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The concept of Intelligence has been extensively studied, undergoing an evolution form a unitary concept to a more elaborate and complex multidimensional one. The good academic performance of students at the High School Teacher Traineed is of paramount importance in every educational system. The study aimed at finding out the relationship between multiple intelligence and academic performance of high school teacher trainees. The study followed the normative survey method. Multiple intelligence scale and academic performance test were administered to 150 high school teacher trainees from various teacher training institutes in Tiruchirappalli district. The data obtained were subjected to descriptive, differential and relational analysis. The study found that there significant relationship between multiple intelligence and academic performance of high school teacher trainees. Significant difference is also found between male and female teacher trainees in respect their multiple intelligence. The outcome of the study may have valuable implications for the high school teacher education students.

India’s economic transformation is intricately tied to its ability to skill and employ its young population. The National Skill Qualification Framework (NSQF) and other government led initiatives under the Skill India Mission aim to enhance employability and productivity by providing vocational training to youth, particularly women and marginalized groups. This paper examines two key aspects: (1) the effectiveness of these skill development programs in enabling employment among young people and (2) the barriers that prevent individuals from participating in such programs. Drawing upon secondary data, government reports, and field-based insights from Uttar Pradesh’s aspirational districts Siddharthnagar and Balrampur. This study highlights that while skill development initiatives have significantly improved employability prospects, structural and socio-economic barriers such as limited accessibility, gender norms, inadequate infrastructure, and weak linkages with industries continue to impede equitable participation. The paper concludes with suggestions to enhance inclusivity and effectiveness in the implementation of India’s skill development mission.

E-Governance has appeared as a revolutionary method for advancing public service delivery, developing administrative effectiveness, and reinforcing democratic participation. The scope and capabilities of E-Governance systems has expanded significantly due to rapid advancements in digital technologies. This paper explores the role of various emerging technologies like Artificial Intelligence (AI), Machine Learning (ML), Big Data Analytics, Blockchain, Internet of Things (IoT), and Cloud Computing in E-Governance. This study investigates the matter that how these technologies promote accuracy, transparency, accountability, and governance that prioritizes citizens with the help of making automation, secure data management, real-time decision-making, and seamless access to public services possible. Artificial Intelligence (AI), Machine Learning (ML) facilitate smart decision-making, automated service delivery, and predictive analysis, minimizing human mistakes and administrative delays. With its decentralized and tamper-proof systems, Blockchain technology assures data integrity and trust, making it necessary for land records, identity management, and public finance tracking. The IoT facilitates sensor based governance in areas like smart cities,

India was conducted in order to investigate the relationship between several physico-chemical characteristics. Using standard sample and estimation techniques, twelve water quality parameters were assessed for each site. When estimated values were compared to WHO guidelines, it became clear that the research area’s water was contaminated, that water quality management was urgently needed, and that ten of the twelve water quality metrics that were examined had a significant correlation with it. It might be argued that regulating the conductivity of water is an effective way to check the quality of drinking water. The current study could be viewed as a step in the right direction for managing the quality of drinking water.

In an era where technological integration is reshaping global education systems, the digital empowerment of student teachers emerges as a crucial factor in shaping the future of teaching and learning. This paper critically reviews the concept of digital empowerment in educational contexts, particularly focusing on student teachers. Relevant literature and empirical findings have been analyzed that highlight the evolution, dimensions, and significance of digital empowerment and its imperative role in preparing student teachers to navigate and lead within increasingly digital learning environments.

The present study aims to investigate the relationship between Academic achievement and Self-esteem of the socially deprived groups including Rural and Urban region. As, we are aware that deprivation is one of the negative factors which directly or indirectly influence the Academic achievement and psychological being of the individual. As we are aware that Self-esteem plays one of the essential roles in motivating, nurturing and shaping the behavior of the individual. The objective of the present research paper is to understand the role of the variable viz Self-esteem among Socially deprived groups. By using Self- made standardized tool, researcher has identified some major correlation between Academic achievement and Self-esteem among the Rural and Urban region of the Socially deprived groups. The present research paper suggests that higher Self- esteem tends to increase the Academic performance of the individual and vice- versa. Moreover, this paper also suggests to have good educational environmental condition, psychological support, guidance and moral support from the teacher as well as parents, also influence the Self-esteem of the Socially deprived students.

The National Education Policy (NEP) 2020 emphasizes inclusive, equitable, and accessible education for all, with a particular focus on leveraging digital platforms to enhance learning experiences. In this digital era, the collaboration between teachers and communities is critical to realizing NEP-2020’s vision, particularly in addressing the persistent challenges of educational inequality and the digital divide. This paper examines the foundational concepts of teacher-community partnerships and explores how these collaborations can be harnessed to foster more accessible and equitable educational environments through the use of digital technologies. By examining theoretical frameworks such as social constructivism, community of practice (CoP), and cultural capital theories, the study explores the evolving role of teacher-community partnerships in the digital age. The paper also addresses the significance of digital literacy, resource sharing, and the mobilization of local governance to facilitate these partnerships in achieving NEP-2020’s goals. This paper contributes to the discourse on educational policy by proposing strategies for strengthening teacher-community collaborations, enhancing digital literacy among community members, and recommending policy changes to better align community engagement with the digital goals of NEP-2020. The study ends by highlighting the importance of ongoing

The National Education Policy (NEP) 2020 marks a transformative shift in Indian education, transitioning from rote learning to a competency-based, multilingual framework. By grounding its strategies in established theories—such as Vygotsky’s “Social Interaction,” Krashen’s “Comprehensible Input,” and Cognitivism—the policy treats a child’s mother tongue as a vital pedagogical tool. While systemic challenges like resource shortages and the “English-only” social bias remain, the policy’s eclectic approach aims to minimize cognitive load and foster emotional safety. Ultimately, NEP-2020 seeks to build a culturally rooted yet globally competitive generation through inclusive, scientifically backed language acquisition.

This paper investigates the unique paradigms of academic leadership, distinguishing it from corporate and governmental management models. Academic leaders must navigate a complex ecosystem of teaching, research, and community engagement while balancing the needs of highly diverse stakeholders. The study critically analyzes the transformation of higher education governance in India under the National Education Policy (NEP) 2020. It examines the shift toward graded institutional autonomy, the replacement of traditional university self-governance with independent Boards of Governors (BoG), and the comprehensive restructuring of regulatory frameworks under the Higher Education Commission of India (HECI). The paper concludes that proactive, visionary, and stable leadership is paramount to navigating this systemic overhaul and driving institutional excellence.