The essential basic messages of this paper are high quality, comprehensive, and multispectral early childhood care and education (ECCE) lays the foundation for children’s long-term development, wellbeing, learning, and health. It builds the competencies, skills, and values that enable children both to make a successful transition into more formal education and as adults, to be healthy, earn an adequate livelihood, continue to learn throughout life, interact more successfully with his/her environments, and contribute to achieving the Sustainable Development Goals.

The International instrument for driving Individual organizations had formulated the UNSDGs, SDG- 5, one of which is promoting for the Women Empowerment and Gender Equality. There are many laws that empowers women and sustains their leadership but POSH 2013, has been the landmark in the legal history for (Prevention, Prohibition and Redressal) of Sexual Harassment of Women in Workplace. This study has been taken from the secondary sources for Analyzing the point of view of POSHCA organization through case story narrations using Qualitative method and few journals based on mixed methods integrating both quantitative(surveys) and qualitative study (in depth interviews) method related to the subject. The findings has led to understand the significance of the implementation of this Law as the backbone for Women Empowerment and can sustain their leadership role by helping them to come to their fullest potential.

In the words of Mahatma Gandhi “Woman is a companion of man gifted with equal mental capacities, she has the right to participate in the minutes details of the activities of man and she has the same right to freedom and liberation as of man.” Organizing women into groups led to considerable economic benefits for women worker. This has motivated them to struggle for survival. However, lack of preparation and support has also aggravated the differences and weakness amongst them leading some groups to remain subordinate to the dominant classes.

Differentiated instruction (DI) is an instructional approach that aims to address the diverse learning needs of students in inclusive classrooms. It is based on the premise that students learn in different ways and at varying paces, necessitating adaptations in teaching methods. Competency of teachers is of paramount importance in responding to the learner needs in an inclusive classroom. The role of the teacher becomes crucial in implementing DI effectively. This research paper explores the effect of teacher training on the teachers' knowledge in primary-level inclusive classrooms.

In response to the escalating demand for a sustainable future, a profound shift in educational paradigms becomes imperative. The study delves into the intricate relationship between digital education and sustainable development education (SDE), recognizing the immense potential of digital technologies in advancing learners' contributions to the Sustainable Development Goals (SDGs). The extensive literature review meticulously examines how digital tools can redefine SDE practices, with a primary focus on (1) enhancing access and inclusivity, (2) nurturing active learning and engagement, and (3) fostering critical thinking and problem-solving skills pertinent to sustainability. This research assumes paramount significance as it ventures into uncharted territories, exploring how digital education can bridge the gap between knowledge acquisition and actionable environmental responsibility. Five meticulously crafted objectives steer the course of this study: (1) meticulous examination of the types of digital tools employed in SDE; (2) thorough assessment of student engagement with digital SDE resources; (3) comprehensive exploration of the perceived impact of digital SDE on students' sustainability knowledge; (4) in-depth investigation into whether digital SDE influences students' attitudes and behaviours related to sustainability; and (5) nuanced identification of challenges and opportunities entailed in the seamless integration of digital education into SDE programs. The research design adopts a qualitative approach, employing interviews as a robust method to extract insights from college and university educators. The findings unearthed contribute not only to the amplification of our comprehension but also to a profound revelation of how digital education can effectively empower learners for sustainable development.