Volume 14 | Issue 2 |

 Abstract

In the 21st century, the technological revolution has ushered in a new era not only in every sphere of life but also in the field of education. The rapidly evolving new relationship between artificial intelligence (AI) and education has inspired influential policies and institutional changes. AI is having a rapidly growing impact on education. The integration of AI into the educational framework has marked a significant milestone in the history of educational revolution. AI is increasingly playing an important role in both teaching-learning systems and management practices. Using conceptual frameworks, content analysis, and qualitative and effective methods of literature review, this research paper critically evaluates the relevance of AI in the light of education. The main points of this study include the need for AI, its utility, opportunities, and the challenges associated with it. Philosophical perspectives and ethical considerations in the implementation of AI technology have also been discussed. The potential of AI in informing personalized learning, enhancing intelligent learning, and supporting data-driven decision-making has been critically examined. This research paper explores the transformative role of teachers amid the usefulness, expansion, and increasing centrality of AI, emphasizing the need to equip teachers with essential skills that promote critical thinking, creativity, and innovation. Through critical evaluation, it has been found that AI holds immense potential to create harmonious and customized learning experiences. At the same time, it brings a range of challenges and concerns such as the possibility of diminishing the human face of education, ethical issues, threats to data privacy, and algorithmic bias. Based on the findings, the paper recommends that stakeholders in the field of education should adopt a balanced approach toward the use of AI in learning and educational management. Within this approach, AI should be positioned as a supportive resource rather than as a primary source of information and knowledge. In this manner, AI acts as a complement to time-tested traditional values, enabling the holistic development of both education and learners. The challenges associated with AI can be resolved only when users and educational management employ its transformative capabilities with ethical considerations, a process that requires a long and sustained effort.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Artificial Intelligence, Significance

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Large Language Model (LLM)-based chatbots such as ChatGPT, Gemini, and Copilot are rapidly being integrated into higher education and professional learning environments for tutoring, assessment support, and content generation. While these tools demonstrate strong potential to enhance personalized learning, scaffolding, and accessibility, concerns persist regarding overreliance, reduced cognitive engagement, and erosion of critical thinking skills. This study critically examines whether educational chatbots function primarily as cognitive supports or cognitive substitutes. Using a systematic review of global empirical studies, policy reports, and experimental findings, the paper analyzes learning outcomes, student behavior, and pedagogical integration strategies. Secondary data are synthesized through comparative tables highlighting learning gains, engagement metrics, and cognitive risks. Findings suggest that chatbots enhance conceptual understanding and feedback efficiency when used as metacognitive tools but may suppress higher-order thinking when used for answer generation and task completion. The study concludes that learning outcomes depend less on the technology itself and more on pedagogical design, assessment strategies, and institutional policy frameworks. The paper proposes instructional design principles and governance guidelines for responsible AI integration in higher education.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

LLM chatbots, higher education, critical thinking, AI in education, professional learning, generative AI.

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Abstract: In today's scenario we pay various taxes i.e. Direct and Indirect taxes, which are felt as burden on us and due to these taxes the corruption is increasing. So, to overcome from all these taxation system the Central Government has decided to make one tax system i.e. Goods and Services Tax (GST). GST is one of the most critical tax reforms in India which has been long awaiting decision. It is a comprehensive tax system that will subsume all indirect taxes of State and central Governments and whole economy into seamless nation in national market. It is expected to remove the burden of existing indirect tax system and play an important role in growth of India. GST includes all Indirect Taxes which will help in growth of economy and proves to be more beneficial than the existing tax system. GST will also help to accelerate the overall Gross Domestic Product (GDP) of the country. GST is now accepted all over the world and countries are using it for sales tax system. This paper will help to show that, what will be the impact of GST after its implementation, difference between present Indirect Taxes and GST and what will be the benefits and challenges of GST after implementation.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Keywords: Central, State, Dual, GST, Indirect Tax, Direct Tax, GDP, Implementation.

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

This systematic literature review explores how human-centered design principles are being incorporated into parametric design approaches within interior architecture. It addresses a key gap between optimizing for computational performance and prioritizing the well-being of building occupants. Current parametric design methods often emphasize technical metrics like energy efficiency, structural optimization, and cost savings, with secondary attention given to human comfort as a core design goal. By analyzing peer-reviewed literature published between 2017 and 2026, the review brings together insights from parametric design, occupant comfort, neuroarchitecture, biophilic design, and multi-objective optimization. The research highlights three main challenges: (1) a lack of methods for turning subjective human experiences into measurable design variables, (2) limited integration of tools that support full-spectrum comfort analysis, and (3) a disconnect between research on human factors and its application in computational design. While thermal and visual comfort are well-supported through existing simulation tools, areas like acoustic comfort and biophilic design need more research and methodological support. The findings show that using human-centered parametric methods can increase occupant satisfaction by 15-38%, while still achieving 85-95% of energy efficiency goals--debunking the idea that comfort and performance must be mutually exclusive. This review offers a detailed framework, complete with visual case studies, simulation visuals, and real-world project examples, to guide interior architects and computational designers in making occupant well-being a central design objective, pushing performance-driven architecture toward more human-centered outcomes.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Parametric design, systematic literature review, human-centered design, occupant well-being, interior architecture, computational optimization, biophilic design, neuroarchitecture.

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Financial technology (fintech) has developed as a transformative force reforming financial access and behavior across the world. In India, where approximately 70% of the population are living in rural areas, fintech innovations are progressively critical in bridging gaps in financial inclusion and changing traditional investment patterns. This study explores the scope and level to which fintech has impacted access to financial services in rural India, evaluates shifts in investment behavior among rural households, and identifies key challenges and policy implications.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Fintech Innovations

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

After-school support programs (ASSPs)--including remedial tutoring, supervised study, mentoring, sports and arts clubs, and structured life-skills initiatives--are increasingly positioned as equity-oriented strategies to improve adolescent learning and holistic development. In India, where learning gaps and transition risks intensify during secondary schooling, ASSPs may offer additional instructional time, targeted remediation, psychosocial support, and safe spaces that strengthen academic outcomes and social development. This article synthesizes evidence from (i) global meta-analyses of after-school and social-emotional learning (SEL) programs and (ii) India-relevant secondary sources, and proposes a practical evaluation framework suited to Indian secondary schools. Evidence indicates that well-designed programs can improve grades and achievement while also strengthening social behaviours, school bonding, and related competencies when implementation quality is high and activities are sequenced, active, focused, and explicit (SAFE) [1][2]. India-based evidence from large-scale remedial and after-school life-skills initiatives suggests potential gains in learning and socio-emotional competencies, but highlights the need for stronger secondary-stage evaluations using transparent designs and comparable outcome measures [3][4]. The article provides tabular secondary evidence, outcome indicators aligned to Indian policy priorities, and guidance for school-level program evaluation in line with NEP 2020's emphasis on holistic development [5].

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

After-school programs; secondary education; remedial tutoring; life skills; social-emotional learning; academic achievement; India; program evaluation.

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Procrastination is the irrational behaviour of delaying important tasks without any valid reasons that has afflicted mankind since antiquity. An enormous body of literature on procrastination has accumulated in the past many decades, expounding the nature, causes, consequences and treatment of procrastination. The authors aim to focus on reviewing some of the most relevant literature pertaining to two approaches to understanding procrastination, namely personality and motivation. An overview of the available literature underscored the importance of investigating personality traits and motivational factors in relation to procrastination.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Malediction, Procrastination, Personality approach, Motivational approach

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Flavonoids, abundant polyphenolic compounds in plants, exhibit remarkable potential in wound healing through their multifaceted actions on key phases of repair: hemostasis, inflammation, proliferation, and remodeling. Their therapeutic effects arise primarily from potent antioxidant properties neutralizing reactive oxygen species (ROS), upregulating enzymes such as SOD, CAT, and GPx, and activating the master regulator Nrf2/ARE pathway to mitigate oxidative stress alongside robust anti-inflammatory activities via inhibition of NF-?B, MAPK/ERK, COX-2, and pro-inflammatory cytokines (TNF-?, IL-6, IL-1?). Additional benefits include promotion of angiogenesis (via upregulation of VEGF, bFGF, TGF-?), re-epithelialization, collagen synthesis, extracellular matrix remodeling, and antimicrobial action against common wound pathogens. Preclinical evidence, predominantly from animal models of acute, burn, and diabetic wounds, demonstrates that prominent flavonoids (e.g., quercetin, kaempferol, curcumin, rutin) accelerate closure, enhance granulation tissue formation, and reduce scarring. However, challenges such as poor solubility and bioavailability are being addressed through advanced formulations, including hydrogels, nanoparticles, nanogels, and composite dressings, which enable sustained release, improved penetration, and superior outcomes in diabetic wound models (e.g., >90% closure in 14 days in some studies).While clinical translation remains limited, emerging data support flavonoids as safe, multi-target natural agents, particularly for managing chronic non-healing wounds dominated by persistent inflammation and oxidative stress. This review highlights underlying pathways, key compounds, formulation advances, and future directions for harnessing flavonoids in wound therapeutics.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Flavonoids, Wound healing, pathway

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Local Inequality and Social Exclusion: A Critical Study of the Distribution of Slum Settlements

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Local Inequality and Social Exclusion: A Critical Study of the Distribution of Slum Settlements

  License

Creative Commons Attribution 4.0 and The Open Definition

 Abstract

This article explores the legal and political dimensions of withdrawal clauses within key international climate agreements, focusing on the United Nations Framework Convention on Climate Change (UNFCCC) of 1992 and its associated protocols, including the Kyoto Protocol of 1997 and the Paris Agreement on climate change of 1997. Withdrawal clauses are critical components of these treaties, as they allow states to disengage from the agreements under specified conditions. This article investigates the implications of such provisions, particularly concerning the legal consequences of withdrawal, the political ramifications for international cooperation, and the broader economic impacts on global climate action. The primary questions addressed in the article include: How do withdrawal clauses impact the effectiveness and stability of international climate agreements? What are the legal, political, and economic consequences for states that choose to withdraw, and how do these actions affect global climate governance? The study uses a comparative legal analysis to examine the withdrawal provisions in the Kyoto Protocol and the Paris Agreement, highlighting differences in their structures and the implications of these differences for global climate policy. Key findings suggest that while withdrawal clauses provide states with sovereignty over their participation, they also introduce significant risks to the stability and long-term success of climate agreements. The legal consequences of withdrawal, such as violations of international commitments and the erosion of diplomatic trust, can severely undermine global efforts to combat climate change. Politically, withdrawals by major nations, such as the United States' exit from the Paris Agreement, highlight the fragility of climate cooperation. The article concludes by emphasizing the need for stronger, more binding provisions to prevent arbitrary withdrawals and enhance the resilience of international climate law, recommending reforms to withdrawal mechanisms and greater multilateral cooperation to address climate challenges effectively.

Licence: creative commons attribution 4.0

  License

Creative Commons Attribution 4.0 and The Open Definition

 Keywords

THE WITHDRAWAL CLAUSES OF THE UNFCCC OF 1992 AND ITS PROTOCOLS: A LEGAL APPRAISAL

  License

Creative Commons Attribution 4.0 and The Open Definition