In the contemporary educational landscape, the role of teachers extends beyond content delivery to fostering holistic development, sustainability awareness, and experiential learning among students. This study investigates the relationship between teachers’ emotional intelligence, classroom management behaviour, and their pedagogical practices related to sustainability and experiential learning among secondary school teachers. Emotional intelligence plays a crucial role in shaping teachers’ interpersonal relationships, decision-making abilities, and instructional effectiveness. Similarly, effective classroom management behaviour ensures a conducive learning environment that supports innovative and student-centered pedagogies. The study adopts a quantitative research design and involves a representative sample of secondary school teachers. Standardized tools were used to measure emotional intelligence, classroom management behaviour, and pedagogical practices for sustainability and experiential learning. Statistical techniques such as correlation and regression analysis were employed to examine the relationships among variables. The findings reveal a significant positive relationship between teachers’ emotional intelligence and classroom management behaviour. Additionally, both variables show a strong association with pedagogical practices that promote sustainability and experiential learning. Teachers with higher emotional intelligence demonstrate better classroom control, empathy, and adaptability, which in turn facilitates the implementation of experiential and sustainability-oriented teaching methods. Furthermore, effective classroom management behaviour contributes to an engaging and participatory classroom environment, essential for experiential learning. The study highlights the importance of integrating emotional intelligence training and classroom management strategies in teacher education programs. It also emphasizes the need for promoting pedagogical practices that align with sustainable development goals and experiential learning approaches. The findings are expected to contribute to educational policy, teacher training, and curriculum development, ultimately enhancing the quality of secondary education.

The use of cloud computing is now the primary infrastructure model available to students, beginning developers and other educational institutions. Amazon Web Services (AWS) created the AWS Free Tier to motivate cloud adoption. Since this Cloud Service (CS) offers limited and free access to core CS, it still presents a problem for new users who struggle to comprehend their AWS billing and the real-time costs involved in starting to use a CS. The purpose of this study is to investigate and evaluate the ideas of billing interpretability and cost visibility for AWS Free Tier. In this scenario, I will recommend a five-stage Cost Interpretability Framework focusing on each user's configuration of services, how those services were used (measured), how those services were viewed displayed on the dashboard, and the various effects of gap-to-gain between each of these factors on a user's behaviour, learning, and experimentation with AWS Free Tier services. This research shows that even if users stay within their AWS Free Tier limits (use limits), there are still interpretability (cognitive) factors related to costs and usage that affect experimentation and behavioural trends. In order to better help students and beginners in embracing and learning how to use Cloud Services, suggestions are made to enhance the dashboard's user interface clarity.

Quality education and robust research ecosystems are fundamental drivers of sustainable development and socio-economic transformation. This paper examines how quality education (aligned with Sustainable Development Goal 4) and research capacities foster sustainable development outcomes, particularly through the leverage of future-oriented technologies such as artificial intelligence (AI), digital learning platforms, and big data analytics. It engages a multidisciplinary review of relevant literature, identifies the key challenges and opportunities associated with integrating advanced technologies in educational and research settings, and proposes an inclusive methodology for evaluating impacts on learning quality, equity, and research productivity. The study highlights that while digital and future technologies present significant potential to advance pedagogical effectiveness and evidence-based research, they also risk amplifying inequities if not deployed with policy coherence, ethical safeguards, and capacity-building frameworks. Recommendations emphasize systemic investment in infrastructure, teacher training, ethical governance of technology, and global research collaborations to ensure sustainable, equitable education and innovation ecosystems.

Artificial Intelligence (AI) is rapidly transforming financial systems across the globe, particularly in emerging markets where traditional risk assessment methods often fail due to data limitations and market volatility. This study examines the role of AI-based financial risk prediction models in improving decision-making, enhancing credit evaluation, and minimizing investment uncertainty in developing economies. The research explores how machine learning algorithms, predictive analytics, and big data integration contribute to identifying potential financial risks such as credit defaults, market fluctuations, and fraud detection. Emerging markets often face challenges such as inconsistent financial records, lack of transparency, and dynamic regulatory environments, making AI-driven solutions highly relevant. The study highlights the effectiveness of AI in improving forecasting accuracy, reducing human bias, and enabling proactive risk management. However, it also considers limitations such as data privacy concerns and technological barriers. The findings suggest that AI-based risk prediction systems can significantly strengthen financial stability and support sustainable economic growth in emerging markets.

The United Nations adopted the 17 Sustainable Development Goals (SDGs) as a plan for world peace, prosperity, and environmental preservation from 2015 to 2030. Significant carbon emissions, extensive pollution, and ecological destruction are only a few of the long-term environmental damage caused by war. The conflict between India and Pakistan causes social, cultural, and national problems in addition to environmental ones. We can accomplish the SDGs by putting IKS fundamentals into practice on a global scale.

Health Insurance in India are generally confusing and slow. Many people do not understand the terms and conditions in the policy coverage, and it takes long time for claim approval. Hospitals and Insurance Companies also faces issues like fraud and counterfeit bills, excessive paperwork. This study aims at how a centralized digital system can connect policyholders, hospitals and insurance companies in one single platform. The aim is to simplify claim process, and make it fast and clear for everyone. The study is based on survey results about claim types; users experience and their satisfaction levels. The digital platform helps users to view all the details of their policy, upload their documents online, apply for claim easily, and track their claim process. This reduces the excessive paperwork, improves communication between stakeholders, and saves time. This study concludes that digital integration can build trust among stakeholders, reduces stress and reliable health insurance claim system.