Research Articles, Monographs, Theses, Reports, etc. https://mcc-idr.l2c2academy.co.in/xmlui/handle/123456789/336 2026-05-15T10:28:35Z 2026-05-15T10:28:35Z Das, Samar https://mcc-idr.l2c2academy.co.in/xmlui/handle/123456789/887 2026-04-17T18:30:44Z 2021-06-01T00:00:00Z

Choice Based Credit System: Implications & its Challenges. Das, Samar The aim of Education is the all-around development of the students. The development of their cognitive abilities is important simultaneously with affective and psychomotor development. All educational institutions are emphasizing all-around development. Five Year Plan of India proposed various measures for academic reforms in higher education. Indian higher education institutions need an infusion of new models to keep the curriculum responsive to the changing environment which includes technology adoption, changing industry requirements, changing aspiration of students, and changing expectations of society. CBCS aims to redefine the curriculum for keeping pace with the liberalization and globalization in education. Choice-Based Credit System (CBCS) has several unique features as advanced learning opportunities, ability to match students' scholastic and non-scholastic needs and aspirations, inter-institution transferability of students, partial completion of an academic program in the institution of enrolment, and partial completion in a specialized institution, improvement in academic quality and excellence, flexibility for the students to complete the program over an extended period of time, standardization and comparability of educational programs across the globe, etc. The CBCS may fit appropriately into the emerging socio-economic milieu and also respond effectively to the educational and occupational aspirations of future generations. CBCS provides a better facility to the learners like freedom, flexibility, advanced learning opportunities, fulfillment of student's academic needs and aspirations, intra and inter-institutional transferability, a quality education, etc. However, during the implementation of this system in higher education institutions, many challenges need to be addressed to put it on the right track. Therefore, the objective of the present paper is to examine the prospects and challenges of Choice Based Credit System. Journal Articles

2021-06-01T00:00:00Z Das, Samar https://mcc-idr.l2c2academy.co.in/xmlui/handle/123456789/886 2026-04-17T18:30:43Z 2026-03-01T00:00:00Z

Transforming Learning Through the Use of Artificial Intelligence Tools in Modern Educational Settings. Das, Samar The use of Artificial Intelligence (AI) technologies in education is reshaping contemporary teaching and learning practices. This qualitative investigation delves into how Al is revolutionizing instructional strategies, fostering learner participation, and supporting customized educational experiences. Relying solely on document-based analysis, the study offers a critical perspective on the utility, limitations, and future prospects of Al innovations like intelligent tutoring systems, personalized content platforms, and adaptive learning technologies across various educational contexts. It explores the transformative impact these tools have on educators and students alike, emphasizing a shift toward learner-centred models and redefining conventional pedagogical roles. The research reveals that Al not only facilitates automation in educational management but also enhances instructional quality through data-informed decision-making, tailored teaching methods, and broader access to effective learning opportunities. Nevertheless, significant obstacles persist, including ethical dilemmas, concerns over data security, and issues related to unequal technological access. The study concludes that although AI can significantly enrich educational outcomes, its effectiveness hinges on deliberate integration, adequate teacher training, and consistent evaluation. This work adds to the expanding dialogue on digital transformation in education by assessing existing AI applications and their qualitative impact, underlining the urgent need for inclusive policies, skilled educators, and robust infrastructure to realize AI's full promise in academic settings. Journal Articles

2026-03-01T00:00:00Z Ghata, Prasanta Kumar https://mcc-idr.l2c2academy.co.in/xmlui/handle/123456789/885 2026-04-17T18:30:43Z 2026-04-01T00:00:00Z

Understanding and Enhancing Student Mental Health and Wellbeing across Educational Systems: A Comprehensive Review. Ghata, Prasanta Kumar This thorough review delves into the complex aspects of student mental health and well-being within educational systems, focusing on the ecological interactions of personal, family, school, and community influences. This underscores the heightened vulnerability during educational transitions and the profound effect of mental health on both academic and social outcomes. The review assesses systemic frameworks, including policy changes such as India's National Education Policy 2020, and evaluates multi-tiered strategies for promoting mental health, including individual interventions, comprehensive school approaches, community collaborations, digital resources, and policy measures. It discusses the challenges encountered by students and educators, the role of physical and social environments, and innovative and inclusive practices. Additionally, the review considers global and cultural viewpoints, the significance of early intervention, healthy lifestyle habits, and emerging normative rights-based considerations. The findings highlight the necessity of integrated, culturally aware, and ongoing interventions to create supportive educational settings, diminish stigma, and improve student well-being across various contexts (Johnson, 2025). Journal Articles

2026-04-01T00:00:00Z Ghata, Prasanta Kumar https://mcc-idr.l2c2academy.co.in/xmlui/handle/123456789/884 2026-04-17T18:30:42Z 2026-03-01T00:00:00Z

Patterns of Foundational Literacy, Numeracy and Learning Styles among Secondary School Students in Paschim Medinipur, West Bengal. Ghata, Prasanta Kumar This study investigates the patterns of foundational literacy, numeracy, and learning styles among secondary school students in Paschim Medinipur, West Bengal. Literacy and numeracy are essential for academic success and lifelong learning, and secondary education serves as a critical stage for consolidating these skills. The research examines the relationship between students' learning styles (auditory, visual, kinesthetic, and social) and their competencies in foundational literacy and numeracy (FLN). Using a mixed-method approach, quantitative assessments measured literacy and numeracy skills, whereas validated questionnaires identified learning style preferences among a representative sample of secondary students. The results reveal that auditory and social learning styles are positively correlated with higher FLN performance, whereas visual and kinesthetic styles show weaker or inverse relationships. Kinesthetic learning was identified as the most prevalent style, with visual, auditory, and social styles following. These results highlight the necessity of adapting teaching strategies to cater to various learning preferences, particularly by focusing on auditory and social methods to improve FLN outcomes. The study suggests incorporating diverse teaching techniques that align with predominant learning styles to enhance academic performance in foundational skills within this region. Journal Articles

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