Month: August 2026

“Financial Literacy among School Students: Assessing
Knowledge, Attitudes, and Financial Behaviour for Building
Responsible Future Citizens”

Author: Sunny Singh (Commerce Educator) Email:sunnysinghgmr54@gmail.com

Paper Id:JCRSIVOL1002 (VOLUME 1 / ISSUE 1 / JULY2026)

Citation: Singh, Sunny. (2026). Financial Literacy among School Students: Assessing Knowledge, Attitudes, and Financial Behaviour for Building Responsible Future Citizens. Journal of Classroom Research and School Innovation (JCRSI), 1(1), 11–19.

https://jcrsiindia.com/wpcontent/uploads/2026/08/JCRSIVOL1OO2.pdf

Abstract

Financial literacy has become an essential life skill in the modern world, particularly for school students who are
preparing to become financially responsible citizens. The increasing complexity of financial products, digital
payment systems, and economic decision-making requires individuals to possess adequate knowledge, attitudes,
and skills related to personal finance. This study aims to assess the level of financial literacy among school students
by examining their understanding of basic financial concepts, attitudes toward money management, and financial
behaviour. The paper explores the significance of financial literacy in school education and highlights the role of educational
institutions in developing students’ financial awareness. It discusses the importance of introducing financial
education at the secondary and senior secondary levels to help students make informed decisions regarding saving,
budgeting, spending, and investment. The study also examines factors that may influence financial literacy,
including family background, access to financial information, educational exposure, and socio-economic
conditions.

Keywords: Financial literacy, school students, financial knowledge, money management, budgeting, saving behaviour, financial attitude, personal finance education.

A Critical Review of the National Education Policy (NEP) 2020:
Transforming India’s Education System towards Quality,
Equity, and Skill Development

Author: Dr. Devendra Verma (Academic Head S.S.DEV PUBLIC SCHOOL) Email: d.vermanov95@gmail.com

Paper ID:JCRSIVOL1001  (Volume 1 Issue 1 June -July 2026)

Citation: Verma, Dr.Devendra (2026). A Critical Review of the National Education Policy (NEP) 2020: Transforming India’s Education System towards Quality, Equity, and Skill Development. Journal of Classroom Research and School Innovation (JCRSI), 1(1), 1–10.

https://jcrsiindia.com/wpcontent/uploads/2026/08/JCRSIVOL1OO1.pdf

Abstract

The National Education Policy (NEP) 2020 marks one of the most significant reforms in the Indian education
system since the 1986 National Policy on Education. Developed to address the changing educational,
technological, and socio-economic needs of the twenty-first century, NEP 2020 seeks to establish an education
system that is learner-centered, multidisciplinary, skill-oriented, flexible, and globally competitive. The policy
introduces structural reforms across school and higher education through the 5+3+3+4 curricular framework,
competency-based learning, vocational education, digital integration, multilingual education, and continuous
professional development of teachers. It also emphasizes inclusion, equity, research, innovation, and lifelong
learning.
This review paper critically examines the major provisions, achievements, implementation strategies, and
challenges associated with NEP 2020. The study adopts a systematic review methodology by synthesizing findings
from peer-reviewed research articles, government reports, and policy documents published between 2020 and
2026. The review reveals that although NEP 2020 provides a comprehensive roadmap for educational trained
teachers, digital disparities, financial constraints, and uneven policy execution across Indian states. Recent
systematic reviews similarly conclude that the policy’s vision is widely supported, but successful implementation
depends on improved funding, faculty development, digital infrastructure, and stronger governance.

Keywords: National Education Policy 2020, Educational Reform, Skill Development, Higher Education, School
Education, Competency-Based Learning, Digital Education, Multidisciplinary Education

“In a World Full of Challenges, Skill Education is the Key to Unlocking Future Competencies”

Author: Rupa Gupta                                                                        Add. & Designation :PGT Biology (S.S.DEV PUBLIC SCHOOL Hetimpur, Zamania Ghazipur)

Email: rupagupta47664@gmail.com

Paper ID:JCRSIVOL1|2001 

VOULUME I ISSUE 2 : AUGUST- SEPTEMBER 2026

Citation: Gupta, Rupa (2026). In a world full of challenges, skill education is the key to unlocking future competencies. Journal of Classroom Research and School Innovation (JCRSI), 1(2), 1–8.

https://jcrsiindia.com/wpcontent/uploads/2026/08/JCRSIVOL12001.pdf

Abstract

In today’s rapidly evolving world, students require more than theoretical knowledge to successfully address complex scientific,
technological, and societal challenges. Skill education serves as a key that unlocks future competencies by equipping learners with
practical expertise, critical thinking, problem-solving abilities, resilience, and adaptability. In biology education, skill-based learning
enables students to connect scientific concepts with real-life applications, thereby strengthening their analytical, experimental, and
investigative capabilities.
Skill education in school biology focuses on developing practical, analytical, and professional competencies through experiential learning
rather than rote memorization. It encourages learners to design experiments, interpret scientific data, collaborate effectively, and apply
biological knowledge to everyday situations. Such an approach enhances scientific inquiry, creativity, decision-making, and
environmental awareness while preparing students for higher education and emerging career opportunities.
This paper proposes a skill-oriented framework for biology education that integrates innovative teaching-learning strategies, including
virtual laboratory applications, nature-based learning, hands-on practical activities, inquiry-oriented classrooms, and collaborative
lesson planning. These approaches promote active participation, improve conceptual understanding, and foster scientific temper among
students. Furthermore, the framework aligns with the objectives of competency-based education and the vision of the National Education
Policy (NEP) 2020 by emphasizing experiential learning, digital integration, and the holistic development of learners.
The paper concludes that embedding skill education into biology teaching transforms classrooms into dynamic learning environments
where students acquire the competencies necessary for lifelong learning and future employment. Strengthening skill-based biology
education is therefore essential for nurturing scientifically literate, innovative, and responsible citizens capable of contributing
meaningfully to a knowledge-driven society.

Keywords: Skill Education, Biology Education, Competency-Based Learning, Experiential Learning, Scientific Inquiry, Practical
Skills, NEP 2020, Future Competencies, Critical Thinking, Virtual Laboratories.