Teachers build the future generations, but what if ‘teachers to be’ have lost the learning? The suspension of physical instruction due to the pandemic, left the preservice teachers with the learning loss and thus led to other psycho-academic issues. It is necessary to know how they have coped up psychologically and academically post-pandemic. With this motive we conducted an online survey on the preservice teachers (n=75), from a teacher education institute in a private university, to understand the psychological and learning issues among the pre-service teachers’ and their coping preferences. The research aims to find out (i) the Pre- service teachers’ preferences in post-pandemic education regrading: Coping Learning Loss, Improving Learning Environment & Continuing Teacher Support and (ii) the best implemented ‘learner and teacher level strategies’ to overcome learning loss due to COVID-19. In the light of the objectives, the survey results indicate that pre-service teachers made to cope up with the learning loss incurred due to COVID 19 pandemic by altering their study habits, increased focus on mental and physical health, self-motivation activities, learning new technology skills, managing digital resources, and developing group work skills. Improving learning environment can be effective in coping up, by providing infrastructural, physical and technology resources, communication clarity in expectations, teacher training, and capacity building of learners for hybrid education. The learners’ expectations from teachers to cope up with learning loss includes curriculum reforms for hybrid learning, project-based methods, flexible approach, game-based learning, academic support, personal consultation, personalized teaching and flexibility in assessments.

India has rich cultural traditions which is deeply ingrained in the fabric of the society. Under this cultural mosaic we now come across the discourses of existence of LGBTQ+ community. In the heteronormative society, the target of achieving peaceful co-existence for people of all genders and diversities is a challenging task. We need to sow the seeds of developing empathy and tolerance for everyone right from a very young age. The mission of fostering LGBTQ+ inclusion needs to be initiated through sensitization of teachers towards people of all genders and sexuality. One of the most significant factors could be to bring LGBTQ+ inclusive content in classroom and let children express their opinions in these discussions .However the discussions of gender and sexual orientation needs to be comfortable topic for both students and teachers. Hence the main task here is to convince the pre-service teacher about the urgent need for designing and implementing a contextual LGBTQ+ inclusive curriculum in our classrooms. The present qualitative study is a one shot case study which aims to understand the teacher experiences in transacting LGBTQ+ inclusive curriculum. The analysis of responses will help to give implications to stake holders for creating a safe LGBTQ+ inclusive classroom.

The traditional teaching process referring to chalk-and-talk has become outdated in present-day day classrooms. Most of the successful teachers preferred the most common and preferred teaching strategies i.e., the use of language games in the language classroom. Many researchers have used various language games to show their effects on learners ' knowledge, competency, and motivation in learning a language, focusing on different targeted language areas and skills such as grammar. Therefore, this paper, based on reviews of past literature, will explore the use of language games in teaching and learning and discussed ‘Games’ as a useful tool for teaching a second language, types of language games, advantages of language games, active learning in games, and game as a motivator and role of the game in language acquisition.

In recent years, there has been a growing recognition of the challenges faced by students with invisible disabilities within educational settings. Despite this awareness, there remains a gap in adequately preparing educators to identify and support these students This theoretical paper explores the preparedness of teacher training institutions to equip future educators with the necessary skills to identify and support students with invisible disabilities. Drawing on existing research and theoretical frameworks, it examines the current state of teacher education, identifies significant gaps, and offers recommendations for enhancing the training programs to better address the needs of students with invisible disabilities. By bridging the gap between theory and practice, enhancing awareness, and fostering inclusive pedagogical approaches, teacher education programs can play a pivotal role in promoting educational equity and fostering an inclusive learning environment for students with invisible disability.

In ancient times India was a major player in learning and education. It is no secret that individuals seeking high-quality education travelled to India from the Middle East, Europe, and Portugal. One of the most well-known educational programmes ever implemented in India is the Gurukul system. This type of residential schooling dates back to around 5000 BC (https://leverageedu.com/blog/gurukul-education-system/). A student (shisha) would approach a teacher (Guru) under this educational system to request enrolment at the event of acceptance, the student would reside at the teacher's home. The Gurukul was actually a teacher's house and the Guru was the centre, where students lived until they completed their education. Student equality was a top priority in Gurukul, and gurus (teachers) and shishas (students) lived in the same house or near each other. This relationship between Guru and Shishya was so blessed that no fee was charged from the disciples. However, students had to offer Guru Dakshina, which was considered a sign of respect to the teacher, in the form of special tasks that had to be performed according to the teacher's instructions. (Chadwani, 2019). Apart from learning from the Guru, the students helped with all the household chores and developed an emotional bond with the Guru. The Guru taught important subjects such as mathematics, science, philosophy, and metaphysics. Communication took place in Sanskrit. The training was not just reading books and memorizing information, but was practical and connected to nature and real-life situations. The aim was the overall development of students, including cognitive, physical and mental health. This helped students to apply their knowledge in practice to find solutions to real-world problems. (Chadwani, 2019) Every year, while residing at the Guru's residence, his disciple acquired every knowledge and skill. In contrast to the current Guru Shishya Parampara, which is organised, this instruction was rigorous yet unstructured. Even now, there is still a knowledge exchange between Gurus and Shishyas, but it is a restricted, impersonal, subject-specific, and purely technical interchange. There is either very little or no emphasis on developing the human perspective and a holistic approach. (https://santoshyogainstitute.com/the-ancient-gurukul-system-of-india/)

Due to centuries-long natural and man-made calamities, Kashmir is largely unknown for the hazards it poses. People both within and outside the valley talk frequently about its scenic beauty but are not rightly aware of Its horrifying disaster profile, and the big losses. As such adequate awareness on disaster is one of the prime fields of education. Though Govt. has the responsibility to take care of the disaster threats but it has many limitations therefore given the huge threats the work of Govt. needs to be supplemented. This paper aims at exploring the role of NGOs to optimize the efforts to educate the common masses to face disasters systematically to promote a disaster resilient society and to reduce losses on account of disasters. Like other states in India, Kashmir also is developing a new culture of NGOs to supplement Government efforts in different fields. NGOs have a wide reach & faster response to situations because of many factors and so can be very effective to sensitize the issues of disaster management and educate & prepare the common folk to handle the situations betterly, hence it is a topic of essential reference.

Higher studies abroad in English-speaking countries is an increasingly popular educational strategy among Asian families. In the past, studying abroad, especially in India was regarded as a symbol of prestige, but the emergence of the middle class has transformed this privilege into a widespread ambition. Nowadays, an increasing number of parents desire their children to pursue higher education in foreign countries. However, the parents’ experience post the overseas migration of their child has turned out to be an interesting criteria to research for. Researchers have suggested that there are various factors such as the culture (collectivistic/ individualistic), gender of the parent as well as their occupation, that influence and shape the experiences of the ‘left behind’ parents. Therefore, the aim of this study is to explore the experiences of the parents who have sent their children abroad for education.

Sports psychology research plays a significant part for competitors, particularly in affecting competitors' exhibition. So we need a test to quantify the degree of brain research in taekwondo competitors. This study expects to decide the degree of brain science in taekwondo competitors. The entire data was completed by 12 respondents. This study is survey-based descriptive study. The outcomes showed that the degree of brain science is as follows: Aftereffects of mental testing research least worth = 96; most extreme worth = 140; 115.5833333 is the average test result; middle = 111. The typical worth that is possessed is that shows that most of the brain research level of taekwondo competitors is classified well.

Bank, in fact is just like a heart in the economic structure and the capital provided by it is like blood in it. Banks play a very important role in the economic life of nations. The banking sector in India is passing through tough competition and has undergone tremendous change. In India, the Financial Sector Reforms was started in 1992. Across the globe, the Banking sector acts as the catalyst for each country’s economy. Banks face several risks in conducting their business, and how well these risks are understood and managed is a key driver behind profitability. A banker is very cautious while lending because he is not lending money out of his capital. A major portion of the money lent, comes from the deposits received from the public and these deposits are mostly repayable on demand. This paper also traces the menace in Non-Performing Assets of financial cooperatives in other countries. The rise in NPAs has become the burning issue and the threatening factor to the banking institutions in general and Cooperative Banking System in particular. Increasing trend in NPAs of Cooperative Banks had become a major cause of concern. During the year 2003-04, two-fold increase in NPAs was noticed at the SCBs level due to the low recovery in lower tiers. Banks, at present, experience considerable difficulties in recoveries of loans and enforcement of security charged to them. A proper sequencing of the reforms is essential to its success and what is more important is the internal management practice prevailing in the Banking industries to manage the Non-Performing Assets portfolio.

Agricultural development is unique sign for development of agricultural base country. Multi-criteria, Analytical Hierarchy Process (AHP) Based Multi-Criteria Analysis and Influence Technique is suitable for Agricultural Development (AD). Nine criterions Population (POP), Sex Ratio (SR), Total Irrigated Land Area (IL), Total Un-irrigated Land Area (UL), Forest (FOR), Culturable Waste Land (CWL), Area under Non-agricultural Uses (AUNA), Net Area Sown (NSA) and Rainfall (RF) were selected for development indicators of Adhala river basin village in Ahmednagar district, Maharashtra (India). Correlation Matrix use for ranking the criterion selected for influence. Total Un-irrigated Land Area, Net Area Sown and Population, show higher influences on Agricultural development of basin village arrangement in the study area. Further, Culturable Waste Land, Sex Ratio and Area under Non-agricultural Uses were show significant influence in basin. Using AHP techniques for influences were calculated based on weights estimated. Normalized and distribution of specific criteria using the values of influences within the basin village. Agriculture developments influence are classified into very low (< Mean-1STD), low (Mean-1STD to Mean), moderate (Mean to Mean + 1STD), high (Mean + 1STD to Mean + 2STD), and very high (>Mean + 2STD) and agricultural development are classified into high (25.02%), moderate (3.70%) and low (7037%) categories. The methodology is the effective tool for agricultural development of Adhala basin village.

This study examines the portrayal of women in Indian detergent advertisements over the past decade, focusing on six major brands: Surf Excel, Ariel, Ghadi, Tide, Nirma, and Rin. Utilizing a qualitative textual analysis of advertisements from 2010 to 2020, the research identifies recurring themes and roles assigned to women, with a particular focus on the evolution of these portrayals. The key findings reveal that while traditional depictions of women as housewives persist, some brands have made strides in promoting gender equality by depicting men in domestic roles and women in more diverse roles. These findings highlight the significant impact of advertisements on societal attitudes towards gender roles and dwell on the need for more inclusive and representative media portrayals. The study suggests that advertisers should continue to evolve their content to reflect the diverse roles of women in modern society.

English is widely recognized as a global lingua franca, playing a critical role in international communication, commerce, and education. Proficiency in English is often linked to better academic and career opportunities, making it a vital subject in school curricula worldwide. This study explores the impact of storyboards on learning English among Grade 8 students. Utilizing a mixed-methods approach, the research examines how visual aids influence language acquisition and student engagement. The challenges in learning English for Grade 8 students are multifaceted, encompassing linguistic, motivational, resource-related, and socio-economic factors. Addressing these challenges requires a comprehensive approach that involves educators, policymakers, parents, and the community. By implementing targeted strategies and providing adequate support, we can enhance English language learning and help students achieve their full potential. Results indicate significant improvements in comprehension and vocabulary retention, supporting the integration of storyboards into English language curricula. The study contributes to the growing body of literature on visual learning and offers practical recommendations for educators.

The National Policy of Education 1986 was prepared during the Prime Minister ship of Shri. Rajiv Gandhi. This policy was set up with an aim to eradicate disparity and equalizes education opportunity but, with time the need to update the policy was notices and thus The National Education Policy of India (NEP 2020) was approved by Union Cabinet of India under Prime Minister ship of Shri Narendra Modi. This policy focuses on new education system in India. The National Education Policy 2020 is based on five Principles of Access, Equity, Quality, Affordability and Accountability.

Human being is a social creature who. There is a balance between nature and man by which every system of nature is maintained. If human being makes disturbance in this cycle then its effects on whole nature is including man therefore the development should be sustainable so that future generation can surview easily. Sustainable means long lasting or long-term process. Sustainable development is ultimate goal of future oriented society. Education plays crucial role in the accomplishment of this goal. Education and sustainable development are in corelated with each other Equity and equality in society, constant growth and many more issues related with social up gradation. As it is well known fact that teacher is a torch bearer of the society. Teacher is a social engineer and NEP 2020 teacher education is most important because he is a facilitator. He guides students to follow rules and regulations of the society and helps in preparation of responsible citizens so if a teacher educator sows the seeds of sustainable development. The present paper discusses the importance of teacher education in achieving the goal of sustainable development.

The shift from teaching to learning and from teacher to learner. can make a difference in creating an a culture of developing empowering education. When the learner can believe that they can make a difference to their learning and not passively just reiterate blindly what is given then focus is on the learner not as a consumer but a generator of knowledge, then the learner can be said to be empowered. Empowerment is a process as well as a product