The Indian societal structure is deeply rooted in the status quo and power dynamics, perpetuating inequalities based on socio-cultural and economic factors. Dr Ambedkar regarded education as a crucial tool for challenging these hierarchies and inequalities. Through his unwavering social and political efforts, he critically observed both ascribed and achieved societal status. His core concept of education aims to cultivate morality in society and promote a more compassionate approach to human relationships. Dr Ambedkar strongly advocated for the right of every individual to receive an education, emphasising that education should address diverse societal statuses and positions. He stressed that the distribution of material and nonmaterial resources should be based on economic standing, social status, and educational progress.

However, the rapid advancement of information and communication technologies has transformed educational services in today's globalized world. There is a strong focus on utilizing these technologies to enhance the accessibility of education, particularly in developing countries, as part of the United Nations' sustainable development goals. However, persistent inequalities and poverty hinder many communities and marginalised groups from accessing the benefits of ICT, leading to a digital divide between the privileged and the underserved. Factors such as income, social status, and geographical location significantly influence access to ICT across various aspects of life. Educators and students must understand the teaching methods and tools that influence critical and scientific thinking through ICT. The higher education curriculum should promote democratic principles such as liberty, equality, and fraternity while nurturing empathy and inclusivity towards marginalised groups. Dr. Ambedkar's educational philosophy offers valuable insights for promoting social equality and advancing social justice through education and analysis of educational policies.

Any nation's development relies on policies and their impact on vulnerable groups. Progress is not just about infrastructural economic growth but also about uplifting marginalised communities through access to education and opportunities. The government has introduced schemes to improve their socio-economic conditions, focusing on educational policies to mitigate disparities and integrate marginalised groups into knowledge and critical thinking. Despite this, the proposed reforms do not reflect the harsh realities faced by marginalised communities. Due to their disadvantaged socio-economic status and historical circumstances, they continue to lack educational opportunities. Their involvement in the educational process is crucial for personal growth and development, particularly for breaking free from the cycle of backwardness, social deprivation, and poverty. Educational initiatives should prioritise rational, scientific, and critical thinking and create creative spaces for reflecting on learners' life experiences. The correlation between uneven economic development, exploitation, and marginalisation should be noticed more. Marginalised groups continue to experience deprivation in accessing essential amenities required to achieve a basic standard of living with dignity. Emerging concepts of democratic representation, new forms of interpretation, and communication contribute to cultural amnesia in the lives of marginalised groups, leading to confusion and uncertainty regarding the intersection of socioeconomic deprivations and artistic forms. Education becomes crucial for marginalised groups under these challenging circumstances.

Ambedkar's educational philosophy aimed to free people from deeply entrenched social structures and discriminatory practices. Merely adopting educational policies to impart knowledge for exam performance overlooks the broader goal of emancipation in a democratic society like India. Consequently, these policies and practices only benefit a limited number of individuals from marginalised groups, masking the shortcomings of education policy and perpetuating exclusionary practices. Emphasising the education of citizens should not occur at the expense of acknowledging the social context in which many marginalised groups continue to seek the actual value of education.

The global educational reform strategies have led India to focus on integrating information and communication technology into the education system. This shift has impacted traditional views on teaching methods and the learning process. Developed and developing countries have embraced this new paradigm to create an enabling network for citizens to participate in highly mediated space technologies and their artefacts. India's culturally diverse population's widespread participation in education can enhance the cultivation of secular values, ensure quality, and provide new knowledge and skills for social progress and well-being. As India rapidly integrates into the globalised educational economy, the latest opportunities in information technology need to consider marginalised groups. Policy discussions should address fundamental questions about access to quality education and acquiring new skills and competencies in emerging paradigms to understand the social significance of education. Deep￾seated obstacles rooted in caste prejudice, class privilege, and gendered patriarchy are complex drivers of social discrimination, even in the artificially constructed cyber world facilitated by advanced technological communication tools. Creating an inclusive space in the globalised educational reform strategy amid competitive financial market forces is the real challenge in the burgeoning field of advanced education technologies. The sociological issue of inequality and discrimination in education sets the stage for engaging in meaningful policy discussions. Ambedkar's policy and political interventions aimed at advocating and instilling the values of science and technology in the lives of socially marginalised communities remain relevant today. He calls for internalising educational advancement in science and technology to foster a scientific mindset. It is possible to build an enlightened India through scientific education to counteract all cultural forgetfulness regarding humanity and human values. Therefore, it is crucial to understand the new logic of the educational system and critically evaluate its implications in the educational processes within a global reformist environment to contextualise Ambedkar's idea of education, the role of science and technology, and the potential for social transformation.

Educational reforms and policies are crucial for societal advancement. Governments must develop comprehensive plans to achieve broader objectives, with education as the primary catalyst. Academic institutions are pivotal in steering change through education, research, and diverse skill development. New approaches are being implemented to oversee and regulate the global educational landscape. In a diverse society like India, varied political ideologies and vested interests can impede consensus-building, but efforts are being made to promote citizen involvement in education. Ambedkar advocates for governance that prioritizes citizen and citizenship values as a shared sound, transcending caste and class barriers. He underscores the importance of instilling the principles of social democracy through formal education to foster an inclusive society. This suggests that inclusivity can be achieved by ensuring equitable representation and educational opportunities across all segments of society. Ambedkar proposed that free and compulsory education should be a foundational principle in governance and legislation. In today's globalized context, governance has shifted from a state-centric approach due to the participation of multiple stakeholders, including philanthropists, corporations, private enterprises, and financial institutions. Collaboration among these entities can advance the inclusivity agenda in education at various levels, showcasing leadership resilience and social dedication. Given these intricate circumstances, educational discussions must collaborate to expand the domain of educational leadership and governance and strive towards an inclusive society. This conference aims to broadly explore and deliberate upon the following sub-themes.