Human communities traditionally rely heavily on moving people, goods, and knowledge. Higher degrees of accessibility and a notable rise in mobility have coincided with modern economic processes. While this tendency dates back to the Industrial Revolution, it picked up speed in the second half of the 20th century with the liberalization of trade, the emergence of economic blocs, and the effective exploitation of global labour and resources. This study applies neo-realism, a theoretical paradigm emphasising the anarchic nature of the international system and the primacy of state interests, to examine the geopolitical consequences of multilateral corridors in the Middle East. The research examines how major infrastructure projects serve as tools of power projection, economic security, and regional influence. It focuses on major initiatives like the Iraq Development Road (Dry Canal), the International North-South Transport Corridor (INSTC), the Belt and Road Initiative (BRI) and the proposed IMEC corridor. The study offers a thorough analysis of the strategic dynamics supporting these corridors by combining a variety of qualitative research techniques, such as literature review, content analysis, and comparison analysis. The results show that while international corridors present issues with sovereignty, reliance, and possible conflicts, they also act as arenas for great power competition, regional power dynamics, and alliance formation. The study provides insights into the strategic manoeuvres of state actors and the underlying power structures influencing regional stability and development by placing these corridors within the larger framework of Middle Eastern geopolitics. This helps to clarify the intricate interplay of competition and cooperation that shapes the region's evolving infrastructure landscape.

Pedagogy is the process by which instructors help pupils develop. Methods alone cannot adequately capture pedagogy, the art and science of teaching. A worldview and an idealized picture of the educated person must be part of it. These offer the ultimate objective and target that all facets of an educational tradition are cantered around. They also offer guidelines for choosing the methods to be applied in the teaching process. The tenets and viewpoints of contemporary Indian education are embodied in NEP 2020. The science of teaching assumes this is the case and goes beyond simply providing more specific instances of how Indian principles might be reflected in the teaching-learning process.