The escalating severity of climate change and resource depletion necessitates a fundamental shift in daily human habits, making life skill education for sustainable living a critical priority. Traditional educational paradigms often rely on passive dissemination of information, which is frequently insufficient to drive long-term behavioral transformation. In response, this paper proposes a comprehensive educational framework that integrates pedagogical strategies with emerging cyber-physical-human systems, such as smart home technologies, Internet of Things (IoT) monitoring, and artificial intelligence-driven recommendation systems. By bridging the gap between theoretical environmental knowledge and practical, everyday actions, the proposed methodology aims to embed sustainability into core life skills. The framework encompasses cognitive learning, practical application through digital nudging, and social reinforcement within inclusive communities. Furthermore, this study outlines a hypothetical evaluation plan designed to measure both immediate resource conservation and the longitudinal retention of sustainable behaviors, ultimately striving to foster a resilient and environmentally conscious society.

Group Emotional Intelligence (GEI) refers to the collective capacity of a group to manage emotional norms, regulate shared affective states, and sustain productive interpersonal dynamics. Unlike Individual Emotional Intelligence, which is a personal cognitive-emotional capacity, GEI is an emergent group-level property constituted by normative patterns of interaction. This study examines teacher perceptions of GEI among secondary school students in Greater Mumbai (N = 673), using a 25-item structured instrument operationalising Druskat and Wolff's (2001) six-factor model: Perspective Taking (PT), Interpersonal Understanding (IU), Confronting Norm Violators (CNV), Team Self-Evaluation (TSE), Creating an Affirmative Environment (CAE), and Proactive Problem Solving (PPS). Descriptive analysis revealed a moderately high overall GEI mean (M = 3.16, SD = 0.42) with strong internal consistency (α = .87). A statistically significant and large-magnitude gap was found between the highest-scoring subscale (CAE: M = 3.31) and the lowest (CNV: M = 2.85), with a paired t-test yielding t(672) = 20.68, p < .001, Cohen's d = 0.87. Psychometric analysis revealed that CNV demonstrated unacceptably low reliability (α = .41) and failed the AVE threshold (AVE = .354), with near-zero inter-item correlations, suggesting that the four CNV behaviours — exclusion, blame, accountability, and bias — represent culturally disaggregated phenomena in the Indian collectivist classroom context.

Cloud-based platforms have greatly simplified the training and deployment of machine learning models. Yet, the ease of use of these platforms has come at the cost of limited visibility into the operational mechanisms of the system. This research seeks to address the issue of balancing ease of use with the need to have a better insight into the operation of the systems. In this research, we have carried out a structured comparative evaluation of the ease of use of the Amazon SageMaker platform, as well as an enhanced version of the platform with better observability. The ease of use of the two configurations was evaluated based on four different parameters, namely the granularity of the logs, the ease of access of the metrics, the ability to respond to alerts, as well as the ease of diagnosis of faults. Through the analysis of the configurations, the enhanced version of the platform was found to have better ease of use without a proportional increase in the cost of operation.

This study explores the mental health challenges faced by employees working in remote startup teams. With the growing adoption of remote work models in startup environments, concerns regarding employee wellbeing, work-life balance, and organizational support have become increasingly significant. The primary objectives of the study were to analyze mental health challenges in remote startup teams, examine the impact of remote work on work-life balance, study the relationship between organizational support and employee wellbeing, and suggest strategies to improve mental health in such environments. The research adopted a descriptive methodology, and primary data was collected through a structured questionnaire administered to employees working in remote startup settings. The collected data was analyzed using percentage method and presented in tabular and graphical forms for interpretation. The findings reveal that a considerable proportion of respondents experience stress, burnout, sleep disturbances, and feelings of isolation. A majority reported difficulty disconnecting from work, indicating poor work-life balance, while many also perceived limited organizational support and discomfort in discussing mental health concerns. The study concludes that although remote work offers flexibility and productivity benefits, it also contributes to psychological strain in startup environments. Practical measures such as structured work schedules, right to disconnect policies, improved communication, and greater mental health awareness are recommended to enhance employee wellbeing and ensure sustainable organizational growth.

In recent year digital technologies have changed the way financial services are delivered across the world. Many underserved communities, especially rural, low-income, and less-educated people, still face difficulties in accessing financial services due to illiteracy and lack of awareness. This study aims to examine how Fintech solutions promote financial inclusion and empower underserved communities. The research study is based on secondary data collected from research articles, reports, and journals. The analysis shows that Fintech improves accessibility, reduces transaction costs, increases financial awareness, and enhances financial participation. Fintech services such as mobile banking, digital payments and online lending platforms have made financial services more accessible, affordable and convenient for people who were previously excluded from the formal financial system. It also shows how digital technology helps reduce financial inequality and allows more people to participate in economic activities. The study shows that Fintech plays an important role in achieving inclusive economic growth.

The evolution of Indian education from the Gurukul system to current global classrooms symbolized a break from the values-based and holistic model to tech-mediated, outcome-driven methodologies. Although education has become an innovation and global competency-focused model, it tends to exclude ethical, ecological, and reflective aspects from education (Sharma, 2011). In what follows, this article critically engages with the potential of Indian Knowledge Systems (IKS) to revolutionise pupil teachers’ beliefs towards sustainability and the vision of Viksit Bharat. The paper argues that incorporating IKS in teacher education creates more integrous, ethical, and sustainable teaching practices with theoretical perspectives and policy frameworks, such as the National Education Policy 2020 (NEP 2020). It concludes that the integration of traditional epistemologies and contemporary pedagogies is needed to develop reflective educators to meet the challenges of the 21st century.