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Indian higher education has never received much prominence when compared to the primary level. Academicians of our country have already pointed out that for economic and social well-being of our country majorly depends on the quality and widespread of higher education in our country. The main obstruction is the misconceptions by the general public of our country which is accompanied by the economic issues. The vision of Ministry of Human Resource and Development heads the department of Higher Education whose aim is to realize India’s human resource potential to its fullest in the education sector, with equity and excellence. Higher education is a costly affair when we take into consideration the fact that almost 20% of the population still lie under the poverty line. There is still a gap in the level of enrolment between males and females. The government is trying hard to overcome this disparity. Skills have often been ignored in our country’s scenario. Thus, higher education should also promote and encourage technical education. An All India Survey on Higher Education was initiated only in 2011, only because none of the sources had a complete picture of the data on higher education. The large amount of population is also a problem as it becomes difficult to cater to the needs of each individual or group. The resources are scarce when compared to the people demanding for it. We should try to identify the problems, and then we should work towards solving those problems. Public of our country should be willing to send their children for higher education; they should be having a positive attitude towards higher education. This paper discusses several steps that can be untaken to bridge the gaps in the system of higher education in India.

The need to train and equip students in science and mathematics integrated with technology, according to contemporary professions, has gained a lot of attention. Careers in this field demand that students do not just explore single subjects working independently, but rather look at how they can be integrated for application in real-world problems, provide solutions and help us take such an approach in STEM education. The use of technology enhances students' learning and acts as an effective strategy for engaging a student in a science and mathematics classroom session. For implementing a meaningful STEM class, the teachers' efficacy and beliefs, their perceptions of effective technological use by students to improve learning, their teaching outcome and expectancy, student engagement and 21st-century learning attitudes inculcated in students need to be looked into. The present study is a correlational one investigating the effect of teaching efficacy and beliefs, teaching outcome expectancy and 21st-century learning on student engagement. The results of the study show that students' use of technology has a mediating effect on the relationship between teaching efficacy and beliefs and student engagement, whereas 21st-century learning attitudes do not have any mediating effect. Both student technology uses and 21st-century learning attitudes have a mediating effect on the relationship between teaching outcome expectancy and student engagement.

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The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well‐being. The present study aims to understand the effects of the determinants of well‐being on students in India during the second wave (April to August 2021) of the COVID‐19 pandemic. The determinants of well‐being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well‐being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12–19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well‐being, and between intolerance to uncertainty and well‐being. Further, the model fit analysis of the determinants of well‐being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well‐being, and in the path of intolerance to uncertainty and well‐being. It also evidence the model fit of the influence of the determinants of well‐being on that of school students during the second wave of the COVID‐19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well‐being.

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Purpose: This study presents a nine-factor, 32-item measure of work environment scale in the service sector. A healthy work environment is one in which employees trust the people they work for, have pride in what they do, and enjoy working with the people (Levering and Moskowitz, 2004). Methodology: This instrument builds on the conceptual model espoused by Insel and Moos (1974), Gordon (1973), Fletcher and Nusbaum (2010), Amabile et al. (1996), and Spector (2003). The scale included items elicited through a literature review, the use of the Delphi technique with a panel of experts, and tested on 824 full-time employees from nine service sector industries and five major cities in India. Findings: The Work Environment Services Scale (WESS) is a reliable and valid scale useful for measuring the nine work environment factors in the Indian services organization, with its own norms and a detailed manual. Originality/Value: The prevailing scales for measuring work environment do not capture the influence of ethics, recreation facilities, and the impact of social giving on the work environment. Most scales were suitable for sectors in the Western context, and there were no Indian scales measuring service employees’ perception of their work environment.

The study establishes a relationship between organisational justice, work engagement, job performance, perceived supervisory support and their sub‐dimensions. The major research objectives of the study were to check if perceived supervisory support does mediate between organisational justice, work engagement and job performance of faculty in higher educational institutions. A research model was framed and tested to determine the direct and indirect effect of justice of faculty members on work engagement and job performance in the presence of supervisory support in higher education sector. The present study is based on 912 faculty members of higher educational institutions. Five valid, reliable and standard questionnaires were adopted to collect primary data from the higher educational institutions' faculty members in south India. From the study, it is proved that perceived supervisory support partially mediates organisational justice, work engagement and job performance.