This research explores the historical and cultural foundations of Self-Regulated Learning (SRL) within Indian knowledge systems by analyzing traditional narratives, particularly the story of Eklavya. By examining the influence of ancient teachings on modern educational practices, this study aims to highlight the potential benefits of integrating traditional wisdom into contemporary learning approaches. Through a case study of Eklavya, the research investigates the relevance of SRL principles in Indian cultural contexts and their implications for educational pedagogy.

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.

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.

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.

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.