NEP 2020 emphasized the fundamental transformation of education by enhancing the inclusive approach. In the transformation of education Art integration plays a vital role. Art integration is a pedagogy of joyful and explanation learning. It is the medium through which the child can express his emotions ideas feeling freely without any burden. It provides the platform to find out the potential, hidden talent and scales of the students and promotes learning. Hence it is the best alternative to transform the classes into a joyful learning place. Art Integrated Learning Program for English Language (AILPEL) includes various art Integration activities to integrate in the teaching of English language of Std. VIII. The program develops self -awareness, critical thinking, problem solving, decision making and communication, collaboration and social skills of the student. It helps the students to apply Art based enquiry, exploration of critical thinking and creativity for the deeper understanding of the content. The Art Integrated activities in the AILPEL program helped the student to develop the life skills, confidence, self –esteem, collaborative learning and appreciation of English literature. This AILPEL program is based on the constructivism and the researcher felt the need to test the effectiveness of the developed program. The present research is an experimental research testing the effectiveness of the AILPEL program for the students of Std. VIII learning in CBSE school. In the current scenario there is no specific resource material available for the teachers and students for art integration in English language with reference to the Indian culture, art and tradition. The developed art integrated learning program for the English language is found very effective as far as the academic achievement of the students is considered.

The growing demand for 21st-century skills highlights the critical need to nurture scientific intelligence among school students. Scientific intelligence encompasses reasoning abilities, problem-solving skills, hypothesis testing, and evidence-based thinking. Traditional teaching approaches often neglect the development of these abilities. This study introduces an Inquiry-Based Learning (IBL) program designed to enhance scientific intelligence through experiential learning. 200 students from 10 schools in Pune (five government and five private) were selected through stratified random sampling. The intervention included inquiry-driven activities across key science topics, combined with observation checklists and interviews. Pre- and post-tests assessed changes in scientific intelligence. Results showed a significant increase in scores across both school types, with private school students showing slightly greater gains due to access to better infrastructure. Qualitative feedback supported the effectiveness of the IBL approach. This research demonstrates the potential of constructivist teaching methods in fostering critical thinking and innovation in the classroom.

Assertion-Reasoning (A–R) type questions have been incorporated into CBSE assessments to evaluate students' higher-order cognitive skills, particularly their ability to analyze, reason, and make logical connections between concepts. These questions are designed to move beyond rote learning and encourage students to engage in critical thinking and evidence-based reasoning. However, preliminary classroom observations and board examination results suggest that students are struggling with this format. This study aims to investigate the specific challenges faced by CBSE Class X students in Maharashtra while answering A–R questions in the Science paper during the All India Secondary School Examination (2024–25). A total of 300 answer booklets from English-medium schools were analyzed to assess student performance on the four A–R questions included in the paper. The data revealed that a significant majority of students scored below average, with over 57% obtaining less than 2 out of 4 marks. These results highlight a concerning gap in students’ logical aptitude and suggest that current teaching strategies may not adequately prepare them for such assessments. The paper discusses the implications of these findings and provides recommendations for integrating reasoning-based pedagogy, improving teacher training, and redesigning classroom practices to better align with competency-based assessment formats.

This research investigates the impact of assistive technology (AT) on teaching practices and student outcomes in special education. The study explores the role of AT in empowering educators to effectively teach students with learning disabilities (LD), with a focus on teacher training, instructional practices, and student engagement. A mixed-methods approach was employed, combining both quantitative and qualitative data collection and analysis methods. The results show that AT significantly improves teacher instructional practices, increases student engagement and motivation, and enhances academic outcomes for students with LD. The study also highlights the importance of teacher training and ongoing support in ensuring the effective use of AT in special education. The findings of this research have implications for teacher training and professional development, emphasizing the need for educators to be equipped with the knowledge and skills necessary to effectively integrate AT into their instructional practices. The study contributes to the growing body of research on the use of AT in special education and provides insights for educators, policymakers, and researchers.

Assessment frameworks play a crucial role in evaluating the education systems and guiding improvements in school performance. This study examines the perceptions of educators regarding the existing school assessment process implemented by the Maharashtra government. Additionally, it explores their feedback on a proposed assessment system aligned with the National Education Policy (NEP) 2020. The research is based on a structured survey conducted among teachers involved in assessment process and encouraged to assess their experiences, challenges, and suggestions for improvement. By comparing responses on the current and proposed frameworks, the study aims to identify key gaps, strengths, and areas for enhancement. The data collected is systematically analyzed using graphical representations to highlight trends and patterns in educators’ perspectives. Findings from this study provide valuable insights into the effectiveness and acceptance of assessment methodologies in Maharashtra’s schools. The results will help policymakers, education departments, and school administrators refine the assessment process, ensuring it aligns with NEP 2020's vision of holistic, competency-based evaluation. This research contributes to the ongoing discourse on improving school assessment mechanisms to enhance educational outcomes and institutional accountability.

One of the main skills that students gain when they graduate from computer science programs is Computer programming and every student have dream to join IT sector However, but it is found that students often have significant difficulties with their programming skills and find difficulties to crack the technical round. The effect of this results in very poor joining rate in IT sectors for fresher’s particularly science graduate from computer science colleges. This paper provides an understanding of difficulties faced by university students of particular senior college science graduate students what problems they are facing during the technical round .This study is based on a survey. The questionnaire used in the study has 12 items that summarizes the primary reasons for student’s difficulties in this area. The study is based on five senior science colleges having computer science as major subject in their curriculum at Pune city .

Somebody is working for me and me sitting in leisure is not at all meaning of Artificial Intelligence in fact, it is a tool to be used effectively by natural intelligence and solve man-made problems. Artificial Intelligence, though seems easy at hand, need to be used carefully. It is observed that every walk of life has the impact of Artificial intelligence and education is one of it. Artificial Intelligence (AI) is transforming the educational landscape, particularly in making learning more inclusive. Artificial Intelligence is new and emerging, and yet it has the potential to support the goals of inclusive education by providing unique, personalised learning experiences. AI-powered tools can support teachers and families to imagine new ideas to support divergent learners, and can be tailored to the individual needs of students in new and exciting ways. Thus AI can be helpful in making education inclusive and equitable. This paper discusses the role of AI in fostering inclusive education by addressing diverse learning needs, reducing barriers for students with disabilities, and promoting equitable learning opportunities through various AI powered tools and apps. It highlights AI-driven tools, adaptive learning platforms, and assistive technologies that cater to varied educational requirements. Additionally, it examines ethical considerations, challenges, and future prospects of AI in inclusive education.

Transformative Pedagogy is an approach to teaching that aims to create a more inclusive, equitable and just learning environment for student teachers in a college of Education, this approach can be particularly powerful in preparing them to become effective educators. This approach emphasizes the importance of student teacher’s self-awareness, moral values, and autonomy in their teaching practices. This study explores the concept of transformative pedagogy and its application in teacher education programs. This study investigates the impact of transformative pedagogy on student teachers professional development and teaching practice in a college of Education. A mixed methods approach is used, combining surveys, interviews, and classroom observations. The findings suggest that transformative pedagogy has a positive impact on student teachers critical thinking, reaction, and social justice awareness, leading to improved teaching practices and professional development.

As the world continues to undergo rapid technological, social, and economic changes, the landscape of education is evolving to meet the demands of an increasingly complex and interconnected society. Traditional methods of teaching and learning, while foundational, no longer suffice to prepare students for the challenges and opportunities of the 21st century. In this context, transformative pedagogies have emerged as a crucial response, focusing on reshaping the educational experience to cultivate critical thinking, creativity, adaptability, and lifelong learning. Transformative pedagogies are rooted in the belief that education should not only transfer knowledge but also foster deep, meaningful changes in students’ perspectives and behaviors. Approaches emphasize student-centered learning, inclusivity, and the development of skills that extend beyond the classroom, enabling learners to become active, engaged citizens in an ever-changing world. Applying innovative practices such as experiential learning, collaborative projects, and the use of technology, transformative pedagogies aim to break down traditional boundaries and empower students to take ownership of their learning journeys. This shift toward transformative approaches is driven by several factors, including the need to prepare students for a rapidly evolving job market, the integration of digital technologies, and a growing recognition of the importance of social and emotional learning. As educators and institutions embrace these new methodologies, the future of education promises to be more dynamic, personalized, and responsive to the diverse needs of learners. This paper explores key transformative pedagogies that are shaping the future of education, highlighting their potential to foster a more inclusive, innovative, and forward-thinking educational experience.

In today’s rapidly evolving job market, traditional education systems are often criticized for their inability to equip students with the practical skills necessary for industry readiness. While theoretical knowledge remains essential, employers increasingly seek graduates who can apply their learning in real-world scenarios. Skill-based education has emerged as a solution to bridge this gap by focusing on hands-on learning, critical thinking, problem-solving, and adaptability—skills that are highly valued across industries. The demand for industry-ready graduates is driven by globalization, technological advancements, and the ever-changing nature of work environments. Traditional academic models emphasize rote memorization and standardized testing, which often fail to prepare students for the complexities of modern workplaces. In contrast, skill-based education fosters experiential learning through internships, vocational training, apprenticeships, and project-based assessments. Furthermore, as industries embrace automation, artificial intelligence, and digital transformation, the need for a workforce proficient in emerging technologies has never been more critical. Educational institutions must align their curricula with industry requirements to produce graduates who can seamlessly transition into the workforce. We all are recognizing the importance of skill-based learning, leading to reforms in educational structures and the promotion of vocational and technical education programs. This paper explores the significance of skill-based education, its impact on employability, and strategies for implementing effective skill-building programs in academic institutions. By analyzing studies, industry trends, and global best practices, the research aims to highlight the role of skill-based education in shaping a workforce that is not only academically competent but also practically prepared for the dynamic demands of the professional world.

This survey study specifically focusing on the awareness of Massive Open Online Courses (MOOCs) among student teachers in Pune city, appears to be limited the objective of this study was Awareness of the MOOC course among the student-teachers in Pune city. A survey method was adopted for this study. Sample of 120 Student-teachers from B. A. B.Ed., B.Ed., M.Ed. Colleges. The results of the present study indicate that the student-teachers are an average level of Awareness of the MOOC , and awareness of SWAYAM based on student-teachers Basic Qualification etc.

This survey study specifically focusing on the awareness of Massive Open Online Courses (MOOCs) among student teachers in Pune city, appears to be limited the objective of this study was Awareness of the MOOC course among the student-teachers in Pune city. A survey method was adopted for this study. Sample of 120 Student-teachers from B. A. B.Ed., B.Ed., M.Ed. Colleges. The results of the present study indicate that the student-teachers are an average level of Awareness of the MOOC , and awareness of SWAYAM based on student-teachers Basic Qualification etc.

Education 5.0 represents a future-focused approach to learning, emphasizing personalized, flexible, and lifelong learning, leveraging technology to equip individuals with the skills and adaptability needed for a rapidly changing world. In the recent day Indian Society is facing many challenges due to social change, cultural change and modernization of the Indian Traditions and Culture. Today many amenities are available in the society. Technology is able to provide all door to door services to the society. Education is providing new opportunity and platforms to the new generations. AI has made drastic change in the Indian society. Agriculture, Industry, Education, Information and Communication Technology, Transport all sectors are providing good services to the society. After looking all these available resources education need to make sudden jump. Unfortunately many surveys are indicating that Indian education system is not having satisfactory growth. After the 75 years of independence we are still running behind the literacy. Foreign countries are focusing more on the research and individualized learning. Our universities and teachers need to make competition with the global universities. Making change in education system and taking involvement of Indian Youth is not possible without the technology and without the AI. Education 5.0 will be able to focused individual approach of learning for creating lifelong learners

With a greater emphasis on human-centric learning and technological advancements, Education 5.0 is the next evolution in the field of education. In a time when lifelong learning, personalised learning, and artificial intelligence are essential, this essay examines the role of the next generation of educators. It looks at the features of Education 5.0, the new roles that teachers will play, and the opportunities and difficulties of preparing teachers for this revolutionary stage.

The Brain is enormously complex. The Brain has about 100 billion neurons, each of which can produce up to 20000 connections in the form of Dendrites. This profusion of connection gives the Brain its amazing powers to Think, Learn and Create. The paradigm Brain based Education has emerged with strong application for teachers and learners worldwide. When students are provided with a learning environment that is optimal for learning, learning difficulties and discipline problems decrease, a love of learning flourishes. For students, creating a classroom environment around the way the brain naturally learns best, may be the simplest and most critical educational reform ever initiated. In present paper History of Brain Based Learning, Concept of brain based learning, Foundational Element of Brain Based Learning, Strategies for Achieving a Brain-Based Environment in Future ready Classrooms has been explained.

I have conducted action research that explores the notable improvement in mathematics performance among Grade 11G students, a class of 14 learners, following the implementation of specific pedagogical strategies during Term 1. The approach centered around open teacher-student communication, mutual expectation setting, procedural fluency, and student-centered instruction. The research began with a positive discussion on the first day of class about classroom norms and mutual responsibilities. This dialogue laid the foundation for a respectful and productive learning environment. Emphasis was placed on slowing down instruction, revisiting concepts regularly, inclusion of educational platforms like LMS, ALEF, DESMOS, MS TEAMS and khan academy and focusing on procedural mathematics to build fluency and accuracy. These efforts significantly enhanced students’ problem-solving abilities and resulted in higher scores, especially in the writing section of the term-end exam. Although 10 students demonstrated remarkable academic growth, 4 students did not pass, indicating a need for differentiated and targeted support strategies. This report discusses interventions already implemented and outlines future steps such as diagnostic assessments, remedial teaching, peer tutoring, and increased parental involvement. The aim is to ensure that all students, regardless of ability level, experience academic success. The findings underscore the value of responsive teaching and collaborative learning environments in improving student performance in mathematics.

Information Technology has emerged to spread shared knowledge and is a primary driving force behind educational reforms. As we move towards Education 5.0, the introduction of new technology assisted learning tools such as mobile devices, smart boards, MOOCs, tablets, laptops, simulations, dynamic visualizations, artificial intelligence and virtual laboratories have altered education in schools and institutions. As we progress further into the 21st century, emerging technologies are re-shaping traditional educational paradigms offering new ways to enhance teaching and learning processes. This paper aims to explore the impact of these emerging technologies on education, examining their potential benefits, challenges and implications for the future of learning. By understanding how these technologies are reshaping educational practices we can prepare better for a future with technology and education are increasingly intertwined creating more effective, engaging and inclusive learning experience for all.

Sports-integrated learning in science fosters an interdisciplinary approach that enhances student engagement, comprehension, and the practical application of scientific principles. By incorporating physical activities into traditional science curricula, educators can create a more dynamic and experiential learning environment. This conceptual research paper explores the theoretical foundations, benefits, implementation strategies, and challenges of sports-integrated science education. Empirical evidence suggests that students engaged in sports-integrated learning demonstrate improved knowledge retention, problem-solving skills, and cognitive abilities. Practical applications, such as physics concepts in sports mechanics and biomechanics in athletics, showcase the relevance of this approach in STEAM education. Despite challenges such as curriculum design and resource availability, strategic policy implementation, teacher training, and infrastructure development can facilitate widespread adoption. By bridging the gap between theory and practice, sports- integrated learning not only enhances scientific literacy but also fosters well-rounded individuals equipped for diverse career paths in sports sciences, physiotherapy, and biomedical engineering.

This paper examines the essential requirements of Education 5.0 and the enabling technologies that facilitate its implementation, such as artificial intelligence, blockchain, and virtual and augmented reality. It explores the application of Education 5.0 principles to redefine education in India, identifying potential uses of these technologies in learning and their role in enhancing educational experiences. The study evaluates the prospective impact of these technologies on the future of education, including their capacity to improve personalization, increase engagement, and expand access to education. Additionally, insights are provided into the future trajectory of Education 5.0, emphasizing the necessity for continuous research, collaboration, and innovation in the field. Overall, this paper offers a thorough overview of Education 5.0, detailing its requirements, foundational technologies, and future directions, while underscoring its potential to revolutionize education and enhance learning outcomes for students.

The 21st century presents a unique set of global challenges and opportunities, including rapid technological advancement, climate change, social inequalities, and evolving labor markets. Traditional education systems often characterized by rigid curricula, teacher-centered instruction, and standardized assessments are increasingly unable to equip learners with the critical skills, creativity, and adaptability required to thrive in such a dynamic world. In response, transformative pedagogies offer a powerful educational paradigm that reimagines teaching and learning through an inclusive, participatory, and reflective lens. These pedagogies emphasize student agency, experiential learning, intercultural understanding, and socio-emotional development, aiming to create not only competent learners but responsible and ethical global citizens. This paper presents a comprehensive roadmap for revamping education systems through the adoption of transformative pedagogical practices. It explores foundational theories such as critical pedagogy, constructivism, and decolonial education, while integrating contemporary frameworks like UNESCO’s Education for Sustainable Development (ESD), Education 5.0, and the National Education Policy (NEP) 2020 of India. The study analyzes how transformative pedagogy fosters equity, sustainability, and innovation by reconfiguring teacher-student relationships, embracing digital tools, and promoting interdisciplinarity. Furthermore, the paper underscores the importance of teacher training, policy reform, community engagement, and curriculum redesign in implementing transformative changes at systemic levels.

STEAM education helps to build confidence in learners and sensitize problems to facing future challenges by own. It equips students with vital skills such as innovation, problem-solving, and adaptability, addressing technological advancements and job market demands with art integration. Arts included, ranging from visual arts, language arts and physical arts to music and more which provide holistic development to students and innovative educational approaches that align with 21st century demands. Objectives of the study: To study the Importance of STEAM education, to assess basic knowledge and examine the relationship between exposure to the arts and performance in STEAM subjects like science and mathematics and implementation of a STEAM Education teaching learning activities by art integrated learning with science and mathematics subjects in relation to study the academic achievement of students of grade 6. Method: Online survey to collect information on STEAM education, questionnaire was used to survey and examine the knowledge about of arts and performs in math’s and science Experimental Method to implementation and results. Result: STEAM education helps to build confidence, enhances the creativity, problem solving and critical thinking among the students and increases higher grades in maths and science.

The swift expansion of artificial intelligence has aided educators worldwide in creating the best possible learning environments that cater to the various learning preferences of their students. This study set out to ascertain and quantify the impact of AI-powered differentiated instruction on seventh-grade math achievement at Raja Shiv Chatrapati English Medium School in Talawade, Pune. The impacts of AI-powered differentiated education on students' mathematical achievement were investigated by the researcher using an experimental approach. The study consisted of 44 students in the experimental group with differentiated instruction using AI integration. Taking into consideration the ICT sustainability of the school, only one unit of mathematics was created and implemented using differentiated instruction lesson plan with AI integration. Moreover, the researcher used mean and standard deviation to analyze the data. The findings showed that AI-powered differentiated instruction significantly raises student respondents' achievement. Based on the results, it was recommended that teachers should be given priority by offering worthwhile professional development courses about integrating AI and teaching differently in every subject.

Playing is the natural spirit of every child that can be used for the best learning of the children at primary level. Through this method, they can learn with happiness. Play Way is a method that promotes the spirit of play in the teaching and learning process. Activity-based learning started in the year 1944 by David Horsburgh in Rishi Valley school. In the playway method, children use child-friendly educational aids to enrich their self-learning. In it children learn according to their aptitude and skill. The learners love to play, and it is their instinct. The play-way method was conceived by Friedrich Wilhelm August Froebel, the father of the Kindergarten method. As Froebel says that “Play is the purest, most spiritual activity of man at this stage and at the same time, typical of human life as a whole of the inner, hidden natural life in man all things. It gives, therefore joy, contentment, inner and outer rest, peace with the world. It holds the source of all that is good” (Dr. V.K. Maheshwari, 2018). The Research shows that play and exploration have a solid role to play in the child’s overall learning process. Play is defined as any activity performed for enjoyment without regard for the result. Play can take various forms. This method serves as one of the child-centred, child-friendly education which is the mandate of the Right of Children to Free and Compulsory Education Act (RTE) in India.

Children are every country’s future. It is very important to groom them in the right way. School is the first formal agent of socialization and it tries its level best to train students to excel in different subjects and in life. NEP 2020, has come up with a new life skill which has to be part of every classroom and it is RESILIENCE. The paper explores on the theoretical background of resilience, the present status of students with respect to resilience and strategies to develop resilience.

This study explores the effectiveness of micro-teaching in enhancing teaching skills and confidence among B.Ed. students. Through structured practice sessions and feedback, micro-teaching provides a simulated teaching environment to prepare pre-service teachers for real classroom challenges. A survey was conducted using a Google Form to collect responses from B.Ed. students post micro-teaching sessions. The sample size was 75 B.Ed. students. The findings indicate a significant improvement in self-confidence, communication skills, classroom management, and overall preparedness for teaching. The study highlights the value of integrating micro-teaching as a core component of teacher education programs.

Education 5.0 represents a shift towards human-centered learning, focusing on creativity, emotional intelligence, ethical values, sustainability, and lifelong learning, rather than traditional rote memorization. This approach promotes transformative pedagogies, engaging learners as active participants in their education. With the advent of the digital age and the challenges presented by global crises like the COVID-19 pandemic, educational systems must evolve to be more adaptable, inclusive, and resilient. The key principles of Education 5.0 include the development of C3E skills—Collaboration, Creativity, Critical Thinking, and Emotional Intelligence—vital for success in a rapidly changing world. The pedagogy emphasizes active, learner-centered classrooms where both students and educators engage in critical thinking, reflection, and dialogue. Engaged pedagogy further advocates for emotional, social, and intellectual development by fostering an inclusive environment where all students’ voices are valued. Similarly, challenged pedagogy pushes for critical reflection on traditional teaching practices, advocating for more inclusive, reflective, and socially just methods. Ultimately, readiness for the future in education requires collaboration from institutions, educators, students, and parents to create a flexible and supportive learning environment. Together, these efforts ensure that education empowers learners to thrive in a dynamic world.

Brain Based Learning is a base of knowledge and skills upon which better decisions about learning process can be taken. Assessment provides information about what is already known to students. This helps teachers modify instruction and provide support. Indian Educationists should not only need to re-evaluate traditional fundamental premises about assessment, But also need to broaden traditional evaluation techniques, so that learners receive the benefit of Authentic Assessment. Accurately assessing learners is part science, part art. In Present Paper Concept of brain based learning, Traditional approach of Assessment, Need of Revolutionizing approach of Assessment, Revolutionizing approach of Assessment with Brain Based Learning, How schools influence the brain, Mistakes in the Traditional Assessment Process, Areas that Provide Basis for Authentic Assessment, Ideas for Assessing Authentic Learning has been explained.

As the world moves towards an era marked by rapid technological advancements and complex socio-emotional dynamics, the education system stands at a crucial juncture. The traditional role of schools, which has been primarily the transfer of academic knowledge, needs to evolve into a more holistic and transformative process. Schools must now be places where students not only acquire knowledge but also develop emotionally, socially, and psychologically. This research explores the importance of reimagining the classroom environment in a way that promotes psychological well-being alongside intellectual growth. The integration of psychological development into educational practice is essential for equipping students with the emotional intelligence, resilience, and adaptability needed for the challenges of the 21st century.

Digital literacy is a wide range of abilities that go well beyond simple computer proficiency. It describes the capacity to use digital tools and platforms for learning, critical thinking, and creative expression in the context of education. This complex idea encompasses not only technical expertise but also the ability to assess online content, participate in online communities in a responsible manner, and use technology to advance both academically and personally. In the twenty-first century, digital literacy has become essential for both students and teachers, especially in the Modern classroom. As technology advances and becomes more integrated into education, the idea of digital literacy includes not just the use of digital tools but also critical thinking, problem solving, and moral decision making in a digital setting. The benefits and challenges of fostering digital literacy in the quickly evolving educational environment of today are examined in this study. Teaching kids how to efficiently utilize and interact with digital devices is crucial since technology has a greater and greater impact on society. This study concludes by offering a thorough summary of the methods teachers can implement to successfully handle digital literacy issues and get children ready for a technologically advanced future. Classrooms can better prepare students for success in an increasingly digital culture by taking a more comprehensive approach to digital literacy. The ability to efficiently access, assess, and produce digital content has become crucial for both students and educators in today’s technologically advanced society As the world grows more interconnected. This thorough manual examines the many facets of digital literacy, its importance in contemporary educational settings, and methods for helping teachers and students develop these vital abilities.

In the evolving landscape of global economies, the role of universities has shifted from being mere centres of academic knowledge to becoming catalysts for innovation and employment. This paper explores how entrepreneurship development, when integrated into skill-based education, can serve as a critical pathway to produce industry-ready graduates. The study investigates the intersection of academic training, practical skill acquisition, and entrepreneurial mindset development to address the persistent gap between university output and industry demands. By analysing models of successful university-industry partnerships and entrepreneurship-driven curricula, the research highlights best practices, challenges, and strategic frameworks that enhance employability and innovation.

A Guided Discovery Learning Program abstract should summarize a research or project focused on using guided discovery methods to enhance learning. It highlights the approach's benefits in promoting active student engagement, fostering deeper understanding, and improving skills like critical thinking. The abstract should also mention the program's specific focus, such as a particular subject area or learning objective. Spatial intelligence, also known as visual-spatial intelligence, is the ability to perceive, interpret, and manipulate objects and spatial relationships in two and three dimensions. It involves understanding visual information, imagining how objects would look from different perspectives, and mentally rotating objects. This intelligence is crucial for tasks like navigation, design, and understanding maps. Guided discovery, also known as an inductive approach, is a technique or approach where a teacher provides examples of a language item and helps the learners to find out the rules themselves” (British Council website). At this point, it is important to differentiate deductive from inductive. Spatial intelligence, a concept within Howard Gardner's theory of multiple intelligences, is the ability to perceive, understand, and manipulate the world visually and spatially, including the ability to mentally rotate objects and navigate environments

Today’s society is the knowledge based society. In this society emphasis is given on your knowledge, the way you represent it, the way you apply it, the way you spread it. Only having knowledge or degrees is not important but you should know practical use of it. The knowledge you have must be up to date in the global context. If we want to develop the modern education among students, then we have to concentrate on educational development and application of new trends in education at different levels. Process of changing education should be started from teacher education as teacher plays prominent role in shaping future generations. Various modern methodologies should be adopted for creating future ready classroom. Hence there is need of redefining of teacher education with respect future ready classroom.

The Fourth Industrial Revolution, also known as Industry 4.0, is causing a significant shift in education known as Education 4.0. This theoretical study comprehensively examines the educational approaches, digital infrastructure, philosophy, competences, and institutional readiness required to integrate Education 4.0 into teacher education. The study synthesises significant material and offers a comprehensive theoretical framework intended for Bachelor of Education (B.Ed.) programs. Through an analysis of global trends, cognitive science, learning analytics, and policy implications, the study offers a comprehensive approach to preparing teacher candidates who are technologically literate, pedagogically innovative, and globally competent. Two tables and one conceptual image are provided for visual clarification. The conversation concludes with strategic proposals for research, practice, and policy development.

Education 5.0 represents a paradigm shift in the learning ecosystem, aligning education with the rapid advancements of the Fourth Industrial Revolution and the values of Society 5.0. This research paper explores the emerging technologies reshaping the educational landscape, including Artificial Intelligence (AI), Extended Reality (XR), blockchain, Internet of Things (IoT), and adaptive learning systems. It examines how these technologies facilitate hyper-personalized learning, immersive experiences, real-time assessment, and decentralized credentialing. The study also investigates the implications for educators, learners, and institutions, highlighting the opportunities and challenges of integrating human-centric innovation with digital transformation. By synthesizing recent case studies, academic literature, and technological trends, this paper provides strategic insights into how Education 5.0 can bridge skill gaps, foster lifelong learning, and cultivate digital citizenship in an increasingly complex world. The findings underscore the need for inclusive, ethical, and sustainable adoption of educational technologies to ensure equity and resilience in future learning environments. Education 5.0 represents a paradigm shift in the learning ecosystem, emphasizing human-centered, technology-integrated, and personalized education. It builds upon the foundations of Education 4.0, incorporating cutting-edge technologies such as Artificial Intelligence (AI), Virtual and Augmented Reality (VR/AR), Blockchain, and the Internet of Things (IoT). This paper explores the core emerging technologies driving Education 5.0, their potential impacts, current implementations, and the challenges they pose. The aim is to highlight how these innovations enhance learning experiences, accessibility, and outcomes, preparing learners for the demands of the 21st-century workforce.

English is a globally significant language, serving as a medium for communication, education, and professional development. Students' attitudes towards learning English play a crucial role in their academic success and future career prospects. This research paper explores the importance of English as a subject and examines the factors influencing students' attitudes toward learning it. By analysing various studies and surveys, the paper aims to highlight the challenges and provide recommendations for fostering a positive learning environment.

Adhyayan-adhyapan prakriyet shikshak-vidyarthi aantkriya antarbhut asate.

Mulya hi pratyaksha vartanashi sambadhit tar gabhaghatak he tatvik bhavanik pailvan aadhatit aahe.

Shalet pravesh ghetalelya pratek balakacha sarvangin vikas karanyacha shala prayatna karat asate.