Volume 14 | Issue 8 |

 Abstract

The usage of digital teaching-learning platforms in education has become an indispensable part of modern educational practices. In India, the Ministry of Education has launched the DIKSHA platform, which serves as a national digital hub for online teaching-learning resources such as e-content, training modules, and assessment materials. Despite its widespread availability, the DIKSHA platform's scope and level of awareness among learners continue to be an important research topic. The current study looks at DIKSHA platform awareness among secondary school students with an emphasis on male and female students. The descriptive and survey study designs were used to investigate students' understanding of DIKSHA's objectives, features, and resources. The study's findings show that the majority of students are highly aware of the availability of e-content and learning opportunities. However, there is relatively low level of awareness regarding the availability of evaluation tools and professional development courses. Furthermore, female students have demonstrated greater awareness than their male counterparts. The report suggests that well-designed, structured, and targeted awareness programs along with ongoing training in digital activities, are required to enhance students' understanding of the DIKSHA platform. The current study also provides useful insights for policymakers, educational planners, and institutions seeking to develop digital teaching-learning activities align with the objectives of National Education Policy 2020.

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 Keywords

DIKSHA Platform, Digital Learning, Digital Education, Online Teaching-Learning Resources, Student Awareness, Secondary School Students

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Despite the worldwide movement toward including people with disabilities, disability is frequently viewed through a "single-axis" lens. This perspective fails to acknowledge the "hierarchy of suffering," where individuals with disabilities encounter compounded oppression resulting from intersecting identities. This research explores the "Matrix of Marginality," analyzing how disability interacts with gender, caste, and socioeconomic status to create distinct forms of systemic exclusion. It also aims to determine how these identities influence access to essential resources and to suggest a comprehensive framework for inclusive policy development. Ultimately, this study offers a model for comprehending disability as a dynamic and socially stratified experience in the Global South.

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Caste, Disability, Gender, Matrix of Marginality, Socioeconomic

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Mental health is a vital component of overall health and significantly influences students' academic achievement, interpersonal relationships, and quality of life. College students experience numerous academic, social, financial, and emotional challenges that increase their vulnerability to mental health problems such as anxiety, depression, stress, and substance misuse. Despite the growing prevalence of psychological disorders among young adults, mental health literacy remains inadequate, and stigma often prevents students from seeking professional help. Psychoeducation is an evidence-based educational intervention that enhances awareness, promotes healthy coping strategies, reduces stigma, and encourages timely help-seeking behaviors. This article reviews the importance of psychoeducation in improving mental health awareness among college students, discusses common mental health issues affecting this population, explores barriers to mental healthcare, and highlights the role of educational institutions and nursing professionals in promoting psychological well-being. Various psychoeducational approaches, including classroom teaching, peer support, digital interventions, workshops, mindfulness training, and counseling services, are discussed. The article concludes that comprehensive psychoeducation integrated into college health programs can significantly improve mental health literacy, strengthen resilience, reduce stigma, and foster a supportive campus environment.

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 Keywords

Psychoeducation, Mental Health Awareness, College Students, Mental Health Literacy, Stress, Anxiety, Depression, Nursing

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Needle Stick Injuries And Impact Among Healthcare Workers - A Review

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Needle stick injuries , prevention , knowledge , healthcare workers

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Cultural competence is an essential component of quality mental health nursing care. Mental health nurses work with individuals from diverse cultural, ethnic, religious, linguistic, and socioeconomic backgrounds, making culturally sensitive care fundamental to achieving positive patient outcomes. Cultural beliefs significantly influence patients' perceptions of mental illness, help-seeking behavior, communication styles, treatment adherence, and recovery processes. A lack of cultural competence may lead to misdiagnosis, ineffective communication, stigma, and healthcare disparities. Holistic mental health nursing integrates physical, psychological, emotional, social, spiritual, and cultural dimensions of care to address the unique needs of each patient. This article discusses the concept of cultural competence, theoretical frameworks, barriers, strategies for culturally competent practice, the role of mental health nurses, challenges, and future directions. The article emphasizes evidence-based nursing interventions that promote culturally safe, patient-centered, and holistic mental health care. Strengthening cultural competence through education, reflective practice, organizational support, and policy development can significantly improve mental health outcomes and patient satisfaction.

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Cultural competence, mental health nursing, holistic care, cultural diversity, patient-centered care, transcultural nursing, mental health

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 Abstract

राष्ट्रीय शैक्षणिक धोरण (NEP-2020) विद्यार्थीकेंद्रित, अनुभवाधारित आणि कृतीप्रधान शिक्षणावर विशेष भर देते. या पार्श्वभूमीवर शाळांमध्ये राबविण्यात येणारा "बोलक्या भिंती" हा उपक्रम विद्यार्थ्यांच्या अध्ययन प्रक्रियेला अधिक प्रभावी बनविणारा ठरतो. या उपक्रमातील "गणित भिंत" विद्यार्थ्यांना गणितीय संकल्पना दृढ करण्यास, तार्किक विचार विकसित करण्यास आणि गणित विषयाविषयी आत्मविश्वास निर्माण करण्यास सहाय्यभूत ठरते. प्रस्तुत लेखामध्ये इयत्ता ५ वी ते १० वीच्या विद्यार्थ्यांसाठी गणित भिंतीची संकल्पना, रचना, अध्यापनातील उपयोग, विद्यार्थ्यांवरील परिणाम आणि शिक्षकांची भूमिका यांचा सविस्तर ऊहापोह करण्यात आला आहे.

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बोलक्या भिंती, गणित भिंत, गणित अध्यापन, अनुभवाधारित शिक्षण, NEP-2020, कृतीप्रधान शिक्षण.

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Toy-Based Pedagogy has emerged as an innovative and child-centred teaching approach that promotes experiential, activity-based, and joyful learning among young learners. In India, the National Education Policy (NEP) 2020 and the National Curriculum Framework for Foundational Stage (NCF-FS) 2022 advocate the integration of toy-based learning to enhance children's holistic development. The present study aims to examine teachers' perceptions towards the implementation of Toy-Based Pedagogy in preparatory classes, identify the challenges faced by teachers, assess their preparedness and professional training, and suggest measures for improving its effective implementation. The study adopts a descriptive research design based entirely on secondary data. Relevant information was collected from policy documents, including NEP 2020 and NCF-FS 2022, the NCERT Toy-Based Pedagogy Handbook, books, peer-reviewed research articles, government reports, and other authentic academic sources. The collected data were analysed through thematic analysis.

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Toy-Based Pedagogy; Teachers' Perception; Preparatory Classes; NEP 2020; Experiential Learning.

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Migration has become an important demographic and economic process in Uttarakhand, especially in its Himalayan districts. Large-scale temporary and permanent out-migration has changed rural livelihoods and settlement patterns. This study looks at the patterns, causes, and social and economic effects of migration in the state using secondary data from census records, government reports, and existing literature. The findings show that migration mainly happens because of limited job options, low agricultural productivity, land fragmentation, insufficient education and health services, poor infrastructure, and growing human-wildlife conflict in the hills. Meanwhile, urban centers attract people due to better job opportunities. Migration has led to rural depopulation, an increase in partially abandoned villages, labor shortages, and more women taking on agricultural roles in the hills. At the same time, remittances from migrants are important for supporting household incomes and reducing economic risks. The study points out that migration in Uttarakhand highlights long-standing regional development gaps. It stresses the need for specific development strategies for the hills to tackle the root causes and encourage sustainable economic growth.

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livelihoods , migration

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This critical study evaluates the status of inclusive education for rural girls at the primary education level in India (Classes I-V) in direct relation to Sustainable Development Goal 4.5 (SDG 4.5). Utilizing secondary quantitative data from Unified District Information System for Education Plus (UDISE+) reports covering 2021-22 through 2024-25, alongside national educational policy frameworks, this paper analyzes national performance trends across three core indicators: primary level enrollment, Gender Parity Index (GPI), and dropout rates. The empirical analysis reveals a gradual decrease in overall primary enrollment from 12.18 crore in 2021-22 to 10.44 crore in 2024-25, primarily driven by demographic transitions and enhanced student tracking under UDISE+. Concurrently, the Gender Parity Index consistently remained above parity (1.03 to 1.05), reflecting substantial structural progress in girls' educational access. However, dropout rates exhibited temporary fluctuations (peaking at 7.8% before stabilizing near 0.0%-0.3%), underscoring persistent socio-economic, infrastructural, and cultural vulnerabilities in rural areas. The study concludes that achieving complete inclusion under SDG 4.5 requires sustained, targeted interventions, including gender-segregated sanitation, financial incentives, community engagement, and gender-responsive pedagogy.

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 Keywords

Inclusive Education, Rural Girls, Primary Education, SDG 4.5, Gender Parity Index

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This paper explores the social life of the Nagas as depicted in the Nilamata Purana, focusing on their evolving relationship with humans and their role in shaping the cultural and social foundations of early Kashmir. Rather than viewing the Nagas as purely mythological entities, the study examines their active participation in the region's sacred geography and community development. Through narratives involving figures such as Jalodbhava, Candradeva, and King Nila, the text reveals how the Nagas mediated between divine will and human need, gradually enabling a shift from conflict to coexistence. The paper also investigates the social organization of the Naga community, as evidenced by extensive genealogical records and leadership hierarchies, suggesting a structured and functioning society. Themes of hospitality, spiritual authority, and cosmic regulation emerge throughout the text, reflecting the Nagas' significance beyond myth. The research highlights the Nilamata Purana not only as a religious text but also as a valuable source for understanding the cultural memory and early societal imagination of Kashmir, where the Nagas served as both symbols and agents of social order, environmental guardianship, and ritual continuity.

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 Keywords

Nagas, Nilamata Purana, Early Kashmir, Naga-Human Relations, Mythology

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