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Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook-question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed at Study A - identifying knowledge and teachers' attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India. Study B -Determining the effect of educational intervention towards attitudes on inclusive education. Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed. Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale. Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.

In this paper, we present a system for automatic evaluation of the quality of a question paper. Question paper plays a major role in educational assessment. The quality of a question paper is crucial to fulfilling the purpose of the assessment. In many education sectors, question papers are prepared manually. A prior analysis of a question paper might help in finding the errors in the question paper, and better achieving the goals of the assessment. In this experiment, we focus on higher education in the technical domain. First, we conducted a student survey to identify the key factors that affect the quality of a question paper. The top factors we identified are question relevance, question difficulty, and time requirement. We explored the strategies to handle these factors and implemented them. We employ various concepts and techniques for the implementation. The system finally assigns a numerical quality score against these factors. The system is evaluated using a set of question papers collected from various sources. The experimental results show that the proposed system is quite promising.

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom's Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom's Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.

Purpose: The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method. Design/methodology/approach: The study is a case study that follows a 'problem-driven' approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors. Findings: This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students' sex. Research limitations/implications: Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts. Practical implications: It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself. Originality/value: This study is based on the authors' ground study and is purely original and unique in the true sense.

Influenza causes significant morbidity, hospitalizations, and mortality due to lower respiratory tract infections in India. This paper reviews the current evidence regarding influenza epidemiology, the need for vaccination, immunogenicity, and efficacy of available vaccines and provides recommendations for influenza vaccination for adults by the Indian Association of Preventive and Social Medicine (IAPSM). The risk group among adults includes people with chronic disease, the elderly, immunocompromised individuals, pregnant women, travelers, and healthcare workers. Influenza activity is affected by seasons, humidity, and latitude, leading to variability in influenza peaks in different regions of India. The most effective preventive intervention against influenza is vaccination. Current influenza vaccines have good safety profiles, vaccine efficacy, and acceptable cost-effectiveness. As the virus mutates, the vaccine composition should follow WHO recommendations for the current influenza season. Introducing readily available, conventional, and less expensive trivalent influenza vaccines under the national program can achieve maximum impact on the adult population and potentially prevent future outbreaks and pandemics. IAPSM recommends considering routine use of IIV for all individuals above 60 years, adults with comorbidities, and pregnant women in India. The program managers should consider the pattern of influenza seasonality in a particular region. Influenza surveillance conducted through a structured network of laboratories in India has the potential to provide information about circulating strains, morbidity, and mortality. IAPSM emphasizes conducting community-based studies regarding influenza’s burden, vaccine efficacy, timing of vaccination, and cost-effectiveness among Indian adults to generate evidence.

Typhoid is a major public health concern in India, particularly among those dwelling in urban slums with poor sanitation. The disease caused by Salmonella enterica serovar Typhi spread majorly through contaminated food and water. The economic burden of the disease is catastrophic and affects both families and the government making a strong case for including typhoid vaccines in the national immunization schedule. The World Health Organization has prequalified several vaccines and has recommended their use in endemic areas. While there is robust evidence for vaccination of children from India and other LMICs, the case for adult vaccination remains less clear. The Indian Association of Preventive and Social Medicine acknowledges the necessity to adopt a widespread typhoid immunization program, along with other preventive strategies, especially in the vulnerable pockets. IAPSM recommends focusing on newer-generation Typhoid Conjugate Vaccines (TCVs), which provide long-lasting and superior immunological benefits, and are effective across all ages including adults. IAPSM suggests routine use of Typbar-TCV™ for adults up to 45 years old in India. The organization also highlights the necessity for post-marketing surveillance of these vaccines, to monitor the long-term safety and effectiveness of various vaccines in different communities. IAPSM encourages members to take front-line efforts in their community health service areas, and finally appeals for the development of vaccines to cover a more extensive range of Salmonella infections so that control over typhoid can be strengthened.

Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.

In this phenomenological study, the author proposes a spiritual triple bottom line framework (STBL) to develop and measure the three bottom lines: individual prosperity, impact on people, and impact on the planet through the lens of spirituality. The results are presented as an interpretation of the individual's perceptions of spirituality and their spiritual experiences. The result comprises three themes of spirituality and its nomological linkage i.e., inner sustainability with a triple-bottom-line framework (external sustainability). The themes are: the source of spirituality, the process of experiencing spirituality, and the outcome of being spiritual.

Purpose: In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically explore the agency of academics to foster transformative initiatives for sustainability within the context of institutions historically serving under-represented populations. Design/methodology/approach: Using a qualitative methodology, this paper highlights the importance of considering sustainability in processes of transformation. This paper is specifically interested in how academic faculty and those in assigned leadership positions view their agency in relation to promoting transformation for sustainability at the institutional level. Drawing on data generated from semi-structured interviews with 13 participants at an historically Black university in South Africa, this paper details academics' and leaders' experiences and perceptions of their agency. Findings: This study reveals the adverse interactional dynamics within higher education institutions, which negatively impact academics' participation as key agents in change processes. Positional and identity challenges faced reveal the persistence of colonial and apartheid legacies of racism, sexism, Afrophobia and xenophobia -- which casts a shadow on possible trajectories of transformation and sustainability. This has serious implications for the common good, given South Africa's regional import for knowledge production and decolonisation within universities; its key role in the African 2063 Agenda; and the wider global Sustainable Development agenda. Originality/value: This study highlights insufficient engagement with the sustainability of transformation efforts within the context of South Africa. This study also emphasises the relation between transformation imperatives and racial, socio-economic, gender and epistemic justice imperatives of sustainable development.

The paper examines how new age pedagogies and neoliberal policies consciously work towards "naturalizing" English language's hegemony in institutions of Higher Education (IHE) in India. An ethnographic study the paper foregrounds the precarious positioning of non-English Indian languages "vis-à-vis" the pervading discourses of internationalization and education as job/skill oriented. Hegemony of English in the present is coupled with a restructuring of language departments as well as fleeting market demands for human capital. The paper also brings into question the role of the Internet and related technologies in reorganizing the linguistic dynamics of HE. Instead of democratizing, the Internet produces new monopolies in knowledge production, controls knowledge traffic from global North to South and further legitimizes the language hegemony. The paper argues that, in the last two decades, the neoliberal rupture has been leading HE institutions to a death of vernaculars within their physical, cultural and academic spaces.

To make sense of the changes provoked by the COVID-19 pandemic and its immediate aftermath, this paper critically examines digital education policy responses in the context of the 'new realities' faced by schooling. Based on seven case studies contributed by authors from Australia, India, Ireland, Italy, Japan, Canada, Sri Lanka, two key questions are addressed: (1) What are the 'new realities' of schooling post COVID-19? and (2) How have digital educational policies changed in response to the new realities of schooling? Findings highlight the complexity of the problem of aligning digital education policies at the macro level to the realities experienced at the meso and micro levels of schooling systems. The paper concludes with discussion of the need for, and challenges of, agile policy making at all levels (macro, meso and micro) that are necessary for schooling systems to meet the challenges and realities of a complex changing world.

Herpes zoster (HZ) is a debilitating viral infection causing a dermatomal vesicular rash. Many known risk factors exist in India and adults >50 years of age may be especially susceptible to HZ. However, HZ is not a notifiable disease in India and data on incidence and disease burden is lacking. An Expert Consensus Group meeting was conducted with experts from relevant specialties to discuss HZ disease, its local epidemiology, and suggestions for implementing HZ vaccination in the Indian healthcare system. Currently, there is lack of patient awareness, poor reporting practices and general negligence in the treatment of the disease. HZ patients generally approach their general physicians or specialists for diagnosis, which is usually based on patient history and clinical symptoms. Recombinant zoster vaccine (RZV) has >90% efficacy and is recommended in adults ≥50 years of age to prevent HZ in the United States. Despite RZV being approved for use, it is not yet available in India. India has a growing elderly population with known risk factors for HZ like immunosuppression, and co-morbidities like diabetes and cardiovascular disease. This indicates the need for a targeted immunization program in India. Meeting also emphasized adult vaccine availability and accessibility in the country.

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I argue that researchers should work actively for progressive change in discursive fields such as educational research, in which they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication of research. [Abstract presented in both English and Hindi.]

The broad question that interests this article is how does one read and compare the negotiations public and private universities are making with the neo-liberal paradigm of knowledge production with reference to their social science curricula. Michael Apple's (1993, "Teachers College Records," 95(2), 222-241; 2001, "Currículo Sem Fronteiras," 1(1), i-xxvi) argument that curriculum is not a 'neutral assemblage of knowledge' but a crafted vision of 'legitimate knowledge' produced by hegemonic powers within society forms the theoretical foundation for this article. To understand the changes within a university's academic practice, this article analyses and compares the undergraduate and postgraduate sociology curricula of two public universities (Delhi University and Ambedkar University), an international university (South Asian University) and one private university (Shiv Nadar University), as well as engages with its practitioners to assess the everyday within these universities. The undergraduate and postgraduate sociology curricula across public and private universities indicate certain convergences in their academic approaches. The universities in question encouraged foreign university collaborations, reframed the course structure to strengthen the university-industry linkages and increased the employability of the students. Interdisciplinary and contemporary papers are offered through new modes of pedagogy. The mode of assessment also focus on writing research papers/dissertations and frequent visits to the field to develop an application-based approach to learning. The neoliberal paradigm of knowledge production affected the convergence of academic practices of public and private universities despite difference in governance structure. This convergence problematises the meaning of 'public' in a liberalised, privatised and globalised society.

This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures' reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learning.

Purpose: The spine research within India has seen significant advancement, yet detailed examinations of its impact and evolution still need to be made sparse. To conduct a comprehensive scientometric review of the most frequently cited papers in Indian spine research from 1995 to 2024, aiming to map the field’s evolution and its global impact.Utilizing the Scopus database, a search was performed with keywords related to spine research, identifying 105 highly cited papers. This study focused on trends in publications, document types, affiliations, collaboration networks, and citation patterns.The period between 2005 and 2014 saw a significant increase in publications, with a notable emphasis on international collaborations, especially with the United States and Canada. Clinical research, particularly on the lumbar spine and surgical advancements, emerged as the primary focus. The average citations per document stood at 102.37, with original research articles constituting 73.33% of the total. Collaboration spanned across 31 countries, with the United States being the foremost partner. Indian institutions like Ganga Hospital, Coimbatore, and the All India Institute of Medical Science, New Delhi, were among the top contributors. Indian authors, notably with S. Rajasekaran leading, followed by AK Jain.The findings highlght the pivotal role of Indian spine research in contributing to the global knowledge base, highlighting significant areas of strength and opportunities for future research. The study offers valuable insights for researchers, policymakers, and healthcare planners, aiming to enhance spinal health care in India and internationally.Methods: The spine research within India has seen significant advancement, yet detailed examinations of its impact and evolution still need to be made sparse. To conduct a comprehensive scientometric review of the most frequently cited papers in Indian spine research from 1995 to 2024, aiming to map the field’s evolution and its global impact.Utilizing the Scopus database, a search was performed with keywords related to spine research, identifying 105 highly cited papers. This study focused on trends in publications, document types, affiliations, collaboration networks, and citation patterns.The period between 2005 and 2014 saw a significant increase in publications, with a notable emphasis on international collaborations, especially with the United States and Canada. Clinical research, particularly on the lumbar spine and surgical advancements, emerged as the primary focus. The average citations per document stood at 102.37, with original research articles constituting 73.33% of the total. Collaboration spanned across 31 countries, with the United States being the foremost partner. Indian institutions like Ganga Hospital, Coimbatore, and the All India Institute of Medical Science, New Delhi, were among the top contributors. Indian authors, notably with S. Rajasekaran leading, followed by AK Jain.The findings highlght the pivotal role of Indian spine research in contributing to the global knowledge base, highlighting significant areas of strength and opportunities for future research. The study offers valuable insights for researchers, policymakers, and healthcare planners, aiming to enhance spinal health care in India and internationally.Results: The spine research within India has seen significant advancement, yet detailed examinations of its impact and evolution still need to be made sparse. To conduct a comprehensive scientometric review of the most frequently cited papers in Indian spine research from 1995 to 2024, aiming to map the field’s evolution and its global impact.Utilizing the Scopus database, a search was performed with keywords related to spine research, identifying 105 highly cited papers. This study focused on trends in publications, document types, affiliations, collaboration networks, and citation patterns.The period between 2005 and 2014 saw a significant increase in publications, with a notable emphasis on international collaborations, especially with the United States and Canada. Clinical research, particularly on the lumbar spine and surgical advancements, emerged as the primary focus. The average citations per document stood at 102.37, with original research articles constituting 73.33% of the total. Collaboration spanned across 31 countries, with the United States being the foremost partner. Indian institutions like Ganga Hospital, Coimbatore, and the All India Institute of Medical Science, New Delhi, were among the top contributors. Indian authors, notably with S. Rajasekaran leading, followed by AK Jain.The findings highlght the pivotal role of Indian spine research in contributing to the global knowledge base, highlighting significant areas of strength and opportunities for future research. The study offers valuable insights for researchers, policymakers, and healthcare planners, aiming to enhance spinal health care in India and internationally.Conclusion: The spine research within India has seen significant advancement, yet detailed examinations of its impact and evolution still need to be made sparse. To conduct a comprehensive scientometric review of the most frequently cited papers in Indian spine research from 1995 to 2024, aiming to map the field’s evolution and its global impact.Utilizing the Scopus database, a search was performed with keywords related to spine research, identifying 105 highly cited papers. This study focused on trends in publications, document types, affiliations, collaboration networks, and citation patterns.The period between 2005 and 2014 saw a significant increase in publications, with a notable emphasis on international collaborations, especially with the United States and Canada. Clinical research, particularly on the lumbar spine and surgical advancements, emerged as the primary focus. The average citations per document stood at 102.37, with original research articles constituting 73.33% of the total. Collaboration spanned across 31 countries, with the United States being the foremost partner. Indian institutions like Ganga Hospital, Coimbatore, and the All India Institute of Medical Science, New Delhi, were among the top contributors. Indian authors, notably with S. Rajasekaran leading, followed by AK Jain.The findings highlght the pivotal role of Indian spine research in contributing to the global knowledge base, highlighting significant areas of strength and opportunities for future research. The study offers valuable insights for researchers, policymakers, and healthcare planners, aiming to enhance spinal health care in India and internationally. [ABSTRACT FROM AUTHOR]

This paper exploits the information obtained in Annual Survey of Industries during 1999–2010 to gauge the degree of value-added owing to the use of traditional inputs (capital, labor, energy, indigenous materials, and imported materials) and advanced industrial production technology (services, information and communications technology, and pollution control equipment) in two main sub-sectors of the Pulp and Paper (P&P) industry in India categorized according to use of different types of raw material. The panel data econometric exercise confirms that the use of traditional inputs and advanced industrial technologies, and industry level determinants of the two sub-sectors have varied effects on value-added within them. These findings are important for promoting higher value-added production in different sectors within the resource-based industry. [ABSTRACT FROM AUTHOR]

Retracted articles by Indian scholars have received significant attention in recent times. However, no comprehensive study has been conducted to analyse the citations of retracted papers authored by Indian researchers. This study aimed to assess the citations to retracted works published between 2001 and 2020 pre‐ and post‐retraction. The study found that there was an increase in retractions over time, with empirical data suggesting that the number of retractions has increased significantly, from 72 papers between 2001 and 2010 to 365 papers between 2011 and 2020. Duplication (n = 128) and plagiarism (n = 119) were the primary reasons for retraction. Notably, 90% of the retracted articles continued to receive citations after retraction. Among the retracted papers, eight received more than 50 post‐retraction citations, 39 received 20 to 50 citations, 347 received one to 19 citations, and 43 were not cited at all post‐retraction. There was an overall 8% decrease in citations after retraction. Retractions were observed across journals of varying impact factor, with a higher number of retractions observed in journals with an impact factor of less than 5 (n = 286; 65%). Furthermore, smaller research teams of two to five authors accounted for 72% of the total retractions. [ABSTRACT FROM AUTHOR]

Influenza causes significant morbidity, hospitalizations, and mortality due to lower respiratory tract infections in India. This paper reviews the current evidence regarding influenza epidemiology, the need for vaccination, immunogenicity, and efficacy of available vaccines and provides recommendations for influenza vaccination for adults by the Indian Association of Preventive and Social Medicine (IAPSM). The risk group among adults includes people with chronic disease, the elderly, immunocompromised individuals, pregnant women, travelers, and healthcare workers. Influenza activity is affected by seasons, humidity, and latitude, leading to variability in influenza peaks in different regions of India. The most effective preventive intervention against influenza is vaccination. Current influenza vaccines have good safety profiles, vaccine efficacy, and acceptable cost-effectiveness. As the virus mutates, the vaccine composition should follow WHO recommendations for the current influenza season. Introducing readily available, conventional, and less expensive trivalent influenza vaccines under the national program can achieve maximum impact on the adult population and potentially prevent future outbreaks and pandemics. IAPSM recommends considering routine use of IIV for all individuals above 60 years, adults with comorbidities, and pregnant women in India. The program managers should consider the pattern of influenza seasonality in a particular region. Influenza surveillance conducted through a structured network of laboratories in India has the potential to provide information about circulating strains, morbidity, and mortality. IAPSM emphasizes conducting community-based studies regarding influenza's burden, vaccine efficacy, timing of vaccination, and cost-effectiveness among Indian adults to generate evidence. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

Research article publication is often considered a critical indicator of academic institutions' success and productivity. It improves the institution's reputation, attracts talented students and faculty members, and increases the institution's chances of receiving funding opportunities from different funding agencies. This paper provides a reliable and sustainable methodology for improving the quality and quantity of research article publications for engineering institutions in India. The various tools, techniques, and initiatives that promote research culture and improve its outcome in terms of research papers are also discussed. A case study of Pimpri Chinchwad College of Engineering (PCCOE), Pune, India, depicts how predictive, prescriptive, descriptive, and diagnostic data analytics approaches help to identify the barriers in the research article publications in academic institutions and provides the ways to overcome them. It also helps to set the publication targets and develop the path to perceive the targets. The outcomes and effectiveness of the case study are discussed using the papers published in Scopus, Web of Science, and Google Scholar databases. The challenges, opportunities, and recommendations are also provided for the smooth and effective implementation of the developed methodologies.

The paper explores the efforts of Kerala to align its undergraduate education with global standards and competence through the introduction of the Four-Year Undergraduate Programme (FYUGP) in the realm of curriculum reforms. The paper highlights the significance of curriculum reforms in the context of transforming the State of Kerala into a people-centric knowledge society. It examines the structure and content of FYUGP introduced in the state universities with effect from the 2024-25 academic year. It includes details of teaching-learning methodology, critical thinking, creativity, vocational and entrepreneurship skills that are integral to the structure of the new curriculum. The article proposes a curriculum that encourages students to learn with curiosity and enjoyment through self-involvement. How to enable students to doubt and question with an unending thirst for knowledge is what the curriculum should entail. It should help students attain higher-order cognitive benefits.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.

The technology-supported education systems seamlessly integrated throughout the globe in response to the demands of post COVID-19 pandemic. The swift developments of the digital tools with Artificial Intelligence (AI) support are also readily diffused among the educational communities. This research paper investigates the synergistic impact of digital literacy, the incorporation of AI tools, and Peer Supported Collaborative Learning (PSCL) on the learning perceptions of university students. The research aims to discern the implications of these technological and social facets on students' attitudes towards AI assisted learning process. Structured questionnaire-based survey among the University students were done for this descriptive research. 409 responses collected were analysed with SPSS, Excel and Process Macro. It is found that the students' Digital Literacy, Use of AI tools and PSCL on AI assisted learning were positively correlated. The partial mediatory path through the PSCL and AI tool usage has a significant positive influence on students learning process. The insights gathered from this study can inform educators, policymakers, and institutions on optimizing the amalgamation of digital literacy, AI tools and PSCL to enhance the contemporary learning environment. As universities navigate the digital age, this research provides a nuanced understanding of the dynamics shaping students' perceptions, offering valuable insights into the multifaceted aspects of AI influencing the educational landscape.

There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.

In this paper, we have collected the data about the 507 high-cited (citations ≥ 25) papers on Covid 19 published by India using Scopus database. Within small span of time many papers have received considerable number of citations. Further we have analyzed in terms of types of papers, major funding agencies, major collaborating countries, prolific authors, productive organizations and cluster analysis of author supplied keywords. Most of the papers were research articles. Department of Science and Technology, Govt. of India has funded considerable numbers of papers on Covid 19 and K. Dhama form Indian Veterinary Research Institute has contributed highest numbers papers and USA was major collaborating country and PGIMER-Chandigarh was most contributing organization. This study will be useful to the scientist/researchers to know the characteristics of high cited papers on Covid-19 from India. [ABSTRACT FROM AUTHOR]

The study analyses papers published in DESIDOC Journal of Library and Information Technology (DJLIT) using bibliometric techniques for the period of 1992-2019 (28 years) and citations received by these papers until 20th March 2020 as reflected by Google Scholar. The study examined the pattern of growth, geographical distribution of the articles; identified the prolific authors & institutions, and their output; and the pattern of citations of the papers and identified most cited authors. The findings indicate that the highest number of articles was published during 2012-2015 followed by 2016-2019. The distribution of output by countries indicates that 39 countries contributed 1,698 articles, including India. Indian authors published the highest percentage (86.1%) of articles followed by USA and had the highest value of CPP and RCI. Authors affiliated to different institutions of Delhi contributed the most (30.7%) followed by Karnataka (13.1%) and Maharashtra (10.5%). Among the institutions, DRDO-DESIDOC and CSIR-NISTADS topped the list. Among the 26 most prolific authors, B.M. Gupta (CSIR-NISTADS) published the maximum number of articles. However, B.R. Babu (University of Madras, Chennai) had the highest value of CPP and RCI. During the studied period, 1,698 papers obtained 15,538 citations, of which 248 (14.6%) articles did not receive any citation. [ABSTRACT FROM AUTHOR]

Background: Schools, workplaces, and society play a critical role in providing a safe and supportive environment to individuals with type 1 diabetes mellitus (T1DM). However, for many people with T1DM in India, this still remains elusive.This white paper, led by distinguished experts from TiEUP, a national conclave for T1DM in India, thoroughly summarizes the multifaceted challenges faced in various settings, including schools, examination halls, workplaces, and society. It highlights the imperative nature of legal frameworks that need to be developed to protect the rights of these individuals.The paper thoroughly explores the psychosocial impact of diabetes and the negative outcomes of societal stigma. The white paper is an appeal for action, raising awareness and sensitizing the community to ensure that people with T1DM receive appropriate assistance for diabetes management while being exempt from any form of discrimination or disadvantage in any sphere of life.Methods: Schools, workplaces, and society play a critical role in providing a safe and supportive environment to individuals with type 1 diabetes mellitus (T1DM). However, for many people with T1DM in India, this still remains elusive.This white paper, led by distinguished experts from TiEUP, a national conclave for T1DM in India, thoroughly summarizes the multifaceted challenges faced in various settings, including schools, examination halls, workplaces, and society. It highlights the imperative nature of legal frameworks that need to be developed to protect the rights of these individuals.The paper thoroughly explores the psychosocial impact of diabetes and the negative outcomes of societal stigma. The white paper is an appeal for action, raising awareness and sensitizing the community to ensure that people with T1DM receive appropriate assistance for diabetes management while being exempt from any form of discrimination or disadvantage in any sphere of life.Conclusion: Schools, workplaces, and society play a critical role in providing a safe and supportive environment to individuals with type 1 diabetes mellitus (T1DM). However, for many people with T1DM in India, this still remains elusive.This white paper, led by distinguished experts from TiEUP, a national conclave for T1DM in India, thoroughly summarizes the multifaceted challenges faced in various settings, including schools, examination halls, workplaces, and society. It highlights the imperative nature of legal frameworks that need to be developed to protect the rights of these individuals.The paper thoroughly explores the psychosocial impact of diabetes and the negative outcomes of societal stigma. The white paper is an appeal for action, raising awareness and sensitizing the community to ensure that people with T1DM receive appropriate assistance for diabetes management while being exempt from any form of discrimination or disadvantage in any sphere of life. [ABSTRACT FROM AUTHOR]

Existing literature on named "students-as-partners" (SaP) practices suggest that these practices are still in their embryonic stage in Southeast Asia. In addition, the literature on SaP that supports it as a global practice has not examined the suitability of student partnership (SP) practices in Indian higher education (HE) yet. It is here that this paper seeks to contribute by examining Indian students with experiences in being a student partner in an Australian university to reflect on the challenges and possibilities in relation to implementing these practices in Indian HE. Adopting a postcolonial theoretical frame, this paper examines empirical evidence from an informal group discussion among six Indian collaborators. The data, analysed using a reflexive thematic analysis suggested by Braun and Clarke (2019), provide four interrelated themes that focus on the suitability of these practices in India intertwined with the inherent challenges. The study argues in favour of context-specific adaptation of the practice. Through the Indian students' experiences, it adds to the ongoing conversations about knowing and understanding SaP in new ways and about positioning students as knowledgeable individuals, which is at the core of partnership practices. By bringing the voices of Indian students to the fore, this article argues in favour of embodying SaP as culturally relevant or a decolonising practice.

Alphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world's languages, including the languages of the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to the akshara languages. Using the theory and research base of existing letter and akshara acquisition, with teacher education standards for literacy in alphabet-based languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations, such as evaluation of teacher education curriculum and performance, to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source -- pre-service teacher education. While this paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literacy.

This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.

Higher education (HE) in India has seen an exponential growth phase over the last two decades. Challenges of meeting expansion demands along with goals of equity and quality have underpinned discussions on educational reforms as well. The dynamics of market-supported increased access have compromised on goals of equity, whereas the role of technology in assisting growth has been fraught with similar and greater social challenges. A new normal seems to have emerged into the HE landscape across the world in the form of legitimising and rationalising 'digital' as an equal alternative to the face to face. In the context of a developing postcolonial economy like India, this development has further highlighted the contradictory pulls within the emerging aims/purposes of HE. The digital divide even as it impacts or reflects the existing asymmetries in access to resources, also engenders a dilemma with respect to the desired aims of higher education. There appears to be a contingent shift in approach appropriating the discourse of democratisation of knowledge/educational institutions and materially undermining prospects for enhancing social capital of graduates essential for a critical participation in the social, political and economic realm. In this context, the paper aims to problematize the idea of inclusion of the marginalised through digitalisation of education with focus on the pedagogic space and the possibilities for a participatory, mediated, empathetic and empowering pedagogy. The paper begins by contextualising the digital emphasis in the neo-liberal imagination of higher education in India.