Self-regulated learning (SRL) plays a crucial role in academic success and lifelong learning. This study aims to conduct a comprehensive bibliometric analysis of SRL research from 2015 to 2022, utilizing data from the Scopus and ProQuest databases. By analyzing 400 articles with tools such as VOSviewer and MS Excel, the study identifies key trends, influential authors, and prominent journals in the field. The results indicate a rising interest in SRL, with a significant increase in publications during 2016. E. Panadero emerged as the most cited author, while Frontiers in Psychology was identified as the leading journal. The study’s co-occurrence analysis highlights core themes, including metacognition, motivation, and educational psychology, offering insights into the evolving landscape of SRL research. These findings underscore the importance of SRL in contemporary educational practices and suggest future research should explore the integration of SRL strategies in diverse educational settings and their impact on student outcomes.

Vikas hi Niranter Suru Rahanari prakriya aahe. Manus aani samajavar sakaratmak parinam ghadavun aananarya balala vikas ase matale jate. Badalachi hi prerana nirman honyasathi samajatargan ghatakanbarobar bahya ghadanari karanibhut tharatat.

The future belongs to those who learn more skills and combine them in creative ways. — Robert Greene Over time, there have been several modifications and adjustments to educational techniques. One of the main components of the global education system has been the implementation of technology. Today, educational institutions have accepted the use hybrid learning in various institutions across the globe, especially higher educational institutions. It’s very much necessary to know the how the students interact with one another during the class conducted in hybrid mode. The students must socialize and learn life skills by interacting with everyone in the classroom. This may affect the quality of learning outcomes especially when learning takes place in hybrid mode. The present study aimed at investigating the perception of hybrid learning in understanding the development of life skills among student teachers while learning in hybrid mode. Sample of aided and unaided college student teachers were taken. The research sample consists of 19 B.Ed. college student teachers from both aided and unaided colleges affiliated to University of Mumbai. Total 1269 student teachers were taken as sample. A tool was used to survey the student teachers. This paper seeks to provide an important contribution on the life skills perceived under hybrid mode of learning. According to this study, there is a positive association among the variables—student teachers, and hybrid learning which emphasises the significance of using hybrid learning to provide high-quality educational outcomes.

Educational leaders play a multifaceted role due to evolving circumstances, which includes helping teachers build resilience. They encourage professional growth, support teachers in overcoming challenges, and cultivate a collaborative environment to enhance resilience. Leaders also promote autonomy, collective decision-making, and practical problem-solving, all of which strengthen educators' decision-making abilities. By emphasizing feedback and reflection, educational leaders empower teachers to make well-informed decisions that positively impact students' learning and wellbeing while adapting to the dynamic educational landscape. This paper examines the perception of Eco leadership among secondary school teachers with respect to gender and school board affiliation. It also explores the relationship between the perception of Eco leadership and the resilience of secondary school teachers. The researcher employed a descriptive survey method, selecting a sample of 900 secondary school teachers through random sampling. The findings consistently show that the adoption of eco leadership is strongly associated with increased resilience among secondary school teachers, regardless of gender or school board affiliation. This substantial positive correlation highlights the importance of fostering eco leadership qualities to enhance resilience within the educational sector. Implementing strategies that promote eco leadership can lead to more resilient teachers, ultimately benefiting the overall educational environment and improving the ability of teachers to cope with challenges and adapt to changes.

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by pervasive deficits in social interaction and communication, as well as the presence of rigid and/or repetitive behaviors or sensory concerns that impact the individual’s functioning and development. Individuals with this disorder may experience symptoms with or without intellectual or language impairment The term “spectrum” is used to capture the wide array of symptomology seen across age and developmental levels (American Psychiatric Association, 2013) . The spectrum nature of the disorder means that it affects individuals in varying degrees; some may have significant cognitive and verbal difficulties, while others might possess average or above-average intelligence with subtler communication challenges. Common traits include difficulties in understanding social cues, an intense focus on specific interests, and a preference for routine or predictability. The exact cause of autism remains unknown, but it is believed to involve a combination of genetic and environmental factors. Early diagnosis and intervention can be crucial in helping individuals with autism develop skills and strategies to navigate the world around them. While there is no cure for autism, many people with ASD lead fulfilling lives, contributing to society in unique and meaningful ways.

The study investigates the effect of teacherpreneurship skills on the academic achievement of B.Ed. students, focusing on both married and unmarried groups. Using a one-group pre-test-post-test design, 50 B.Ed. students from Oriental College of Education participated. Data were collected before and after an intervention aimed at enhancing teacherpreneurship skills, specifically in creating effective lesson plans. The results indicated a significant improvement in academic achievement for both groups. The t-values and p-values confirmed the statistical significance of these improvements. The findings suggest that incorporating entrepreneurial skills into teacher training can positively affect academic performance. The study highlights the effectiveness of the intervention and calls for further research with larger samples to validate these results and explore their broader implications for teacher education.

This study explores the relationship between cyberloafing and self-esteem among secondary school students, focusing on gender differences and variations between students from SSC and CBSE schools boards. Cyberloafing, defined as using the internet for non-academic purposes during school hours, has become increasingly prevalent with the rise in access to digital devices among students. While cyberloafing can provide temporary escapism and opportunities for social interaction, its impact on students' self-esteem remains a critical concern. Through a survey of 845 secondary school students, this research investigates the correlation between cyberloafing behaviors and levels of self-esteem, considering gender and school board as key variables. The findings indicate a significant negative relationship, suggesting that students who engage more frequently in cyberloafing tend to have lower self-esteem. Additionally, the results highlight differences in this relationship across genders and between students from SSC and CBSE boards. These findings underscore the need for targeted interventions that address online behaviors in educational environments, aiming to support student's psychological well-being and academic success.

Fieldwork plays an integral role in the education of Master of Social Work (MSW) students providing practical experience that complements the theoretical knowledge gained in the classroom. The integration of fieldwork and theory is essential for developing competent social workers who can apply theoretical concepts to real-world scenarios. This research aims to explore how effectively MSW students integrate fieldwork experiences with theoretical learning, the challenges they face, and the benefits of this integration in their professional development.