Gitanjali Chawla

Indigenous literature and cultural practices have emerged as important areas of contemporary research, offering valuable insights into identity, community, history, knowledge systems, and human behaviour. This article examines the significance of indigenous storytelling as an oral and dynamic cultural practice through which beliefs, memories, values, and social experiences are transmitted across generations. It highlights how indigenous narratives function as sociological and cultural archives that connect individuals, communities, and broader social structures while maintaining links between the past, present, and future. The transition from oral traditions to written documentation, particularly during the colonial period in India, also raises concerns regarding cultural misrepresentation, appropriation, marginalisation, and the loss of indigenous agency. Although early folklorists produced valuable records, their interpretations were often influenced by limited understanding of indigenous languages and cultures. Later scholarship contributed to restoring greater recognition of indigenous voices and narratives. The article argues for a methodological shift in the study of indigenous cultures, moving beyond rigid external theoretical frameworks toward interdisciplinary and transdisciplinary approaches that recognize cultural diversity, oral memory, ritual, religion, and community knowledge. Meaningful engagement with indigenous communities is essential for developing nuanced interpretations and safeguarding cultural heritage. Strengthening institutional support, research initiatives, and dedicated programmes in folklore and indigenous studies can further promote the preservation and scholarly understanding of indigenous literatures and cultural practices.

The National Education Policy 2020 represents a significant attempt to reform the Indian education system through a decentralized, participatory, inclusive, flexible, holistic, and multidisciplinary framework. This article examines the policy with particular emphasis on its approach to multilingualism, indigenous knowledge systems, skill development, and the preservation of India's linguistic diversity. NEP 2020 seeks to address longstanding challenges in education while responding to rapidly changing technological, industrial, and social requirements. Its emphasis on regional and native languages, particularly during the early years of education, marks an important shift from the historical dominance of English in formal education. The policy also recognizes the cognitive, cultural, and social value of multilingualism and proposes institutional and technological mechanisms for language promotion, documentation, translation, and preservation. At the same time, the implementation of multilingual education presents considerable challenges, including migration, variations in local dialects, shortages of trained teachers and pedagogical resources, inadequate student teacher ratios, and the continuing perception of English as a language of economic and professional advancement. The article argues that successful implementation requires coordination between policy makers, educators, communities, and institutions, together with meaningful employment opportunities in regional languages. Strengthening indigenous languages within education can contribute not only to linguistic preservation but also to cultural continuity, social inclusion, cognitive development, and broader educational participation.

Artificial Intelligence has become deeply integrated into contemporary social, economic, educational, commercial, and cultural life, transforming the ways individuals work, communicate, consume information, and make decisions. This article examines the expanding influence of AI and the ethical concerns emerging from its increasing integration into everyday life. While AI offers significant benefits through improved efficiency, predictive analysis, personalized services, innovation, and enhanced decision making, its growing ability to anticipate and influence human preferences raises important questions about autonomy and individual choice. Algorithmic systems increasingly shape consumption patterns, media preferences, communication, and social behaviour through data driven recommendations and targeted content. The article further explores concerns relating to algorithmic bias, stereotyping, privacy, surveillance, data mining, copyright, manipulation, and the misuse of personal information. The interaction between AI, social media, and commercial platforms can intensify existing inequalities and influence perceptions, preferences, and beliefs. These developments highlight the need for greater transparency, accountability, fairness, inclusivity, and protection of personal data. The article argues that AI development should remain human centred and prioritize the wellbeing, rights, and autonomy of users rather than purely commercial objectives. Developers, researchers, industries, academic institutions, governments, and civil society all have an important role in establishing ethical safeguards and responsible practices. Strong monitoring mechanisms, ethical oversight, digital literacy, and institutional accountability are essential to ensure that AI remains a tool for human advancement rather than a mechanism for exploitation, manipulation, or exclusion.

Indian Knowledge Systems represent a rich and diverse intellectual tradition encompassing philosophy, science, medicine, agriculture, architecture, linguistics, literature, performing arts, governance, environmental practices, and other dimensions of human life. Rooted in observation, experience, experimentation, reasoning, and an understanding of the interconnectedness between human beings and nature, these systems offer an interdisciplinary and holistic approach to knowledge and social wellbeing. This article examines the contemporary relevance of Indian Knowledge Systems and their proposed integration into the Indian education system through the National Education Policy 2020. It discusses how colonial and postcolonial educational structures contributed to the marginalization of indigenous knowledge, regional languages, traditional practices, and community based learning. NEP 2020 seeks to address this historical gap by incorporating Indian, tribal, indigenous, and traditional knowledge across school and higher education curricula. The policy emphasizes multilingualism, inquiry based learning, experiential education, critical thinking, vocational development, internships, entrepreneurship, and the integration of theory with practical experience. Digital technologies also provide opportunities for preserving, documenting, and disseminating endangered languages and traditional knowledge. However, effective implementation remains dependent on adequate infrastructure, trained teachers, appropriate pedagogical resources, favourable student teacher ratios, and sustained financial support. The article argues that meaningful integration of Indian Knowledge Systems can strengthen cultural identity while enriching contemporary scientific and educational inquiry. A balanced approach that combines traditional wisdom with modern knowledge can contribute to a more inclusive, interdisciplinary, experiential, and culturally responsive education system.

This editorial examines the expanding influence of artificial intelligence on contemporary social, professional, cultural, and environmental life. It considers both the opportunities and risks associated with the rapid development and normalization of AI, with particular attention to human connection, critical thinking, artistic expression, employment, algorithmic bias, discrimination, and environmental sustainability. The discussion highlights concerns surrounding dependence on personalized AI systems, the reproduction of biases through data driven algorithms, the growing resource demands of data centres, and the changing nature of employment in an increasingly technology driven economy. Alongside these contemporary concerns, the issue of the Indian Journal of Social Enquiry presents a diverse collection of scholarly contributions addressing education, history, democracy, gender, environmental movements, public finance, literature, ecology, and community based conservation. The featured studies examine theatre based education, the historical contribution of Zorawar Singh, democratic legitimacy among youth in Nepal and Sri Lanka, ecofeminist interpretations of Indian environmental movements, the fiscal impact of GST in Gujarat, poetry and ecological conflict in Northeast India, and community conserved areas. Collectively, the issue encourages critical social enquiry by connecting contemporary challenges with historical experiences and emerging perspectives on progress, development, citizenship, culture, and sustainability.

Globalization has played a significant role in shaping the modern world by promoting international trade, economic integration, technological exchange, and cross border cooperation. However, the contemporary global economic system is undergoing substantial transformation as geopolitical tensions, supply chain disruptions, protectionist policies, and the COVID 19 pandemic challenge the assumptions underlying unrestricted global integration. This article examines the changing character of globalization and its implications for India. It argues that globalization has not disappeared but is evolving toward a more cautious and regionally oriented framework in which nations increasingly prioritize economic security, domestic capabilities, and diversified international partnerships. The growing use of tariffs, subsidies, and measures aimed at reducing import dependence reflects a shift from cost efficiency toward resilience and self sufficiency. For India, these developments create significant challenges because fluctuations in global energy prices, exchange rates, inflation, and international demand directly affect domestic economic conditions. At the same time, the changing global environment provides opportunities for India to strengthen its manufacturing and service sectors, diversify supply chains, deepen relations with different regions, and maintain strategic independence in foreign economic relations. The article further highlights the continuing expansion of digital globalization, through the movement of data, services, and online employment across national boundaries. It concludes that the future of globalization is likely to be characterized by multiple interconnected regional systems rather than complete global integration, requiring India to balance domestic resilience with international engagement.

The global trading system has undergone significant transformations in response to economic shocks, trade tensions, and changing patterns of international economic relations. This article examines India’s economic resilience in the context of recent global trade disruptions, with particular attention to the tariff measures imposed by the United States in 2025 and their implications for Indian industries. It traces the evolution from the General Agreement on Tariffs and Trade to the establishment of the World Trade Organization and discusses the opportunities and vulnerabilities created by increasing global economic interdependence. The analysis highlights the impact of higher tariffs on Indian sectors such as gems and jewellery, leather, footwear, marine products, chemicals, and automobile components, while also noting the relative protection provided to pharmaceuticals, semiconductors, energy resources, and critical minerals. The article further evaluates the contribution of initiatives including Make in India, Skill India, Production Linked Incentive schemes, and Atmanirbhar Bharat in strengthening domestic manufacturing, employment, investment, and supply chain resilience. These measures have encouraged local production, attracted investment, supported small and medium enterprises, and reduced dependence on imported goods in selected strategic sectors. The article argues that a balanced policy approach combining economic self reliance with market diversification and international trade engagement can improve India’s capacity to withstand external economic shocks. Strengthening domestic capabilities while maintaining diversified international partnerships may therefore provide a sustainable foundation for India’s long term economic growth and global competitiveness.

Sustainable development has emerged as a central concern in global policy, emphasizing the need to balance economic growth, environmental protection, social justice, and intergenerational equity. This article examines sustainability from the perspective of Indian cultural traditions and knowledge systems, highlighting the principles of Dharma, Karma, Satya, Seva, and Vasudhaiva Kutumbakam as ethical foundations for responsible and inclusive living. Traditional Indian practices reflected an awareness of the interconnectedness between human beings, society, and nature through nature worship, resource conservation, recycling, Ayurveda, Yoga, and environmentally responsive practices. However, rapid economic development, resource depletion, pollution, and changing lifestyles have increasingly weakened these traditional approaches to environmental responsibility. The article discusses contemporary governmental initiatives aimed at addressing environmental challenges and emphasizes that policy interventions alone cannot achieve sustainable development without corresponding changes in public attitudes and everyday practices. Education and awareness are identified as important mechanisms for reviving traditional values and integrating sustainability into contemporary life. Particular attention is given to the National Education Policy 2020, which promotes environmental awareness and sustainable development through curriculum, experiential learning, field activities, and value based education. The article argues that integrating traditional ecological wisdom with modern educational approaches can encourage responsible citizenship, environmental sensitivity, social inclusion, and sustainable lifestyles. Embedding these principles from early education through higher education can contribute to developing individuals capable of balancing development with environmental and social wellbeing.

The rapid pace of technological, social, and industrial change has created significant challenges for education policy and higher education in India. This article examines the evolution of Indian education through three major generational shifts, from traditional Guru Shishya education to mass education and subsequently to Education 3.0, driven by the Internet, information technology, innovation, and digital learning. While Education 3.0 expanded access, introduced blended learning, online programmes, digital resources, learning management systems, and stronger industry interfaces, it has struggled to respond adequately to emerging technologies such as cloud computing, artificial intelligence, robotics, social media, and genomics. The discussion highlights the continuing gap between educational provision, learner needs, and rapidly changing employment requirements. It argues for a more learner centred and flexible educational framework that emphasizes mentoring, experiential learning, continuous lifelong learning, customized programmes, higher order skills, and active student participation in curriculum development. Greater involvement of students, alumni, employers, and industry representatives in educational planning is also necessary. The article proposes Education 4.0 as an appropriate response to the changing industrial and technological environment, emphasizing the integration of hard and soft skills, meta skills, problem solving, participative citizenship, creativity, adaptability, and social sensitivity. Such an approach can make higher education more relevant, dynamic, inclusive, and responsive to future challenges.