Articles

Vocational education is crucial for India's 2047 development goals amidst global economic shifts. This study examined 100 Class VIII students in Delhi using ANOVA to assess employability, digital skills, entrepreneurial awareness, and career readiness. By analyzing perceptions through descriptive statistics, the research highlights the vital role of vocational training in strengthening human capital and bridging skill gaps. Findings confirm that integrating vocational education with mainstream schooling—emphasized in NEP 2020—significantly enhances student preparedness. The study concludes that a robust, inclusive, and technology-driven skill ecosystem is essential to transform India's demographic dividend into productive human capital.

Artificial intelligence-driven digital learning platforms are transforming contemporary education by enabling personalized learning, adaptive feedback, learning analytics, and flexible access to academic resources. These platforms support learners by identifying individual learning needs, improving instructional delivery, and promoting self-paced learning (Zawacki-Richter et al., 2019; Holmes et al., 2022). The present study examines the impact of AI-driven digital learning platforms on academic achievement, learning engagement, and educational equity among secondary and higher education students. It explores how AI-based tools influence students’ performance, motivation, participation, and access to quality learning opportunities. The study also considers challenges such as unequal digital access, limited digital literacy, data privacy concerns, and institutional readiness, which may affect equitable learning outcomes (UNESCO, 2021). The study highlights that AI-enabled platforms can enhance academic achievement and learner engagement when supported by inclusive policies, teacher training, ethical data use, and adequate digital infrastructure.

The present study examines the role of skill-based education and vocational training in enhancing employability, entrepreneurship, and sustainable livelihood opportunities among youth. In the changing economic and technological environment, academic knowledge alone is not sufficient for securing employment or achieving economic independence. Skill-based education equips youth with practical abilities, technical knowledge, communication skills, problem-solving capacity, and workplace readiness. Vocational training further supports career development by preparing young individuals for specific trades, self-employment, industry needs, and local livelihood opportunities. The study focuses on how skill development improves job readiness, encourages entrepreneurial thinking, reduces unemployment, and promotes sustainable income generation. It also highlights the importance of industry-oriented training, digital skills, life skills, innovation, and government skill development initiatives in empowering youth. The study concludes that skill-based education and vocational training can play a significant role in creating employable, self-reliant, and economically productive youth.

The present study examines the influence of socio-economic status, parental involvement, and school environment on academic achievement among school students. Academic achievement is affected not only by students’ individual abilities but also by family background, parental support, learning resources, school facilities, teacher guidance, and classroom climate. Socio-economic status influences access to books, technology, tuition, nutrition, and educational opportunities. Parental involvement supports students through motivation, supervision, communication, and encouragement. Similarly, a positive school environment promotes discipline, safety, participation, confidence, and effective learning. The study explores how these three factors individually and collectively contribute to students’ academic performance. It also highlights the need for supportive families, inclusive schools, trained teachers, and equal educational opportunities to improve learning outcomes among school students.

The present study assesses digital literacy, technology acceptance, and online learning readiness among teachers and students in higher education institutions. Digital literacy refers to the ability to access, evaluate, use, and create information through digital technologies. Technology acceptance reflects the willingness of teachers and students to adopt digital tools based on usefulness, ease of use, confidence, and attitude. Online learning readiness includes technical skills, self-directed learning ability, internet access, device availability, motivation, and institutional support. The study examines how digital competence and acceptance of technology influence participation in online learning environments. It also highlights challenges such as digital divide, lack of training, poor connectivity, limited infrastructure, and resistance to technology. The study concludes that higher levels of digital literacy and positive technology acceptance can improve online learning readiness, teaching effectiveness, learner engagement, and academic performance in higher education.

The present study explores the relationship between emotional intelligence, academic motivation, and educational achievement among adolescent learners. Emotional intelligence helps adolescents understand, manage, and express emotions effectively, while academic motivation encourages them to participate actively in learning activities and pursue educational goals. Educational achievement reflects students’ academic performance, learning outcomes, and overall scholastic progress. The study examines how self-awareness, emotional regulation, empathy, confidence, goal orientation, interest in learning, and persistence influence academic success. It also highlights that emotionally intelligent learners are more likely to remain motivated, manage stress, develop positive relationships, and perform better in academic settings. The study concludes that strengthening emotional intelligence and academic motivation can enhance educational achievement and support the holistic development of adolescent learners.

The present study aims to explore how students’ tendency to delay academic tasks and their ability to regulate learning influence their academic achievement. Academic procrastination refers to the unnecessary postponement of study-related activities such as completing homework, preparing for examinations, submitting assignments, and revising lessons. Self-regulated learning refers to students’ ability to plan, monitor, control, and evaluate their own learning process. Academic performance reflects the educational achievement of students, usually measured through marks, grades, or examination scores. The study focuses on secondary school students because this stage is important for academic growth, career preparation, habit formation, and personality development. Students at this level often face academic pressure, examination stress, digital distractions, lack of motivation, and time-management difficulties. These factors may increase academic procrastination and negatively affect academic performance. On the other hand, students with strong self-regulated learning skills are generally better able to set goals, manage time, use effective study strategies, control distractions, and maintain motivation. The study may adopt a descriptive and correlational research design. Data may be collected from secondary school students through standardized scales related to academic procrastination and self-regulated learning, along with academic performance records. The study is expected to find a negative relationship between academic procrastination and academic performance, while self-regulated learning is expected to show a positive relationship with academic performance. It may also reveal that self-regulated learning helps reduce procrastination and improves students’ achievement.

The present study examines the role of inclusive education in creating equal learning opportunities for all students, including those with different abilities, learning styles, socio-economic backgrounds, disabilities, and special educational needs. Inclusive education practices include learner-friendly teaching methods, flexible curriculum, assistive technology, classroom adaptation, peer support, individualized attention, trained teachers, and a supportive school environment.

The present study examines the role of game-based elements in improving classroom learning. The present study titled “Impact of Gamification-Based Learning Strategies on Student Engagement, Motivation, and Academic Performance in School Education” examines the role of game-based elements in improving classroom learning. Gamification-based learning refers to the use of game elements such as points, badges, rewards, levels, leaderboards, quizzes, challenges, feedback, competition, and teamwork in the teaching-learning process. These strategies make learning more interesting, interactive, and student-centered.

The present study examines the role of continuous teacher training in improving classroom teaching and students’ academic progress. Teacher professional development programmes include workshops, refresher courses, orientation programmes, seminars, mentoring, peer learning, digital training, curriculum training, and subject-specific skill enhancement activities.

Self-efficacy, career aspirations, and employability skills are fundamental determinants of students’ academic success, career readiness, and long-term professional development in the rapidly evolving global labour market. Higher education institutions are increasingly expected to equip students not only with disciplinary knowledge but also with the confidence, competencies, and practical skills required to meet the demands of modern workplaces. The present study examines the relationship between self-efficacy, career aspirations, and employability skills among higher education students. It explores how students’ beliefs in their capabilities influence career planning, goal setting, motivation, decision-making, and professional achievement. The study further investigates the importance of employability skills such as communication, teamwork, leadership, problem-solving, digital literacy, critical thinking, adaptability, creativity, and emotional intelligence in enhancing students’ career readiness and employment opportunities. In addition, it identifies major challenges affecting students’ career development, including skill gaps, limited industry exposure, inadequate career guidance, technological changes, and increasing competition in the employment market. The study emphasizes the role of universities, educators, employers, policymakers, and families in creating supportive learning environments that strengthen students’ confidence, aspirations, and professional competencies. It concludes that integrating career development programmes, experiential learning, internships, mentorship, entrepreneurship education, and skill-based training into higher education curricula can significantly improve employability and lifelong career success. Strengthening self-efficacy and employability skills ultimately prepares graduates to become adaptable, innovative, confident, and socially responsible professionals capable of contributing effectively to national and global economic development.