This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

The present research is aimed at assessing the extent to which university teachers employ student-centered learning, independent learners, higher order thinking, usability in real world and a conducive learning environment. Demographic differences like gender, age, experience and position differences in teachers’ usage of constructivist practices are explored. Six dimensions of the constructivist practices questionnaire are sorted through the use of exploratory factor analysis. It is identified that many teachers use the constructivist pedagogical practices at a moderate level. No significant difference is found in the use of constructivist practices of gender and experience strata, while significant difference is present in the constructivist practices of teachers in age and position strata.

This paper explores the various intervention approaches adopted by both India and Pakistan regarding Kashmir issue. It uses the theoretical approaches of Constructivism, Realism and Balance of Power Theory. The study's objectives are divided into three categories, each entailing the Kashmir issue under the mentioned three theoretical approaches mentioned earlier. These variables are observed keeping in mind the empirical data available over the years, which define the situation of Kashmir from the time of Independence 1947 to the present scenario with regards to the Indo-Pak policies of influence under the cited theoretical prospects. As a result, the research concludes that not only Kashmir has been a humanitarian crisis where innocent people are slaughtered daily, but also a grave phenomenon for the international community who has failed to resolve it in 70 years.

The current research analyzes how global media frames Hindutva ideology, the political tactics of the BJP, and their influence on Indian Muslims. Employing a Critical Constructivist framework that combines Fairclough's (1992) Three-Dimensional Model of Critical Discourse Analysis(CDA) with Wendt's(1992) Constructivist theory of International Relations, the study analyzes video coverage by BBC, Al Jazeera, and ABC News, 2024. Through text, discursive, and social-practice analysis, the research uncovers how global narratives produce Modi as both a democratic reformer and authoritarian nationalist, commonly equating Hindu cultural identity with state power. The analysis illustrates that international media are not mere observers but active agents in shaping India's global identity and perceptions of its democratic integrity. The critical analysis of language, representation, and ideology highlights how media discourse legitimizes or resists political majoritarianism. The implications focus on the global media's framing of domestic ideologies and call for more critical literacy to decode international news narratives.