Volume 01, Issue 03

This study investigates the portrayal of women in Tanzanian mass media, focusing on the implications for gender representation within a postcolonial framework. The primary aim is to explore how historical ideologies, particularly during Julius Nyerere's leadership, have shaped media narratives about women's roles. A qualitative methodology was employed, involving the analysis of 100 articles from major newspapers and 50 television news segments, complemented by interviews with 15 key informants, including media practitioners and academics. Key findings reveal that while there is an increase in the visibility of women in media, significant disparities persist, particularly in health-related narratives that often frame women as victims. This aligns with existing literature that emphasizes the reinforcement of traditional stereotypes. In political contexts, although women's representation appears more empowered, barriers to their agency remain, contrasting with findings from other regions where female politicians are depicted as leaders. The study underscores the importance of feminist media theories in interpreting these representations and highlights the need for reforms in media practices to promote equitable portrayals of women. The findings contribute to the broader discourse on gender representation in postcolonial contexts, emphasizing the role of media in shaping societal perceptions and public discourse on gender issues. Recommendations for future research include exploring the impact of digital media and longitudinal studies to track changes in women's representation over time. Overall, this research provides valuable insights into the complexities of gender representation in Tanzanian media, advocating for a more inclusive and empowering narrative for women.

Yoga and meditation are increasingly recognized as effective practices for enhancing holistic wellness, particularly in reducing stress, improving focus, and promoting mental clarity. This study utilizes a survey-based dataset which includes demographic details, yoga and meditation habits, perceived benefits, work-life patterns, screen time, stress levels, and opinions on meditation’s role in stress management. The main objective is to explore associations between lifestyle variables and wellness perceptions while applying statistical and machine learning techniques to develop deeper insights. Exploratory data analysis, correlation measures, and hypothesis testing were employed to assess the relationship between yoga practice and stress reduction. A statistical result demonstrates that individuals practicing yoga or meditation on a daily basis presented stronger belief in its necessity and higher awareness of its benefits. Additionally, longer screen time (greater than eight hours) was associated with increased stress, while positive attitudes toward meditation were strongly linked to perceived stress relief. To complement these findings, machine learning approaches were implemented. Classification models such as Logistic Regression, Decision Trees, Random Forest, and Support Vector Machine were applied to predict stress outcomes using predictors such as yoga frequency, working hours, and perceptions of meditation. The predictive modelling estimated the probability of stress relief when meditation was practiced regularly under varying work conditions. Lastly, this integrated Statistical and Machine Learning framework demonstrates the utility of data science in extracting actionable wellness insights from yoga and health datasets, thereby supporting the design of personalized preventive healthcare strategies.

This study delves into the Corporate Social Responsibility (CSR) initiatives of the State Bank of India (SBI) in advancing financial literacy. Financial literacy, or the capacity to save, budget, incur debt, and invest, is still a developing world challenge, particularly in countries like India where vast populations remain unbanked. Analyzing this, CSR has evolved into a key driver of financial inclusion and social progress, especially since the Companies Act (2013) made CSR contributions obligatory for qualifying companies. The paper also describes how SBI, the country's largest public sector bank, has incorporated financial literacy as a part of its CSR strategy. The CSR spending of SBI over the last eight years has reflected consistency, expansion, and effective use of resources. Though earlier years indicate overspending over sanctioned budgets—evidencing flexibility and responsiveness—the more recent years demonstrate controlled planning with full utilization of sanctioned funds. Schemes like Financial Literacy Centers (FLCs), Digital Literacy Programs, Gram Seva projects, and collaborations with NGOs indicate the bank's multifaceted approach towards mitigating social issues, especially in rural and semi-urban areas. The results show that SBI considers CSR not just a compliance obligation but a vision for sustainable inclusive growth. The bank's proactiveness even in non-budget years emphasizes its strong commitment to social responsibility. Nevertheless, the core research gap continues to exist since most studies, including this one, are based on secondary data from reports and publications. Lack of primary data restricts the measurement of behavior outcomes and long-term impact on beneficiaries. The research concludes that SBI has emerged as a socially responsible banking leader with CSR initiatives that have a significant contribution to financial literacy, sustainability, and inclusive growth. The recommendations are to increase financial literacy outreach, make digital financial inclusion a top priority, enhance monitoring and impact assessments, align CSR with Sustainable Development Goals, and develop community-led projects. Future research needs to include direct stakeholder input for assessing the efficacy and scalability of CSR-led financial literacy interventions.

The ongoing impact of ancient India as a critical node of world trade, especially emphasized through the Indus Valley Civilization (around 2500 BCE) and its central location along historical patterns of trade networks, underscores the significance of analyzing its elaborate regulative systems. This paper contends that the Ancient Indian Knowledge System (hereafter referred to as IKS) presents an elaborate, systemically integrated, and ethically rooted basis upon which current principles of International Trade Law are grounded. It extends beyond purely scholastic expositions to set forth the IKS as a viable, cohesive system of governance, economic control, and juridical administration seeking to foster stability and societal good in diverse field areas of trade. Central to this rule's regime is a confluence of legal scholarship and moral philosophy as exemplified by Kautilya's Arthaśastra. This foundational treatise comprehensively outlines governmental economic policy from minute rules of tariffs and customs to market regulation and safeguarding of national assets in foreign trade. Characteristically, the broader IKS positions business activity in a higher order ethical context that fosters such virtues as balanced trade, mutual advantage, and long-term environmental stewardship. This normative context broadly calls into question narrow, exclusively profit-based objectives of current corporate globalism through an adoption of balanced thinking in wealth creation. Additionally enhancing this framework is the fundamental socio-legal concept of Vasudhaiva Kuṭumbakam (“the world is one family”), which establishes an ethical foundation for interconnectedness and interdependence within international relations. This paradigm reframes global exchange not as a zero-sum transaction focused solely on profit, but rather as a means to promote collective prosperity and facilitate cultural exchange. Moreover, the Indian Knowledge System (IKS) established operational frameworks for the administration of commercial contracts and the resolution of cross-border disputes among merchant guilds, thereby contributing to the foundational aspects of what is presently recognized as private international law in trade, thus ensuring stability and fostering trust throughout extensive Eurasian networks. In short, the principles from Indian Knowledge Systems (IKS) provide important normative direction towards structural reform of international trade institutions. An emphasis on community-based development and ethical business practice provides a strong counter-narrative to challenges from ongoing globalization. Furthermore, inherent obligations of IKS to protect Traditional Knowledge (TK) provide a relevant and timely reference to ongoing intellectual property debate that suggests that intellectual property law mechanisms such as trade secret law can be harmonized with age-old ethical responsibility to protect intellectual heritage of a community. This work believes that the IKS provides an all-inclusive, ethically rigorous, and systematic regime of regulation of international trade. By placing an emphasis on holistic sustainability and ethical responsibility rather than just an emphasis on metrics of growth, it provides an alternate architecture that has important application to setting up a more balanced and more sustainable international economic order in this context.

This paper provides reviews of teaching methods which are already in use and emerging in Under graduate engineering programs, by focusing mainly on National Education policy 2020.It gives a detail summary of current practices in class room including traditional lectures, flipped classrooms, blended learning, project Based learning, active learning and digital resources. It evaluates their effectiveness in engineering mathematics and suggests teaching innovations and institutional actions that align with NEP goals, like multidisciplinary learning, foundational skills, assessment reform, and digital inclusion. The recommendations, including adaptive learning, AI tutors, competency-based learning, micro-credentials, faculty development, and partnerships with industry, are provided.

The National Education Policy 2020 (NEP 2020) marks a landmark reform initiative in India’s educational landscape, aiming to reimagine the entire ecosystem through inclusivity, flexibility, and holistic development. This research paper provides a descriptive and analytical evaluation of NEP 2020’s implementation pathways between 2020 and 2025 in the context of India’s long-term vision of Viksit Bharat@2047. Using a mixed-method approach that combines quantitative and qualitative data drawn from 92 respondents across Indian higher education institutions, the study investigates how stakeholder engagement, communication clarity, and adaptive institutional frameworks contribute to the effectiveness of NEP implementation. Findings indicate a strong positive correlation between active stakeholder participation, transparent communication, and institutional adaptability with successful policy execution. The study identifies implementation bottlenecks such as funding limitations, uneven capacity building, and digital inequality. It concludes with policy recommendations to strengthen governance, teacher training, and evidence-based monitoring to ensure NEP 2020 becomes a driving force toward an inclusive, knowledge-driven, and globally competitive India.

Postpartum is one of the most physiologically severe periods of the life of a woman, which presupposes the intake of certain nutrition to restore energy reserves, lactation, and rapid restoration. In India, Ayurvedic traditions of postpartum diet are associated with Ayurvedic traditions that are manifested in works of classical literature and encourage the dominant role of sutika kala and prescribe some nutritional measures. The paper dwells on the crossroad of the ancient Ayurvedic philosophy, particularly the use of the functional foods such as herbal food formulas, and the contemporary sciences of nutrigenomics and food science. The demographic inclinations, postpartum problems, consumer preference and product expectations were also used to perform this research with the help of a structured questionnaire that was applied to 567 women in India. The results show the presence of a significant factor, namely cultural orientation (traditional, modern, rural, urban and hybrid), which influences the practices during postpartum. The most frequent issues that are reported include fatigue, pains, and breastfeeding difficulties, as well as weight gain and weight loss. The natural, organic, affordable, and scientifically proven products rankedhigh among the preferences of the respondents because one could unite the traditional wisdom and the contemporary demands of the food. Results are discussed in the context of Ayurvedic concepts, with an emphasis on the bioactive properties of traditional ingredients (fenugreek, turmeric, jaggery) that are relevant to the modern biomarkers of maternal recovery and lactation support. The research shows that the Indian postpartum practices are models of functional nutrition, thus combining cultural traditions with technological advances, and suggests a prototype of how to develop culturally based, evidence-based maternal nutraceuticals.

This paper highlights the importance of Indigenous Knowledge Systems (IKS) in promoting sustainable development and explores how India’s National Education Policy (NEP) 2020 supports the integration of IKS into the education system. Indigenous knowledge—deeply connected to local traditions, environments, and ways of life—has helped communities live sustainably for generations. However, it has often been ignored due to colonial influence, modernization, and globalization. NEP 2020 encourages the revival of Indian knowledge through hands-on learning, teaching in local languages, and value-based education. Using frameworks like Traditional Ecological Knowledge (TEK), Education for Sustainable Development (ESD), and decolonial perspectives, this paper outlines ways to include IKS in school curricula, teaching practices, and teacher training. It argues that valuing IKS not only helps preserve cultural identity but also provides useful solutions to global challenges like climate change and resource overuse. The paper recommends creating educational content, training programs, and school–community partnerships that align with NEP 2020 and respect and safeguarding the rights and ownership of Indigenous communities.

India’s ancient higher education institutions—Takshashila, Nalanda, and Vikramshila—stand among the earliest organized universities in the world. They nurtured intellectual traditions across disciplines, fostered global scholarly exchange, and embodied holistic approaches to education. This paper explores their historical significance, academic and administrative structures, pedagogical methods, and global impact. It further examines the causes of their decline and draws critical lessons for achieving institutional excellence in the twenty-first century. By integrating ancient wisdom with contemporary educational challenges, this research emphasizes the importance of holistic learning, research culture, ethical foundations, and global outreach for building world-class universities in modern India.

As the digital age progresses, small and medium-sized businesses (SMEs) are under increasing pressure to improve their responsiveness, creativity, and consumer engagement. This research delves into how digital transformation, AI, and CRM systems interact with one another in small and medium-sized enterprises (SMEs), with a focus on how these three factors affect organizational agility. Using a bibliometric strategy, this study examines the extant literature on Organizational Agility through bibliometric analysis that traces the path of research from 2000 to 2025, and there are 3,104 documents were found in the database. While searching the Scopus database, the author identifies emerging trends, seminal and most-cited papers, authors, universities, and countries that contributed to the development of the theory. Separately, the author again ran the database to find the Scopus documents of academic literature on artificial intelligence customer relationship management systems to spot developing themes, prominent figures, and noteworthy publications. According to the results, there is a rising desire to include AI tools in CRM platforms to improve operational flexibility, personalize customer experiences, and make decisions in real-time. These tools include catboats, machine learning, and predictive analytics. According to the report, these technologies help SMEs remain flexible by allowing them to respond more swiftly to market developments and adjust their plans with greater flexibility. Researchers, industry professionals, and government officials can all benefit from this bibliometric study's findings as they seek to comprehend and use AI-driven CRM systems to boost digital agility and long-term competitiveness.

The National Education Policy (NEP) 2020 of India represents a paradigm shift in the country’s educational vision by emphasizing a holistic, inclusive, and multidisciplinary approach to learning. The present study explores the dynamic interconnections among language, culture, and identity, and how these dimensions collectively shape the educational fabric of the nation. It argues that the promotion of native languages and indigenous knowledge systems constitutes a crucial step in decolonizing education, while simultaneously fostering the cognitive, linguistic, and socio-emotional growth of learners. Moreover, the study investigates how the integration of local wisdom, regional arts, folk traditions, and cultural practices within the curriculum contributes to a meaningful and sustainable educational transformation. Such integration not only safeguards India’s age-old heritage and cultural diversity, but also enhances learners’ critical understanding and deep learning. The paper further proposes a conceptual framework for incorporating Regional Knowledge Systems (RKS) into educational practice, outlines pedagogical implications, and charts a feasible pathway for implementation. In doing so, it identifies key challenges and opportunities that accompany this transformative endeavor. Ultimately, the study underscores the potential of NEP 2020 to construct an equitable, contextually relevant, and culturally vibrant educational landscape that reflects the essence of India’s intellectual and spiritual traditions.

The adoption of Generative Artificial Intelligence (GenAI) and Learning analytics (LA) in education is quickly moving beyond experimental pilots to widespread use. This research explores the stages of awareness, use and perceived usefulness and challenges and uses of these technologies by the teachers and the students. Survey results showed that all respondents were aware of ChatGPT (100%) with lower rates of awareness regarding Gemini (43%) and Copilot (39%) combined with high active-use rates (67%) and universal exposure to LA dashboards at that institution. Comparing to past studies that found moderate or mixed awareness in faculty (Zawacki-Richter et al., 2019), these results indicate a paradigm shift, at least in relation to the traditional gap of awareness and the use that was observed in adoption literature (Papamitsiou & Economides, 2014; Ferguson & Clow, 2017), except that it is now smaller in scale. The paper also notes positive perceptions of service advantages, such as personalization (93%), efficiency (98%), engagement (100%) and GenAI-LA synergy (94%), that verify previous theoretical expectations of a closed-loop adaptivity (Daniel, 2017; Gaevinc et al., 2019), but go further to show that they have been achieved in practice. On the other hand, the obstacles remain similar to those in previous literature: infrastructural gateway (79%), shortcomings on training (100%) and the moral implications of plagiarism (100%) and privacy dangers (87%) reooplify the permanent limits observed in the past studies (Ifenthaler & Yau, 2020; Cotton et al., 2023). The study is both theoretical and practical in that less adoption barriers are demonstrated due to use of GenAI, coupled with heightened issues regarding ethics and integrity. It highlights the importance of capacity-building, institutional governance and ethical protection to make sure that AI educational promise can be met with a fair, sustainable and integrity-driven learning experience.

The National Education Policy (NEP) 2020 envisions a transformative approach to higher education in India, emphasizing interdisciplinarity, outcome-based learning, and stronger industry-academia collaboration. In engineering education, however, multiple barriers impede its effective implementation. This paper critically examines the challenges associated with interdisciplinary integration and professional competency development. Departmental silos restrict collaborative teaching and research, limiting students’ exposure to interdisciplinary perspectives and real-world problem-solving. Weak linkages between industry and academia further undermine opportunities for experiential learning, internships, and skill-aligned curriculum design. Assessment practices and accreditation frameworks, traditionally oriented toward theoretical knowledge, remain misaligned with the competency-based, outcome-focused paradigm promoted by NEP 2020. Conventional evaluation methods often fail to capture students’ professional competencies, critical thinking, and practical application skills. Integrating industry-relevant competencies into curriculum and assessment processes requires structural reform, robust faculty development, and institutional commitment. By highlighting these barriers, the study emphasizes the need for policy-driven initiatives to foster interdisciplinary collaboration, strengthen industry partnerships, and realign assessment and accreditation mechanisms with professional and outcome-based learning goals. Addressing these challenges is crucial for developing a skilled, adaptable, and industry-ready engineering workforce, thereby enabling NEP 2020’s vision of flexible, holistic, and future-oriented technical education.

Spiritual well-being is a multi-dimensional concept related to a sense of completeness with self, nature and a power greater than self. It has been characterised as an inner sense of peace, meaning, belonging, and harmony in life. It is a state beyond physical well-being and mental wellness. Although NEP 2020 never uses the term “spiritual well-being"explicitly but it does envision education as a harmonious process, combining intellectual, emotional, ethical, and spiritual elements. Drawing on several concepts of Bhartiya Gyan Parampara, such as yoga, meditation, and value education, this paper outlines how NEP 2020 provides opportunities to encourage the inner development of young students by promoting spiritual well-being. Thus, this study aims to investigate the meaning and concept of spiritual well-being under the NEP 2020 framework. The study also focuses on understanding the role of spiritual well-being in the overall development of youth. The study further tries to find out what tools and methods can be included in the education curriculum and promote spiritual well-being among youths, keeping a prime focus on the problems and challenges that higher educational institutions are most likely to face while incorporating spiritual well-being into their curriculum. The study concludes that adding spiritual well-being to curricula is not a discretionary option but an imperative need of the contemporary education system. Besides preparing students for academic and career excellence. The National Education Policy 2020 foresees developing individuals rooted in values, self-awareness, and inner strength. Spiritual well-being thus equips youth to face the stress, ambiguity, and ethical difficulties of the 21st century by creating a sense of resilience, empathy, and social responsibility.

In India, marriage system which is traditionally deep-rooted in culture and community is transforming due to urbanization, globalization, education, legal reforms, and digital influences. These transformations are affecting and reshaping the social aspects along with family values and raising questions about identity, gender equality, and generational values. This research paper titled “Changing Scenarios, Perspectives, and Implications on Society: A Study of the Indian Marriage System” highlights the importance of exploration about evolvement of perceptions of marriage influence family structures, social cohesion, and cultural harmony. The need for this research lies in the fact that marriage, while deeply traditional, is also one of the most dynamic social foundations—reflecting rigidities between new aspirations and conventional customs. Exploring issues such as delayed marriages, inter-caste and interfaith unions, live-in relationships, and the growing role of digital matchmaking can provide valuable insights into how Indian society transforming towards change. At the same time though the transformations happening due to modern education, globalization and digital technology, some of the old customs like dowry practices, caste considerations, and gender disparities are still strong and continue to influence decisions in some regions of India. By analysing these changing aspects, the study intent to contextualize the Indian marriage system as both a mirror and a driver of social change. The importance of this study lies in generating critical perspectives for policymakers, educators, and social institutions to balance tradition with emerging values of equality, inclusivity, and autonomy—an approach in harmony with NEP-2020’s vision of cultural rootedness and progressive reform.

The National Education Policy (NEP) 2020 represents one of the most ambitious overhauls of the Indian education system since independence, seeking to align national academic structures with global benchmarks. A central theme of the policy is the adoption of multidisciplinary education across all levels, with a particular emphasis on higher education. This paper examines the philosophical foundation, practical implications, institutional readiness, stakeholder perceptions, and long-term outcomes of multidisciplinary learning as envisioned by NEP 2020. A mixed-method descriptive research approach has been used, involving interpretative analysis and survey-based quantitative insights drawn from 92 respondents representing diverse academic streams. The abstract provides an overview of the study’s rationale, methodology, findings, and implications. The analysis reveals that multidisciplinary education is not merely a structural arrangement but a shift in pedagogical culture. Stakeholders indicate strong support for flexible curricular pathways, integrated knowledge systems, and holistic learner development. The data highlights that defining objectives, stakeholder engagement, risk assessment, effective communication, and teaching–learning outcomes are considered decisive factors in ensuring successful multidisciplinary implementation. Faculty readiness, continuous feedback, and human resource development emerge as critical factors. However, variations in departmental engagement, insufficient focus on financial resources, and complexities of institutional restructuring pose significant challenges. The study concludes that multidisciplinary education holds transformative potential for India’s higher education landscape. It fosters creative thinking, broadens learner competencies, and enhances employability. For this potential to be realised, institutions must strengthen collaborative mechanisms, provide continuous teacher training, and integrate technology-enabled governance systems. The paper recommends strategic planning, institutional capacity-building, and structured implementation frameworks to sustain multidisciplinary reforms under NEP 2020.

The following case study gives an insight into the E-Choupal initiative of ITC. ITC used Digital technology for the betterment of agriculture in villages in India. This initiative was launched in 2000 and makes farmers’ lives easier by guiding them about the weather, different farming methods, and market costs, thus enabling them to make well-informed decisions. In addition to this, it increases farmers’ incomes by supporting sustainability in farming practices and increasing productivity by permitting them to sell to markets without the use of middlemen. E-Choupal has emerged as a vital platform for the enhancement of rural development. It has more than 6100 kiosks in 10 states, catering to over 4 million farmers. ITC’s business goals merge with its social responsibility enterprise by strengthening supply chain efficiency, thereby aligning with its Sustainability aims.

The article critically examines the socio-legal aspects of food transportation in India and focuses on the direct & indirect effects on safety rules and shelf life of consumer protection. This study evaluates how technical limitations, regulatory fragmentation, and insufficient infrastructure compromise food integrity during transit based on recent enforcement patterns in the year 2021-2025 and statutory structure under the Food Safety and Standards Act, 2006. The analysis uses comparative insights from international regimes such as the FDA (USA) AND EFSA (EU) to highlight best practices in cold chain logistics, traceability and legal accountability. Using both doctrinal and empirical approaches, the paper evaluates the effectiveness of India’s current regulatory framework, including the FSSAI’s licensing, inspection, and penalty system, and identifies critical areas for improvement. Furthermore, it investigates how digital solutions such as blockchain and IoT and Public-private partnerships could lessen food deterioration caused by transportation. Ultimately, the study governance prioritizes consumer welfare, producer equality, and sustainable logistics.

The National Education Policy (NEP) 2020 has emphasized the revival and integration of the Indian Knowledge System (IKS) into higher education curricula to strengthen cultural rootedness while enhancing holistic learning. This paper is a case study of Brihan Maharashtra College of Commerce (BMCC), Pune, one of the pioneering Commerce colleges which implemented IKS in a structured manner with the help of institutions specialized in this domain. With a collaborative approach and an innovative mindset, the curriculum was upgraded to encompass the elements of IKS in the syllabi. The learning pedagogy and evaluation parameters were decided to include activity based and collaborative learning methods with rational use of technology. BMCC innovatively expanded IKS integration through project-based learning, visits and experiential learning methods, where students got to explore diverse themes such as Indian art and architecture, ayurveda, folk traditions, ancient jewellery, traditional recipes etc. Further initiatives included introducing Arthashastra, Yoga - Meditation and Folk Arts as subjects and embedding Indian theories, concepts and entrepreneurial examples in courses. This study reveals the BMCC way of integrating IKS with formal courses, creating a sustainable learning environment for IKS, fostering the spirit of national pride and creating awareness about India’s profound gifts to the world. It provides insights into how educational institutes can effectively contextualize traditional knowledge systems to contemporary student life, thereby aligning with NEP 2020’s vision of culturally grounded yet globally relevant education.

This paper examines the educational philosophy of Atal Bihari Vajpayee with particular focus on three interlinked themes-values, nationalism, and modernization. Drawing on Vajpayee’s speeches, writings, policy initiatives (notably the Sarva Shiksha Abhiyan), and secondary literature, the study reconstructs how his public thought and political practice shaped and were shaped by ideas about education. The research employs a qualitative, document-analytic methodology, synthesizing primary texts and policy documents with scholarly and media accounts. Findings indicate that Vajpayee conceived education as a vehicle for national integration and value-formation while simultaneously promoting modernization through universal elementary schooling and infrastructural investments in human capital. The paper concludes by situating Vajpayee’s educational emphasis within the political context of the 1990s–early 2000s and by reflecting on the tensions between cultural-nationalist narratives and inclusive, development-oriented educational policies.

The National Education Policy (NEP) 2020 marks a significant milestone in reshaping the Indian education system, with a strong emphasis on teacher education and professional development. Recognizing that the quality of education is closely linked to the quality of teachers, the NEP proposes a comprehensive revamp of teacher training, recruitment, and continuous professional development. It advocates for the establishment of multidisciplinary institutions offering integrated teacher education programs and emphasizes experiential learning, critical thinking, and pedagogical innovation. The policy also envisions a regulatory framework ensuring high standards and accountability in teacher preparation. This paper explores the implications of NEP 2020 on teacher education, its potential to elevate teaching standards, and the challenges in implementation. By aligning teacher education with the goals of equity, inclusivity, and excellence, NEP 2020 aims to build a robust foundation for the future of Indian education.

The Indian government’s National Education Policy (NEP) 2020 visualizes a comprehensive transformation of the country's higher education, giving emphasis on multidisciplinary, flexibility entry and exits, and changes in regulatory regime. This research paper provides a critical analysis of the Council of Architecture (COA)’s Interim Report, “Architecture Education: Way Ahead,” which serves as a strategic response to the NEP from the perspective of architectural education and practice. The paper examines how the COA infers and adapts the NEP’s broad mandates to the precise, difficult demands of producing professional architects. It finds that the COA establishes a strategy of strategic orientation towards a proactive adaptation. The report has been worked on the core principles of multidisciplinary and flexibility in choices of curriculum but also ingeniously re-defines it to protect the integrity of architectural profession by robust licensure model centered on a professional degree equivalent to master’s level. The paper details the COA’s comprehensive framework for outcome-based education, its suggested curricular restructuring, and its faculty recruitment models. Ultimately, it concludes that the COA’s Interim Report is a sophisticated blueprint for navigating national educational reform while safeguarding professional standards, though it also highlights underlying tensions regarding regulatory independence and institutional scalability that remain unresolved.

The National Education Policy (NEP) 2020 promises a major change in Indian higher education, prioritizing holistic, multidisciplinary learning and skill integration through systems like the Academic Bank of Credits (ABC) and Multiple Entry/Multiple Exit (ME/ME) options. While the underlying goals are commendable, executing these significant reforms within the professional engineering sector faces acute operational, financial, and teaching difficulties. This paper critically examines key implementation challenges, including severe scarcity of resources and persistent ambiguity regarding credit transfer rules, which result in student uncertainty and significant administrative strain. Furthermore, it addresses the controversial issue of the dilution of core engineering specialization caused by the mandatory inclusion of multidisciplinary subjects (Open Electives, Minors), which risks impacting graduate competence and market readiness. A particular emphasis is placed on the exaggerated difficulties experienced by rural and non-autonomous affiliated colleges compared to their urban counterparts. By isolating these on-the-ground problems, this paper aims to provide targeted, actionable recommendations for policymakers and institutional leaders to ensure the policy's transformative potential is realized fairly and effectively.

Salt, the crystalline chemical element, holds a profound and complex significance for human civilization. In India, a nation of overwhelming geographical and cultural diversity, the story of salt extends far beyond the ubiquitous refined white grains that find their way onto most tables. This article explores the rich heritage of traditional and ancient salts of various Indian regions, their use through history, their cultural relevance, and their scientifically proven benefits. We discuss the unique properties of mineral salts like Himalayan pink salt (Sendha Namak), Indian black salt (Kala Namak), and artisanal sea salts. Furthermore, this paper extends the definition of traditional salt to include striking plant and herbal preparations, such as the herb-infused Pisyu Loon of Uttarakhand, the indigenous ash-based Tapyo salt of Arunachal Pradesh, and a potassium-based salt substitute of the banana plant (Musa balbisiana). These salts are not merely seasoning agents but are closely intertwined with culinary practices, Ayurvedic medicine, and local traditions. This paper argues that the conversation about sodium needs to include salt quality. Traditional salts offer a full profile of minerals missing from refined table salt. We investigated their chemistry, historical uses, and recent science to reveal the potential nutritional and therapeutic value of using these older salts. The article concludes by recommending interdisciplinary research to validate traditional claims and conservation of sustainable salt harvesting and preparation practices for the benefit of local economies and preservation of a valuable component of India's natural and cultural heritage.

Though there are certain barriers like effective framework for the effective implementation of National Education Policy (NEP) 2020 in engineering education, NEP envisions a model shift in Indian higher education which promotes flexibility, interdisciplinary, and student-centric approaches. This research article explores critically the systematic pedagogical challenges hindering the realization of NEP 2020 within technical institutions. Taking these issues-rigidity in course delivery and semester based time constraints which actually delays innovation and control opportunities for holistic learning, credit mobility remains controlled by incompatible frameworks in all engineering institutions. In addition, to operate the academic credit Bank there are certain practical challenges which includes misalignment in evaluation standards and lack of institutional preparedness. The other complications and resistance from faculty, pedagogical practices and apprehension towards the change of reforms in engineering institutions are present. The demand for a pedagogical change toward outcome based and technology enabled method of imparting the knowledge underscores the urgency of sustained faculty development initiatives. It is clear that without sufficient training and support practices, educators remain not equipped to align with the vision of NEP 2020. The present paper makes the argument that addressing these kind of barriers badly requires a systematic reforms, enhancement of potentiality and improvement of robust frameworks for credit mobility and interdiscilenarity, besides faculty efficacy and methodological innovations critical to ensure the transformative potential of NEP 2020 in engineering education.

Agile methods have radically changed the way software processing is done and projects of IT are done by enterprises around the world. Initially intended to work on small/co-located teams, agile practices have been developed to address large, complex projects that include distributed teams with more than one or two functions and geographies. The associated challenges in this expansion consist of management of interdependent teams with coordination, alignment of a variety of strategies, negotiation of conflicting interests of the stakeholders and strict regulatory requirements. To assess the application of major agile scaling models to multifaceted IT organizations with highly complex ecosystems, this paper will result in a qualitative analysis of the main agile scaling frameworks including Scaled Agile Framework (SAFe), Large-Scale Scrum (LeSS), and Disciplined Agile (DA). The proposed research will employ the use of multi-case study, as it combines the empirical evidence of best IT companies and defense sector projects with high compliance rates. Transformational leadership coupled with executive sponsorship in the development of organizational preparedness and the specific adaptation of frameworks to the specifics of enterprises have been found to represent essential factors of success. On the other hand, barriers like administration issues, architecture, cultural resistance and integration of previous systems are critically discussed. The article offers a best practice roadmap to project managers and enterprise architects and focuses on key strategies to be used in effecting successful change management, process optimization and technology enablement, in large-scale agile transformations. Framing previously tested paradigms of agile scale to the active contexts of digital change and legislative change, the study contributes to the academic rhetoric in enterprise agility. The contributions can give practitioners and researchers working in the field relevant insights into how to streamline agile scaling, maximize innovation and responsiveness, and value creation in multi-stakeholder settings.

This paper highlights the importance of Indigenous Knowledge Systems (IKS) in promoting sustainable development and explores how India’s National Education Policy (NEP) 2020 supports the integration of IKS into the education system. Indigenous knowledge—deeply connected to local traditions, environments, and ways of life—has helped communities live sustainably for generations. However, it has often been ignored due to colonial influence, modernization, and globalization. NEP 2020 encourages the revival of Indian knowledge through hands-on learning, teaching in local languages, and value-based education. Using frameworks like Traditional Ecological Knowledge (TEK), Education for Sustainable Development (ESD), and decolonial perspectives, this paper outlines ways to include IKS in school curricula, teaching practices, and teacher training. It argues that valuing IKS not only helps preserve cultural identity but also provides useful solutions to global challenges like climate change and resource overuse. The paper recommends creating educational content, training programs, and school–community partnerships that align with NEP 2020 and respect and safeguarding the rights and ownership of Indigenous communities.

Guru-shishya parampara is a traditional educational setting which was offered in India and thrived for centuries. The blend of traditional system’s values and ideas and modern technological methods should be established and balanced to provide students with not only knowledge but also values, morals, spirituality and life skills. The Modern Guru is the individual who balances these and focuses personalized learning for each student with the help of technology, works closely with the students, focuses not only on dissemination of knowledge but also develops students in a holistic approach. This paper talks about the ancient Guru-shishya Parampara, how to balance and integrate traditional and modern technological systems. The Paper discusses the shift in role of teacher from traditional knowledge giver to a role of mentor, facilitator, narrator, catalyst and guide who has a close relationship with students. The paper discusses how NEP2020 enables teachers to be this Modern Guru who equip students with 21st century employability skills, life skills and lifelong learning skills.

The National Education Policy (NEP) 2020 represents a landmark reform in India’s educational framework, aiming to establish a holistic, multidisciplinary, and value-driven system of learning. One of the most significant dimensions of this policy is the emphasis on integrating Bhartiya Gyan Sampada or Indian Knowledge Systems (IKS) into curricula at all levels. This paper presents an extended critical analysis of NEP 2020 and its provisions related to IKS, highlighting how India’s intellectual heritage can be pragmatically aligned with contemporary educational needs. With an expanded exploration of the historical, philosophical, and scientific dimensions of IKS, this paper analyzes opportunities, challenges, and pathways for implementation. Drawing from a wide range of literature, case studies, and policy reports, it seeks to demonstrate how IKS can enrich pedagogy, foster innovation, and build cultural identity while ensuring global competitiveness. The discussion underscores the importance of striking a balance between reverence for tradition and the rigor of modern scientific validation.

This paper reviews existing literature on mantra-based meditative practices with a specific focus on the Mahā Mantra (Hare Krishna Hare Krishna, Krishna Krishna Hare Hare, Hare Rama Hare Rama, Rama Rama Hare Hare)—popularized worldwide by the International Society for Krishna Consciousness (ISKCON)—and its effects on anxiety, depression, stress physiology, and psychological functioning. The review synthesizes theoretical mechanisms (physiological, neurobiological, and psychological), summarizes empirical findings from mantra- and chanting-based interventions (including EEG and heart-rate variability studies), and highlights gaps in the evidence base. Building on the current state of knowledge, the paper proposes a rigorous randomized controlled trial (RCT) to evaluate the Mahā Mantra’s efficacy as an adjunctive intervention for mild-to-moderate anxiety and depression. Limitations, ethical and cultural considerations, and practical recommendations for clinical and community use are discussed. Existing systematic reviews suggest small-to-moderate benefits of mantra-based practices on mental health; specific studies of the Mahā Mantra show promising neurophysiological correlates (e.g., increased alpha power) and preliminary clinical improvements, but large-scale, well-controlled trials are scarce and needed.

This paper explores the strategic interplay between Financial Risk Management (FRM), Intellectual Capital (IC), and Corporate Social Responsibility (CSR) within the framework of Indian tradition. It argues that India's rich cultural heritage, rooted in ethical conduct, community welfare, and knowledge reverence, offers a unique lens to understand and implement these modern business imperatives. By integrating ancient Indian philosophies with contemporary corporate practices, the paper highlights how organizations can build resilient, responsible, and knowledge-driven enterprises. The study draws from classical texts, empirical research, and modern case studies to present a holistic model of sustainable business rooted in Indian ethos.

प्राचीन भारत में शिक्षापद्धती का एक उच्चतम स्त्रोत विकसित था। गुरु के निरीक्षण में गुरुगृही रहकर शिक्षा प्राप्त करना। गुरुकुल ज्ञान परंपरा - गुरु का परिवार बनकर अध्ययन कर अपने ज्ञान को विकसित करना। गुरुकुल की स्थापना अधिकतर वनों में उपवन में तथा तो किसी राजा सामन्तो के प्रोत्साहन पाकर होती थी। नालंदा, तक्षशीला और विक्रमशीला जैसे विश्वविद्यालय प्राचीन भारतीय गुरुकुल शिक्षा पद्धति के विकसित रूप थे। आधुनिक शिक्षा प्रणाली आज की शिक्षा का अत्यंत महत्त्वपूर्ण स्रोत है। आधुनिक शिक्षा प्रणाली में किताबी ज्ञान को अधिक महत्व दिया गया है। पाठ्यक्रम की ढाचे में ही विद्यार्थी पर्याप्त शिक्षा प्रदान कर रहा है। भारत का एक आदर्श सक्षम भारतीय के रुप में विद्यार्थी विकसित होना यही शिक्षा का मुख्य उदेश होना गुरुकुलों का उद्देश्य था, जिसकी कमी आधुनिक शिक्षा प्रणाली में दिखती है जो विकसित होनी चाहिये। शालेय माध्यम से महाविद्यालयीन माध्यम तक शिक्षा प्रवाह आधुनिक काल के शिक्षा प्रणाली का अध्ययन पथ है। किसी एक विषय की शिक्षा प्राप्त कर अपनी आर्थिक उन्नती को प्रमुख उद्देश मानकर विद्यार्थी शिक्षण ले रहा है। जो विद्यार्थी को एक ही विषय की अध्ययन पर संकुचित करता है। गुरुकुल शिक्षा परंपरा और आधुनिक शिक्षा पद्धती का समग्र चिंतन करना ही इस शोध निबंध का मुख्य उद्देश है। गुरुकुल शिक्षा प्रणाली की फायदे तथा आधुनिक शिक्षा प्रणाली में दिखते अभाव, इसपर चिंतन भारतीय शिक्षा प्रणाली की स्रोत पर अधिक विस्तृत दृष्टी से देखने की ऊर्जा देगी।

This interdisciplinary research and real-world applications to improve India’s agricultural and rural economy. In this framework, we study and demonstrate study of Milk Production as case study carrying out in some villages of Pandharpur and Mangalwedha talukas. This study analyses the dynamics of dairy production using statistical tools and sustainable practices. Milk production, a dynamic sector of agriculture, not only contributes significantly to food safety and nutritional health but also supports rural livelihoods and economic growth for the country. The primary data was collected to study cost structures, productivity and sustainability factors in dairy farmingfrom milk producers. The analysis is carried out to study relationships between variablessuch as animalmaintenance, feedstuff type, hygiene practices and milk yield. The statisticalmethodology is applied in termsof exploratory data analysis, descriptive statistics and testing of hypothesis. The studyfindings shown thatlow margins produced by majority of producers after covering cost related to maintenanceand smallproportion of producers are reported high profits. The results are shown that there aresignificant associationsbetween sustainable practices such as regular washing of cattle and the providing of wetfodder and increasedmilk production and productivity. Furthermore, the study emphasized that there are equallevels of profit both

This paper examines literature as a form of resistance in Dalit writing and explores its role in fostering social transformation in India’s caste-structured society. Dalit literature, emerging prominently in the post-Independence period and gaining increased scholarly attention between 2015 and 2025, constitutes an oppositional narrative that challenges dominant caste hierarchies, systemic exclusion and cultural marginalisation. While dominant literary traditions have historically excluded Dalit voices, Dalit writers harness narrative strategies that foreground lived experiences of discrimination, identity assertion and sociopolitical critique. Central to this exploration is an analysis of how Dalit texts transform personal trauma into collective resistance, creating alternative discursive spaces that confront entrenched social orders and mobilise readers toward egalitarian social consciousness (Chandra, 2025; Nimariya, 2024). This study situates Dalit literature within a broader framework of resistance theory, considering how narrative forms function as counter-discourses against Brahminical and mainstream hegemonic literatures. The research synthesises key studies on textual resistance, identity politics and social transformation, emphasizing how Dalit writing operates as an activist force. For instance, critical work highlights the use of counter-narrative techniques to challenge caste-based exclusion, rendering Dalit lived realities visible in the public sphere (Magarati & Bist, 2025). Similarly, intersections with gender amplify resistance discourses, as Dalit feminist writing addresses the double marginalisation of caste and patriarchy, advancing intersectional forms of resistance (Patil, 2025). The study contextualises Dalit literary praxis within sociopolitical movements and Ambedkarite critiques of caste domination, illustrating literature’s transformative potential beyond aesthetic representation to political mobilisation and identity assertion (Nimariya, 2024). Evidence from comparative studies shows that Dalit writing’s engagement with resistance contributes to broader social transformation by challenging cultural norms, reclaiming narrative agency and advocating for structural change. The paper concludes that Dalit literature’s resistance is both an epistemic challenge to exclusionary narratives and a catalyst for ongoing social transformation, asserting that literature must be understood not only as art but as a political and moral project rooted in justice, agency and community-based struggle.

Indian knowledge tradition is rich and unique. There is a noteworthy balance between life and science, the ordinary and transcendent, karma and dharma, and enjoyment and sacrifice. Over its history, the Indian education system has prioritized moral, material, spiritual, and intellectual values, tracing back to the ancient Rigvedic period. In addition to literary knowledge, the Indian Knowledge System emphasizes the value of physical work. Throughout history, India has shared knowledge of spiritual brotherhood, yoga, and Ayurveda, which the international community still embraces today. The National Education Policy 2020 represents a significant change in India's education landscape. It highlights the Indian Knowledge System (IKS) as crucial for shaping the country's educational framework. IKS plays a central role in revitalizing India’s rich cultural heritage. By incorporating IKS into the curriculum, the policy aims to improve interdisciplinary understanding, merge modern knowledge with traditional wisdom, and tackle current societal challenges. The policy seeks to instill in students values like empathy, respect for others, courtesy, democratic spirit, service, respect for public property, scientific thinking, freedom, responsibility, equality, and justice. It also emphasizes the importance of mother-tongue education, physical education, and the role of teachers as dedicated and knowledgeable guides. The National Education Policy 2020 aims to fill the gaps in the current education system. It seeks to ensure timely access to quality education, promote language resources and technology, and encourage research in IKS. However, there are many challenges to implementing the policy. The future will show how beneficial and forward-looking this change will be.

Mathematics, often referred to as the language of science, is central to the advancement of human knowledge and plays a vital role in the holistic development of learners. Beyond its conventional association with numbers and equations, mathematics nurtures critical thinking, creativity, resilience, problem-solving, and ethical reasoning. This chapter explores how mathematics contributes to the holistic development of the education system by enhancing cognitive, emotional, social, and interdisciplinary growth. Drawing on global and Indian contexts, with special attention to the National Education Policy (NEP) 2020, this chapter examines mathematics as both a discipline and a pedagogical tool. It highlights international case studies, innovative teaching practices, and contemporary challenges, offering recommendations for integrating mathematics into education as a means of building responsible, adaptable, and creative global citizens. Ultimately, the chapter argues that mathematics must be redefined not only as an academic subject but as a transformative force for holistic human development.

In an era marked by ethical crises, environmental degradation, and short-term profit orientation, the quest for a sustainable and value-based management paradigm has become imperative. This study explores the relevance of the Indian philosophical principles of Dharma (righteous duty) and Karma (action and its ethical consequences) in advancing the theory and practice of business sustainability. Drawing upon classical sources such as the Bhagavad Gita, Arthashastra, and Upanishadic thought, the research positions Dharma and Karma not merely as moral ideals but as strategic levers for organizational resilience, stakeholder trust, and long-term value creation. Employing a conceptual-empirical hybrid design, the study integrates literature review and Delphi insights from Indian scholars and business leaders to propose the Indian Ethico-Strategic Management Model (IESMM). This model unites Dharma’s ethical orientation with Karma’s outcome-oriented pragmatism, demonstrating how Indian ethos can guide sustainable corporate governance. Findings suggest that a Dharma-Karma-based approach aligns ethical intent with performance outcomes, transforming sustainability from a compliance-driven objective into a spiritually anchored, strategically sustained business ethos.

Social exclusion remains a significant socio-psychological determinant affecting the well-being of marginalized communities in India, particularly Scheduled Castes, Scheduled Tribes, and other excluded groups. Despite progressive constitutional safeguards, persistent exclusionary practices based on caste and ethnicity perpetuate structural inequality and socio-emotional distress among these communities. This paper examines the psychological consequences of social exclusion in the Indian context, synthesising research from 2015 to 2025 that foregrounds mental health outcomes such as chronic stress, depression, anxiety, reduced self-esteem, internalised stigma, and impaired social functioning (Singh 2024; Chakraborty 2024; Nair 2024). Through a critical review of empirical studies and theoretical analyses, we explore how exclusionary practices in educational settings, community interactions, public spaces, and institutional engagements impinge on psychological well-being and identity formation. Recent research highlights that social exclusion is not merely an external sociopolitical phenomenon but has profound internal psychic correlates that impact emotional regulation, cognitive appraisal, and self-perceptions (Das 2023; Raval 2025; Bhardwaj 2025). For instance, studies indicate that adolescents from excluded castes experience heightened anxiety and lower self-esteem when subjected to discriminatory treatment in schools (Nair 2024), while adults evidence increased risks of mood disorders and trauma responses following recurrent exclusion (Singh 2024). Intersectional perspectives further reveal that marginalized women face compounded psychological burdens due to overlapping caste, gender, and socio-economic marginalisation (Paik 2018; Menon 2024). These findings underscore the multifaceted nature of exclusion’s psychological impact. The review positions identity threat frameworks and minority stress theories as critical analytical lenses that illuminate how chronic exposure to exclusion triggers physiological stress responses and undermines resilience (Allendorf & Thornton 2023; Raval 2025). Studies also debate coping strategies, from social support networks to community mobilisation, showing that resilient responses mitigate but do not eliminate exclusion’s psychological costs (Roy 2025; Kaur 2025). The psychological consequences of social exclusion among marginalized Indian communities are complex, deeply interlinked with socio-cultural hierarchies, and critically important for public health, educational policy, and social justice interventions. To foster inclusive psychological well-being, policies must integrate mental health frameworks with targeted anti-discrimination strategies.

प्रस्तुतोऽयं शोधः “धातोस्तन्निमित्तस्यैव” इति पाणिनिसूत्रमाधारीकृत्य लिखितो विद्यते। लेखेऽस्मिन् सर्वादौ सूत्रस्यास्य सामान्यतः परिचयं प्रदाय एतस्य नियामकत्वं प्रतिपाद्य तत्र चासाधारणं फलं प्रदर्श्य ,एवकारं विनापि नियमसम्भवे एवकारग्रहणं इष्टतो नियमलाभायावश्यकमिति यथासरलं प्रतिपादितम्।

The present study aims to investigate the impact of the willingness of HR Managers to adopt AI, and how this willingness creates greater levels of actual usage of AI in performance appraisals. The study also explores how using AI affects how one perceives the accuracy of the results, and overall satisfaction with appraisal results. A cross-sectional, quantitative survey of HR managers in the Indian IT services sector was the research design adopted in this study. Using a non-probability snowball sampling procedure, an experienced HR manager recruited further participants who provided a broad and adequately representative sample of HR managers. The analysis of the data collected from the questionnaires was done using Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine the direct relationships between the key variables of interest in this study. Results show there is a strong correlation between the adoption intention and actual use by HR Managers of AI Technology. As more HR managers began to actively use AI Technology, their perceived accuracy and satisfaction level with their performance appraisals also increased. Additionally, the results of the study show that the Human Agency factor moderated the relationship between Intention and Actual Use of AI Technology, thereby strengthening the movement from Intention to Action. Organizations looking to leverage the benefits associated with an effective, transparent and satisfying use of HR Technology that utilizes AI will find the findings of this study valuable.

The discipline of history plays a crucial role in preserving and interpreting India's rich intellectual heritage, encompassing contributions in the fields of mathematics, astronomy, medicine, philosophy, arts and literature. In order to place these knowledge systems in their societal and temporal contexts, historical research records and examines manuscripts, oral traditions, and archeological evidence. permits the recording and examination of manuscripts, oral traditions, and archeological data, placing these knowledge systems in their historical and sociocultural settings. Historians dispel myths, expose colonial prejudices, and offer accurate interpretations of Indigenous knowledge by critically analyzing writings, inscriptions, and tangible artifacts. an accurate grasp of indigenous knowledge. This study demonstrates how historical investigation protects both tangible and intangible cultural assets through a multidisciplinary approach that integrates textual analysis, archaeology, and comparative approaches. uses a multidisciplinary approach to show how historical research protects both tangible and intangible cultural assets by combining textual analysis, archaeology, and comparative approaches. Additional research shows that this kind of preservation aids in the resuscitation and fusion of ancient knowledge with modern scientific and educational paradigms. Additional research indicates that this kind of preservation aids in the resuscitation and assimilation of old knowledge with modern scientific and educational paradigms. Future generations will be able to access, understand, and benefit from India's intellectual traditions thanks to effective preservation, which is made possible by technical interventions like digital archiving. Future generations will be able to access, benefit from, and be influenced by India's intellectual traditions thanks to conservation, which is made possible by technology interventions like digital archiving.