Fakir Mohan University

India’s Vision 2047, popularly known as Viksit Bharat @2047, represents an ambitious national roadmap to transform India into a developed, inclusive, and sustainable nation by the centenary of its independence. This research article critically analyses the core pillars of the vision, including economic growth, social inclusion, environmental sustainability, technological advancement, and governance reforms. The study adopts a qualitative analytical approach based on policy documents, scholarly literature, and secondary data sources. It examines four major objectives: fostering inclusive economic growth, strengthening social infrastructure, promoting sustainable environmental practices, and enhancing technological innovation and governance efficiency. The findings indicate that while India possesses significant demographic and technological advantages, challenges such as regional inequality, climate vulnerability, and institutional gaps persist. The study concludes that achieving Vision 2047 requires integrated policy implementation, multi-stakeholder collaboration, and continuous monitoring. Strategic recommendations are proposed to strengthen institutional frameworks, promote innovation, and ensure equitable development.

With the rapid expansion of digital learning in education, Massive Open Online Courses (MOOCs) have emerged as valuable platforms for enhancing access and quality in teacher education. This study investigates the perception of secondary grade prospective teachers towards MOOCs, with a focus on how gender and academic stream influence these perceptions. The study employed a quantitative cross-sectional survey research design. A total of 259 B.Ed. students from Mysore were selected using a stratified random sampling technique and surveyed using a validated 30-item perception scale covering five domains: study habits, learning outcomes, benefits and accessibility, usability and experience, and multimedia and resource sharing. The instrument demonstrated good reliability (Cronbach’s alpha = 0.843). The data were analyzed using descriptive statistics and independent samples t-tests followed by Cohen’s d for effect size. Results indicated that a majority of participants (79.9%) held a moderate perception of MOOCs. While gender differences in overall perception were not statistically significant, female participants rated higher in benefits and multimedia-related domains. Science stream students exhibited significantly more positive perceptions across multiple dimensions compared to their humanities counterparts. The findings suggest integrating structured MOOC orientation within B.Ed. programs, curricular integration of platforms such as SWAYAM for supplementary learning, and institutional initiatives to strengthen the digital competencies of prospective teachers for effective engagement with online learning environments.

The Technological Pedagogical Content Knowledge (TPACK) framework has emerged as a foundational model for understanding and developing pre-service teachers' competencies in integrating technology into teaching practice. This comprehensive manuscript synthesizes research from 2006 to 2026, examining the development of TPACK competencies, assessment methodologies, and intervention strategies across diverse subject areas and geographic contexts. Drawing from 28 highly relevant studies spanning North America, Europe, Asia, Africa, and the Middle East, this review reveals significant evolution in both theoretical understanding and practical implementation of TPACK in teacher education programs. Key findings indicate that design-based learning approaches and collaborative design teams have emerged as the most effective intervention strategies for developing pre-service teachers' TPACK competencies. Assessment methods range from surveys to more sophisticated mixed-methods approaches combining performance-based evaluations with reflective instruments. Subject-specific applications demonstrate particular strength in STEM education and language teaching, with growing emphasis on cross-disciplinary integration. Geographic analysis reveals distinct regional patterns, with Asian and Middle Eastern contexts leading in research volume, while African studies contribute important insights into developing country contexts. This manuscript provides evidence-based recommendations for teacher education programs, identifies critical gaps in current research, and proposes future directions for advancing TPACK development in pre-service teacher preparation across diverse educational contexts.

This study investigates the role of in-service education programmes in enhancing teacher effectiveness and shaping attitudes toward the teaching profession among elementary teachers in Odisha, India. Employing a quasi-experimental pre-test/post-test design with a control group, the study compared two groups of elementary teachers (trained group, n = 30, control group, n = 30). Data were collected using the Teacher Effectiveness Scale (TES) and the Attitude toward Profession Inventory (ATPI), both validated and reliable instruments. The results revealed that the trained group demonstrated significant improvements in teacher effectiveness (p<.05), particularly in planning, classroom management, and student assessment subdomains, with medium-to-large effect sizes (Cohen’s d = 0.45–0.70). Additionally, teacher attitudes toward the profession improved moderately, with gains in job satisfaction and professional commitment. The findings underscore the value of in-service education as a mechanism for enhancing instructional quality and strengthening professional identity. The study concludes by highlighting implications for policy, practice, and future research to ensure sustained quality in elementary education.

The rapid evolution of digital technologies has necessitated a re-examination of pedagogical frameworks, particularly Technological Pedagogical Content Knowledge (TPACK), which has long guided technology integration in education. Recent advancements have introduced extensions such as Digitality Pedagogical Content Knowledge (DPACK) and XY-PACK (Culture, Ethics and emerging context…), yet their comparative roles, interrelationships, and practical implications remain underexplored. This paper aims to synthesize existing research on TPACK, DPACK, and XY-PACK, focusing on their conceptual distinctions, transitional dynamics in STEM education, and applications in other specific contexts. We adopt a rigorous methodological approach to identify, analyze, and interpret relevant studies, ensuring a comprehensive understanding of how these frameworks address contemporary educational challenges. Our findings reveal a gradual shift from TPACK to DPACK, driven by the increasing emphasis on digital literacies, while XY-PACK emerges as a niche yet promising model for specialized domains. Despite these insights, gaps persist in the empirical validation of DPACK and XY-PACK, suggesting a need for further research. By consolidating these perspectives, this paper contributes to the ongoing discourse on technology-enhanced pedagogy and offers practical recommendations for educators and policymakers seeking to adapt these frameworks in diverse learning environments.