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The pandemic has brought in unprecedented changes in societies across the globe. It has altered the equilibrium and forced individuals to move out of their comfort zone, leading to disturbance in psychological well-being in the new normal (Kuster, 2021). This empirical study examines the effect of psychological well-being (PWB) on subjective happiness (SH) of students of higher educational institutions (HEIs) during the global pandemic. Total of 290 students of HEIs were administered with the PWB questionnaire and SH questionnaire. The relationship between the variables was examined using multiple regression. The results indicated that the SH levels of the sample were above average (M = 19.76). SH was found to be more in women. No gender difference was found in PWB levels. The findings also revealed that improving PWB will positively influence the SH (r = 0.581)of the students. PWB can explain 32% variation of SH. Self-acceptance (p = .01), autonomy (p = .01), positive relationships with others (p = .03), and personal growth (p = .002)increases the feeling of SH. The findings validate the set point theory that while recent life events influence SH, individuals tend to return to natural set point over a period in time. The findings add to the repertoire of research on PWB and SH in the context of Set point theory. Study findings can help in strategizing the student counselling process as well as curriculum design of HEIs to ensure greater SH of its stakeholders.

COVID-19 pandemic has impacted all the economies and brought in an unprecedented change across sectors, especially the academic sector. Adapting to the new normal seems to be the only way forward for millennial scholars. This study explores the possibility of augmenting learning and the holistic development of scholars of higher education institutions (HEIs) by leveraging emotional intelligence (EI) to strategize practices that help in learning and development for the unforeseen future. Sustainable development strategies for HEIs are important imperatives in the new normal. This qualitative study using thematic analysis draws inputs from focus group discussions among 21 psychologists who are university campus counsellors. Fear of uncertaintyand Impulse controlemerged as major themes for student challenges in the new normal. Study findings illustrate the suitability of EI strategies for millennials to cope with the uncertainty skills and competencies needed for adapting. EI dimensions like self-awareness, self-control, adaptability and general moodare most relevant to deal with unknown future challenges. Sub-themes of stakeholder initiatives were identified as inclusion of EI in curriculum, life skill trainingand mental health profiling. This original study adds value as an exploratory study to form the foundation for quantitative analysis and shares perspectives for stakeholders of higher education.

Social inequality and quality education are significant challenges faced by tribes in India. The study's key objective is to develop an Emotional Intelligence (EI) based conceptual framework for tribal education to achieve quality education and build inclusive societies. The developed framework integrates the Mixed Model of EI and the path-goal leadership theory. The purpose of the study was to do a literature review towards identifying the link between teachers' Emotional Intelligence Competencies (EIC) and growth mindset for effective teaching and superior performance. The article proposes four prime propositions that constitute prerequisites for further hypothesis formulation and validation studies. By adopting teaching practices embedded with growth mindset and EIC, the study has far-reaching implications in achieving sustainable development goals (SDG), such as SDG 4 – Quality Education and SDG 10 – Reduced Inequalities.

The study aims to investigate the indicators, which affects the quality of technical education in India. There is a paramount importance to maintain the quality in technical education in India to become global hub for education and also to improve the socio-economic growth of the nation. Measuring the quality of these institutions is a big challenge as there is no one single model to measure the quality of technical education in India. Another big challenge is to study the factors influencing the holistic development of the students with problem solving abilities, increased creativity and innovation, higher order thinking skills, communication skills, team work, social and moral awareness in depth learning as suggested by the guidelines of National Education Policy (NEP) 2020 introduced by the Government of India. Extensive literature survey has been undertaken to study the influence of factors impacting the quality of technical education institutions in terms of Infrastructure, Teaching-Learning Process, Industry – Institute interaction, and its linkage between the output in the form of students’ academic performance and the placement and to study the impact of the NEP 2020.