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The present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices.

Using a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences.

The study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development.

These findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

Advancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

To determine the factors influencing the perception of undergraduate students toward research–teaching nexus and also to examine its impact on the attitude of the students.

The study used a quantitative design to examine the perceptions of students in higher education institutions in India. Descriptive and inferential statistics were used to describe the data and test the hypothesis. The data was collected using a structured questionnaire for a sample of 188 students from higher education institutions (HEIs). Further, in line with the purpose of the study and to test the hypotheses, the study used descriptive statistics, exploratory factor analysis and multivariate regression analysis.

The study demonstrates that the factors influencing the perception of undergraduate students toward research teaching nexus were identified using principal component analysis (PCA) with varimax rotation, conducted on 27 measurement items. In addition, the results of the multivariate regression analysis indicated that research-based, research-tutored and research motivation dimensions, significantly impact the graduate students' perception of research–teaching nexus.

The outcomes of this research may become valid input to HEI regulators, researchers and teachers while framing the policies and implementation of the same about the pertinent issues discussed in the paper. Further, it contributes to the existing theory that teaching–research quality and level of motivation are also the predominant factors influencing the teaching–research nexus among students. In addition, the outcome of this paper also supports HEIs to achieve the United Nations Sustainable Development Goals (UNSDGs) at large.

This study contributes to the ongoing debate and scarce literature on research–teaching nexus at the higher education level. The factors derived in this paper propose a framework for aligning teaching and research in academic programs to create high-quality human resource in the nation.

The study aimed at analyzing operations managers’ perception of the use of electric vehicles (EVs) in business processes and its impact on overall business process cost (BPC) and sustainable development (SD).

The present study adopts the triangulation approach which is a combination of quantitative and qualitative methods. The data was collected using structured and scientifically tested questionnaires from the industrial managers working in the industries in the Mysore region of Karnataka. Descriptive statistics, factor analysis and structural equation models were employed to analyze and interpret the data.

The findings revealed that the usage of EVs in Business Processes significantly impacts the BPC (b = 0.851, t = 8.037, p < 0.01) and it is also the usage of EVs in business processes can significantly impact SD (b = 0.889, t = 7.923, p < 0.01). Thus, the adoption of EVs in the business process offers many benefits to business organizations such as minimized operational costs, an eco-friendly business model, more tax incentives, less BPCs, a low-emission footprint and a contribution towards SD at large.

Many business organizations operating in the present time show interest in employing EVs in their business processes. Hence, before introducing EVs in industries on a large scale, it becomes imperative to obtain the perception of industrial managers who have already experienced its impact. This study may help industrial organizations to understand the impact of EV on various aspects of the business and to design a business model which would help in achieving SD goals.

The use of EVs in the daily life of human beings and business activities is gaining importance because of the various positive impacts. Therefore, it is necessary to understand industrial managers’ opinions regarding the use of EV in business activities.