Author: Riya Misra

DOI Link: https://doi.org/10.70798/PP/030210001

Abstract: India is widely recognized for its extraordinary diversity in terms of language, religion, culture, ethnicity, and traditions. This diversity, often described as “unity in diversity,” has played a significant role in shaping the nation’s social, cultural, and economic development. The concept of harmony in heterogeneity highlights how the coexistence of multiple identities and cultural practices contributes to the resilience and dynamism of Indian society. Rather than being a source of division, diversity has functioned as a driving force behind innovation, creativity, and social progress. India’s pluralistic traditions have fostered mutual respect, cultural exchange, and collective growth across different communities. The country’s democratic framework and constitutional values further strengthen this inclusive environment by promoting equality, tolerance, and participation. This study explores how India’s diversity contributes to national progress by encouraging cooperation, cultural enrichment, and social integration. It also examines the ways in which diversity strengthens democratic institutions, supports economic development, and promotes national unity in a multicultural society. By analyzing the historical and contemporary significance of diversity in India, the study highlights how harmonious coexistence among varied communities continues to serve as a powerful foundation for sustainable development and national progress.

Keywords: Diversity, Cultural Harmony, National Integration, Social Cohesion, Inclusive Development.

Page No: 1-9

Author: Raju Sha

DOI Link: https://doi.org/10.70798/PP/030210002

Abstract: Constructivist teaching strategies emphasize active learning, where students construct knowledge through experience, interaction, and reflection rather than passive reception. This study explores the effectiveness of constructivist approaches in school education, focusing on their impact on students’ academic achievement, critical thinking, and engagement. Using a mixed-method approach, data were collected from selected secondary schools through classroom observations, student assessments, and teacher interviews. The findings reveal that constructivist practices—such as collaborative learning, problembased tasks, and inquiry-driven instruction—significantly enhance students’ conceptual understanding and participation. Students exposed to these strategies demonstrated improved problem-solving skills, greater motivation, and deeper retention of knowledge compared to those taught through traditional methods. Teachers also reported a shift in their roles from knowledge transmitters to facilitators of learning. However, challenges such as limited resources, large class sizes, and insufficient teacher training were identified as barriers to effective implementation. The study concludes that, despite these challenges, constructivist teaching strategies offer a powerful framework for fostering meaningful learning experiences and improving overall educational outcomes in school settings.

Keywords: Constructivism, Active Learning, Student Engagement, Critical Thinking, School Education.

Page No: 10-17

Author: Sujit Nayek

DOI Link: https://doi.org/10.70798/PP/030210003

Abstract: The Atmanirbhar Bharat Abhiyan, announced by Narendra Modi on 12 May 2020, represents a strategic initiative to promote economic self-reliance and reduce dependence on imports. The mission is built upon five key pillars: economy, infrastructure, system, demography, and demand. This paper examines the interdependent roles of infrastructure development and technological advancement in achieving economic self-reliance under the Atmanirbhar Bharat initiative.

The study is based on secondary data collected from journals, books, and policy documents. The findings reveal that robust infrastructure such as roads, ports, energy systems, and digital networks along with technological innovation significantly enhances productivity, connectivity, and economic growth. Furthermore, digital transformation, skill development, and support for MSMEs contribute to strengthening domestic industries and global competitiveness. The study concludes that infrastructure and technology are critical drivers in transforming India into a self-reliant and economically resilient nation.

Keywords: Atmanirbhar Bharat, Infrastructure, Technology, Economic Self-Reliance, Digital India, MSMEs

Page No: 18-21

Author: Surajit Ghorai

DOI Link: https://doi.org/10.70798/PP/030210004

Abstract: Educational inequality continues to shape learning opportunities and outcomes across urban and rural settings, with the medium of instruction emerging as a critical yet often overlooked factor. This study investigates how language policies in education influence academic achievement, access to quality schooling, and longterm social mobility in contrasting geographical contexts. Using comparative evidence from urban and rural schools, the analysis explores how differences in linguistic environments intersect with socioeconomic conditions to either mitigate or exacerbate disparities.The findings indicate that urban students are generally better positioned to benefit from instruction delivered in dominant or global languages due to greater exposure, resource availability, and institutional support. In contrast, rural students—particularly those from linguistically diverse or marginalized communities—often encounter significant learning barriers when education is delivered in a non-native language. These barriers manifest in lower comprehension levels, reduced classroom participation, and higher dropout rates. The study also highlights the positive impact of mother-tongue instruction in early education, demonstrating improvements in literacy development, cognitive engagement, and overall academic confidence. However, limited teacher training, inadequate materials, and societal preferences for global languages complicate the implementation of inclusive language policies. The paper argues that balanced, context-responsive approaches—such as phased bilingual models—can help bridge urban–rural achievement gaps. By aligning linguistic inclusion with broader equity reforms, policymakers can promote more inclusive, effective, and socially just education systems.

Keywords: Educational Inequality, Medium Of Instruction, Urban Education, Rural Education, Bilingual Education.

Page No: 22-26

Author: Laylee Chakraborty & Priyabrata Sau

DOI Link: https://doi.org/10.70798/PP/030210005

Abstract: Environmental sustainability has become a very important issue in the national vision Viksit Bharat @2047, balanced development needs to combine economic development with environmental safety. In this regard, the indigenous knowledge systems, and traditional ecological practices provide climate resilience-based and community-based solutions to biodiversity conservation. The current research paper explores the importance of traditional wisdom in ensuring environmental sustainability, and discusses its applicability within the modern development models. A descriptive survey method with correlational research design was adopted for the study. A total of 100 respondents including farmers, members of the local community, indigenous knowledge holders and rural residents were sampled using purposive sampling in chosen regions of West Bengal. The self-administered questionnaire and rating scale were employed to measure indigenous ecological practices, conservation of biodiversity and association of traditional knowledge with modern scientific practices. The results show that indigenous knowledge systems and environmental sustainability (r = 0.74), biodiversity conservation (r = 0.85) and traditional wisdom combined with modern science (r = 0.89) have a significant positive correlation. Findings suggest that indigenous ecological knowledge has a significant contribution to long-term ecological resilience, climate adaptation and sustainable resource management. This research finds that the incorporation of conventional wisdom and scientific innovation can offer a holistic and culturally-based route to fulfill the sustainability targets envisioned of Viksit Bharat, 2047.

Keywords: Indigenous Knowledge System, Traditional Ecological Practices, Environmental Sustainability, Viksit Bharat @2047, Biodiversity Conservation and Climate Resilience.

Page No: 27-36

Author: Chiranjit Das

DOI Link: https://doi.org/10.70798/PP/030210006

Abstract: Language plays a fundamental role in shaping cultural identity, social cohesion, and national development. The idea of “From Native Words to National Strength” emphasizes the importance of linguistic diversity in promoting inclusive nation building. In multilingual societies, native languages serve as powerful tools for preserving cultural heritage, facilitating communication, and ensuring broader participation in education and governance. Recognizing and promoting indigenous and regional languages can strengthen social inclusion by enabling people from diverse linguistic backgrounds to actively engage in national life. When citizens are able to learn, communicate, and express themselves in their mother tongues, it enhances access to education, knowledge, and democratic participation. Furthermore, linguistic inclusion contributes to cultural pride, mutual respect, and unity among different communities. This study explores how the promotion of native languages can support inclusive nation building by fostering cultural preservation, educational accessibility, and social integration. It also highlights the role of language policies and educational initiatives in strengthening national identity while respecting linguistic diversity. By emphasizing the value of native languages, the study underscores their contribution to building a more equitable, inclusive, and culturally enriched nation.

Keywords: Native Languages, Linguistic Diversity, Inclusive Nation Building, Cultural Identity, Language Policy.

Page No: 37-44

Author: Bidisha Nandy

DOI Link: https://doi.org/10.70798/PP/030210007

Abstract: Multilingualism has become a defining characteristic of contemporary societies, particularly in countries with rich linguistic diversity such as India. Classrooms today consist of learners who speak multiple languages and dialects, creating both opportunities and challenges for teachers. In this context, teacher education plays a crucial role in equipping educators with the skills, knowledge, and attitudes required to effectively implement multilingual pedagogy. Multilingual pedagogy recognizes students’ home languages as valuable resources for learning rather than obstacles, thereby promoting inclusive and equitable education. The National Education Policy (NEP) 2020 in India strongly emphasizes the importance of multilingual education and mother-tongue-based instruction in early schooling. However, many teachers lack adequate training to implement these approaches effectively. This paper explores the relationship between teacher education and multilingual pedagogy, highlighting the theoretical foundations, policy frameworks, and practical strategies necessary for preparing teachers to work in linguistically diverse classrooms. The study discusses the role of teacher training institutions, curriculum design, and pedagogical practices that promote multilingual competence among teachers. It also examines challenges such as limited resources, inadequate teacher preparation, and societal attitudes toward language hierarchies. Furthermore, the paper highlights the significance of professional development programs, culturally responsive teaching, and the integration of local languages in classroom instruction. The findings suggest that teacher education programs must incorporate multilingual pedagogical approaches, language awareness training, and practical teaching strategies to foster inclusive learning environments. By strengthening teacher education and promoting multilingual pedagogy, education systems can enhance learning outcomes, preserve linguistic diversity, and ensure equitable access to education for all learners.

Keywords: Teacher Education, Multilingual Pedagogy, Linguistic Diversity, Inclusive Education, NEP 2020, Language Policy, Teacher Training, Mother Tongue Education.

Page No: 45-49

Author: Barsha Bhattacharya

DOI Link: https://doi.org/10.70798/PP/030210008

Abstract: Globalization has significantly transformed knowledge systems by enabling the rapid exchange of ideas, technology, and scientific progress across the world. Modern science-based knowledge has improved economic growth, healthcare, education, and communication. However, it has also created challenges for indigenous and traditional knowledge systems, particularly in India. The dominance of Western knowledge often creates a hierarchy that labels indigenous practices as unscientific or inferior. India’s traditional wisdom, as seen in practices such as Ayurveda, Yoga, sustainable agriculture, environmental management, and communitybased resource sharing, is rooted in centuries of experience and cultural heritage. These systems offer eco-friendly, socially inclusive, and locally relevant solutions. Yet the growing influence of standardized global knowledge systems frequently marginalizes such traditions, leading to cultural erosion and the loss of valuable sustainable practices. Issues like intellectual property rights and bio-piracy further threaten the custodians of indigenous knowledge. For holistic development, modern scientific knowledge and traditional Indian wisdom must be harmonized rather than viewed as opposites. Indigenous practices can be scientifically documented, tested, and validated, while modern science can learn from their sustainability and contextual relevance. Educational institutions, policymakers, and researchers play a vital role in fostering dialogue and integration between these systems. Supportive policies, community participation, and ethical research standards are necessary for respectful collaboration. Globalization can enhance rather than supplant traditional wisdom by encouraging interdisciplinary research and integrating indigenous knowledge into educational programs. In summary, aligning globalization with indigenous knowledge can foster sustainable growth, safeguard cultures, and create a more inclusive and equitable global knowledge community.

Keywords: Globalization, Indigenous Knowledge Systems, Traditional Indian Wisdom, Modern Scientific Knowledge, Sustainable Development, Knowledge Integration.

Page No: 50-61

Author: Malay Kanti Acharya

DOI Link: https://doi.org/10.70798/PP/030210009

Abstract: The National Education Policy (NEP) 2020 represents the first major overhaul of India’s educational framework in 34 years. It seeks to replace the rigid, siloed structures of the past with a multidisciplinary, flexible and student centric model. This paper examines the transformative impact of NEP 2020 on the Higher Education Institutions (HEIs) of India, focusing on the introduction of the Academic Bank of Credits (ABC), the Four Year Undergraduate Programme (FYUP) and the emphasis on research led teaching. A qualitative analysis of policy documents, preliminary implementation reports from various universities and a review of global best practices in multidisciplinary education. Preliminary findings suggest that while the policy offers unprecedented academic freedom and global alignment, it presents significant challenges for faculty regarding curriculum redesign, technological adaptation and the transition from teaching to mentoring. The success of NEP 2020 hinges on the empowered teacher. For the policy to reach its goal of a 50% Gross Enrolment Ratio (GER) by 2035, HEIs must prioritize faculty professional development and infrastructure readiness to bridge the digital and pedagogical divide.

Keywords: NEP 2020, Higher Education, Multidisciplinary Learning, Academic Bank of Credits, Faculty Development, Pedagogy.

Page No: 62-64

Author: Dr. Moumita Mitra

DOI Link: https://doi.org/10.70798/PP/030210010

Abstract: In the era of globalization, the rapid advancement of modern science and technology has transformed societies, economies, and knowledge systems across the world. However, alongside these developments, there has been a growing recognition of the importance of Indigenous Knowledge Systems (IKS), which embody centuries of traditional wisdom, cultural practices, and sustainable living methods. This paper explores the dynamic relationship between modern scientific knowledge and indigenous knowledge traditions in India. It examines how traditional practices in areas such as agriculture, medicine, environmental management, and community governance continue to offer valuable insights for contemporary development. The study highlights the need to preserve and integrate indigenous knowledge with modern scientific approaches in order to promote sustainable development, cultural diversity, and inclusive growth. By analyzing the impact of globalization on indigenous communities and their knowledge systems, the paper argues that a balanced approach—one that respects traditional wisdom while embracing scientific innovation—can lead to more resilient and sustainable solutions for global challenges. Ultimately, the integration of indigenous knowledge with modern science can serve as a powerful tool for creating a holistic and culturally grounded model of development.

Keywords: Indigenous Knowledge Systems, Globalization, Traditional Indian Wisdom, Sustainable Development, Modern Scientific Knowledge, Cultural Heritage.

Page No: 65-70

Author: Dibakar Pramanik & Prof. Shyamsundar Bairagya

DOI Link: https://doi.org/10.70798/PP/030210011

Abstract: The Government of India’s ambitious vision is to transform the India by 2047 into a developed country with the slogan ‘Bold Vision, Brighter Future’. To achieve the Viksit Bharat initiatives, the primary focus should be on achieving a 100% literacy rate as early as possible. Foundational Literacy and Numeracy (FLN) has become a critical priority in India’s educational transformation, particularly in achieving the vision of Viksit Bharat. This paper studies the role of FLN as a fundamental driver of quality education and sustainable national development. FLN, defined as the ability to read with comprehension and perform basic mathematical operations by the end of the foundational stage, is essential for ensuring continuous learning and preventing early educational disengagement. The study adopts a qualitative approach, primarily based on content analysis of policy documents, government reports, and existing literature. It highlights key initiatives such as the NIPUN Bharat Mission, which aim to universalise FLN through improved pedagogy, teacher training, and assessment strategies. The findings suggest that strengthening FLN can significantly reduce educational inequalities, enhance human capital, and promote inclusive growth. It concludes that achieving universal FLN is not only an educational necessity but also a strategic imperative for building a skilled, knowledgeable, and self-reliant nation, thereby accelerating India’s journey towards becoming a developed country.

Keywords: Foundational Literacy and Numeracy, NEP 2020, NIPUN Bharat Mission.

Page No: 71-75

Author: Arijit Bera

DOI Link: https://doi.org/10.70798/PP/030210012

Abstract: Language diversity is one of the defining features of India’s cultural and educational landscape. Recognizing the importance of linguistic plurality, the National Education Policy (NEP) 2020 emphasizes the promotion of multilingualism as a key strategy for improving the quality and inclusiveness of education. This study examines the role of language diversity and multilingual education within the framework of NEP 2020 and analyzes how the policy aims to strengthen learning outcomes through the use of multiple languages in the educational process. NEP 2020 advocates the use of the mother tongue or regional language as the medium of instruction in the early years of schooling, highlighting the cognitive, cultural, and pedagogical benefits of learning in one’s first language. The policy also encourages the preservation of India’s linguistic heritage while fostering communication across diverse linguistic communities. By promoting multilingual competence, NEP 2020 seeks to create a more inclusive and equitable education system that respects cultural diversity and enhances students’ cognitive development.

Keywords: Multilingualism, Language Diversity, NEP 2020, Mother Tongue Education, Inclusive Education.

Page No: 76-80

Author: Subhadra Laguri

DOI Link: https://doi.org/10.70798/PP/030210013

Abstract: The vision of Viksit Bharat aims to renovate India into an industrialized, broad, and defensible nation by 2047. Achieving this vision involves not only industrial advancement and commercial growth but also the effective combination of local traditions and indigenous knowledge systems that have progressed over centuries within various communities across India. These knowledge systems encompass traditional performs in agriculture, healthcare, environmental organization, crafts, and community governance, reflecting deep environmental understanding and cultural knowledge. Traditional health systems such as Ayurveda and herbal medicine contribute to precautionary healthcare and full well-being. In addition, traditional crafts and cultural performs support local economies, maintenances, and social unity, establishment community sharing in development. local traditions and indigenous knowledge systems act as a powerful catalyst for justifiable and broad development, empowering India to balance innovation with cultural tradition. Recognizing and documenting local traditions, encouraging community participation, and promoting research on indigenous practices are essential for connecting this knowledge for national development. Descriptive survey research design was used for this study. The study mainly focuses on Cultural values and ethics in Indian society, social cohesion and community participation, their contribution to reaching the vision of Viksit Bharat.

Keywords: Industrialized-Commercial, Defensible-Sustainable, Precautionary-Protective, CatalystEncouragement, Reaching-Achieving, Broad-Comprehensive.

Page No: 81-85

Author: Dr. Subhas Chandra Bhat

DOI Link: https://doi.org/10.70798/PP/030210014

Abstract: Now, this is the Era of LPG i.e. Liberalization, Privatization and Globalization. Knowledge is exploring at cats and dogs’ motion throughout the world and it is also dissipating at the velocity of light at every corner of the world within a second or minute. So, generation of knowledge and reaching out to every human being is the mater of fingertip. Every one may take the help of artificial intelligence (AI) for generation of knowledge but that must be tested with AI also whether there is any novelty or indigenous characteristics may help the human society by any way.

So far, the knowledge permits present Indian civilization is about more than five thousand years old with different glorious knowledge system and with wisdom for the best human life and society in the world. But the development in the field of science and technology for the last thousand years has radically changed the human society throughout the world that makes the world as Global village with eight billion population. The present situation of migration, movement and communication among the nations accelerate the entropy of language, culture, habitat and traditional indigenous knowledge among the global population which has made a harmony in human society. Here, lie the bridging causes of globalization among the population and happiness in the world with traditional knowledge and modern scientific knowledge.

Keywords: Globalization, Indigenous Knowledge, Modern Scientific Knowledge, Traditional Indian Wisdom.

Page No:86-90

Author: Avijit Sahoo

DOI Link: https://doi.org/10.70798/PP/030210015

Abstract: Artificial Intelligence (AI) is a vast and evolving field within Information Technology, encompassing a variety of technologies that significantly impact numerous industries. This research paper explores different AI technologies and their applications aimed at improving the performance of diverse sectors. The study highlights AI’s role in computing, software development, and data transmission, focusing on key technologies such as Machine Learning, Deep Learning, Supervised and Unsupervised Learning, Semi-Supervised Learning, Reinforcement learning, Natural Language Generation, speech recognition, robotics, and biometric identification. AI in education leverages algorithms to analyze data, identify patterns, and make predictions, enabling personalized learning for students. One of its greatest advantages, personalized learning, allows students to learn at their own pace and according to their individual learning styles, which can lead to improved outcomes. Intelligent tutoring systems, chatbots, and automated grading systems enhance efficiency, save teachers’ time, and offer more accurate and consistent feedback. However, despite these benefits, challenges such as data privacy concerns, implementation costs, and the need for teacher training must be addressed to fully realize AI’s potential in education.

AI is utilized across multiple industries including healthcare, manufacturing, business, and automotive sectors, offering numerous benefits such as increased efficiency, accuracy, and cost-effectiveness. However, AI also presents challenges such as technical malfunctions, security vulnerabilities, data issues, and potential risks due to user misunderstanding of AI systems. Despite these obstacles, the growing use of AI has significantly transformed various sectors, enhancing organizational performance and ensuring improved data security. The evolving demands of education necessitate innovation and creativity, particularly in teaching and learning processes. Artificial Intelligence (AI) has emerged as a significant tool in the education sector, streamlining daily activities and enhancing learning experiences. This study aims to explore the role of AI in education, specifically within the teaching and learning process. As a methodology, the library method and the study and review of various documents have been used in this research.

Keywords: Artificial Intelligence (AI), Machine Learning, Speech Recognition and Biometrics, Education, Teaching and Learning, Intelligent Tutoring Systems (ITS), Intelligent Computer-Aided Instruction (ICAI).

Page No: 91-98

Author: Prof Shyamsundar Bairagya & Dr. Milan Das

DOI Link: https://doi.org/10.70798/PP/030210016

Abstract: The vision of Viksit Bharat 2047 emphasises the creation of a developed, knowledge-driven, and culturally rooted India. In this context, education emerges as a transformative force that integrates global knowledge systems with indigenous wisdom traditions. This paper examines the philosophical, cultural, and educational dimensions of such integration within the framework of the National Education Policy (NEP) 2020. Drawing on Rabindranath Tagore’s educational philosophies, the study highlights the importance of multilingual education, Indian Knowledge Systems (IKS), ethical learning, and cultural consciousness in shaping a holistic educational model. The paper also explores the relevance of Tagore’s VisvaBharati as a model of intercultural dialogue and humanistic education. Using a qualitative, analytical methodology grounded in policy documents, philosophical writings, and secondary literature, the study argues that India’s educational transformation must move beyond purely economic goals toward civilizational renewal and human development. The findings suggest that integrating indigenous wisdom with global innovation can foster inclusive growth, sustainable development, and cultural confidence in the journey toward Viksit Bharat 2047.

Keywords: Viksit Bharat 2047; NEP 2020; Indigenous Knowledge Systems; Multilingual Education; Rabindranath Tagore; Visva-Bharati; Educational Transformation; Cultural Education; Global Knowledge.

Page No: 99-108

Author: Mandira Sen & Debasish Sarkar

DOI Link: https://doi.org/10.70798/PP/030210017

Abstract: The language policy introduced in the National Education policy of 1968 to standardize language education across India. The objective of this policy was to promote multilingualism, national unity and administrative efficiency. The structure of this policy express as Hindi speaking states where three language formula denotes. Hindi, English and a modern Indian language (Preferably a south Indian Language) or Non Hindi speaking State where Regional language, Hindi and English were followed the three language structure.

In 1968 introduced the first NEP under prime minister Indira Gandhi but it is reiterated in the NPE 1986 without significant change but it is retained in NEP 2020 with greater flexibility, allowing states to choose language.

The researcher searches the true language policy in school education according to NEP 2020. Here the investigator investigate the pros and cons of language policy in school education and compare different aspect of three language formula in different education policy in India. This paper deals with Three language formula in NEP 2020.

Keywords: National Education Policy, Language, School Education, Regional Language

Page No: 109-113

Author: Paramita Paul & Dr. Arun Maity

DOI Link: https://doi.org/10.70798/PP/030210018

Abstract: The integration of Information and Communication Technology (ICT) in classrooms has emerged as a transformative approach to enhancing student engagement and improving learning outcomes. This study examines the role of ICT tools—such as interactive whiteboards, multimedia presentations, online learning platforms, and digital assessments—in fostering active participation among students. Using a descriptive survey method, data were collected from teachers and students across selected secondary schools to analyze the effectiveness of ICT-enabled teaching practices. The findings reveal that ICT integration significantly increases students’ interest, motivation, and involvement in classroom activities by making learning more interactive, visual, and learner-centered. Moreover, ICT facilitates collaborative learning, instant feedback, and access to diverse educational resources, thereby enriching the overall learning experience. However, challenges such as inadequate infrastructure, lack of teacher training, and digital divide issues continue to hinder its optimal utilization. The study concludes that effective implementation of ICT requires proper planning, continuous teacher training, and supportive institutional policies to maximize student engagement and academic success.

Keywords: ICT Integration, Student Engagement, Digital Learning, Classroom Technology, Teaching Effectiveness.

Page No: 114-121

Author: Shreya Ghosh & Dr. Gokul Ch. Patra

DOI Link: https://doi.org/10.70798/PP/030210019

Abstract: Indian Knowledge Systems (IKS) represent a vast and dynamic repository of indigenous knowledge developed over millennia within the diverse cultural and intellectual traditions of India. Encompassing domains such as philosophy, science, mathematics, medicine, agriculture, and the arts, IKS are rooted in classical texts, oral traditions, and experiential practices. This study explores the integration of IKS into modern education as a pathway toward building a transformative educational framework aligned with the vision of Viksit Bharat.

Adopting a qualitative research design based on systematic document analysis, the study draws on secondary sources including books, peerreviewed journals, and policy documents. The findings indicate that IKS significantly contributes to holistic development, ethical consciousness, sustainability, and cultural identity. However, the study identifies critical gaps in implementation, including a lack of empirical validation, curriculum standardization, and teacher preparedness. The paper concludes that effective integration of IKS can support the development of a value-based, inclusive, and sustainable education system in India.

Keywords: Indian Knowledge Systems (IKS), Modern Education, Viksit Bharat, Holistic Education, Curriculum Integration

Page No: 122-128

Author: Dr. Anirban Khatua

DOI Link: https://doi.org/10.70798/PP/030210020

Abstract: Cultural heritage represents the collective memory, identity, and historical continuity of a nation. In the context of India’s vision of Viksit Bharat, the preservation and promotion of cultural heritage have gained renewed importance in the era of rapid technological advancement. Digital technology has emerged as a powerful tool for safeguarding both tangible and intangible cultural heritage, enabling efficient documentation, conservation, and dissemination of cultural knowledge. This study examines the role of digital technologies—such as digital archiving, virtual museums, 3D documentation, and online cultural platforms—in preserving India’s diverse cultural traditions and historical resources. By integrating modern technological innovations with traditional heritage management practices, digital initiatives help protect endangered artifacts, manuscripts, languages, and folk traditions while making them accessible to a wider global audience. Furthermore, the digital preservation of cultural heritage contributes to education, research, and cultural awareness among younger generations. Aligning with the broader developmental vision of Viksit Bharat, these technological interventions not only safeguard cultural identity but also promote sustainable cultural tourism and inclusive knowledge sharing. The study highlights that the effective use of digital technology can play a transformative role in ensuring the long-term preservation and revitalization of India’s rich cultural heritage.

Keywords: Cultural Heritage, Digital Technology, Digital Preservation, Viksit Bharat, Cultural Sustainability.

Page No: 129-136

Author: Dr. Shubhra Nath

DOI Link: https://doi.org/10.70798/PP/030210021

Abstract: Digital technology has emerged as a powerful catalyst for national development, playing a crucial role in realizing the vision of Viksit Bharat (Developed India). The rapid expansion of digital infrastructure, artificial intelligence, big data, cloud computing, and digital governance systems has transformed various sectors including education, healthcare, agriculture, finance, and public administration. This research article examines how digital technologies contribute to sustainable development and inclusive growth in India. It explores the role of initiatives such as Digital India, e-governance platforms, digital financial services, and smart technologies in enhancing transparency, efficiency, and accessibility of services. The study highlights how digital innovation promotes economic productivity, supports entrepreneurship, and bridges socio-economic disparities by providing opportunities for rural and marginalized communities. At the same time, the paper discusses key challenges such as the digital divide, cybersecurity concerns, and the need for digital literacy. Addressing these challenges through effective policy implementation, infrastructure development, and skill enhancement is essential for maximizing the benefits of digital transformation. The study concludes that strategic integration of digital technologies with sustainable development goals can accelerate India’s journey towards achieving the vision of Viksit Bharat by fostering innovation, inclusivity, and long-term socio-economic progress.

Keywords: Digital Technology, Viksit Bharat, Sustainable Development, Digital Transformation, Inclusive Growth.

Page No: 137-141

Author: Mr. Dipankar Malas

DOI Link: https://doi.org/10.70798/PP/030210022

Abstract: Physical education plays a vital role in promoting holistic development, health, and wellbeing among students. The National Education Policy (NEP) 2020 emphasizes the integration of physical education into the school curriculum to foster physical fitness, mental health, and life skills alongside academic learning. This study explores how NEP 2020 envisions transforming school health and fitness by encouraging regular physical activity, sports participation, and health education. It examines strategies such as activity-based learning, incorporation of wellness programs, and infrastructure development to ensure accessible and inclusive physical education for all students. The research also highlights the role of teachers, school administrators, and policy frameworks in implementing effective physical education programs. Furthermore, it investigates the potential of modern tools, digital platforms, and community engagement in enhancing students’ participation and motivation. By aligning physical education with holistic educational goals, NEP 2020 seeks to create healthy, active, and resilient learners prepared for lifelong wellbeing. The study underscores that systematic planning, innovation, and inclusivity in school fitness programs are essential for achieving sustainable health outcomes and nurturing a generation that embodies physical, mental, and social vitality.

Keywords: Physical Education, NEP 2020, School Health, Fitness Programs, Holistic Development.

Page No: 142-146

Author: Siuli Dey & Dr. Gokul Ch. Patra

DOI Link: https://doi.org/10.70798/PP/030210023

Abstract: The transformation of education systems in the twenty-first century requires the integration of global pedagogical innovations with indigenous knowledge traditions. In the Indian context, the vision of Viksit Bharat emphasizes the development of a knowledge-driven society rooted in cultural values while embracing modern educational advancements. Instructional effectiveness plays a crucial role in achieving this objective because it directly influences students’ engagement, conceptual understanding, and overall academic development. The present study investigates instructional effectiveness among mainstream learners by integrating global pedagogical practices with indigenous educational perspectives. A mixed-method research design combining quantitative and qualitative approaches was adopted to obtain a comprehensive understanding of instructional practices. The quantitative component involved a survey of 200 undergraduate students selected from colleges in West Bengal using a structured Instructional Effectiveness Scale. Statistical techniques, including mean, standard deviation, correlation, regression, and ANOVA, were used for data analysis. The qualitative component involved semi-structured interviews with 20 teachers and classroom observations to explore indigenous instructional approaches such as experiential learning, dialogic pedagogy, and value-based teaching. The findings reveal that instructional strategies integrating global pedagogical methods with indigenous learning traditions significantly enhance student engagement and conceptual understanding. Regression analysis indicates that teacher–student interaction, experiential learning, and collaborative instruction significantly predict instructional effectiveness. The study highlights the importance of culturally responsive pedagogy in achieving the educational transformation envisioned in the vision of Viksit Bharat. The research provides valuable implications for teacher education, curriculum development, and educational policy

Keywords: Instructional Effectiveness, Indigenous Knowledge System, Mixed Method Research, Global Pedagogy, Viksit Bharat, Higher Education.

Page No: 147-156

Author: Arpita Mondal

DOI Link: https://doi.org/10.70798/PP/030210024

Abstract: Language is a medium of communication. Mother tongue is a means of exchanging information and expressing opinions freely. However the main purpose behind conducting this study is to investigate reasons related to language barriers and dropout in school education, to examine the long term impact of Macaulay’s Minute(1835) in school education, to find out how much priority was given to the recommendations of the Macaulay’s Minute (1835) regarding school education in the New Education Policy (NEP). The researcher has relied on primary and secondary sources to complete the research paper. The researcher has used Qualitative method to complete the research paper in question. So in this case the researcher has done historical and content analysis. As a result of interaction in English medium, language barriers are being created in school education and gradually the possibility of dropout is emerging. This can be considered as the long term impact of “Macaulays Minute”. In that case, according to NEP-2020 recommendations, English has been shown as an International Language. So, NEP -2020 has introduced “three language formula” in the field of school education. In this “three language formula” more importance has been given to regional language/ local language/ mother tongue. English language has been given importance as the third language in the field of school education.

Keywords: Macaulay’s Minute, Language Barriers, Dropout, School Education, NEP-2020.

Page No: 157-162

Author: Koushik Patra

DOI Link: https://doi.org/10.70798/PP/030210025

Abstract: The vision of Viksit Bharat 2047 aims to transform India into a developed, inclusive, and knowledge-driven nation by the centenary of independence. Achieving this ambitious goal requires strong human capital development through quality education, skill enhancement, innovation, and sustainable growth strategies. The present article examines the relationship between human capital development and sustainable national progress with special reference to educational imperatives for Viksit Bharat 2047. The study highlights the role of education in enhancing productivity, employability, technological advancement, and social equity. It also discusses the significance of the National Education Policy (NEP) 2020 in promoting multidisciplinary learning, digital literacy, vocational education, and research-oriented development. The article identifies major challenges such as educational inequality, unemployment, digital divide, inadequate infrastructure, and skill gaps that hinder human capital formation in India. Furthermore, it emphasizes the importance of inclusive education, teacher development, technological integration, and lifelong learning in building a sustainable and self-reliant nation. The study concludes that effective educational reforms and investment in human capital are essential for achieving sustainable economic growth and realizing the vision of Viksit Bharat 2047.

Keywords: Human Capital Development, Sustainable Growth, Viksit Bharat 2047, NEP 2020, Educational Development.

Page No: 163-168