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Year 2026 - April | Vol. 01 | Issue. 01
Reframing Peace Education: Understanding Generation Z’s Values In the Digital Age
Volume: 01 Issue: 01
Author : Dr. Papiya Upadhyay & Sudipta Karmakar
DOI Link:
Abstract: The digital age has changed a lot about how people communicate, obtain information, and become involved in world affairs. Generation Z, the most digitally connected group, has improved its ability to use technology, its awareness of global issues, and its involvement in social issues. Still, this increased connectivity also brings problems, like the loss of national identity, less social cohesion, and a greater risk of false information and online conflict. In this context, peace education constitutes a vital framework for fostering non-violence, tolerance, and global responsibility among youth. This paper uses a qualitative, review-based methodology to examine the concept of peace education and evaluate the influence of digital culture on peace values within Generation Z. It also examines the impact of empathy and global citizenship on individuals’ perceptions of peace and conflict resolution. The results show that digital culture encourages knowledge and empathy by exposing people to different cultures around the world, but it also causes people to become more divided and less engaged. Therefore, integrating digital literacy, empathy-based education, and global citizenship training is essential for fortifying peace principles among Generation Z. The study underscores the imperative of reconfiguring peace education in the digital era to cultivate responsible, inclusive, and socially conscious global citizens.
Keywords: Peace Education, Generation Z, Digital Culture, Empathy, Global Citizenship, Social Cohesion
Page No: 1-6
Digital Revolution and Teaching in the 21stCentury: Dimensions and Challenges with Special Reference to Teacher Education
Volume: 01 Issue: 01
Author : Dr. Subhas Chandra Bhat
DOI Link:
Abstract: It is well known to us that this millennium is the digital millennium. From the very beginning of the 21st Century a rapid acceleration in digitalization of everything in every field is an utmost moto of the progress of human civilization. It is best observed in the education field, specifically teaching learning process at every level of curriculum from Kinder Garten (KG) to Post Graduate (PG) level for effective communication of message for better learning within a stipulated time.
Different dimensions in educational field viz. formal and non-formal education in school education, higher education, general education, technical education, medical education and other professional education are facing challenges due to a rapid change in transaction of knowledge from face to face mode to online mode via blending mode which is not accessible to all. Here, the speaker will try to give an overview on Digital Revolution and its impact on teaching- learning process in different dimension and challenges with a feasible process to overcome the challenges by different ways in the field of teacher education.
Keywords: Digital Revolution, Teaching- learning, Dimensions, Challenges, Feasible Solutions.
Page No: 7-13
Experiential Learning and Competency-Based Education in NEP 2020: Transforming the Paradigm of Indian Education
Volume: 01 Issue: 01
Author : Mr. Koushik Patra & Dr. Bhabesh Pramanik
DOI Link:
Abstract: The transformation of educational systems has become a global priority in the twenty-first century as societies increasingly require learners who possess critical thinking, creativity, problem-solving ability, and practical knowledge. The National Education Policy 2020 introduces a significant shift in the philosophy of Indian education by emphasizing experiential learning and competency-based education. These approaches move away from traditional rote memorization and promote deeper understanding, application of knowledge, and holistic development of learners. Experiential learning focuses on learning through active engagement, reflection, and real-life experiences, while competency-based education aims at developing measurable skills and abilities that enable students to apply knowledge effectively in real-world contexts. The policy proposes curriculum restructuring, flexible learning pathways, interdisciplinary approaches, and innovative assessment systems to support these objectives. This research article critically examines the conceptual foundations, objectives, implementation strategies, and potential challenges of experiential learning and competency-based education within the framework of NEP 2020. The article also explores the implications of these reforms for teachers, learners, curriculum design, and assessment practices. Through a comprehensive analysis, the study highlights how these educational approaches can contribute to developing competent, innovative, and socially responsible citizens capable of addressing contemporary global challenges.
Keywords: Experiential Learning, Competency-Based Education, NEP 2020, Educational Reform, Skill Development
Page No: 14-21
Knowledge, Attitude, and Practice (KAP) on Green Behaviour:
A Case of Norbuling Rigter College
Volume: 01 Issue: 01
Author : Dr. Tshering Phuntsho, Dr. Sourav Basu, Mr. Sudev Mariyil & Mr. Karma Wangchuk
DOI Link:
Abstract:
Environmental sustainability has emerged as a major issue in higher education institutions since they can contribute to environmental awareness and responsible behaviour to a considerable degree. The model of knowledge, attitude, and practice (KAP) regarding environmental sustainability among students and employees of Norbuling Rigter College (NRC) in Bhutan is investigated. The key aim of the research was to determine the degree of environmental awareness, attitude to sustainability, and how they are translated into actual environmental behaviours.
Quantitative approach to research was applied with the help of a questionnaire in the structured framework of KAP. Three hundred and fifty-two respondents were sampled in NRC. The data was analyzed by descriptive statistics, correlation analysis, and regression analysis.
The results show that the respondents are characterized by high environmental knowledge and positive attitudes to sustainability. Respondents are very conscious about some of the environmental problems like climate change, waste management, energy conservation, and environmental commitments of Bhutan, including the constitutional requirement to have 60 percent forest cover, and the Bhutanese philosophy of Gross National Happiness in environmental terms. The second reason is that respondents are quite supportive of the green policies and the creation of the sustainable campus environment.
The outcomes, however, show that the environmental practices are rather moderate, which implies that there is a discrepancy between knowledge and attitudes and the real behaviour. Although most of the respondents have been concerned with simple measures like energy and water conservation, not many are involved in other measures, including recycling, the use of plastic, and environmental awareness campaigns. Correlation and regression findings also support the fact that knowledge and attitudes positively, though, rather weakly, influence the environmental practices.
The analysis shows that better institutional efforts, sustainability services, and campus participation plans are required to turn the awareness of the elements of the environment into the regular development of green behaviour at NRC.
Keywords: Green Behaviour, Norbuling Rigter College, KAP (Knowledge, Attitude, and Practice)
Page No: 22-38
The Impact of Social Media on Mental Health: A Case Study Among Secondary Students
Volume: 01 Issue: 01
Author : Prof. (Dr.) B.C. Swain
DOI Link:
Abstract:
In the digital age, social media has become a dominant force shaping the behaviours, thoughts, and emotional well-being of young individuals. While it offers numerous benefits such as connectivity, information sharing, and entertainment, the excessive and unregulated use of social media platforms has raised serious concerns regarding mental health, particularly among students. This study investigates the impact of social media on the mental health of secondary school students in Kendrapara District, Odisha, through a case study approach. A mixed-method research design was employed, involving both quantitative (structured surveys) and qualitative (semi-structured interviews) tools. A randomly selected sample of 50 students was surveyed to examine the frequency, platform preference, duration of use, and associated psychological effects, including anxiety, depression, poor self-esteem, and emotional fatigue.
The study found that prolonged exposure to social media, cyberbullying, fear of missing out (FOMO), and constant social comparison were strongly correlated with symptoms of mental distress. Many students reported difficulty focusing on academic tasks, disrupted sleep patterns, and feelings of social isolation despite being digitally connected. The findings highlight the urgent need for digital literacy programs, mental health awareness campaigns, and institutional policies that promote balanced digital engagement. The study also offers recommendations for parents, educators, and policymakers to build a safe and supportive digital environment for students.
By identifying key risk factors and proposing preventive strategies, this research contributes to the broader discourse on adolescent well-being in the digital era. The insights from this study will aid in developing more comprehensive interventions to mitigate the psychological challenges associated with social media use among secondary students.
Keywords: Social Media, Mental Health, Secondary Students, Cyberbullying, Digital Well-being
Page No: 39-51
Emotional Intelligence as a Predictor of Classroom Interaction and Academic Engagement among Undergraduate Students: Evidence from Norbuling Rigter College
Volume: 01 Issue: 01
Author : Dr. Sourav Basu & Mr. Sudev Mariyil
DOI Link:
Abstract:
This study examines the relationship between emotional intelligence, classroom interaction, and academic engagement among undergraduate students at Norbuling Rigter College. In higher education, student learning is increasingly shaped not only by cognitive ability and subject knowledge, but also by emotional and interpersonal competencies that influence participation, collaboration, and engagement in the classroom. Against this background, the study investigates whether emotional intelligence is associated with classroom participation, peer collaboration, student-teacher interaction, public speaking confidence, and overall academic engagement.
A quantitative cross-sectional research design was adopted. Data were collected from 268 undergraduate students selected through stratified random sampling across different academic programmes and years of study. Emotional intelligence was measured using an adapted version of the Wong and Law Emotional Intelligence Scale together with items covering classroom interaction and engagement variables. The data were analysed using IBM SPSS through descriptive statistics, reliability analysis, exploratory factor analysis, Pearson correlation, and regression analysis.
The findings show that students reported a moderate to high level of emotional intelligence. Emotional intelligence demonstrated positive and statistically significant correlations with participation, public speaking confidence, peer collaboration, student-teacher interaction, and academic engagement. Regression results further revealed that emotional intelligence significantly predicted academic engagement and remained the strongest predictor even after controlling for demographic variables. The study concludes that emotional intelligence plays a meaningful role in strengthening classroom interaction and enhancing student engagement in higher education. The findings suggest that institutions should integrate emotional intelligence development into teaching and learning practices to create more supportive, interactive, and academically engaging classrooms.
Keywords: Emotional intelligence; classroom interaction; academic engagement; peer collaboration; higher education.
Page No: 52-66
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