Awareness and Utilization of Government Educational Schemes at the Middle Stage: A Systematic Review of Literature with Special Reference to Begusarai District, Bihar

Abstract

This systematic review focuses on the awareness and use of government educational programs at the middle stage with reference to Begusarai district, Bihar, India. Based on a broad range of national and international literature, the review synthesizes evidence with regard to five thematic dimensions, namely: (a) availability of government educational facilities in primary and middle schools, (b) teacher awareness and use of educational schemes, (c) the relationship between government facilities, teacher awareness and use in scheme implementation, (d) gender-based and location-based differences in awareness and use of educational schemes, and (e) adequacy of monitoring and supervision of scheme implementation. The review indicates that despite the numerous flagship educational schemes implemented in India, including the Mid-Day Meal Scheme (MDMS), Sarva Shiksha Abhiyan (SSA), free textbooks and uniforms, scholarships and the Foundational Literacy and Numeracy (FLN) mission there are still significant discrepancies between the availability of schemes, awareness of the schemes and their actual use. Principal barriers are identified as socio-economic, political, economic and cultural (SPEC) factors, administrative inefficiencies and ineffective dissemination mechanisms. The issue is further aggravated by gender and rural-urban differences. The review highlights the crucial importance of teacher awareness as a mediating variable between policy design and ground-level results and recommends more rigorous monitoring systems, inclusive communication strategies and community-based outreaches to maximize scheme effectiveness in poor performing districts such as Begusarai.

Introduction

This review paper examines the effectiveness of government educational schemes and facilities in improving educational outcomes, with a particular focus on Begusarai, a district in the Indian state of Bihar. Although numerous initiatives such as the Sarva Shiksha Abhiyan, Mid-Day Meal Scheme, and the Foundational Literacy and Numeracy mission under National Education Policy 2020 have improved enrollment, attendance, and learning outcomes, significant gaps remain between policy design and actual implementation, especially at the middle-school level.

The study focuses on five key areas: the availability of educational facilities, teacher awareness and utilization of government schemes, the relationship between facilities and awareness, demographic differences in awareness and utilization, and the effectiveness of monitoring and supervision mechanisms. Begusarai serves as a representative case due to its educational challenges, including low literacy rates, high dropout levels, infrastructural deficiencies, and limited awareness of government programs.

The literature review reveals that educational infrastructure—such as classrooms, toilets, drinking water, electricity, and teaching materials—is a fundamental requirement for successful implementation of educational schemes. However, studies consistently show that infrastructure alone is insufficient. The effectiveness of facilities depends heavily on awareness, communication, administrative efficiency, and community engagement. Research from India and other countries demonstrates that poor infrastructure, inadequate accessibility for disadvantaged groups, and weak institutional support often limit the benefits of educational programs.

Teacher awareness emerges as a critical factor in the successful implementation of government schemes. Teachers act as intermediaries between policies and beneficiaries, helping students and parents understand available opportunities. Numerous studies indicate that low awareness among teachers, students, and communities significantly reduces participation in educational programs. Even when awareness exists, procedural complexity, social barriers, lack of trust, and administrative inefficiencies often prevent effective utilization.

The review further highlights the strong relationship between educational facilities, awareness, and scheme implementation. Access to facilities creates opportunities, but meaningful outcomes occur only when beneficiaries possess adequate knowledge of available schemes and how to access them. Research consistently demonstrates that schools and communities with higher levels of awareness experience better enrollment, retention, participation, literacy outcomes, and overall educational performance. Community engagement, awareness campaigns, parental involvement, and teacher training are identified as effective strategies for improving scheme utilization.

Evidence from Begusarai shows that areas with better infrastructure and greater awareness of educational schemes have higher literacy rates and improved educational outcomes. Conversely, poverty, gender inequality, rural disadvantages, and infrastructure shortages continue to hinder educational progress. Studies also reveal that awareness must be deep and practical rather than merely superficial, enabling beneficiaries to understand eligibility criteria, application procedures, and available benefits.

Conclusion

This review paper examines the effectiveness of government educational schemes and facilities in improving educational outcomes, with a particular focus on Begusarai, a district in the Indian state of Bihar. Although numerous initiatives such as the Sarva Shiksha Abhiyan, Mid-Day Meal Scheme, and the Foundational Literacy and Numeracy mission under National Education Policy 2020 have improved enrollment, attendance, and learning outcomes, significant gaps remain between policy design and actual implementation, especially at the middle-school level. The study focuses on five key areas: the availability of educational facilities, teacher awareness and utilization of government schemes, the relationship between facilities and awareness, demographic differences in awareness and utilization, and the effectiveness of monitoring and supervision mechanisms. Begusarai serves as a representative case due to its educational challenges, including low literacy rates, high dropout levels, infrastructural deficiencies, and limited awareness of government programs. The literature review reveals that educational infrastructure—such as classrooms, toilets, drinking water, electricity, and teaching materials—is a fundamental requirement for successful implementation of educational schemes. However, studies consistently show that infrastructure alone is insufficient. The effectiveness of facilities depends heavily on awareness, communication, administrative efficiency, and community engagement. Research from India and other countries demonstrates that poor infrastructure, inadequate accessibility for disadvantaged groups, and weak institutional support often limit the benefits of educational programs. Teacher awareness emerges as a critical factor in the successful implementation of government schemes. Teachers act as intermediaries between policies and beneficiaries, helping students and parents understand available opportunities. Numerous studies indicate that low awareness among teachers, students, and communities significantly reduces participation in educational programs. Even when awareness exists, procedural complexity, social barriers, lack of trust, and administrative inefficiencies often prevent effective utilization. The review further highlights the strong relationship between educational facilities, awareness, and scheme implementation. Access to facilities creates opportunities, but meaningful outcomes occur only when beneficiaries possess adequate knowledge of available schemes and how to access them. Research consistently demonstrates that schools and communities with higher levels of awareness experience better enrollment, retention, participation, literacy outcomes, and overall educational performance. Community engagement, awareness campaigns, parental involvement, and teacher training are identified as effective strategies for improving scheme utilization. Evidence from Begusarai shows that areas with better infrastructure and greater awareness of educational schemes have higher literacy rates and improved educational outcomes. Conversely, poverty, gender inequality, rural disadvantages, and infrastructure shortages continue to hinder educational progress. Studies also reveal that awareness must be deep and practical rather than merely superficial, enabling beneficiaries to understand eligibility criteria, application procedures, and available benefits.

References

[1] Adande, A. D., Taiwo, A. B., Setonji, N. A., Azanor, F. O., Onifade, O. T., & Alade, F. Y. (2025). Adequacy of physical and health education curriculum in meeting the learning needs of special needs students in Lagos State, Nigeria. Journal of Special Education Research, 12(1), 45–62. [2] Amjad, S. (2024). Empowering futures: The impact of cultural, social, and economic disparities on girls\' education in Jhelum, Pakistan. Global Social Sciences Review, 9(4), 1–10. https://doi.org/10.31703/gssr.2024(IX-IV).01 [3] Ammani, M. (2019). Challenges experienced by physically disabled students in higher learning institutions in Katsina State. Journal of Education and Practice, 10(14), 88–97. [4] Bahadur, I., & Dheeraj, D. (2025). A study of awareness and usefulness of educational schemes among students of scheduled castes and tribes. International Journal for Research in Applied Science and Engineering Technology, 17(1), 1–10. https://doi.org/10.22214/ijraset.2025.70142 [5] Baikady, R., Cheng, S., & Channaveer, R. M. (2019). Politics of social welfare: A comparison of social work curriculum and pedagogy in India and China. Contemporary Chinese Political Economy and Strategic Relations, 5(1), 173–209. [6] Balamurugan, J. (2022). Awareness of Atal Pension Yojana among college students. South Asian Journal of Social Studies and Economics, 16(4), 1–9. https://doi.org/10.9734/sajsse/2022/v16i4616 [7] Banerjee, M. S., & Panda, B. K. (2023). Tribal educational schemes and its awareness among tribal youths. Bayan College International Journal of Multidisciplinary Research, 4(1), 1–10. [8] Bari, S., Harun, M. T., Yasin, M. H. M., & Salamuddin, N. (2011). Readiness of Malaysian schools for special needs in teaching adapted physical education. International Journal of Arts & Sciences, 4(11), 269–278. [9] Basu, M., & Rani, K. S. (2026). A quantitative study on the professional competency enhancement of persons with visual impairment in Tamil Nadu. British Journal of Visual Impairment, 44(1), 172–185. https://doi.org/10.1177/02646196241281276 [10] Behera, H. C., Sinha, A. A., Sahoo, A. K., & Jha, G. (2022). Participatory livelihood vulnerability assessment of the forest dwellers: A study of fifteen tribes and particularly vulnerable tribal groups in the eastern Indian region. Journal of Asian and African Studies. https://doi.org/10.1177/00219096221117074 [11] Bhatt, B. D. (2022). The learning practices of the students with physical disabilities. Scholars\' Journal, 5(1), 171–183. https://doi.org/10.3126/scholars.v5i1.55809 [12] Bogam, R. R., Chavan, V. M., & Rani, C. U. (2023). Awareness and utilization of social welfare schemes among elderly villagers of Mahabubnagar rural region in Telangana State of India: An interventional study approach. Journal of Family Medicine and Primary Care, 12(9), 2058–2063. https://doi.org/10.4103/jfmpc.jfmpc_753_23 [13] Boncu, ?., Candel, O. S., Prundeanu, O., & Popa, N. L. (2023). Growing a digital iceberg for a polar bear: Effects of a gamified mobile app on university students\' pro-environmental behaviours. International Journal of Sustainability in Higher Education, 24(8), 1932–1948. https://doi.org/10.1108/IJSHE-03-2023-0092 [14] Brannan, T., Durose, C., John, P., & Wolman, H. (2008). Assessing best practice as a means of innovation. Local Government Studies, 34(1), 23–38. https://doi.org/10.1080/03003930701770405 [15] Brommelstroet, M. te, Blake, O., Glaser, M., & Bertolini, L. (2021). How policies become best practices: A case study of best practice making in an EU knowledge sharing project. European Planning Studies, 29(7), 1251–1271. https://doi.org/10.1080/09654313.2020.1840523 [16] Bush, T. (2009). Leadership development and school improvement: Contemporary issues in leadership development. Educational Review, 61(4), 375–389. [17] Chauhan, P. L., Dhadwal, D., & Mahajan, A. (2015). Knowledge, awareness, and utilization pattern of services under Janani Suraksha Yojana among beneficiaries in rural area of Himachal Pradesh. CHRISMED Journal of Health and Research, 2(4), 324–328. https://doi.org/10.4103/2348-3334.165737 [18] Chou, Y. C., Haj-Yahia, M. M., Wang, F. T., & Fu, L. Y. (2006). Social work in Taiwan: A historical and critical review. International Social Work, 49(6), 767–778. [19] Chowdhury, M., & Banerjee, A. (2013). Right to education of scheduled tribe: An Indian perspective. International Journal of Educational Administration and Policy Studies, 5(7), 128–134. [20] Chu, R.-X., & Huang, C.-T. (2021). The day after the apology: A critical discourse analysis of President Tsai\'s national apology to Taiwan\'s Indigenous peoples. Discourse Studies, 23(1), 84–101. https://doi.org/10.1177/1461445620942875 [21] Council of Indigenous Peoples. (2020). Indigenous peoples policy achievement 2016–2020 special issue. Council of Indigenous Peoples. [22] Das, D., Phukan, P., & Saikia, P. (2026). A study on perception of rural women towards different government schemes with special reference to Nalbari district of Assam. International Journal of Research Publication and Reviews, 7(1), 120–124. [23] Dash, D. K. (2023). Problems of tribal education in India: An analysis. In Education as development (pp. 121–130). Routledge India. [24] Delavallade, C., Griffith, A., & Thornton, R. (2021). Effects of a multi-faceted education program on enrollment, learning and gender equity: Evidence from India. The World Bank Economic Review, 35(4), 950–968. https://doi.org/10.1093/wber/lhaa025 [25] Desai, S., & Kulkarni, V. (2008). Changing educational inequalities in India in the context of affirmative action. Demography, 45(2), 245–270. [26] Devi, T. S., Kaur, R., Thakran, A., Gudwalia, B., Kumari, M., Gurjar, I. S., Kaur, S., Singh, A., & Nagi, M. (2021). Awareness and utilization of various schemes launched by government of India for the welfare of senior citizens. International Journal of Community Medicine and Public Health, 8(4), 1809–1816. https://doi.org/10.18203/2394-6040.ijcmph20211239 [27] Drèze, J., & Gazdar, H. (1997). Uttar Pradesh: The burden of inertia. In J. Drèze & A. K. Sen (Eds.), Indian development: Selected regional perspectives. Oxford University Press. [28] Dutta, P. (2023). Bridging the gender gap in education success: Primary education policy in Bangladesh. Public Administration and Policy. https://doi.org/10.1108/PAP-10-2023-0138 [29] Educational Research Unit. (2006). Role and impact of incentives on elementary schooling of boys and girls. Educational Research Unit. [30] Einbinder, S. (2010). Policy analysis. In B. A. Thyer (Ed.), The handbook of social work research methods. SAGE Publications. [31] Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. https://doi.org/10.1080/158037042000225245 [32] Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. [33] Gale, L., Bhushan, P., Eidnani, S., Graham, L., Harrison, M., McKay-Brown, L., & Sivashunmugam, C. (2021). Overcoming barriers to inclusion in education in India: A scoping review. Social Sciences & Humanities Open, 5(1), 100237. https://doi.org/10.1016/j.ssaho.2021.100237 [34] Garrett, J. W., & Teizer, J. (2009). Human factors analysis classification system relating to human error awareness taxonomy in construction safety. Journal of Construction Engineering and Management, 135(8), 754–763. [35] Government of India. (2020). National Education Policy 2020. Ministry of Education. [36] Gupta, S. K., & Sarawagi, R. (2010). Knowledge, attitude and perception regarding national health programmes among villagers of Chauras, Tehri-Garhwal, Uttarakhand. Online Journal of Health and Allied Sciences, 9(1), 4. [37] Harris, A., & Jones, M. (2021). Exploring the leadership knowledge base: Evidence, implications, and challenges for educational leadership in Wales. School Leadership & Management, 41(1–2), 41–53. https://doi.org/10.1080/13632434.2020.1789856 [38] Hoffmann, A. B., & Rehder, B. (2010). The costs of supervised classification: The effect of learning task on conceptual flexibility. Journal of Experimental Psychology: General, 139(2), 319–340. https://doi.org/10.1037/a0019042 [39] Hsieh, H. S. (2025). Applying a self-activation change approach to modify university students\' environmental awareness and behavior. Environment, Development and Sustainability. https://doi.org/10.1007/s10668-025-05241-7 [40] Indrani, G., Shanthana Lakshmi, R., Preethi, M., Rekha, G., Sountharya, G., & Ravindran, D. (2026). Impact of public schemes on women in selected areas of Coimbatore district: An empirical analysis. In Artificial intelligence and technology: Systems management, decisions and control for sustainability in the digital age (pp. 893–905). [41] Jawahar, P., & Raddi, S. A. (2021). Assess the knowledge, utilization, level of satisfaction of utilization and barriers of non-utilization regarding Integrated Child Development Services (ICDS) among women of Ernakulam District, Kerala, India. Clinical Epidemiology and Global Health, 12, 100815. https://doi.org/10.1016/j.cegh.2021.100815 [42] JETIR. (2025). The role of education in economic growth: A case study in India. https://www.jetir.org/papers/JETIR2507269.pdf [43] Jha, R., Jha, R., & Islam, M. (2025). Transforming girls\' education through social awareness and government interventions: A pathway to equality. Oxford Open Economics, 4, odae041. https://doi.org/10.1093/ooec/odae041 [44] Jibrin, Y. B., Darma, A. T., Yola, A. M., & Yola, H. M. (2016). Eliminating barriers to functional education for persons with special needs in Nigeria. Kashere Journal of Education, 6(3), 197–205. [45] Josephine, G. M. R., Tatta, A., Anugandhula, M., & Baidya, S. M. (2025). Gender disparity in education and its impact on women empowerment in India. Psychology Journal, 7(2). https://www.psychologyjournal.in/archives/2025.v7.i2.B.102 [46] Joshi, D., Pandya, A., Chopra, M., Sompura, P., Modi, E., & Ganguly, P. S. (2026). A cross-sectional study assessing knowledge gaps and utilization patterns among PM-JAY beneficiaries attending a tertiary care hospital in Gujarat, India. https://doi.org/10.21203/rs.3.rs-8354716/v1 [47] Kadam, A., Patil, V. H., Mali, M., Shinde, S., Madkar, S., Patil, A. R., & Talale, A. (2024). Evaluating awareness and impact of government schemes in India: A comprehensive study. Library of Progress-Library Science, Information Technology & Computer, 44(3). https://doi.org/10.48165/bapas.2024.44.2.1 [48] Kadia, V. R., & Parmar, P. K. D. (2025). The impact of education on the economic growth of India. EPRA International Journal of Economic and Business Review, 13(3). https://doi.org/10.36713/epra20749 [49] Kaur, R. (2021). Estimating the impact of school feeding programs: Evidence from mid-day meal scheme of India. Economics of Education Review, 84, 102171. https://doi.org/10.1016/j.econedurev.2021.102171 [50] Krishna, R. B., & Prathiba, N. (2016). Assessment of socio-educational status of Irula tribe school students in Coimbatore, Tamil Nadu. The International Journal of Indian Psychology, 3(4), 25. [51] Kumar, A. (2009). Education of tribal children in Jharkhand: A situational analysis. Jharkhand Journal of Development and Management Studies, 6(4), 3111–3123. [52] Kumar, D., Sunder, N., Aysa, R. S., & Wadhwa, W. (2024). Improving children\'s foundational learning through community-school participation: Experimental evidence from rural India. Labour Economics, 91, 102615. https://doi.org/10.1016/j.labeco.2024.102615 [53] Kumari, J., & Sinha, A. R. (2026). Determinants of maternity benefit scheme utilization of Bihar, India: Evidence from Pradhan Mantri Matru Vandana Yojana (PMMVY) and Janani Suraksha Yojana (JSY). International Research Journal of Multidisciplinary Scope, 7(1), 428–445. [54] Lin, J. P., & Liu, C. C. (2010). Government policy and social development among Taiwanese Indigenous peoples (pp. 21–120). Institute of Ethnology, Academia Sinica. [55] Lionar, U., Mulyana, A., Sapriya, S., Winarti, M., Mairi, S., & Engkizar, E. (2025). Exploring research trends in Global Citizenship Education: A bibliometric study utilizing the Scopus database. European Journal of Educational Research, 14(2), 567–584. https://doi.org/10.12973/eu-jer.14.2.569 [56] Lu, J., Lu, Y., Wang, X., Li, X., Linderman, G. C., Wu, C., & Jiang, L. (2017). Prevalence, awareness, treatment, and control of hypertension in China: Data from 1.7 million adults in a population-based screening study (China PEACE Million Persons Project). The Lancet, 390(10112), 2549–2558. [57] MacBeath, J. (2011). No lack of principles: Leadership development in England and Scotland. School Leadership and Management, 31(2), 105–121. https://doi.org/10.1080/13632434.2010.525029 [58] Malyadri, P. (2012). Education for tribal children: An engine for human development. International Journal of Research Studies in Education, 1(1), 99–106. [59] Manohar, M., Srivastava, S., & Rai, G. (2024). Differentials in literacy in Begusarai District, Bihar: An impediment to sustainable development. National Geographical Journal of India, 70(1). https://ngji.in/index.php/ngji/article/view/877 [60] Mare, R. D. (1980). Social background and school continuation decisions. Journal of the American Statistical Association, 75(370), 295–305. [61] Mendelsohn, O., & Vicziany, M. (1998). The untouchables: Subordination, poverty and the state in modern India. Cambridge University Press. [62] Nagaraj, M. S., & Rangaswamy, R. (2025). Education, economy, and nation-building in India: An interdependent framework. Scholarly Research Journal for Interdisciplinary Studies, 13(86). https://www.srjis.com/downloadPdf/28_%20EDUCATION%20ECONOMY%20AND%20NATION%20BUILDING%20IN%20INDIA.pdf [63] Ndoh, U. N., Odiba, R. A., & Adebisi, R. O. (2024). Assessment of special education service delivery for children with physical and health impairment. Current Perspectives in Educational Research, 7(2), 1–13. https://doi.org/10.46303/cuper.2024.6 [64] Nedungadi, P., Raman, R., Menon, R., & Mulki, K. (2017). AmritaRITE: A holistic model for inclusive education in rural India. In Children and sustainable development (pp. 171–184). Springer. [65] NITI Aayog. (2021). SDG India index and dashboard. Government of India. [66] Noshi, G. (2026). Role of the Right to Information Act, 2005 in promoting transparency and accountability in Arunachal Pradesh: Insights from secondary data. International Journal of Scientific and Applied Technology, 17(1). https://doi.org/10.71097/IJSAT.v17.i1.10121 [67] O\'Brien, K., Leichenko, R., Kelkar, U., Venema, H., Aandahl, G., Tompkins, H., & West, J. (2004). Mapping vulnerability to multiple stressors: Climate change and globalization in India. Global Environmental Change, 14(4), 303–313. https://doi.org/10.1016/j.gloenvcha.2004.01.001 [68] Parida, A., & Mohapatra, P. K. (2021). Inclusive education: A movement for equalization of educational opportunities. International Journal of Advanced Educational Research, 6(4), 36–40. [69] Parisi, D., Srivastava, S., Parmar, D., Strupat, C., Brenner, S., Walsh, C., & De Allegri, M. (2023). Awareness of India\'s national health insurance scheme (PM-JAY): A cross-sectional study across six states. Health Policy and Planning, 38(3), 289–300. https://doi.org/10.1093/heapol/czac106 [70] Pawar, S. K., & Dasgupta, H. (2024). Attracting international students to Indian campuses: Sequential mixed-method research on student perceptions and pull factors. Cogent Education, 11(1), 2303560. https://doi.org/10.1080/2331186X.2024.2303560 [71] Pong, S.-L. (1993). Preferential policies and secondary school attainment in Peninsular Malaysia. Sociology of Education, 66(4), 245–261. [72] Prasad, S. S. V., Singh, C., Naik, B. N., Pandey, S., & Rao, R. (2021). Awareness of the Ayushman Bharat-Pradhan Mantri Jan Arogya Yojana in the rural community: A cross-sectional study in eastern India. Cureus, 15(3). https://doi.org/10.7759/cureus.36178 [73] Prinja, S., Bahuguna, P., Tripathy, J. P., & Kumar, R. (2017). Availability of medicines in public sector health facilities of two North Indian states. BMC Pharmacology and Toxicology, 16, 43. [74] Pune Municipal Corporation Education Department. (2023). Annual report. Pune Municipal Corporation. [75] Ramkumar, G., Tamilselvi, M., Giri, J., & Kanan, M. (2024). Enhancing road safety with connected Internet of Things (IoT) based vehicle technology using Cooperative Hazard Awareness and Avoidance Scheme. In 2024 8th International Conference on Electronics, Communication and Aerospace Technology (ICECA) (pp. 352–358). IEEE. [76] Rangarajan, R., Sharma, U., & Grové, C. (2025). Inclusion and equity in India\'s new National Education Policy (NEP): An analysis using the Context Led Model of Education Quality. International Journal of Inclusive Education, 29(6), 975–995. https://doi.org/10.1080/13603116.2023.2295907 [77] Reddy, P. S. (2000). District Primary Education Programme in Andhra Pradesh: A social assessment study among the tribal groups. Department of Anthropology, Sri Venkateswara University. [78] Sabitu, K., Iliyasu, Z., & Dauda, M. M. (2009). Awareness of occupational hazards and utilization of safety measures among welders in Kaduna metropolis, Northern Nigeria. Annals of African Medicine, 8(1), 46–51. https://doi.org/10.4103/1596-3519.55764 [79] Sachdev, R., Garg, K., Shwetam, S., Srivastava, A. R., & Srivastava, A. (2022). Awareness of Indian government initiated social security schemes utilization among villagers of Kanpur rural region: An evaluative cross-sectional study. Journal of Family Medicine and Primary Care, 11(6), 2456–2460. https://doi.org/10.4103/jfmpc.jfmpc_1727_21 [80] Saiti, A., & Chletsos, M. (2024). Microeconomic and macroeconomic consideration of education (theories of economics of education). Springer Nature. https://doi.org/10.1007/978-3-031-59527-1_9 [81] Saoke, V. O., Musafiri, C. M., Ndwiga, Z. N., & Githaiga, P. W. (2023). The Christian Religious Education teachers\' attitudes toward the five-stage lesson plan framework in Kenya: A gender-based analysis. Heliyon, 9(8). https://doi.org/10.1016/j.heliyon.2023.e19241 [82] Sedibe, M., & Buthelezi, M. M. (2014). Exploring challenges experienced by physically challenged students at a further education and training college in KwaZulu-Natal Province. Journal of Educational and Social Research, 4(3), 421–427. https://doi.org/10.5901/jesr.2014.v4n3p421 [83] Sedwal, M., & Kamat, S. (2008). Education and social equity with a special focus on scheduled castes and scheduled tribes in elementary education. National Institute of Educational Planning and Administration. [84] Sen, G., & Thamarapani, D. (2023). Keeping girls in schools longer: The Kanyashree approach in India. Feminist Economics, 29(4), 36–64. https://doi.org/10.1080/13545701.2023.2263542 [85] Sharma, K., Arya, V., & Mathur, H. P. (2022). New higher education policy and strategic plan: Commensurate India\'s higher education in global perspective. FIIB Business Review. https://doi.org/10.1177/23197145221125351 [86] Singh, R., & Gupta, M. (2021). Awareness versus utilization of welfare schemes: A study of senior citizens in urban India. Indian Journal of Social Research, 62(3), 245–258. [87] Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers\' professional digital competence: An overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224. https://doi.org/10.1080/2331186X.2022.2063224 [88] Song, Y., Bao, H., & Shen, S. (2022). Understanding the influence of initial values of college students in shaping pro-environmental behavioral intention. International Journal of Environmental Research and Public Health, 19(15), 9730. https://doi.org/10.3390/ijerph19159730 [89] Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Proceedings of the 10th Annual Conference of the Cognitive Science Society (pp. 375–383). Psychology Press. [90] Sujatha, K. (2002). Education among scheduled tribes. In R. Govinda (Ed.), India education report. Oxford University Press. [91] Tajammal, F., Arun, S., & Pourmehdi, M. (2024). Why invest in girls\' education? Evidence from the girl stipend programme in Pakistan. Equity in Education & Society, 3(3), 263–280. https://doi.org/10.1177/27526461231175688 [92] Thakur, H. (2014). Study of awareness, enrollment, and utilization of Rashtriya Swasthya Bima Yojana (National Health Insurance Scheme) in Maharashtra, India. Frontiers in Public Health, 3, 282. [93] Tribal Welfare Department, Tamil Nadu Government. (2013). Policy notes 2013–2014. Government of Tamil Nadu. [94] Vikhe, S. S., Palghadmal, Y., & Kadam, S. N. (2023). To study the knowledge of government national health scheme among youth aged 18 to 25 in Rahata Taluka of Ahmednagar District. Cross Current International Peer-Reviewed Journal of Humanities and Social Science, 9(4), 49–52. https://doi.org/10.36344/ccijhss.2023.v09i04.002 [95] Wohlfart, O., & Wagner, I. (2023). Teachers\' role in digitalizing education: An umbrella review. Educational Technology Research and Development, 71(2), 339–365.

Copyright

Copyright © 2026 Amit Kumar Chaudhary , Dr. Rahul Pandey. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.