Author: Dr. Moumita Mitra

DOI Link: https://doi.org/10.70798/PP/020400001

Abstract: The digital age has revolutionized how young people communicate, learn, socialize, and perceive the world. Social media platforms, online gaming, virtual classrooms, and digital entertainment environments have become integral components of youth culture. While these technologies offer unprecedented opportunities for learning, creativity, self-expression, and global connectivity, they also pose growing concerns for mental well-being. Rising rates of anxiety, depression, cyberbullying, sleep deprivation, internet addiction, body-image dissatisfaction, and academic stress have intensified scholarly debates about the psychological impacts of constant digital exposure. This research article explores the complex patterns of digital engagement among youth, identifies socio-psychological pressures created by digital ecosystems, and evaluates existing and emerging policy responses across education, healthcare, and governance sectors. Anchored in developmental psychology, media studies, and mental health research, it provides an extensive, multidimensional examination of how digital life shapes youth identity, cognition, emotions, and behavior. The paper concludes with a comprehensive framework for digital well-being, urging coordinated efforts among policymakers, educators, parents, and technology industries to safeguard youth mental health in an increasingly digital future.

Keywords: Youth Mental Health, Digital Engagement, Cyberpsychology, Social Media Impact, Policy Interventions.

Page No: 1-7

Author: Sankar Prasad Maiti & Soma Jana (Maiti)

DOI Link: https://doi.org/10.70798/PP/020400002

Abstract: The rapid advancement of Artificial Intelligence (AI) has brought about profound transformations across multiple sectors, with education emerging as one of the most significantly impacted domains. Teacher education, which forms the foundation of educational quality and learner success, is undergoing a paradigm shift due to the integration of AI-driven technologies. Traditional models of teacher preparation—largely focused on content mastery, pedagogical techniques, and classroom management—are increasingly inadequate in addressing the complexities of digital, data-driven, and learnercentered educational environments. This research article critically examines the role of Artificial Intelligence in teacher education, exploring its theoretical foundations, current applications, pedagogical implications, ethical challenges, and future prospects. Drawing upon contemporary educational theories, policy frameworks, and global practices, the study highlights how AI can enhance teacher training through personalized learning, intelligent assessment, data-informed decisionmaking, and continuous professional development. At the same time, it underscores the need for ethical safeguards, human-centered pedagogy, and equitable access to ensure that AI serves as a tool for empowerment rather than replacement. The article concludes by proposing a future-oriented framework for AI-integrated teacher education that aligns technological innovation with democratic values, inclusivity, and professional autonomy.

Keywords: Artificial Intelligence, Teacher Education, Educational Technology, Professional Development, Future of Teaching

Page No: 8-13

Author: Dr. Rayan Das

DOI Link: https://doi.org/10.70798/PP/020400003

Abstract: Coastal peatlands are among the world’s most dense carbon sinks, yet they are increasingly threatened by sea-level rise and the resulting salinity intrusion. This review synthesizes current research on how saltwater exposure alters carbon mineralization—the process by which organic carbon is converted into greenhouse gases like CO2 and CH4. We examine the dual roles of ionic stress on microbial communities and the introduction of sulfate (SO2- 4) as an alternative terminal electron acceptor. While short-term salinity pulses often inhibit microbial respiration due to osmotic stress, long-term exposure can facilitate more efficient anaerobic mineralization pathways. This paper identifies critical “tipping points” in salinity levels and highlights the shifting balance between carbon storage and emission in transitional “ghost forests” and marshes.

Keywords: Blue Carbon, Coastal Peatlands, Salinity Intrusion, Carbon Mineralization, Greenhouse Gas Flux, Sea-Level Rise.

Page No: 14-18

Author: Dr. Brijendra Bahadur Singh

DOI Link: https://doi.org/10.70798/PP/020400004

Abstract: The Indian Knowledge System (IKS) is a vast and diverse body of knowledge that has been developed over thousands of years in the Indian subcontinent. This ancient system encompasses various disciplines, including philosophy, science, mathematics, medicine, engineering, arts, and social sciences. IKS is characterized by its holistic approach, emphasizing the interconnectedness of all things and promoting sustainable living practices. This paper explores the potential of IKS as a framework for holistic educational administration. It highlights the key components of IKS, including scriptures, schools, languages, and Vedangas. The paper also discusses the principles and approach of IKS, including holistic development, interconnectedness, and sustainable living. The integration of IKS with modern education is also examined, with a focus on interdisciplinary research, cultural preservation, and sustainable technologies. The paper argues that IKS can contribute to addressing contemporary challenges and promoting sustainable development. The benefits and applications of IKS are also discussed, including its potential to inspire new ideas, innovations, and solutions that can benefit humanity and the environment. Overall, this paper demonstrates the relevance and importance of IKS in modern times and highlights its potential to promote a more holistic and inclusive approach to education, research, and development.

Keywords: Indian Knowledge System (IKS), Holistic Education, Sustainable Development, Interdisciplinary Research, Cultural Preservation, Ancient Indian Wisdom.

Page No: 19-29

Author: Asim Kumar Maiti

DOI Link: https://doi.org/10.70798/PP/020400005

Abstract: Women’s education is widely recognized as one of the most powerful instruments for promoting social justice, economic development, and gender equality. Educated women contribute not only to their own personal growth but also to the well-being of families, communities, and nations. This article explores the multifaceted relationship between women’s education and equality, examining historical perspectives, contemporary challenges, socio-economic impacts, and future strategies. It argues that investing in women’s education is not merely a moral obligation but a strategic necessity for sustainable national and global development.

Keywords: Women’s Education, Gender Equality, Women Empowerment, Social Development, Sustainable Development.

Page No: 30-36