Education reforms in India is aligned to the Sustainable Development Goals (SDG) adopted by United Nations in 2015. The focus of SDG 4 related to education is providing access, equity and quality in education across early childhood education, basic education, higher and tertiary education, and promoting lifelong opportunities for all by 2030. The symbiotic relationship of educational institutions in delivering quality education to students who are the main stakeholders is of utmost importance for the holistic development of nation. The review paper has aimed to assess the factors and initiatives of Educational Institutions for providing quality education for holistic development of students. The objective has been to map the evolution of education system from Independence to NEP 2020 and to analyze the methods and tools adopted by educational Institutions to plan, implement and to achieve excellence in providing education through knowledge enhancement, skill development and training of students. The key factors examined include curriculum, teaching methods, infrastructure, examinations, inclusive practices for the community development, challenges on quality delivery and NEP 2020. The data was collected by a thorough using relevant search engines like Google, J STOR and Scopus indexed Journals with input of key words. The collected data has been analyzed for practices followed by educational institutions to maintain the standards and quality of education as per the policy framework envisioned by our government. The analysis has indicated an approach to integrate the development of faculty and Education

Education is a major factor in the development of a nation, society. Education plays an important role in the development from primitive man to today's advanced man. Social, industrial, economic, political revolutions have been brought about by education. Education is holistic development of body, mind and soul. Through education, a person is taught to control himself. After getting education, the thinking of individuals gets boosted. A change can be seen in society and nation. Education is a tool for social change. Gender inequality in society can be eliminated through education. Education is a key factor in creating gender equality in society. A positive attitude towards gender equality, information about gender equality can be spread to every section of the society through education. Society and nation can be developed through education. Social change can be made.

The present study aimed at investigating the opinion of pre-service teachers (PST) towards role of education in sustainable development. The sample of 50 Pre-service teachers from Mumbai was selected by using random sampling technique. Pre-service Teacher’s opinion was collected with the help of opinion Scale about role of education in Sustainable Development constructed by the investigator. The specific objectives behind the study were- To find and assess the opinion of Pre- Service teachers towards role of education in sustainable development. The data collected from the survey was analysed by using percentage analysis. Study found that a majority of the Pre-Service teachers (PST) opine that education plays a key role in bringing environmental awareness, citizenship education, and respect for human life, value change and attitudinal change with respect to sustainable development among its students. Also, most of the Pre-service teachers (PST) opine that education can bring about awareness about sustainable development and students should have to concentrate on utilizing the natural resources for development. Also think about to conserve them for the future. Pre- Service Teachers do not feel that in changing Sustainable Development in their lessons as a class will not burden them.

Providing quality education to everyone can lead to transition and conservation. Education is useful for making a nation dynamic. Education is considered as the dynamic energy of sustainable development. Henceforth the present study aimed to develop strategies for embedding a sustainable development perspective while teaching because teachers is a strong pillar in student learning and development as multifaceted and critical to the overall educational experience.

This research focuses on the Promoting Sustainable life in the Classroom with reference to Indian Culture which impacted student’s performance and learning . The primary purpose of this research study was to In today’s environmental climate changes, society needs a sustainable focus more than ever before. It’s essential to raise the next generation into self-sufficient, eco-conscious world citizens who understand the immediacy of environmental responsibility. Schools play a vital role in preparing students to meet the uisustainability challenges of the future. Because we live in a world that is rapidly changing. Our students might face problems that we have not even identified. The main intention is to analyze effectiveness of Sustainable life in the Classroom with reference to Indian Culture as an emerging concept in a pandemic situation. In this research, a methodology is recommended step by step below in the methodology section—a quantitative research method used to collect accurate and reliable results. A survey research method was used in this study. The populations of 50 respondents among higher secondary grade students of the higher secondary school in pune . were selected for data collection. Statistics, an independent-samples t-test was used for the analysis of data. The results were analyzed based on gender mean score. The significant findings from this study suggested that the Sustainable life in the Classroom with reference to Indian Culture is a practical learning approach that enhances student engagement, performance, and learning in the class. It is summed up that a large number of students favoured the Sustainable life in the Classroom with reference to Indian Culture. This study will help to further integrate this approach into higher levels of institutions by keeping in mind its effectiveness and hindrances in INDIA .

The main purpose of the presented research is to review the current status of spiritual intelligence of boys and girls of Marathi medium class IX in Pune city, as well as to make a comparative study of it. The researcher studied the current status of spiritual intelligence of Marathi medium students of Class IX in Pune city in July 2023.The survey method was used for the research study.

Research Question: * How many teachers are aware towards the 21st century skills? * To find the extend of 21st century skills for Sustainable development? Objectives: 1) To investigate the awareness of 21st century skills for Sustainable Development. 2) To assess the awareness of 21st century skills for Sustainable Development. 3) To study the need of 21st century skills development

The Sustainable Development is asset of 17 goals and 169 targets. The rank of India in the Sustainable Development 2023 got a 112 rank with score 63.45 from overall 193 UN members of States. India is most signatory countries that has committed to achieving these goals. To achieve these goals Education for sustainable development is necessary. Education for sustainable development is commonly defined as the development of knowledge, skills, values and behavior required to create a sustainable world. 21st century skills are the keys to our next generation who have to face Industry 4.0.By using 21st century we can create awareness about our environment and social awareness. We have to provide curriculum which facilitate sustainable living and provide solutions towards global challenges. In this research paper Effectiveness of 21st century skills for sustainable development included. Researcher used experimental research methodology to find the effectiveness of 21st century skills activities developed knowledge of Sustainable Development.

Education plays a central role in sustainable development, providing individuals with the knowledge, skills, and attitudes necessary to create a sustainable future. A key aspect of this educational process is self-regulated learning (SRL), which refers to the self-directed process through which learners transform their intellectual skills into academic skills. This article aims to examine the phenomenon of self-regulated learning from a phenomenological perspective by focusing on the lived experiences of researchers. This research provides valuable insights for educators and policymakers who wish to promote self-regulated learning in educational settings and thereby contribute to the broader goal of sustainable development.

Academic libraries are changing in response to changes in the learning and research environment and changes in the behaviour of library users. Libraries are adding new, digital resources and services while maintaining most of the old, traditional resources and services. The electronic information resources have attained a main portion of library collections. In sustaining ever growing information needs of academic community, the Library and Information Networks are playing a great role through resource sharing. INFLIBNET(Information and Library Network) have taken major initiative in sharing of electronic resources by launching different projects for sustainable development of higher education. In the development of higher education INFLIBNET’s role is very important from the post independent period. INFLIBNET has launched to many significant projects to fulfill the objectives through the library development programme and for sustainable development of higher education in India, namely , IND CAT,Shodhgangotri, Shodhganga, E-Shodhsindhu and N-List Consortium to defeat the issue of financial crunch faced by the academic libraries, especially for college libraries.

Habits as basics to all the individual’s actions. As per Psychological theories, when strong habits are formed through behaviour repetition, it can trigger behaviour automatically in the same environment. With regard to our pro-environmental behaviour, habits can be a barrier. Many times, habits are more powerful than the knowledge and intentions to act. Here the role of habits will be discussed regarding pro-environmental behaviour to occur automatically. In this article the role of environmental conditions to initiate specific response will also be discussed. Here, the development of pro-environmental habits can result in more sustainable behaviours

Water is a critical natural resource for sustenance of life, economic growth of nations and for the preservation of human health. The present study aimed to explore the knowledge, attitudes and practices of primary school students about water conservation. Multimethod research design was adopted for the study. Thematic analysis was used to analyze the qualitative data collected during the survey. The results of the survey revealed a low understanding of water conservation awareness among primary school students. An interactive activity-based water conservation awareness programme (WCAP) was developed. Paired samples t-test was used to test the effectiveness of the programme.

Quality education is the basis of goal 4 of SDG 2030, which is cornerstone for the growth of nation, thus quality education and SDG 2030 goes hand in hand for the good transformation of the globe. The NEP is in line with the 2030 Agenda for Sustainable Development which brought to the forefront access, equity, quality, affordability and accountability in education which is foundation of quality education. National Education Policy 2020 intends to restructure and reorient the education system in India. The NEP 2020 has accepted and adopted almost all objectives of SDG 2030, by introducing educational reforms, modifications, and introduction of new ideas. The SDG 4 does not only increase enrollment ratio of children in education system but also to ensure that they must achieve proper academic success with help of properly trained educators and adequate school infrastructures which will lead to positive educational outcomes. This paper tries to find out Sustainable Development Goals and their integration and indivisibility to achieve sustainable development at the global level and also focus on the attainment of SDG 4 through National Education Policy 2020. It also suggests the ways through which India can achieve SDG 4 by the implementation of NEP 2020.

Sustainable development can be defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (UNGA,1987) With aggravation of climate-related crisis, the sustainability principle has got much popularity and significance. This environmental crisis has disproportionate impacts on different sections of the society according to the degree of socio-economic vulnerability. Women who constitute almost half of the population of India, are severely affected victims of this environmental crisis. The existing gender-based inequalities, gender oppression and gender-based violence make women more vulnerable to this environmental crisis. Environment and women both are exploited and commodified in today’s consumerist world. There is an intrinsic relation between women and nature. If provided with proper policy support, women can play a significant role in the process of sustainable development. We need gender sensitive, gender transformative and gender reformative policies for sustainable development.

This paper aims to study how SDG is dealt in Maharashtra especially in Thane suburban area through social media among college students. The study reveals how people especially future generation is aware about SDG in a developing nation like India so as to work for its’ purpose.ICT and social media curved a new path for spreading awareness about SDG among people especially younger generation like students of higher education level. Researcher studied whether social media can be used as a medium of study and implement Sustainable Development Goals (SDG).

This extensive questionnaire-based study investigates educational institutions' crucial role in great education. When education quality improves society, administrators, teachers, and students are scrutinized. Discover what impacts these institutions' outstanding education. To comprehend complex stakeholders' viewpoints, hybrid quantitative and qualitative data is collected. The questionnaire covers education quality viewpoints, factors, teacher duties, and institutional quality management. Excellent education paradigm components are carefully examined using this method. This study can assist policymakers, educators, and leaders fulfill stakeholder and educational goals. This paper covers educational institution quality improvement possibilities and constraints. Students and society benefit from the environment.

The education of Fine Arts provides the channels for self-expression. The objective of Fine Arts education is to awaken aesthetics, sensibility and to train creativity in the ability of art. At SNDT Women’s University, Mumbai established the department of Fine Arts in 1954. Today we offer professional degree of four years after 12th as per UGC guidelines. This research paper is a comparative study of the current curriculum of Drawing and Painting and changes which are upcoming due to the implementation of NEP 2020 from the next academic year 2024-25 with reference to provision in NEP 2020 for sustainable development.

When we talk of global warming and climate change, libraries probably do not come foremost into our thoughts. Libraries, however, consume large amounts of energy, and produce large amount of paper waste that contribute to the problem. Libraries, as an information literacy centres, recognize their role in advocating sustainability and promoting environmentally conscious behaviours. By adopting sustainable practices, libraries can reduce their environmental impact, conserve resources, and foster environmental awareness among their patrons There is a need for sustainable, green libraries and this article tries to highlight how small changes can also make a difference. It outlines what the SNDT Women’s University Library is trying to do, and gives suggestions for librarians for increasing awareness of reducing their carbon footprint.

The importance of environmental education cannot be disputed. The need for sustainable development is a key to the future of mankind. Out of the 17 Sustainable Development Goals (SDGs), nine goals are directly linked to Environmental protection. Hon’ble Supreme Court directed the UGC to introduce a basic course on environment at every level of education. Accordingly, the matter was considered by UGC and a six months compulsory core module course in environmental studies was prepared in 2004. The National Education Policy (NEP) 2020 underlines the importance of making environmental education an integral part of curricula and encouraging environmental awareness and sensitivity towards its conservation and sustainable development. In June 2023 UGC published a document which provides guidelines and curriculum framework for environmental education at undergraduate level which is an outcome of the UGC’s initiative to implement the National Education Policy, 2020. The present research focuses on Sustainable Development Goals related to the Environmental Education. The present study underlines the importance of practical’s and activities in environmental education and provides unit wise list of practical's and activities which should be considered by universities during construction of syllabus to achieve sustainable development goals

This paper focus on Theoretical and practical issues related to education for peace and justice. It briefly presents various viewson Concept of Peace and Justice, aim of education, Various approaches, role of schools in fostering peace, the power of education for aiding in justice and peace education is shown through guiding principles, curricular and methodological arrangements, ways of handling controversial issues, and the effective use of the arts.

George Bernard Shaw, a renowned playwright and social critic, explores the transformative influence of education in challenging societal norms and advocates peace and justice in his works. This research paper critically examines "Pygmalion" and "Major Barbara." Shaw's literary portrayal of education as a catalyst for societal change, focusing on the characters' journeys and the thematic underpinnings of his plays: The paper commences with an exploration of "Pygmalion," delving into the character of Eliza Doolittle and the profound impact of education on her social mobility. Shaw's narrative challenges rigid class structures and highlights the potential of education to disrupt societal hierarchies, presenting a nuanced perspective on the power dynamics inherent in education. In "Major Barbara," where Shaw probes the ethical complexities surrounding wealth, philanthropy, and societal obligations. The character of Barbara serves as a focal point for examining the clash between idealism and practicality, prompting discussions on moral implications of education and its role in shaping ethical perspectives. Literary devices such as character development, and thematic explorations within these plays, this research paper investigates Shaw's advocacy for holistic approach to education, importance of critical thinking, empathy, and moral awareness as essential components of education system geared towards fostering a more just and harmonious society.

The present study is aimed at studying the B.Ed. student-teachers perception on gender equality. It is conducted on a sample of 127 student-teachers of Smt.Putalaben Shah College of Education Sangli and Sansthamata Sushiladevi Salunkhe Mahila Shikshanshastra Mahavidyalay Tasgaon. Questionnaire technique is used for data collection. For Conducting the present study survey method is used. The sample of the study is selected through convenient sampling technique. The obtained data are analyzed by using the statistical techniques like percentage.

This research paper is based on the awareness among the adolescences wrt the role for sustainable lifestyle. The objective of the study was to find out the awareness among the adolescences wrt their role in sustainable lifestyle. The study was conducted on secondary school students who are at the verge of career selection for their future life and at this stage the sustainable life style is of utmost important. A random sampling technique was preferred for the study. The data was collected by distributing a structured questionnaire to 125 respondents on online mode. The data collected was analysed and concluded in the paper

This research explores the imperative of integrating 21st-century skills into educational frameworks to address the evolving challenges of sustainable development in our dynamic world. This research explores the pivotal intersection of 21st-century skills and sustainable development, presenting a comprehensive roadmap for their strategic integration. In a world marked by dynamic challenges, the study explores into the critical role of skills such as critical thinking, creativity, collaboration, and technological literacy in driving sustainable initiatives. Through an extensive review of literature, the research aims to provide actionable insights for educators, policymakers, and practitioners. By employing an interdisciplinary approach, the acquisition of 21st-century skills provides the ability to navigate complex socio-economic and environmental issues. The research study aims to identify key skills that contribute significantly to sustainable development. The significance of this study is expected to inform educational policy and practice, facilitating the cultivation of a future-ready workforce capable of fostering sustainability in an ever-changing global landscape. The findings not only shed light on the significance of cultivating these skills but also offer a roadmap to seamlessly embed them within sustainable development initiatives. By navigating this intersection, the study aspires to contribute to the creation of thriving futures, where individuals and communities leverage 21st-century skills to address global challenges and propel sustainable development goals.

The current study investigates the efficacy of the activity-based learning approach in teaching English at the elementary level in comparison to traditional methods. Emphasizing efficient classroom management, this method facilitates personalized learning, teamwork, and enhances confidence in acquiring a foreign language. It addresses language interference issues, underscores the importance of early language exposure for skill mastery, and is grounded in tangible experiences. The activity-based approach fosters essential process skills and self-directed learning, prompting a shift in teachers' roles for optimal results in English language and literature education

One of the most important goals of sustainable development is to provide inclusive and equitable high-quality education and promote lifelong learning opportunities for all. SDG4 is supported by the National Education Policy 2020, which focuses on providing inclusive and equal quality education and promoting the holistic development of children. This paper highlights the components of emotional maturity and adaptation of students to school in an inclusive classroom that are strongly supported to achieve SDG-4, and policy aims to close the gap and promote inclusive educational environments. The practice recognizes the importance of the emotional and cognitive growth of students, and the school provides a supportive environment that contributes to emotional development. Emotional maturity of young people is defined as the ability to control their emotions and the ability to develop emotionally, independently, socially, and psychologically and integrate their personality. The personal aspects of adjustment to school refer to the adjustment of youth behavior to the mental health of young people, which includes e.g. behavioral and academic problems, peer relationships, and general emotional and social functioning. Knowledge of adjustment and emotional maturity can help students improve their adjustment skills to better lead society.

The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit higher education institutions in India. NAAC has developed a set of criteria and metrics for accreditation that focus on various aspects of institutional quality and excellence. In the context of sustainable development, the seven criteria of NAAC can be aligned to highlight their relevance and contribution to sustainable development goals. In this present study the focus is on the seventh criteria: “Institutional values and Best Practices”, whose primary intent is to evaluate the ethical and value-based practices of Higher Education Institutions (HEIs), and it inherently aligns with the principles and goals of sustainable development. Conclusions are drawn upon a comprehensive analysis of contemporary literature & Self-Study Reports of the Institutions, this study elucidates how institutional values shape sustainability practices and vice versa. The paper uncovers the synergies, challenges, and transformative potential inherent in aligning institutional values with sustainable development goals. Ultimately, this paper contributes to the academic discourse by offering insights, frameworks, and recommendations to facilitate a harmonious integration of institutional values and best practices in advancing sustainable development agendas within HEIs.

B.Ed. curriculum is important aspect of Teacher education. The present study is focused on to study the Sustainable development approach through B.Ed. curriculum. In this study B.Ed. curriculum analyzed to understand the role of it in Sustainable development approach. Also conducted questionnaire on a sample of Teacher educators and student-teachers to know about importance of sustainable development approach in B.Ed. curriculum. In this study Mixed research method is used. Sample for the study is selected through convenient sampling method. In this study data collected by 11 experienced B.Ed. teacher educators and 101 B.Ed. student-teachers. The obtained quantitative data analyzed by using percentage and qualitative data analyzed by using coding technique.

Project Lets Change Swachhta Monitor aims to develop a habit amongst school students to practically stop people that they see littering or spitting. Through over 10 years of Swachhta Abhiyans there is awareness about the importance of cleanliness, however unknowingly many still litter and spit carelessly. Because nobody points out this unsocial act on the spot, the habit of such carelessness has stayed. Further after pointing out the mistake, they will request that person to rectify his mistake on the spot. For people to realize that the actual stopping has started, the school shares a video of Swachhta Monitor casually narrating the incident on social media. Anybody who gets stopped by a student for negligence a few times will tend to be more aware of not making the mistake- Rohit Aarrya (concept creator and Executor, Project head – Project Lets Change) Supported and promoted by – Department the of School Education, Government of Maharashtra.) This program is successfully fulfilling sustainable development goal 6-clean water and sanitation at the same time sustainable development goal for sustainable cities and communities by developing a habit of reacting to basic social misconduct. )

The present study aims to compare increase in interest in physics of Male and Female Students. Physics is an important subject in science.It has vital importance in all fields. In Maharashtra State at +2 level in science Physics is compulsory subject for board examination and also for all types of CET examinations. Students feel this subject difficult one. In the examinations at state level that is MHT-CET and also in examinations at national level i.e. JEE, JEE-advance , NEET, etc Physics is compulsory subject. If we increase the interest of students in Physics then it is possible for students to face all the examinations confidently and achieve the success in it.

Teaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning and the model of sustainable careers, we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students' sustainable career development and how these skills contribute to their career sustainability. As the world is changing rapidly, Sectors of the economy and careers provide immense opportunities for anyone with the necessary skills. The fast acceleration in global competition and communication technology requires the manpower who are more skilled and creative to be more productive which also leads to sustainable development goals. 21st century learning offers a holistic and systematic view of how we can reconceptualize education, bringing together all the elements into a unified framework. 21st century skills are categorised into three groups. as Learning skills which are about brain processes essential for learning new information, Literacy Skills, which aid in the formation and acquisition of new knowledge through the use of media and digital resources. Life Skills, which are necessary for good day-to-day living.

Indian temples are embodiments of the Indian psyche. These masterpieces were put together by guilds of skilled craftsmen. The art of their creation was sustained for over a thousand years by oral traditions passed on from one generation to another, documented and canonised by the Śilpa Śāstras. This paper attempts to understand Śilpa Śāstras in a new light, recontextualizing the material culture and artists guilds to understand how they have identified and inherited the idea of sustainability.

Women play a significant and crucial role for the progress of rural households, local and national economies and overall sustainable development. Tribal women are the backbone of sustainable livelihoods and provide food security for their families. They contribute and support the economy extensively in different ways by supporting household activities. This paper covers role of tribal women to sustainable economy, social system and ecology. The paper indicated how women in tribal areas can be positioned to play an important role in promoting practices for their overall sustainable development. The researchers concluded that given positive effect made by tribal women plays a key role in promoting sustainable practices in the tribal belt which contributes to the local and national economy.

Sustainable development is the development that meets the needs of the present, without compromising the ability of the future generations to meet their own needs. Education is the key to achieve sustainable development by using different teaching methodologies while teaching. Education for Sustainable Development is a lifelong learning process and an integral part of quality education. Education is a lifelong process, throughout life human being educate themselves through different sources and learn new things but these learned things will become lifelong only when students create and construct their own knowledge on the basis of prior knowledge. Education for Sustainable Development enhances the cognitive, socio-emotional and behavioural dimensions of learning and encompasses learning content and outcomes, pedagogy and the learning environment itself. Teaching through traditional teaching methods is not sufficient for sustainable development one should go beyond the traditional teaching which provides suitable atmosphere in the classroom to learn the concepts and sustain it for long time this can be achieved through use of cooperative learning strategies in the classroom. In this study aimed to use cooperative learning strategy to teach Science and study the effectiveness on academic achievement