The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.

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<span>The significance of peace education is universally recognized for a safe and prospering future for the world at school level as peace education aims at equipping the future citizens with necessary knowledge, attitude and skills so that they would acknowledge and respect all kinds of diversity and understand human dignity. This paper is based on an empirical research aiming how far guiding principles and practices of peace education followed in secondary schools of Mizoram. The concept of peace education, guiding principles of peace education and practices on peace-related activities being followed in the secondary schools of Mizoram were explored. The study revealed that peace education was not being taught as a separate subject. Peace education component was infused in the existing curriculum and also was being taught through co-curricular and extra-curricular activities. Besides, teachers must reflect in their behavior all the guiding principles of peace. They should encourage the students for critical thinking, reasoning, develop awareness on societal problems and issues, broaden their outlook, concentrate on studies, and to be associated with various activities. In Mizoram, students’ unions and church organizations used to play a prominent role in shaping and moulding the character of the people starting from the early stage of life which ultimately benefits the society and the nation. However, in the context of rapid change in social structure and modernization process, there is need for inculcating the values of peace for which schools have to play important role</span><span lang="IN">.</span>

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Peace education aims to equip future citizens with the necessary knowledge, attitudes, and skills to acknowledge and respect all kinds of diversity and understanding with human dignity. This article is based on empirical research to examine the practices of peacerelated activities in secondary schools of Mizoram. Mixed method was employed in this study. The secondary school students and the teachers of Mizoram were the target populations of the study. The total sample of the study comprised of 200 students: 100 boys and 100 girls of class IX; 100 teachers from 20 government secondary schools of Mizoram were drawn through a simple random sampling technique. A self-made questionnaire consisting of 23 items, semi-structured interview, and Focus Group Discussion were used as the techniques of data collection. The study showed that peace education components embedded in the existing curriculum were being taught through cocurricular and extracurricular activities. This article concludes by suggesting that teachers need to consider and include the guiding principles of peace and should encourage students to develop their critical thinking, reasoning, awareness of societal problems and issues, broadening their outlook, and concentrating on studies and to be associated with cocurricular activities.