India has experienced notable advancements in trade liberalization, innovation tactics, urbanization, financial expansion, and sophisticated economic development. Researchers are focusing more on how much energy consumption of both renewable and non-renewable accounts for overall system energy consumption in light of these dynamics. In order to gain an understanding of this important and contentious issue, we aim to examine the impact of trade openness, inventions, urbanization, financial expansion, economic development, and carbon emissions affected the usage of renewable and non-renewable energy (REU and N-REU) in India between 1980 and 2020. We apply the econometric approach involving unit root tests, FE-OLS, D-OLS, and FM-OLS, and a new Quantile Regression approach (QR). The empirical results demonstrate that trade openness, urbanization and CO₂ emissions are statistically significant and negatively linked with renewable energy utilization. In contrast, technological innovations, financial development, and economic development in India have become a source of increase in renewable energy utilization. Technological innovations were considered negatively and statistically significant in connection with non-renewable energy utilization, whereas the trade, urbanization, financial growth, economic growth, and carbon emissions have been established that positively and statistically significant influence non-renewable energy utilization. The empirical results of this study offer some policy recommendations. For instance, as financial markets are the primary drivers of economic growth and the renewable energy sector in India, they should be supported in order to reduce CO₂ emissions.

The South African government has undertaken to expand universal access to Early Childhood Development (ECD) with a particular focus on children from socially disadvantaged communities and with disabilities. This requires training and support of ECD practitioners, such that they are equipped 399with the necessary knowledge and competencies to implement effective teaching and learning approaches at ECD level. This research explored an innovative, inclusive approach to ECD practitioner development in which both Deaf and hearing students were enrolled in an ECD practitioner training program facilitated jointly by New Beginnings (an ECD non-profit training organization) and the Deaf Federation of South Africa (DeafSA). The research scrutinized key aspects of the training program, including how it extended students content knowledge on ECD, their pedagogical knowledge; as well as epistemological access for Deaf students. The findings and conclusions have important implications not only for equipping ECD practitioners with knowledge and skills, but also demonstrates how practitioner training itself can be effectively structured to cater for diversity among trainees.

Common prosperity of spiritual life is a value pursuit of human beings for a better life and a better society. Promoting common prosperity in people's spiritual life has become the internal driving force for the innovation and development of ideological and political education in the new era. In terms of value implication, ideological and political education to lead the common prosperity of spiritual life mainly provides ideological guidance, establishes value coordinates and cultivates mental tone. Its core meaning is to enrich the connotation of common prosperity of spiritual life with scientific theory, standardize the pursuit of common prosperity of spiritual life with value concepts, and clarify the realm of common prosperity of spiritual life with aesthetic consciousness. Its realization path is mainly theoretical education, cultural edification and practice.

With the continuous promotion and deepening of quality education, new teaching goals have been proposed for major universities and teachers, requiring teachers not to blindly pursue the academic performance of college students as the goal, but to achieve the comprehensive development of college students as the main teaching goal. Therefore, teachers need to actively transform educational concepts, transform educational methods, enrich classroom content, and provide high-quality teaching classrooms for college students, Help college students improve in all aspects. For college students, it is not only necessary to cultivate correct worldviews and values, establish positive life goals and attitudes, but also to enhance their resistance to pressure when facing society. Therefore, when teaching, teachers not only need to explain knowledge, but also serve as guides on the life path of college students, helping them guide and improve their ideological and moral character, Thus achieving significant development of ideological and political education in universities.