In this digital age, Integration of technology in education has transformed teaching–learning practices more flexible and learner-centered. In the field of education, E-learning, has emerged as a powerful approach. It enables learners to access content from anywhere at any time through digital platforms. After lockdown, self-learning through online platforms has gained significant importance in teacher education. Moodle is a widely used open-source Learning Management System (LMS) designed to support teaching and learning through online platforms. Moodle holds a distinct position due to its scalability, user-friendliness, and ease of use (Al-Fraihat et al., 2025a). This study reveals that the overall perception of Moodle-based self-learning for the topic “making connections to the text” skills, focuses on text-to-self, text-to-text, and text-to-world connections. The findings of this study among S.Y.B.Ed. student-teachers shows that the overall perception Moodle-based self-learning module (72.47%) which is moderately high and positive. The dimension Ease of Use of Moodle (65.83%) shows moderately positive perception. Learning Experience through Moodle (81.57%) shows strong positive perception. Engagement and Participation (66.44%) shows moderately positive perception. Understanding of ‘Making Connections to the Text’ (83.65%) indicates the module was highly effective and Attitude towards Moodle-based Learning (64.87%) suggests moderately positive perception.

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.

The emergence of adaptive learning constitutes an evolutionary process that stems from centuries-long efforts to improve education. The evolving demands of the 21st century require education systems to be flexible, inclusive, and sustainable. Adaptive learning, driven by data and technology, has emerged as a transformative approach that personalizes instruction according to individual learner needs. This conceptual paper focuses on how adaptive learning can act as a catalyst for sustainable education by enhancing equity, improving learning outcomes, and its alignment with sustainability principles. It also highlights the challenges faced in integrating adaptive learning in education and the role of a teacher to overcome the same.

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.

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.

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.