when society is facing a decline in values and growing problems, it’s important to understand how these environments help shape students’ behavior and character. The study employs a survey research method involving a sample of 1,446 students from 20 higher secondary schools, selected using stratified random sampling. Two tools were utilized: the Test for Moral Values among School Students (TMVSS), developed by the investigator, and a standardized school Environment Inventory (SEI). The research focused on six components of moral values—Personal, Academic, Social, Aesthetic, Humanitarian, and Religious—and examined how these varied across different levels of school environments (classified as High, Moderate, and Low climate). Data analysis revealed that students from high school climate environments scored significantly higher in Personal, Social, Aesthetic, Humanitarian, and Religious values compared to their counterparts in moderate and low climate schools. However, academic values did not show significant variation across school climate categories. Findings suggest that a positive school climate, characterized by supportive teacher-student relationships, ethical modeling by staff, and co-curricular engagement, has a substantial influence on students’ moral development. The study underlines the critical role schools and families play in shaping well-rounded, morally responsible individuals. Educational implications include the integration of value education into school curricula, targeted interventions in low school climate settings, and the continuous assessment of school moral climate.

This study examines the impact of Adverse Childhood Experiences (ACEs) on resilience in early adulthood (ages 18-40) with a sample of 60 young adults, equally divided between males and females. Using standardized tools, including the Adverse Childhood Experiences Questionnaire for Adults (Felitti et al., 1998) and the Resilience Scale (Connor Davidson, 2003), data was analysed using statistical methods such as mean, standard deviation, Pearson correlation, and Cronbach’s Alpha test. The results revealed a weak negative correlation between ACEs and resilience for both genders, with a slight decrease in resilience as ACE scores increased. However, no significant linear relationship was found between ACEs and resilience in females, suggesting that ACEs may not directly affect resilience in women. Overall, the findings indicate a correlation between higher ACEs and lower resilience in early adulthood, with a more pronounced effect observed in males. Key Words: Adverse Childhood Experiences, Resilience, Early Adulthood

The Fibonacci sequence is a mathematical notion that captivated researchers, scientists, artists and architects for centuries. This paper examines the historical origins of the Fibonacci sequence, explains its mathematical properties, and explores its diverse real-world applications. It also discusses how Fibonacci numbers contribute to modern developments in science and technology.

The main aim of this paper is to identify the Awareness about public library systems in Mumbai and the purpose of visiting public libraries. We know that education is the best key to the success. Practical knowledge is very important to learn. Practically everything cannot be taught, but in the digital era one can teach by graphic design and practical video recorded lectures through the computer. Now a days many video lectures are freely available on YouTube and other digital platforms. Many people and students do not have a computer. Those who cannot go to school and college, they can learn and develop themselves. Public libraries can play very important role in this era. Every public library should provide ICT facilities because many public libraries do not provide ICT facilities. Public libraries should available everywhere, then it will be easy to access for the public.