ABSTRACT
This study investigated the effect of classroom environment and motivation improvement strategies on students’ learning outcomes in Integrated Science among Junior Secondary School students. The study adopted a quasi-experimental design using a non-equivalent groups pre-test post-test approach, with two intact classes randomly assigned as experimental and control groups. A total of 60 students participated in the study, 30 in each group. The experimental group was exposed to an intervention consisting of classroom environment modifications such as collaborative seating, science visual aids, and organized learning corners combined with motivation-enhancing strategies, including goal-setting, feedback, and group rewards, over a period of four weeks. The control group received normal classroom instruction without any modifications. Data were collected using a researcher-developed Integrated Science Achievement Test (ISAT) and a Student Motivation Questionnaire (SMQ), both administered as pre-tests and post-tests. Data analysis involved descriptive statistics (mean, standard deviation) to determine pre- and post-test performance, paired-samples t-tests to examine within-group changes, and independent-samples t-tests to assess differences in gain scores between experimental and control groups. Correlation analysis was conducted to explore the relationship between changes in motivation and learning outcomes. The findings revealed that students in the experimental group demonstrated significant improvement in Integrated Science scores from pre-test to post-test compared with the control group. Additionally, motivation levels in the experimental group increased significantly, and a positive relationship was observed between increased motivation and learning gains. These results suggest that deliberate modifications to classroom environment, coupled with motivation-enhancing strategies, can significantly improve students’ learning outcomes in Integrated Science. The study re

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This study examined the effects of individualised learning on academic learning strategies among Higher education students in West Bengal. In response to varied student profiles and rapidly evolving academic contexts, personalised learning—which emphasises learner autonomy, individual needs, and adaptable teaching strategies—has become a prominent educational paradigm. The review emphasised how self-regulation, inspiration, and active engagement are fostered by individualised learning techniques, which impact students' deep, superficial, and strategic learning approaches. Conventional teacher-centred pedagogies, examination-oriented practices, and sociocultural expectations still shape students' learning habits in West Bengal. However, there is potential to revolutionise academic learning techniques through the progressive integration of learner-centred pedagogies, flexible curriculum, and technology-enabled individualised learning. The study highlighted how, when matched with students' institutional and cultural contexts, individualised learning may promote critical thinking, deeper knowledge, and autonomous learning. This conceptual study emphasised the importance of striking a balance between conventional educational principles and creative, individualised techniques to improve learning outcomes by synthesizing available material. The results indicated that to promote meaningful and long-lasting academic learning techniques among West Bengal higher education students, context-sensitive, individualised learning implementation is crucial.

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Bangladeshi university faculty members are nowadays expending multi sustainable teaching pedagogy through their endeavour to set the environment of English as second languages (ESL) for the target learners to speak with inclusive norms overcoming provincial challenges and competition. This study reconnoitres the teaching Pedagogy in tertiary English education, focusing on semi-structured interviews with 50 faculty members from public, private as well as globally connected former Bangladeshi university teachers. The results determine wide-ranging sustainable teaching methods those extending from eclectic, lecture information-based, and technology-driven methods to communicative language teaching (CLT), content-based instructions (CBI), learners-centered approaches includes task-based language teaching (TBLT), open-discussion and group discussion technique, flipped classrooms, information-based instructions (IBI), interactive, post-method approach, multimodal learning, eco-pedagogy and question-based innovative approach are commonly appreciated as more sustainable, as they foster learners’ autonomy, teamwork, and durable skills improvement. Besides updated approaches old version approach similarly grammar-translation (GT) method and lecture-based methods are also connected to dwindled engagement and satisfaction, displaying some potential problems in achieving up-to-date instructional expectations. The innovative research uncover some noteworthy decorations of teaching along with exclusively divulges sustainable pedagogy in Bangladesh rely on conforming institutional goals in liaison of the unavoidability of institutional elasticity in accelerating the sustainable English pedagogy.

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Creativity is increasingly recognised as a vital dimension of higher education, contributing to innovation, flexible thinking, and academic vitality. In autonomous colleges, where curricular and pedagogical freedom is emphasised, teachers play a central role in fostering creative academic environments. The present study examines teachers’ perceptions of creativity in autonomous colleges, with specific reference to gender and rural–urban context. Using a descriptive survey design, data were collected from 160 teachers drawn from 12 government and non-government autonomous colleges in Odisha, India. A researcher-developed five-point perception scale was employed to measure teachers’ views on creativity-related academic practices and institutional support. Mean scores, standard deviations, and independent samples t-tests were used to analyse differences across gender and locale. The findings reveal a significant overall gender difference, with female teachers reporting relatively higher perceptions of creativity than male teachers. Rural–urban differences were largely non-significant, indicating relative consistency in perceptions across institutional contexts. However, selected cross-gender and cross-locale comparisons highlighted that perceptions of creativity are shaped by the interaction of gender and context rather than by location alone. The study concludes that teachers’ perceptions of creativity are influenced more by gendered professional experiences than by institutional locale, underscoring the need for inclusive academic cultures and supportive leadership practices to translate autonomy into sustained creative engagement in higher education.

ABSTRACT
Wannan takarda ta yi nazarin kalmomin rukunin masu sayar da man fetur da baƙin mai a cikin garin Sakkwato. Manufar ita ce zaƙulo yadda wannan rukunin ‘yan kasuwa suke sarrafa harshen Hausa, ta hanyar fito da ma’anonin kalmomin da suke amfani da su a zantukansu na yau da kullum. An taƙaita wannan bincike a kan nazarin kalmomi ne kawai, ba tare da nazarin sassan jumla ko jumlolin wannan rukunin ‘yan kasuwa ba. An gabatar da hasashe guda biyu (2), waɗanda aka gwada su ta hanyar gudanar da lura ta kai-tsaye da hira ko tattaunawa da masu harkar sayar da man fetur da baƙin mai a wuraren kasuwancinsu. An tattaro wasu lafuzzan da suke amfani da su domin tabbatar da samuwar wannan Hausar dalilin zamantakewa da sauran ma’amalolin a wuraren kasuwancinsu. Binciken ya gano cewa ‘yan kasuwar suna amfani da wasu ma’anoni na musamman waɗanda suka sha bamban da Hausar yau da kullum, wadda suke samarwar ta hanyar faɗaɗa ma’ana da ƙirƙira da kuma sarrafa kalmomin aro. Daga ƙarshe an ba da shawarar faɗaɗa bincike a wannan fanni domin buƙasa harshen, musamman a yanzu da kimiyya da fasaha suke taka rawa a cigaban harshe.

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Background: Diving is an activity carried out in the air in a high pressure air chamber. One job that is always related to diving activities is fishing. When working as a fisherman, the technique used to catch fish is often still using fishing poles and nets. This activity often requires fishermen to make repetitive movements and requires fishermen to work inside which can cause complaints about muscle position (skeletal) or myalgia. Aim: To determine the effect of diving in the sea on the incidence of myalgia in diving fisherman at the Oesapa Fisherman's Village. Method: The type of research carried out was observational analytic with a cross sectional approach. This research was carried out by filling out the Nordic Body Map questionnaire. Sampling used a non-probability snowballing sampling technique and obtained 50 respondents. This research provides univariate and bivariate analysis using the Chi Square test. Results: All respondents were male. Respondents ranged in age from 15-50 years. Based on work period, the number of respondents who took part in this research with a work period of ≥ 10 years was 31 respondents (62%), while for respondents ≤ 10 years there were 19 respondents (38%). The results of bivariate analysis between respondent age, diving depth, length of service, length of work, frequency of diving and the incidence of myalgia have a value of (p>0.005). Conclusion: There is no effect of diving in the sea on the incidence of myalgia in diving fisherman at the Oesapa Fisherman's Village.

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Introduction: North Bengal (NB) occupies a strategically important and spatially unique location within the broader of West Bengal province (WB) and forms part of an important sub-region of Eastern India, which, in northern WB, is made up of the eight districts. The physiography of North Bengal is characterized by significant diversity. It dominates throughout the hill and foothill region's tea plantations, horticulture and tourism. Objectives: The study has tried to determine the geographic location and condition, the regional development gap between South Bengal (SB) and North Bengal (NB) and also to evaluate what affect the geography, the connection between these two regions, and how much bias in historical government decisions has played a role in generating different development levels in these two different areas. Research Methodology: The Research Design has implemented a qualitative-quantitative Mixed Method Approach, drawing upon secondary statistical analysis supported by the conceptual/theoretical application of regionally devised development processes. Results and Discussion: The interconnectedness of natural conditions and human actions/decisions has resulted in many of the outcomes in the region, including environmental sensitivity and vulnerability to disasters and resource dependence. The disparities in poverty, literacy and infrastructure between North Bengal and South Bengal are due to numerous causes and are highly interconnected. Conclusions: There are equal amounts of importance placed on investing in education, skill development, and healthcare as they are all essential elements of human capital in achieving long-term regional development.