Sparkling_v9i2_April-June 2026

June 30, 2026

TamilSpark International Journal of Tamil Studies

October 1, 2026

Sparkling_v9i2_April-June 2026

June 30, 2026

TamilSpark International Journal of Tamil Studies

October 1, 2026

John Foundation Journal of EduSpark

(A Quarterly Peer Reviewed/Refereed Multidisciplinary Journal)

Volume 8 Issue 3 July - September 2026

DIGITAL TRANSFORMATION AND FINANCIAL INCLUSION IN THE INDIAN SEAFOOD INDUSTRY

*Elizabeth George, & **Geevarghese M. Thomas

*Assistant Professor, Department of Economics, St.Cyril’s College, Adoor, Pathanamthitta, Kerala, India.

**Assistant Professor, Department of Economics, Kuriakose Gregorios College, Pampady, Kottayam, Kerala, India.

Abstract

The Indian seafood industry, a key contributor to regional, domestic and international trade, has been undergoing rapid changes due to digitalisation. The industry in India is adversely affected by gross supply-chain inefficiencies, limited market access for small-scale fisheries, and a lack of financial inclusion. This paper dwells on the role of digital transformation and financial inclusion in the Indian seafood industry. Digital technologies such as AI-powered quality checking, blockchain traceability, Internet of Things monitoring and online platforms for direct market access have greatly improved the sector’s efficiency. It also explores the effects of financial inclusion policies that empower fishing communities through digital financial services, credit schemes and equitable trade arrangements. This study highlights how digital tools are filling the connectivity gaps between traditional systems and emerging global markets. It also analyses the challenges of adopting digital technologies, including infrastructure limitations and policy implementation in the seafood sector.

Keywords

digital transformation, financial inclusion, fishing, and seafood industry.

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ECONOMIC ANALYSIS AND PROFITABILITY OF SELECTED MEDICINAL PLANT CULTIVATION IN PALAKKAD DISTRICT, KERALA

Preethi, K., N.

Assistant Professor & Head, PG Department of Economics, Sree Vidyadhiraja NSS College, Vazhoor, Kottayam District, Kerala, India.

Abstract

Growing medicinal plants can help farmers diversify and earn more income. This study looks at the area, production, productivity, cost, and profits of Neelayamari, Brahmi, and Adalotakam in the district. Adalotakam had the largest area under cultivation and the highest total production. Brahmi had the highest productivity and gross return per acre. Neelayamari had the highest net return and benefit-cost ratio (1.94), followed by Adalotakam (1.53) and Brahmi (1.37). The results show that all three plants are profitable and can boost farm income. Better input management and improved farming methods could make them even more profitable.

Keywords

medicinal plants, neelayamari, brahmi, adaloakam, cost of cultivation, gross return, net returns, and cost-benefit analysis.

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DIGITAL LITERACY FOR SHAPING A SUSTAINABLE TOMORROW

Blessy, T.

Associate Professor, Bethlahem College of Education, Karungal, Kanyakumari District, Tamil Nadu, India.

Abstract

Digital literacy is no longer optional; it’s a vital tool for empowerment and sustainability. Digital literacy is a critical catalyst for sustainable development, enabling individuals to effectively use technology to address social, economic, and environmental challenges. As technology’s role expands, understanding how digital literacy fosters sustainable practices becomes crucial. It aligns with global priorities such as the United Nations’ Sustainable Development Goals (SDGs). It enables people to engage more effectively in sustainable actions and access information essential for environmentally conscious living. Promoting digital skills empowers communities, supports education (SDG 4), enhances economic opportunities (SDG 8), and fosters social inclusion, ultimately driving progress toward the 2030 Agenda. When individuals and institutions are digitally literate, they can use technology responsibly to improve education, economy, environment, and social well-being. Promoting future skills, especially digital literacy, is essential not only for equipping individuals with technical abilities but also for laying the groundwork for a sustainable and equitable society. This article examines how digital literacy and sustainable development intersect, aiming to empower people and communities toward a sustainable and equitable tomorrow.

Keywords

digital literacy, digital platforms, lifelong learning, and sustainable development.

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CALLA MODEL FOR INCLUSIVE AND EQUITABLE QUALITY EDUCATION

Sugirtha Rose, P.

Assistant Professor, Bethlahem College of Education, Karungal, Tamilnadu India.

Abstract

Inclusive and equitable quality education is a central priority in global educational reform and is clearly articulated in Sustainable Development Goal 4 (SDG 4), which emphasises ensuring quality education for all learners. Achieving this goal requires pedagogical approaches that address the linguistic, cultural, and academic diversity present in contemporary classrooms. The Cognitive Academic Language Learning Approach (CALLA), developed by Anna Uhl Chamot and J. Michael O’Malley, is a research-based instructional model designed to support academic success among diverse learners. CALLA integrates content instruction, academic language development, and explicit instruction in learning strategies to enhance students’ cognitive and metacognitive abilities. The model is grounded in cognitive theory, metacognitive regulation, and sociocultural perspectives of learning. Through its five instructional phases Preparation, Presentation, Practice, Evaluation, and Expansion CALLA promotes scaffolded learning and encourages learner autonomy. This paper explores how the CALLA model contributes to inclusive and equitable quality education by supporting diverse learners and strengthening academic language learning in inclusive classrooms.

Keywords

cognitive academic language learning approach (CALLA), inclusive education, equitable quality education, metacognitive strategies, and academic language development.

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DIGITAL STORYTELLING IN LANGUAGE EDUCATION: A PATHWAY TO ACHIEVE QUALITY EDUCATION (SDG 4)

Sopha, R.

Assistant Professor, Bethlahem College of Education, Karungal, Tamilnadu, India.

Abstract

Sustainable Development highlights the global commitment to ensuring quality education and promoting lifelong learning opportunities for all. Language education occupies a central place in achieving this vision, because language proficiency enables meaningful communication, access to knowledge, cultural understanding, social participation, and personal empowerment. Strong language skills help learners succeed academically, engage in democratic processes, and participate effectively in an increasingly interconnected world. Despite its importance, conventional language teaching practices in many contexts continue to be teacher-centered examination-oriented, and heavily dependent on rote memorisation. Such approaches often overlook learners’ diverse backgrounds, learning styles, and digital experiences, resulting in reduced motivation, limited creativity, and superficial language acquisition. In an era shaped by technological advancement and multicultural interaction, language education must evolve to become more inclusive, interactive, and relevant to learners’ real-life contexts. Digital storytelling has emerged as a transformative pedagogical response to these challenges. By integrating narrative structure with multimedia tools such as images, audio, video, and animation, digital storytelling provides authentic and meaningful opportunities for language use. It encourages learners to create and share stories drawn from their own experiences, cultures, and communities, thereby fostering engagement, critical thinking, creativity, and collaboration (Robin, 2018). It enables students to become active creators of knowledge rather than passive recipients. This article critically examines the role of digital storytelling in language education as a pathway to achieving quality education.

Keywords

digital storytelling, language education, SDG 4, quality, and inclusive learning.

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