Indigenous knowledge varies across contexts and is now gaining attention from global thinkers who explore the survival strategies of marginalised communities, providing an alternative life perspective. In the changing societal landscape, it's vital to be aware of the indigenous knowledge of tribal people in West Bengal and Jharkhand. Creating an inclusive model for integrating this knowledge into formal education is crucial, preserving and
promoting it through modern schooling.
Examining the benefits of indigenous knowledge reveals two implications. Firstly, it inherently possesses unique sustainability. Secondly, from an educational perspective, it helps learners reconstruct ideas and experiences meaningfully and joyfully, transforming informal learning into formal learning, aligning with the principles of the National Education Policy 2020.
The NEP 2020 emphasises learning through meaningful and joyful experiences, advocating for work-based and action-based education. It underscores the symbiotic relationship between knowledge and action, asserting that practicability determines education quality. Therefore, researchers aim to develop a model for indigenization to incorporate indigenous knowledge into formal school curricula.
To achieve this, researchers explored the field and analysed primary and secondary documents. Findings indicated that tribal communities in West Bengal and Jharkhand engage in various indigenous knowledge practices, involving pedagogical dimensions like learning through content creation, observation, trial and error, deep involvement in situations, and perceiving situations from multiple dimensions. Tribal people approach learning collectively, often in groups, emphasising direct experience—a strategy aligned with situational-based or experiential learning highlighted in the NEP 2020.

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The problem of waste disposal constitutes serious environmental challenges facing many cities and there is still a phenomenal increase in the volume of wastes generated daily across the globe. This study on circular economy from waste to wealth employs a mixed-methods approach to comprehensively analyze waste-to-wealth initiatives in Nigeria, focusing on various wastes management feats to generate wealth and solve environmental problems. Utilizing secondary data, the methodology aims to provide good understanding of the economic, social, and environmental dimensions of these initiatives. Qualitative data from literature reviews and document analyses identify key themes, while quantitative data on waste generation, recycling rates, and economic outcomes underwent descriptive statistical analysis for key indicators. The results highlight Nigeria’s significant plastic waste generation, with only 6% being recycled. The study reveals untapped potential in the recycling industry and showcases successful models, such as Wecyclers and Recycle Points. The findings suggest that with policy interventions and economic incentives, Nigeria could achieve a 70% recycling rate, offering substantial investment scalability and greenhouse gas savings. Additionally, the study emphasizes the positive correlation between the growth of private sector participants in waste management and increased job opportunities, indicating a potential positive impact on the economy and employment landscape.

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The present article of reflection, through a qualitative study, elaborates a documentary investigation, whose main objective is based on establishing a state of the question, on the theme of the cultural systems of religious beliefs. To do this, a methodological route was drawn up that took into account four moments: documentary review; the classification of studies in academic research, research books and scientific articles; the categorization; and its subsequent analysis, interpretation and evaluation of the theoretical and methodological approaches. As results, it can be seen that there is a rather unexplored field of research that must be assessed through new research and research.

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This paper describes and illustrates the singular phenomenon of pedagogical practice as a basic nucleus in the development of research, innovation and professional competences, insofar as these aspects are articulated and integrated in a single process. Thus, pedagogical activity becomes the object of research as a real and concrete phenomenon, if only if the teacher develops a pedagogical innovation, and this as the object of scientific experimentation; then, teaching practice as an exercise, preparation or training ensures the development of professional competences, in the diagnosis, planning, management and evaluation of learning. This means that the strategies, methods and/or techniques of the teaching activity become the techniques and instruments of research, and likewise the class, the lesson or the pedagogical activity becomes a laboratory of experimentation, where innovation is tested or tried out. All of this is systematised in the present experience.

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