Contemporary Dialogue

The intersections of science, technology, and gender have long been sites of contestation, critique, and redefinition. This paper reviews theoretical explanations and feminist perspectives that have shaped the discourse on women’s underrepresentation in scientific and technological fields. Beginning with sociological approaches, it highlights how science is not a neutral pursuit but a socially and culturally embedded practice, influenced by power relations, gender norms, and institutional structures. Feminist analyses reveal the systemic exclusion of women, particularly through patriarchal ideologies, discriminatory practices, and institutional barriers that restrict women’s full participation in scientific inquiry. In the Indian context, the analysis underscores how family structures, cultural ideologies, and professional biases create multiple burdens for women in science, while also acknowledging the emergence of collective consciousness and agency. Drawing on contributions from scholars such as Herbert Merton, Thomas Kuhn and Shapin, the study situates science within broader sociological debates on knowledge, power, and legitimacy. Feminist standpoint theory, critiques of biological determinism, and feminist epistemologies further challenge androcentric assumptions in knowledge production and open possibilities for inclusive frameworks. By tracing historical contributions, hidden narratives, and contemporary feminist interventions, the paper emphasizes the need to reimagine science and technology through plural, critical, and gender-sensitive lenses. It concludes that feminist scholarship not only exposes the gendered nature of scientific practices but also provides pathways for creating equitable and diverse knowledge systems that align with broader goals of social justice and innovation.

Information and communication technology (ICT) influences gender disparities, institution type, public or private. The regular use of a computer and accessing ICT infrastructure influences technology application, whereby training and professional development can be marked as quite necessary. For assessment and evaluation, the study applies a chi-square test to determine the involvement in ICT training results and changes in ICT usage patterns. The results demonstrate regular access having a significant impact on teaching and learning, for which ICT training is crucial. The results show that everyday access of teachers to ICT resources increases the integration of technology in the classroom. ICT availability along with daily access will impact the usage to a major extent. The present study brings out the fact that ICT integration into education environments demands a more progressive approach. Successful adoption refers to the same level of access to resources, followed by support and training. Recommendations include further increase of access to ICT to enhance learning environments and supportive networks for teachers with assessment, evaluation and training. Putting these tactics into practice should help educational establishments strengthen the usage of ICT in the assessment and evaluation by teacher educators.

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This paper is an attempt to highlight the growing impact of globalization on education across the globe. The education policies framed in most of the countries whether developed, under-developed or developing is under the influence of globalization. Under the realm of globalization, only those courses and subjects which are in demand are saleable in the global market. Education has become an economic enterprise and our policies are demand driven and controlled by market forces. Education in the past and in present is undergoing a testing time. This is so because economies and societies of the world are changing and becoming increasingly interdependent. Trade and capital flows, migrations, scientific and technological innovations, communications and cultural exchanges are shaping the global community. According to Malclom S. Adiseshiah "globalization of the economy may be defined as the global dimension of the evolving world economy." This term covers all the facets of life – economic, political, social & cultural. It means not merely looking at problem internationally, or looking at issues from a world point of view, it means that the global dimension is emerging and has emerged as a reality today. Therefore, the education policy is increasingly thought about and made within the context and pressures and requirements of globalization. In the context of contemporary education policy, ‘the knowledge economy’ is a much used term. It derives from the idea that knowledge and education can be treated as a business product and that knowledge and educational and innovative intellectual products and services, as productive assets, can be exported for a high-value return. A process of education disarmament is taking place wherein local cultures and ethos are bound to be replaced by free market oriented global norms. Education has become the key success to global economy and hence the goals of schooling and tertiary education have to gear to the demands of the world economy. We should not forget that our policies in higher education cannot be only market oriented or geared to provide skilled labor. We need to provide educated individuals, professionals who can adapt to any kind of market demands as the market dynamics are subject to change anytime and in any direction. A balance in education policy is thus required.

India's National Education Policy (NEP) 2020 emphasizes the integration of social inclusion and the mitigation of social inequalities within the context of social education. It further suggests that there is a gap concerning the socio-economic status of a person, caste, gender, area, and some other issues that need specialized attention as far as education is concerned for there to be equity and Justice in the society. In general, The NEP 2020 seeks to provide a more balanced, equitable, and comprehensive education system to pupils from different socio-economic, language, culture, and geospatial communities. With specific measures, the policy aims to fix systemic discrimination and instead support all children, especially those from marginalized and unrepresented groups. NEP2020 is an unprecedented reform of the education system in India, designed to transform the current system into one which is more holistic, integrated, and learner-friendly. In the heart of NEP 2020 is ensuring that education is made available to everyone, particularly to socio-economically weaker sections SEDGS such as girls, disabled children, and persons living in marginalized communities. The nature of paper is theoretically established which trying to critically highlight the major aspects of NEP 2020 for inclusive education.

Despite increasing interest in entrepreneurial approaches to school leadership, few empirical studies have examined how edupreneurial leadership shapes school culture in resource‐constrained contexts. Recognising this, the present study was undertaken to empirically examine how seven entrepreneurial competencies in school leaders (strategic thinking, innovativeness, risk‐taking ability, emotional intelligence, community engagement, data‐informed decision‐making, and technological competence) shape five dimensions of school culture (mission and vision, school environment, academic environment, equity and inclusivity, and communication) in Bihar’s secondary schools, with implications for similar contexts worldwide. A quantitative cross-sectional design was adopted, employing a multi‐stage sampling strategy to collect survey data from 2,209 stakeholders (412 school leaders, 717 teachers/staff, and 1,080 students) across 210 secondary schools in 16 districts of Bihar. Data were collected using researcher-developed and validated scales for Edupreneurial Leadership (ELS) and School Culture (SCAS) which were then analyzed via correlation and multiple regression to determine the influence of edupreneurial leadership on the various dimensions of school culture. The findings indicate a positive and significant effect of edupreneurial leadership on school culture, with specific competencies shaping distinct cultural outcomes. Strategic Thinking (ST) emerged as the strongest predictor of Mission & Vision, while Emotional Intelligence (EI) had the greatest impact on School Environment. Risk-Taking Ability (RTA) had the greatest impact on Academic Environment, and Data-Informed Decision-Making (DIDM) was most influential for Equity & Inclusivity. Technological Competence (TC) showed a notable effect on Communication. Collectively, these competencies accounted for between 22% and 35% of the variance in school culture dimensions. By providing large‐scale empirical evidence from a resource‐constrained region, this research fills a critical gap in the global literature on edupreneurial leadership and school culture. Theoretically, it extends entrepreneurial leadership models to under‐resourced secondary schools; practically, it informs policymakers and practitioners worldwide that capacity‐building programs for education leaders focused on strategic planning, data literacy, and emotional intelligence can create mission‐driven, inclusive, and innovative school environments in diverse contexts.

This meta-analysis revolves around the Guru Granth Sahib, the final and eternal Guru of the people of the Sikh faith. While physically being a scripture, it is much more than that. For its followers, it is a spiritual anchor and a living guide to ethical action, spiritual reflection, and social justice. This study delves into the functionality of Sikhism as a philosophy, identity, and practice across time and place through the core teachings of the Granth - the unity of creation (Ik Oankar), equality of all people, and the inseparability of devotion and service, to name a few. Through interaction with certain key publications by various other scholars, some of the core themes that the paper looks at are gender equity, education, political consciousness, diaspora, and ecological responsibility. It draws attention to how the egalitarian ethos of Sikhism transforms itself from theory into lifestyle through langar, seva, sangat, and collective leadership. Massification in Sikhism reflects its core principle of universal access to spiritual wisdom, promoting equality and collective participation through practices like sangat (community gathering) and seva (selfless service), removing social distinctions based on caste, class, or gender.From its origins, when Guru Nanak called for an awakening of human dignity to the present, Sikhism continues to be deeply committed to shared humanity through inclusive and courageous spirituality.

Nowadays, online shopping and digital payments are very common, but this has also led to more fraud. This research paper looks at how artificial intelligence (AI) can help find and prevent fraud. It discusses how effective AI is, the methods used, and the problems it faces. The paper covers different AI techniques, like machine learning and detecting abnormal behaviour, and how they are used in different industries. It also talks about the ethical issues and future developments in fraud detection. AI has changed many fields, including fraud detection, by helping to identify and prevent fraud, which reduces money loss and increases safety. This article reviews how AI is currently used in fraud detection, its advantages, challenges, and what might happen next.

The study explores how picture books influence reading comprehension among emergent learners. It reflects how visual narratives along with textual elements contribute to literacy development, engagement, and critical thinking. Drawing from schema theory (barlett,1932) and reader response theory (rosenblatt,1978) the research explores how illustrations integrated with textual narratives enhance engagement, meaning-making and critical thinking. Implementing a mixed-methods design- including classroom observations and structured interviews with teachers- the study assesses the pedagogical effectiveness of picture books across subjects. Findings suggest that effective use of picture books enhance literacy by supporting prediction, sequencing, visualisation, and contextual interpretation. the study advocates for the integration of picture books as inclusive, multimodal learning resources that support diverse learning styles and foster lifelong love for reading.

India requires a new wave of educated and skilled individuals to adapt to a knowledge-based economy. Persons with Disabilities (PwDs) are a considerable part of the population of India, having untapped potential for ensuring the spirit of economic growth of the nation and an equitable society. Many regulations and Acts were enacted to encourage their growth and well-being, but the marginalised sections have been in the wrath of low skills and low productive employment due to the lack of access to education and training, or the low quality or relevance of training. This article approaches equating skill training concerning the quality of life, thus integrating differently abled personnel into the workforce. The paper aims to show how skill development escalates employment opportunities, expedites high productivity, and results in income growth and development. The reflections emerged from the study indicate that PwDs undergo deterrents thrown by the environment, thus posing constraints to physical access to employment, instead of the existence of remarkable schemes. This shows that disability is a social construct rather than an individual one, and as a result, due to a socially constructed mindset, PwDs face multiple challenges in accessing resources and benefits for themselves. Since India is making a beeline for emerging as a ‘Knowledge Economy’, it becomes peremptory to pivot on the amelioration of skills, thus targeting the dead centre, that is, the emerging economic environment.

One of the key changes for the Indian educational system is a product of implementing National Education Policy 2020. A few key aspects focus on competency development among teachers for their professional upgrade. The number of ways in which the policy can elevate the stature of education NEP 2020 outlines its strategies through teacher training, introduction to technology integration. Examining the provisions, challenges, and potential outcomes of NEP 2020, this paper explores how the policy impacts teacher competency and professional development. Based on the comprehensive review of existing literature and policy documents, this study aims to assess how NEP 2020 promotes changing roles and continued professional development of teachers in a rapidly changing education environment.

This paper revisits constructivism theories to explore their relevance and application in contemporary educational settings, particularly those integrating digital and blended learning models. The constructivism principles, which advocate for active learning, social interaction and learner autonomy, have long been the cornerstone of learner-centred pedagogy. However, with the proliferation of digital technologies in education, traditional constructivist frameworks need to be re-examined and adapted to align with the characteristics of modern learning environments. This paper critically analyses the foundational tenets of constructivism and their applicability in the digital era. It discusses how digital tools can be leveraged to enhance learner engagement, collaboration and reflective practices. It proposes an updated framework incorporating digital modalities to foster meaningful learning experiences.

Digital literacy has become a crucial ability for pupils to succeed in the future profession due to the ever changing technological landscape. The capacity to successfully explore, assess and create utilizing digital tools has become a vital necessity for both personal and professional success as digital technologies continue to revolutionize industries. The study also emphasizes how lifelong learning programs, digital platforms and creative teaching methods may all help to increase digital literacy. In order to guarantee that students are prepared for success in the digital economy, educators and policymakers are given recommendations that emphasize the significance of ongoing skill development, industry-education collaboration and the encouragement of moral online conduct. In the end, the study makes the case that digital literacy is not only a technical ability but also an essential part of educating students for the opportunities and difficulties of the workforce of the future.

Government collect aspecial cess for educational purposes, and it is to be regretted that this fund is not spent for the purposes of which it is collected. It is said, are without any provision, what ever, for primary instruction. A good deal of their own poverty, their want of self-reliance, their entire dependence upon the learned and intelligent classes, is attributable to this deplorable state of education among the peasantry. Even in towns Brahmins, Purbhoos, the hereditary classes, who generally live by the occupation of pen, and the trading classes seek primary education. The cultivating and the other classes, as a rule, do notgenerally avail themselves of the same. A few of latter class are found in primary and secondary school, but owing to their poverty and other causes they do not continue long at school. As there are no specialinducements for these to continue at school, they naturally leave off as soon as they find any menial or other occupation.

Conflicts form a part of life today in different situations such as society, education and the workplace. In an educational setup, the educator’s prime objective is to ensure a peaceful learning environment for the learners. However, the rising conflicts in educational settings in the past few decades have made this objective increasingly challenging. This study, therefore, delves into the importance of conflict resolution in the educational environment, including the key objectives in terms of conflict resolution in educational settings, its challenges, best practices, strategies, and innovations. As addressed throughout this study, conflicts can be seen in different environments, such as classroom-level, digital, systemic, inclusivity-related, and higher-education challenges. The findings of the study revealed that Conflict Resolution Education (CRE) and Life skills become essential for educators, administrators, researchers, and policymakers to take one step towards understanding and finding solutions to these different concerns for more peaceful and balanced living.

A lot has been said and done in the tradition of qualitative research. Its history can be traced back to the 17th century when through ethnography, evidences had been recorded and reported (Vidich and Lyman, 2000). Qualitative research methods came to the fore during the 70’s and 80’s as a criticism to the then prevalent quantitative methods in research. The researcher in a qualitative research embraces a pivotal role. I perceive the tenets of qualitative research to be imbibed by its scholars. Therefore the framework can be best built keeping the researcher as central to the whole process. Henceforth, I present this paper from the vantage point of a qualitative researcher who must be thoroughly conversant with various aspects of qualitative research. In the sections that follow, an attempt has been made to decipher qualitative research in relation to the nature of inquiry, methodology and techniques that can be used. The issues of reliability, validity and ethics in this realm have been addressed under different sections.

Existing research on the relationship between education and social stratification has underscored a host of organizational, institutional, and psychosocial mechanisms. It is through these mechanisms that contemporary pedagogy perpetuates an inequitable distribution of educational credentials, as well as the economic and social rewards that accompany them. The paper aims to unite profound theoretical knowledge with empirical research and analysis. The paper will provide not only a strategic engagement with the theoretical architecture of Bourdieu’s work, but also its relevance in the Indian schooling system. It addresses the need to elaborate the concept of school as a site of cultural and social reproduction, aiming to address some of the questions that need immediate consideration.

The use of Textese (or SMS language) seems to be increasingly carried over from messaging through mobile phones to the day to day use of English. On one hand is its popularity which is apparent in the increasing occurrences of abbreviated and non-standard forms of language in newspapers and magazine articles, and on the other, are the complaints of teachers and parents that students' language is getting deteriorated due to Textese. Research is being done by linguists in the west to explore the impacts that Textese has on literacy acquisition but no significant research has been encountered in the Indian scenario. Inevitably, the teachers here are being guided by their personal, intuitive views on the issue. Recognizing that teachers' perceptions regarding Textese being 'good' or 'bad' have determinate influence upon classroom practices the research reviewed in this paper establishes the need of documenting and analyzing these perceptions systematically.The research was conducted in three phases. Phase one analyzed a collection of sixty text messages as the data in order to clarify the nature and characteristics of Textese. Phase two and phase three, on the other hand, reported on the perceptions of various stakeholders- students, teachers, and language experts regarding the use of Textese in classroom contexts using a structured questionnaire and semi-structured interviews as tools of data collection (respectively).The research concluded by stating that the debate of Textese is a genuine and brisk area of contention within the Indian scenario.

Happiness which has been widely discussed in the Happiness curriculum programme handbook. As far as mortal beings are concerned, it seeks accomplishments from multifaceted living which results in peace, satisfaction and happiness that fully constitute ‘Mortal Happiness’. The Triad of Happiness is the main pillar on which the Happiness Curriculum is based on. Happiness curriculum mainly talks about the triads which consist of Sustainable Happiness, Deeper Happiness and Momentary Happiness. Whereas sustainable happiness talks about learning and awareness.