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.

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.

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.

This research paper focuses on the psychological effects of online marketing strategies on adolescents, considering their emotional responses and consumer behaviours. In some years, especially after pandemic, marketers are prominently using digital platform to influence consumer choices. Its more common among young individuals who are increasingly active on social media and digital platforms. Adolescents, as a vulnerable demographic, may be particularly susceptible to the persuasive techniques employed in online marketing, such as emotional appeals, influencer endorsements, and targeted advertisements. This study aims to understand how these marketing strategies shape adolescents’ emotions, attitudes, and purchasing decisions. This research study understands the relationship between online marketing content and adolescent emotional responses, as well as the broader implications for consumer behaviour. The findings highlight the critical role of emotional engagement in shaping consumer decisions and underscore the need for ethical considerations in digital marketing targeted at young audiences.

The rapid diffusion of artificial intelligence across organizational, educational, and societal domains has fundamentally reshaped how decisions are made, work is organized, and responsibilities are distributed. While AI systems offer unprecedented gains in speed, scale, and analytical capability, their real-world effectiveness is inseparable from the quality of human engagement that surrounds their design, interpretation, and use. This paper contends that preparedness for an AI-driven future cannot be reduced to technological readiness alone, but must be grounded in a human-centric understanding of collaboration between human intelligence and artificial systems. Using a qualitative and analytical research methodology based on a systematic review of interdisciplinary literature, the study integrates perspectives from information technology, social sciences, ethics, and workforce studies to examine how preparedness for human–AI collaboration is currently conceptualized. The analysis reveals that prevailing approaches disproportionately emphasize technical infrastructure and automation capacity, while insufficiently addressing the human competencies required to guide, question, and govern intelligent systems. In response, the paper proposes a Human-Centric Collaborative Readiness Framework structured around four interrelated dimensions: cognitive capability, emotional intelligence, ethical reasoning, and decision authority. These dimensions collectively capture the human capacities necessary to ensure that AI systems are used responsibly, transparently, and in alignment with societal values. By repositioning human intelligence as a central pillar of AI preparedness, the framework offers a structured lens for assessing individual and organizational readiness in AI-enabled environments. The study contributes to ongoing interdisciplinary discourse by advancing a conceptual model that emphasizes collaboration over replacement, responsibility over automation, and sustainability over short-term efficiency. The proposed framework is intended to support educators, organizations, and policymakers in designing strategies that ensure artificial intelligence strengthens human agency and institutional resilience in the evolving digital future.

Artificial Intelligence (AI) is a branch of computer science. Here, machines are designed in such a way that they can perform tasks which normally require human intelligence such as problem solving, analyzing, decision making etc. Finance is the lifeblood of business. Decisions taken by finance professionals have a significant impact on future prospects of business. AI helps in analyzing huge volume of financial data in just few minutes. Due to advent of AI, the traditional decision-making process has been replaced by AI tools (Machine Learning, Natural Language Processing and Predictive Analysis). This study tries to analyze the impact of AI on enhancing the speed and accuracy of decision making. It tries to find how much finance professionals are dependent on AI for decision making. The study finds that AI tools have helped to reduce human bias and errors, but they can never replace human beings. Just that the roles of finance professionals will evolve from doing manual or routine tasks to being strategic advisors, AI ethic officers, AI product managers, AI auditors, Risk analysts, etc.