One Onion - Many Cuts. Just like an onion can be cut into rings, slices, cubes, or strips, learning can be designed in different ways to suit the needs of all learners. This is more scientific because one size cannot be suitable for all i.e., learning through individualized process and it gives recognition of individuality among the learners. Individualized instructional strategies have emerged as an emerging and necessary pedagogical response to learner in contemporary classrooms. However, its theoretical articulation often remains complex or abstract for practitioners. This paper introduces ‘The Onion Pedagogy’ as a metaphorically grounded yet epistemologically structured framework to conceptualize differentiated instruction based on the need and aspirations of the learner. Just as an onion can be cut into rings, slices, cubes, or strips while retaining its essential core, learning objectives remain constant while instructional strategies vary according to learner needs. The ‘core’ represents epistemic understanding; the ‘layers’ characterize gradations of conceptual depth; and the ‘cuts’ represent individualized pedagogical strategies. Drawing from modern psychological theories such as Constructivism, Social constructivism, Universal Design for Learning (UDL), and Personalized learning theory, those framework and model offer a structured, holistic and inclusive approach to child-centric pedagogy. The teachers and educators are seen as a ‘seasoned chef’ who adopt pedagogical method based on need of the children. The paper highlights the theoretical framework, classroom practices and implications for teacher education, and understand the alignment with India’s National Education Policy (2020). The Onion Pedagogy provides an inclusive methodological framework that not only promotes equity and equality but also focus on the learner’s diversity.

A study on the state of knowledge of handwashing with soap and water at Félix HOUPHOUET-BOIGNY University, followed by awareness-raising on good practices was undertaken between 14 and 26 October 2019 to help guide the development of a programme to promote good hygiene practices. A survey form that included columns of variables such as name, age, gender, and function was used in conjunction with handwashing practice. A total of 2024 individuals, 478 (23.62%) of whom were female and 1546 (76.38%) male, participated in the survey. The study found that 5.04% of people (female and male) have good handwashing practices. The good practice of handwashing at the Félix HOUPHOUET-BOIGNY University is less well known. However, the science faculties had good handwashing practice compared to students in other faculties. It would be advisable to increase awareness of good hygiene practices, particularly handwashing, in order to prevent infections.

This study analyzes the philosophical values embedded in Ho Chi Minh’s thought on building the Vietnamese people’s armed forces. From a philosophical perspective, Ho Chi Minh’s ideas transcend the scope of political or military doctrines; they represent a profound dialectical reflection on the relationships between human beings and community, politics and ethics, national independence and humanistic ideals. Grounded in Marxist–Leninist philosophy, Ho Chi Minh creatively developed a distinctive ideological model in which the strength of the armed forces originates from the people and ultimately serves the people. The core philosophical value in Ho Chi Minh’s thought is reflected through his humanistic worldview, moral rationality, and the unity between theory and practice affirming the ontological role of the people as the foundation of national strength. In today’s context, this research seeks to elucidate the enduring significance and contemporary relevance of Ho Chi Minh’s philosophical thought in developing a “revolutionary, regular, elite, and gradually modernized” armed force aimed at safeguarding the Socialist Republic of Vietnam.

Education is a prominent weapon for nation-building. No nation can move forward without quality education among its people. In India, several commissions and committees have been established, and numerous recommendations have been made to spread equal educational opportunities among all sections of society. It indicated that education is the means of promoting inclusivity within society with respect to casts, creed, gender, and geographical constraints. But it is a very pathetic and sorrowful situation that many indigenous communities are lagging in education, especially the ‘Particularly Vulnerable Tribal Group’, or PVTG (previously known as a primitive tribal group). Their educational status is very low, and their condition is inferior, deprived, and increasingly endangered and marginal. Thus, it was evident that educational opportunities are not equally distributed. The tribal community has still not benefited much from education. The Sabar community is one among them. They thought education was a luxury for them. Under the guise of education, it's merely time-wasting, with no practical application or connection to real-life situations. The tribal community is fed up with this modern education. They do not show interest in this education system. As a marginalized tribal group, the Sabars have their own culture, knowledge system, and tradition, which affect their education. Their storytelling, folklore, rituals, daily life experiences, and lack of education are significant. Education through these programs helps increase their social cohesion, motivation, and life skills, among other benefits. The objective of this research is to identify and analyze the indigenous pedagogical practices among the Sabar community, and this work also highlights how indigenous cum cultural context pedagogy helps them to bring mainstreaming in education. Keeping the above objectives in mind, the researcher employed an ethnographic research design and collected data through participatory observation, focus group discussions, and field notes. This article shows that, in its cultural context, indigenous pedagogy has the potential to promote education among the Sabar Community. So, it's our responsibility to identify their informal ways of knowing and incorporate them into the modern educational process, allowing them to find their culture and ways of living within the institutional framework.

With the acceleration of the “Going Global” strategy in Hebei Province, this study aimed to examine the foreign-related communication competence of non-English major undergraduates and its alignment with local enterprise demands. A total of 308 undergraduates from a local application-oriented university in Hebei Province were investigated using questionnaires and semi-structured interviews, with data analyzed via SPSS 26.0. Results showed that participants’ overall competence was moderately low, with workplace English reading and writing as the core shortcoming, and structural mismatch with job requirements in equipment manufacturing, infrastructure and new energy industries. Self-rated English proficiency, gender and CET performance significantly affected the competence, while exam-oriented learning contributed little to intercultural literacy. Students had strong improvement motivation but cognitive misperception of job demands and heavy reliance on translation tools. This study provides empirical evidence for optimizing college English teaching to cultivate talents for Hebei’s internationalized enterprises.