Author: Arijit Bera & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/PP/020300001
Abstract: Professional development in multicultural workplaces is a critical component of fostering diversity, inclusion, and organizational growth. As globalization reshapes workforce demographics, organizations increasingly recognize diversity not merely as a demographic reality but as a source of innovation, creativity, and competitive advantage. Inclusive professional development programs go beyond traditional skill-building to emphasize cultural empathy, intercultural communication, and equity in career advancement. However, achieving this vision is complex, as cultural differences, structural barriers, and systemic inequalities often hinder progress. Research highlights the importance of cultural intelligence (CQ) as a key competency for navigating diverse environments and underscores the role of inclusive leadership in promoting psychological safety and belonging. Effective strategies such as mentorship, bias awareness training, employee resource groups, and flexible learning platforms ensure equitable access to growth opportunities. Moreover, emerging technologies like AI and VR, along with intersectional frameworks, are transforming the future of diversity and inclusion initiatives. This paper examines the challenges, strategies, and organizational impacts of multicultural professional development, arguing that sustainable inclusion frameworks are essential for cultivating global talent and fostering innovation. Ultimately, investing in inclusive professional development is not only a moral imperative but also a strategic necessity for organizations seeking long-term success in a culturally diverse world.
Keywords: Professional Development, Inclusive, Challenges, Strategies.
Page No: 1-8
Author: Asim Mahata & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/PP/020300002
Abstract: The education of tribal girls represents one of the most pressing challenges in the pursuit of equitable and inclusive education systems in India. Despite significant policy reforms and constitutional safeguards, tribal communities continue to experience widespread educational deprivation due to structural inequalities, cultural marginalization, and entrenched socio-economic barriers. This theoretical study explores the interconnectedness of socio-economic status (SES) and familial dynamics in shaping the educational experiences and outcomes of tribal girls, with a particular focus on the secondary level. Drawing upon sociological theories, gender studies, and education research, it analyzes the role of poverty, cultural beliefs, gender norms, parental aspirations, and community engagement in influencing school enrollment, retention, and academic performance. The study argues for a culturally responsive and holistic approach to educational interventions, emphasizing economic empowerment, parental awareness, and the integration of indigenous knowledge systems. The findings contribute to a nuanced understanding of intersectional barriers while offering theoretical insights for policy formulation and community-based strategies aimed at promoting educational equity.
Keywords: Tribal Girls, Socio-Economic Status, Parental Aspirations, Cultural Marginalization, Educational Equity.
Page No: 9-14
Author: Barun Das
DOI Link: https://doi.org/10.70798/PP/020300003
Abstract: Smart Learning Ecosystems (SLEs) represent a transformative approach to education, integrating Information and Communication Technology (ICT) innovations to create learner-centered, adaptive, and collaborative environments. This study explores the conceptual framework, theoretical underpinnings, and pedagogical implications of SLEs, emphasizing how digital learning platforms, artificial intelligence, immersive technologies, and mobile learning facilitate personalized learning, continuous assessment, and real-time feedback. By leveraging data-driven insights and interactive tools, SLEs enhance student engagement, motivation, and knowledge retention while promoting inclusivity and equitable access to education. The study also examines the role of SLEs in fostering lifelong learning, critical thinking, and 21st-century skills necessary for complex, dynamic knowledge societies. Findings highlight the potential of ICT-driven ecosystems to transform traditional education into a flexible, interconnected, and sustainable learning model. This research provides guidance for educators, policymakers, and institutions seeking to implement effective technology-enabled learning strategies.
Keywords: Smart Learning Ecosystems, ICT Innovations, Personalized Learning, Adaptive Learning, Educational Technology.
Page No: 15-21
Author: Pinaki Barmon & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/PP/020300004
Abstract: Mobile learning (m-learning) and microlearning are revolutionizing education by offering flexible, personalized, and accessible learning experiences tailored to the demands of the digital age. This study examines the principles, integration, benefits, and challenges of these innovative approaches, emphasizing their transformative potential in reshaping traditional education systems. Mobile learning leverages smartphones, tablets, and other portable devices to enable learning anytime and anywhere, while microlearning delivers concise, targeted content designed to enhance engagement, retention, and practical application. Together, these strategies promote learner autonomy, bridge geographical and socio-economic gaps, and foster lifelong learning habits. The paper explores how interactive features, gamification, and just-in-time learning contribute to effective knowledge transfer, making education more relevant and performance-driven. Additionally, it identifies barriers such as digital inequality, content quality concerns, distraction risks, accreditation challenges, and data security issues, emphasizing the need for strategic planning, innovation, and inclusive policies. By synthesizing theoretical perspectives and practical implications, this study provides valuable insights for educators, policymakers, and instructional designers seeking to create dynamic, equitable, and future-ready educational ecosystems in an increasingly technology-driven world.
Keywords: Mobile Learning, Microlearning, Digital Education, Lifelong Learning, Instructional Design.
Page No: 22-30
Author: Khurshida Katun
DOI Link: https://doi.org/10.70798/PP/020300005
Abstract: The Sundarbans of West Bengal had been recognized as one of the most flood-prone regions in India due to its unique geographical setting and ecological fragility. The area had frequently experienced tidal surges, embankment breaches, cyclonic storms, and heavy monsoonal rainfall, which had severely affected local communities. The present study had been undertaken to investigate the impact of flood hazards on livelihoods in the Sundarbans, particularly in the South 24 Parganas district. A structured questionnaire survey had been administered among 200 respondents across Gosaba, Basanti, and Sagar blocks. Data had been analyzed using descriptive statistics, ANOVA, and post hoc tests to identify demographic variations in perception and impact. The findings revealed that heavy rainfall (87%), embankment breaches (74%), and tidal surges (63%) had been reported as the primary causes of flooding. Livelihood disruptions had been most severe for farmers and fishermen, with significant differences across age, occupation, and education groups (p < 0.05). The study concluded that sustainable embankment management, livelihood diversification, and community-based disaster preparedness programs were essential for resilience-building in the Sundarbans.
Keywords: Sundarbans, Flood Hazard, Livelihood, South 24 Parganas, Coastal Vulnerability, Disaster Risk Reduction, Embankment Breach.
Page No: 31-39
Author: Dr. Santanu Biswas
DOI Link: https://doi.org/10.70798/PP/020300006
Abstract: This study examined the impact of socio-cultural factors on educational outcomes among Jharkhand’s major Janajati populations, including Santhal, Munda, Oraon, Ho, Kharia, Birhor, and Bedia communities. Using a mixed-methods approach, data were collected through household surveys, interviews, and secondary sources to assess literacy rates, dropout patterns, and the influence of cultural, economic, and gender-based variables. Results indicated that cultural beliefs, gender roles, language barriers, early marriage, child labor, and seasonal migration significantly contributed to educational inequality. Statistical analysis revealed positive correlations between dropout rates and both child labor and early marriage prevalence, with marked gender disparities in school participation. Comparative analysis with global and national studies highlighted similarities in structural barriers faced by indigenous populations worldwide, while also underscoring region-specific challenges in Jharkhand. The intersection of poverty, tradition, and policy gaps emerged as a critical determinant of sustained educational disadvantage. The study concluded that addressing educational inequality among Janajati groups required culturally responsive pedagogy, targeted poverty alleviation, and gender-sensitive interventions.
Keywords: Jharkhand, Janajati, Socio-Cultural Factors, Educational Inequality, Dropout, Child Labor, Early Marriage
Page No: 40-47
Author: Dr. Moumita Mitra
DOI Link: https://doi.org/10.70798/PP/020300007
Abstract: Equity in teacher education has emerged as one of the most pressing challenges of the 21st century, as rapid technological advancement continues to reshape the landscape of teaching and learning. While Information and Communication Technology (ICT) has created unprecedented opportunities for knowledge sharing, collaborative learning, and global access to educational resources, it has also exacerbated inequalities between individuals and institutions with unequal access to technology. This research article critically explores how teacher education programs can address inequities by integrating ICT in ways that foster inclusion, empowerment, and transformative learning experiences. Drawing on theoretical frameworks such as social justice theory, critical pedagogy, and digital equity frameworks, the article examines global trends, barriers, and strategies for bridging the digital divide in teacher preparation programs. It further highlights policy-level initiatives, curriculum redesign, and professional development models that can equip teachers to become agents of equity in a digitalized world. The goal is to position teacher education as a key driver of equitable access to highquality digital learning for all learners, regardless of socioeconomic status, geography, or ability.
Keywords: Teacher Education, Equity, Digital Divide, Ict Integration, Digital Inclusion, Educational Technology, Social Justice.
Page No:48-54
Author: Shiuli Mishra & Dr. Sanjay Das
DOI Link: https://doi.org/10.70798/PP/020300008
Abstract: Philosophical theism, the rational exploration of God’s existence and nature, represents one of the most enduring and profound inquiries in intellectual history. Rooted in ancient philosophical traditions, it examines the divine not solely through revelation or religious dogma but through reason, logic, and metaphysical reflection. From Plato and Aristotle’s foundational concepts of a Prime Mover and ultimate reality to medieval scholastic synthesis in Aquinas’s proofs of God, philosophical theism has evolved alongside cultural, scientific, and intellectual shifts. The Enlightenment further emphasized rational autonomy, with thinkers such as Immanuel Kant reinterpreting theism through moral reasoning, while post-Enlightenment philosophers like Hegel and Whitehead expanded its metaphysical and historical dimensions. In the modern era, analytic philosophers including Alvin Plantinga and Richard Swinburne have revived classical arguments through modal logic and probability theory, while dialogue with science, evolutionary theory, and cosmology has deepened theological reflection. Contemporary philosophical theism also embraces interfaith discourse, engaging comparative perspectives from diverse religious and philosophical traditions. This study explores the historical trajectory, core arguments, and evolving themes of philosophical theism, highlighting its enduring relevance in addressing metaphysical, ethical, and existential questions. By bridging ancient wisdom and modern rational inquiry, philosophical theism remains a vital discipline for understanding humanity’s search for ultimate meaning.
Keywords: Philosophical Theism, Rationalis, Divine Existence, Enlightenment.
Page No: 55-60
Author: Sourav Maity & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/PP/020300009
Abstract: The relationship between modern education and social isolation is both intricate and multifaceted, reflecting the rapid transformation of teaching methodologies, the digital revolution, and the shifting dynamics of interpersonal relationships. Modern education, characterized by technological integration, standardized assessment systems, and increasing academic competition, has undoubtedly improved access to knowledge and enhanced learning opportunities. However, these advancements have also contributed to unintended consequences, including heightened individualism, emotional disconnect, and isolation among students and educators alike. This research article explores the deep-rooted connections between modern education and social isolation, drawing on sociological, psychological, cultural, and technological perspectives. It analyzes the effects of virtual learning environments, the pressures of achievement-oriented systems, and the erosion of traditional communal learning spaces. Furthermore, it highlights the role of educational policy, family dynamics, and cultural contexts in shaping the experiences of students. The article concludes with practical recommendations for fostering a more inclusive, empathetic, and community-centered education system in a rapidly changing world.
Keywords: Social Isolation, Modern Education, Sociological, Psychological.
Page No: 61-68
Author: Uttam Kumar Jana & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/PP/020300010
Abstract: Ancient Indian education represents one of the most sophisticated and enduring intellectual traditions of human civilization. Rooted in profound philosophical inquiry, it emerged as a unique blend of spiritual wisdom, ethical reflection, and practical knowledge. Unlike modern systems that often emphasize technical specialization, ancient Indian education aimed at holistic self-development—shaping character, nurturing intellect, and promoting harmony between the individual, society, and nature. Drawing insights from the Vedas, Upanishads, Smritis, Buddhist and Jain scriptures, and historical records of institutions such as Takshashila and Nalanda, this study explores the philosophical foundations, pedagogical methods, and socio-cultural dimensions of ancient Indian education. The paper emphasizes that ancient Indian pedagogy was deeply ethical and spiritual, underpinned by principles of dharma (righteousness), moksha (liberation), and the unity of knowledge. Through an analytical exploration of its philosophical systems, institutional models, and legacy, this article argues that ancient Indian education offers critical insights for modern pedagogy, especially in an era that increasingly seeks balance between scientific innovation and ethical wisdom.
Keywords: Ancient Education, Philosophical Systems, Institutional Models, Pedagogy.
Page No: 69-76
Author: Subharaj Paul & Dr. Koomkoom Khawas
DOI Link: https://doi.org/10.70798/PP/020300011
Abstract: This study investigates the seasonal variation of water quality in the Ichamati River at Basirhat, a transboundary river system that sustains farming, fishing, domestic use, and small-scale industries. The ecological health of the river is vital for livelihoods, yet it is increasingly threatened by anthropogenic pressures and natural fluctuations. To evaluate its physico-chemical dynamics, water samples were collected monthly from three zones—upstream (Zone 1), midstream (Zone 2), and downstream (Zone 3)—between February 2022 and February 2023. Parameters including temperature, pH, dissolved oxygen (DO), biological oxygen demand (BOD), chemical oxygen demand (COD), electrical conductivity (EC), total dissolved solids (TDS), turbidity, alkalinity, hardness, chloride, nitrate, phosphate, sulphate, and salinity were analyzed using standard methods. The results reveal clear seasonal cycles: summer months recorded high temperatures, low DO, and increased BOD and COD, reflecting organic load stress; monsoon months showed peaks in turbidity, nutrient concentrations, and conductivity due to runoff; and winter months exhibited partial recovery but increased salinity and sulphate accumulation. Spatially, Zone 1 displayed the most stable water quality, Zone 2 moderate variability with episodic inputs, and Zone 3 the greatest instability, characterized by low DO, high organic and chemical demand, rising nutrient levels, and elevated salinity. These patterns underscore the ecological vulnerability of downstream stretches, where fish diversity is at greatest risk. Seasonal stresses and anthropogenic influences jointly drive fluctuations, threatening aquatic biodiversity, fisheries, agriculture, and domestic water use. The study concludes that the Ichamati River at Basirhat is under mounting ecological stress, with Zone 3 particularly degraded, and highlights the urgent need for continuous monitoring, effluent control, sustainable agricultural practices, and targeted conservation measures. Safeguarding water quality is essential to sustain fish populations, ecosystem services, and the socio-economic well-being of communities dependent on this river system.
Keywords: Ichamati River, Ecological Health, Anthropogenic Pressures, Natural Fluctuations, Physico-Chemical Dynamics.
Page No: 77-91
Author: Mamata Sahay & Dr. Shamma Chakraborty
DOI Link: https://doi.org/10.70798/PP/020300012
Abstract: This study examines the relationship between socio-economic status (SES) and access to extracurricular resources and their combined impact on the holistic development of college-going adolescents. Drawing on a mixed-methods approach, the research analyzes data collected through surveys, focus group discussions, and institutional records from a sample of 300 students across diverse socio-economic backgrounds. Findings reveal that students from higher SES families demonstrate significantly greater access to extracurricular activities such as sports, arts, and skill-based programs, contributing positively to their cognitive, emotional, and social growth. Conversely, students from lower SES groups often face barriers, including financial constraints, limited institutional support, and lack of awareness, which hinder their overall development. The study emphasizes the importance of creating equitable opportunities for participation in extracurricular programs, as these activities foster critical life skills such as leadership, teamwork, resilience, and time management. Recommendations highlight the need for inclusive policies, scholarship programs, and institutional initiatives to bridge the accessibility gap, thereby promoting balanced and holistic development among all college-going adolescents.
Keywords: Socio-Economic Status, Extracurricular Resources, Holistic Development, Adolescents, Equity in Education.
Page No: 92-98
Author: Dr. Niladri Sekhar Dara
DOI Link: https://doi.org/10.70798/PP/020300013
Abstract: Technology has redefined education by integrating Information and Communication Technology (ICT) into teaching and learning, transforming classrooms into dynamic, inclusive, and learner-centered ecosystems. ICT tools enable teachers to transition from knowledge transmitters to facilitators, fostering digital literacy, critical thinking, and creativity. By providing personalized learning pathways, improving accessibility for marginalized and differently-abled learners, and enhancing global collaboration, ICT bridges gaps in educational access and quality. Initiatives like India’s DIKSHA platform, Khan Academy, and the African Girls Can Code Programme exemplify the transformative power of technology in addressing socioeconomic disparities and preparing students for a technology-driven future. Additionally, ICT promotes efficiency through digital resource management, real-time analytics, and sustainable practices. This article critically explores the benefits, challenges, and real-world applications of ICT in education, highlighting its role as a catalyst for lifelong learning, inclusivity, and pedagogical innovation.
Keywords: ICT in Education, Digital Learning, Pedagogical Innovation, Lifelong Learning, Global Connectivity.
Page No: 99-106
Author: Dr. Sarbani Sinharay
DOI Link: https://doi.org/10.70798/PP/020300014
Abstract: Teacher education is increasingly recognized as a crucial site for addressing issues of equity and social justice in contemporary education systems. This study critically reviews the role of teacher preparation in equipping educators to respond to diverse classrooms shaped by caste, class, gender, language, disability, and rural–urban disparities. Drawing on theoretical perspectives such as critical pedagogy, culturally relevant teaching, and democratic education, the paper examines how teacher education can move beyond technical training to foster critical reflection and social transformation. Globally, teacher education for social justice manifests in varied contexts, from multicultural education in the United States to intercultural competence in Europe and community-based approaches in the Global South. In India, policies such as the Right to Education Act (2009), the National Curriculum Framework for Teacher Education (2009), and the New Education Policy (2020) emphasize inclusivity; however, challenges persist due to curriculum limitations, faculty preparedness, structural inequities, and policy–practice gaps. This review underscores the need to reorient teacher education as a transformative process that empowers educators to challenge exclusionary practices, embrace diversity, and advance democratic ideals. Ultimately, the study argues that socially just teacher education is essential for creating inclusive classrooms and building equitable societies.
Keywords: Teacher Education, Equity and Social Justice, Critical Pedagogy, Inclusive Education, Educational Reform.
Page No: 107-113
Author: Tokon Das & Dr. Koomkoom Khawas
DOI Link: https://doi.org/10.70798/PP/020300015
Abstract: Triacyl glycerides and phospholipids are examples of more complex lipids that include natural fatty acids; these lipids provide structural and energy storage functions in cells. So, fatty acids, both synthetic and natural, have the potential to influence cell signaling via influencing lipid membrane structure, microdomain organization, and other physical features. Membrane lipid therapy is an approach that aims to regulate the of cell membranes by means of medication delivery, which may reverse pathogenic processes by means of structural re-adaptation of cell membranes. Membrane phospholipids’ biophysical characteristics and activities are dictated by the three kinds of fatty acids that are incorporated into them. Through the integration of Through the use of functional two-photon microscopy (fTPM) of cellular membranes and lipidomic characterization of membrane phospholipids, this study aimed to examine how fatty acids affect the biophysical properties of membranes under different dietary and clinical situations.
Keywords: Long-Chain, Hydroxy, Fatty Acids, Membrane and Fluidity.
Page No: 114-125
Author: Sibendu Dutta & Dr. Koomkoom Khawas
DOI Link: https://doi.org/10.70798/PP/020300016
Abstract: Zoo plankton connect primary producers to higher trophic levels and are sensitive bio-indicators of environmental health in freshwater environments. This study studies seasonal zooplankton diversity in suburban Kolkata ponds in Birati, New Barrackpore, Madhyamgram, and Panihati to determine how climatic rhythms, ecological adaptations, and anthropogenic pressures affect community dynamics. Monthly sampling at numerous locations in each pond showed seasonal changes in Rotifera, Cladocera, Copepoda, Ostracoda, and Protozoa abundance and composition. Rotifers, especially Brachionus species, increased in winter due to their adaptability to nitrogen enrichment and lower temperatures. Cladocerans like Diaphanosoma and Moina had pond-specific seasonal peaks, showing niche partitioning and competition. Winter surges of copepods, dominated by Cyclops and Calanus, showed their cold resistance and importance as larval fish food. Ostracods had life-stage-dependent seasonal tactics, while Euglena, Vorticella, and Paramoecium demonstrated ecosystem functioning from a microbiological perspective. Cooler months enhance zooplankton multiplication, although inter-pond variances show the impact of local circumstances including nutrition loading, predation pressure, and microhabitat variety. Despite sewage intrusion, eutrophication, and cultural practices, these complementing seasonal dynamics maintain food web energy transmission and ecosystem stability. Seasonal monitoring is crucial for understanding biodiversity dynamics, fisheries management, water quality evaluation, and conservation strategies in increasingly urbanizing areas. The work shows how long-term zooplankton diversity monitoring in sub-urban West Bengal might reveal freshwater ecosystem resilience and function by merging species-level data with ecological patterns.
Keywords: Zooplankton, Rotifera, Cladocera, Copepoda, Ostracoda, Protozoa.
Page No: 126-136
Author: Atanu Kalindi , Mr. Somnath Singh & Dr. Pankaj Kumar Paul
DOI Link: https://doi.org/10.70798/PP/020300017
Abstract: The present research was undertaken to explore the attitude of primary school teachers towards the use of technology and its role in shaping the 21st century inclusive classroom environment. For this motive total 120 teachers from primary schools of west bengal are selected as a sample of this study by purposive method of sampling technique. In this study researcher utilized descriptive survey method. For collect the riquesite data from the targeted sample researcher utilize a self made standardized questionnaire. The outcome demonstrated that according to gender, habitat and stream of study wise attitude of the primary school teachers are not significantly different regarding the use of technology and its role in shaping the 21st century inclusive classroom environment. But in the case of economic status wise attitude of the teachers of primary schools, are seen similar and significant regarding the use of technology and its role in shaping the 21st century inclusive classroom environment.
Keywords: Primary School Teachers, 21st Century, Inclusive Classroom Environment, West Bengal.
Page No: 137-144
Author: Jannatul Saheli
DOI Link: https://doi.org/10.70798/PP/020300018
Abstract: The growing demand for dynamic, learner-centred education in the 21st century highlights the need for innovative teaching strategies that foster deeper student engagement and meaningful learning outcomes. This study explores the role of innovative pedagogical practices—such as flipped classrooms, gamification, project-based learning, collaborative learning, inquiry-based approaches, and technology integration—in enhancing behavioural, emotional, and cognitive engagement among students. Conducted through a qualitative document analysis of peer-reviewed literature, the study synthesizes existing evidence to evaluate the effectiveness of these strategies and provide practical tips for successful implementation. Findings reveal that innovative methods not only increase motivation and participation but also promote critical thinking, creativity, collaboration, and problem-solving skills essential for lifelong learning. Additionally, the study identifies challenges in implementation, including teacher preparedness, resource limitations, and the risk of superficial application when technology is not meaningfully integrated. To address these barriers, recommendations include professional development for educators, gradual adoption of strategies, alignment with learning objectives, differentiated instruction for inclusivity, and reflective teaching practices. The study concludes that innovative teaching should be viewed not merely as the adoption of new techniques but as a transformation of pedagogy toward student-centred, future-ready education. By effectively engaging learners and equipping them with essential 21st-century skills, innovative teaching strategies can significantly contribute to educational excellence and long-term student success.
Keywords: Innovative Pedagogy, Student Engagement, Flipped Classroom, Gamification, Project-Based Learning, Qualitative Analysis, 21st -Century Education.
Page No: 145-155
Author: Subrata Malick
DOI Link: https://doi.org/10.70798/PP/020300019
Abstract: The Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) was enacted as a social security scheme to ensure wagebased employment and improve rural livelihoods. Reducing distress in rural-to-urban migration is one of its expected outcomes by providing a secure source of income in villages. This research analyzes the impact of MGNREGA on migration trends in India, with an emphasis on its strengths and weaknesses. Employing a mixed-methods design, the study examines secondary data in the form of government reports and migration surveys and integrates primary data using field interviews and case studies. The study finds that although MGNREGA has helped diminish short-term seasonal migration by offering work opportunities locally, its overall effect is constrained by wage delays, non-regular work availability, and sub-standard wage levels relative to urban work. Moreover, implementation differences between states and the absence of skill development avenues under the scheme are responsible for ongoing migration patterns. The study concludes that though MGNREGA acts as a partial migration deterrent, structural reforms in employment generation, prompt payment of wages, and skill-based asset formation are required to render rural employment more sustainable. The paper provides policy suggestions to make MGNREGA more effective in reducing distress migration and improving rural livelihoods.
Keywords: MGNREGA, Rural Employment, Distress Migration, Rural-To-Urban Migration, Wage Security, Sustainable Livelihoods.
Page No: 156-164
Author: Archana Kumari & Dr. Reena Mahto
DOI Link: https://doi.org/10.70798/PP/020300020
Abstract: Maintaining social harmony, social adjustment, and inner peace are all crucial when adjusting to society. As a result, adjustment keeps the nation, community, and schools peaceful and harmonious. One way to characterize social adjustment is as a psychological process. It usually entails adapting to new norms and principles. Adjustment, to use the precise jargon of psychology, is the best way to get along with a member of society. Harmonious peer relationships, a correct awareness of social needs, and adherence to social norms at home, at school, and in society are all components of social adjustment. When someone is in good mental health, they are able to perform effectively, recognize their own skills, and handle everyday stress. A person in good mental health is one who is aware of their own capabilities, able to manage everyday stressors, able to work efficiently and effectively, and able to contribute to their community. Students only supported steps to seek treatment when symptoms were severe, indicating a lack of awareness regarding health promotion and the prevention of mental health concerns. Furthermore, compared to other students, those who were depressed and distressed were less likely to identify signs of mental illness.
Keywords: Social adjustment, psychological process, social needs, Mental Health.
Page No: 165-171
Author: Barun Das
DOI Link: https://doi.org/10.70798/PP/020300021
Abstract: This paper explores the multifaceted ways in which Dalit women embody resistance against caste and gender oppression, situating their struggles within the broader framework of subaltern politics. By examining everyday practices, literature, and collective mobilization, it highlights how Dalit women transform marginality into political subjectivity. Labor, cultural expression, and testimony against sexual violence emerge as crucial arenas where resistance is enacted and sustained. Autobiographical writings such as Bama’s Karukku, Baby Kamble’s The Prisons We Broke, and Urmila Pawar’s The Weave of My Life demonstrate how lived experiences become counter-histories, challenging both Brahmanical patriarchy and elite feminist discourses. Furthermore, movements like the All India Dalit Women’s Forum illustrate the power of collective struggle in redefining democratic spaces. While structural challenges persist, Dalit women’s quest for justice reveals a radical reimagining of democracy rooted in intersectionality, resilience, and the assertion of embodied voice
Keywords: Dalit Women, Embodied Resistance, Subaltern Politics, Feminist Literature, Social Justice.
Page No: 172-176
Author: Gouranga Ghorai
DOI Link: https://doi.org/10.70798/PP/020300022
Abstract: Professional development (PD) is recognized as a cornerstone of educational improvement, directly influencing teaching quality and student learning outcomes. Teachers’ participation in PD activities, however, is often inconsistent and influenced by multiple factors, including individual motivation, institutional support, resource availability, and perceived relevance of the training. This research article investigates the determinants that drive teachers to engage in professional development and examines the impact of such participation on classroom practices. Drawing on extensive literature, empirical evidence, and theoretical frameworks such as adult learning theory, social cognitive theory, and the professional growth model, the study synthesizes insights from diverse educational contexts. The findings highlight that active participation in PD enhances instructional strategies, fosters reflective practice, supports adoption of innovative pedagogies, and strengthens teacher confidence. Conversely, barriers such as workload, insufficient institutional encouragement, and lack of alignment between PD content and classroom realities hinder effective engagement. This study underscores the imperative for well-designed, contextually relevant, and teacher-centered professional development programs as vital tools for educational excellence.
Keywords: Professional Development, Determinants, Classroom Practices, Innovative Pedagogies.
Page No: 177-182
Author: Pratik Kumar Verma
DOI Link: https://doi.org/10.70798/PP/020300023
Abstract: This study explores the political participation and leadership patterns of tribal communities in Lohardaga district, Jharkhand, focusing on the extent of engagement, socio-economic and cultural influences, and emerging leadership structures. Employing a descriptive survey method, data were collected from 300 tribal respondents using a selfmade structured questionnaire covering voting behavior, political awareness, socio-economic factors, and leadership patterns. The findings reveal that tribal communities demonstrate substantial participation in electoral processes and local governance, with education, occupation, gender, and adherence to traditional practices significantly influencing their political engagement. The study also highlights the predominance of hybrid leadership, which balances traditional authority with elected representatives, while traditional and modern leadership patterns coexist in varying degrees. These results underscore the complex and evolving nature of tribal political participation in Lohardaga, emphasizing the need for interventions that enhance awareness, leadership capacity, and active involvement in governance.
Keywords: Political Participation, Tribal Communities, Leadership Patterns, Socio-Economic Factors, Lohardaga, Jharkhand, Hybrid Leadership.
Page No: 182-192
Author: Soumen Ghorai
DOI Link: https://doi.org/10.70798/PP/020300024
Abstract: This study examines how athletic activity affects students’ long-term health and wellness as well as their physical and mental health and entire college experience. Data from a sample of college students was gathered using standardized questionnaires and fitness tests as part of a pure quantitative study design. According to the results, kids who play sports have much higher levels of physical fitness than their nonathletic counterparts, especially in the areas of muscular strength, flexibility, and cardiovascular endurance. Athletes also expressed more life satisfaction and decreased levels of stress and worry. Playing sports also improved social interaction, time management, and academic engagement-all important components of the whole college experience. Additionally, participation in sports had a significant impact on students’ commitment to continuing their exercise regimens after college and their long-term health perceptions. These results confirm sports participation’s significance in fostering both short-term and long-term health and wellness, highlighting its many advantages.
Keywords: Physical Fitness, Athlete and Non-Athlete, Mental Health, Health and Wellness.
Page No: 193-197
Author: Sony Kumari & Dr. Reena Mahto
DOI Link: https://doi.org/10.70798/PP/020300025
Abstract: With an emphasis on how life skills training impacts students’ capacity to handle academic obstacles, adjust to school environments, and achieve academic success, this study explores the influence of life skills on the educational adjustment of students in central India. Data was collected from a varied student sample using a mixed-methods approach that included questionnaires and interviews in order to examine the relationship between the development of life skills and educational adjustment. The findings show a strong relationship between kids’ academic achievement, attendance, and general wellbeing at school and certain life skills including communication, problem-solving, and emotional control. The study emphasizes how important it is for educators and educational institutions to educate life skills and promote successful student outcomes. The results have implications for creating curriculum improvements and successful interventions to support kids.
Keywords: Life Skill Education, Academic Achievement, Adjustment, School Environment.
Page No: 198-202
Author: Dipankar Malas
DOI Link: https://doi.org/10.70798/PP/020300026
Abstract: In an age characterized by sedentary lifestyles, technological immersion, and rising chronic health disorders, aerobic exercise has emerged as a cornerstone of holistic wellbeing. This article explores the multifaceted role of aerobic exercise in enhancing physical, mental, emotional, and social dimensions of human health. Drawing upon contemporary empirical studies and theoretical perspectives, it argues that aerobic exercise not only strengthens the cardiovascular and respiratory systems but also influences neurocognitive function, mood regulation, social integration, and self-concept. The discussion integrates physiological evidence with psychological and sociocultural insights, presenting aerobic exercise as a holistic intervention that harmonizes the body, mind, and spirit. The paper concludes that regular aerobic engagement, when contextualized within modern wellness paradigms, serves as both a preventive and transformative practice, essential for individual and collective flourishing in the 21st century.
Keywords: Aerobic Exercise, Physiological, Psychological, Socio-Cultural, Modern Wellness.
Page No: 203-208
Author: Hukumdev Kumar & Dr. Reena Mahto
DOI Link: https://doi.org/10.70798/PP/020300027
Abstract: In addition to being a crucial metric for assessing students’ quality, academic achievement and enthusiasm in learning are also the main areas of concentration for instruction and learning. The development of people’s learning activities and other factors greatly depends on their level of interest. It is one of the main factors influencing students’ motivation to learn and their growth as learners. Therefore, investigating how middle school kids’ learning interests affect their academic achievement is quite important. This essay will examine the elements that affect middle school kids’ interest in learning, such as the learning environment and the learning material, while also examining the connection between academic achievement and learning interest.
Keywords: Academic Achievement, Learning Environment, Learning Interest, Student Motivation.
Page No: 209-215
Author: Raghvendra Nishad
DOI Link: https://doi.org/10.70798/PP/020300028
Abstract: School students often need to comprehend dimensions and spatial relationships in order to complete art and craft projects. They are learning to make sense of the physical environment, whether they are creating a collage or sketching a picture. Their cognitive and spatial abilities, which are essential for academic achievement, can be improved by this interaction with spatial aspects. Children learn how tiny parts fit together to form a whole when they work on mosaics and cutting board or collages. In addition to strengthening fine motor skills, this kind of problem-solving exercise young children must be patient and focused when participating in art and craft projects. Children must be taught to focus on their work and see it through to completion since these tasks need constant attention to detail. Additionally, finger dexterity is stimulated by tasks like sculpting with play dough or stringing beads. In order to correctly execute these exercises, numerous fingers must be coordinated, which gradually improves hand control. Another exercise that improves fine motor skills is cutting. Children are honing their hand-eye coordination as they cut paper with scissors. Accurately controlling their hand movements is facilitated by learning to cut along lines or shapes.
Keywords: School Students, Craft Project, Cutting Boards, Motor Skills, Academic Achievement.
Page No: 216-220
Author: Kanchan Gautam Ingle & Dr. Sanjay M. Madavi
DOI Link: https://doi.org/10.70798/PP/020300029
Abstract: Every human being has the need for adjustment, which is distinguished by its uniqueness, dynamicity, pervasiveness, and necessity. The precise nature, extent, and quality of adjustment are determined by a variety of factors, including genetic endowment, socio-cultural context, and individual characteristics. Sports relationships are distinct and require various kinds of performance from athletes. The emotions are one of the most important adjustment stakeholders in the realm of sports and games. The goal of the current study was to provide insight into how gender and emotional adjustment influence athletes’ adaptability. Two hundred athletes, equally divided between males and females, participated in the study. Standardized psychometric instruments were used to assess the athletes’ emotional intelligence and adaptability. The findings showed that the four components and overall mean scores of emotional intelligences varied across males and females. The mean emotional intelligence score of the female participants was greater than that of the male participants, and they also performed better on the intrapersonal awareness and intrapersonal management components of emotional adjustment. On the other hand, emotional intelligence’s interpersonal awareness and interpersonal management components showed no gender differences. Furthermore, there were statistically significant positive connections between the emotional Adjustment scores and each of the four adjustment domainshome, health, social, and emotional. The findings have been examined in the context of contemporary ideas of adjustment and emotional adjustment. The study’s findings have significant theoretical and practical ramifications for academics, administrators, athletes, researchers, and other professionals working in the sports industry, as well as policymakers.
Keywords: Emotional Adjustment, Individual Characteristics, Performance of Athletes, Academic Achievement.
Page No: 221-224
Author: Masiur Rahaman
DOI Link: https://doi.org/10.70798/PP/020300030
Abstract: The complex link between parental participation and the maturation of children’s social skills is the subject of this study. The ability to communicate effectively, build rapport, and interact with others is called social competency. For a child’s development and success in the future, it is essential. This study employs a qualitative documentary research approach. One way that mothers assist their children develop emotional intelligence and empathy is by engaging in nurturing behaviours, providing emotional support, and communicating with them in an empathic manner. Dads are involved, it’s common for them to encourage their kids to be assertive and learn to resolve conflicts via play, problem-solving, and establishing boundaries. There are many facets to the complicated and multi-faceted role that parents play in creating their children’s social competence once they enter school. Each parent brings their own unique and complimentary contributions to the table. In order to help parents, educators, and lawmakers promote children’s healthy social development, highlighted several important results and consequences.
Keywords: Maternal, Paternal, Social Competence, School Going Children, Involvement.
Page No: 225-233
Author: Henry Debajyoti Ghatak
DOI Link: https://doi.org/10.70798/PP/020300031
Abstract: This study explores how college majors influence long-term career outcomes, focusing on the deeper meanings and motivations behind students’ academic choices. Using a qualitative research approach, the study investigates how students perceive the link between their chosen field of study and future professional success. Through in-depth interviews and thematic analysis, the research uncovers the personal, social, and cultural factors that shape these decisions and their consequences.The findings reveal that students often select majors based on a mix of interest, perceived job stability, family expectations, and societal values. While some view their major as a direct path to a specific career, others see it as a flexible foundation for broader opportunities. The study highlights how students’ understanding of “success” evolves, influenced by mentorship, peer networks, and exposure to real-world experiences. Importantly, the research shows that career outcomes are not solely determined by the major itself, but by how students engage with their education—through internships, skill-building, and self-reflection.This study also draws attention to the role of institutional support and career guidance in helping students make informed choices. It emphasizes the need for colleges to foster environments where students can explore their interests without fear of failure or rigid expectations. By analyzing narratives across diverse academic disciplines, the research offers insights into how educational pathways can be made more inclusive, adaptable, and aligned with students’ evolving aspirations. Ultimately, the study argues that college majors should be seen not as fixed tracks but as dynamic platforms for growth. It calls for a rethinking of how success is measured in higher education, advocating for a more holistic view that values personal development, transferable skills, and long-term fulfillment.
Keywords: Career Outcomes, Student Perceptions, Educational Pathways, Academic Motivation, Career Guidance, Higher Education Equity.
Page No: 234-240
Author: Dr. Piyus Raj Prabhat
DOI Link: https://doi.org/10.70798/PP/020300032
Abstract: As estimated by WHO, depression shall become the second largest illness in terms of morbidity by another decade in the world, already one out of every five women, and twelve men have depression.The objective of present cross-sectional survey-based study was to find out the existence of depression among SC and ST students in Jalpaiguri district. A total 426 number of adolescents’ response were collected with Beck Depression Inventory (BDI) from high schools in both rural and urban areas. It was found that, the mean difference in between Rural and Urban areas students regarding their level of depression were statistically significant (χ2 = 11.589, p=.009) at p <.0.01level. >
Keywords: Depression, Adolescents, SC & ST Students, Beck Depression Inventory (BDI-II).
Page No: 241-247