Journal of Advanced Research in HR and Organizational Management

Turning sunshine into power: Government initiatives and the remarkable rise of solar energy

N.Karunakaran — 2026-06-19

In this modern era, electricity is becoming an essential factor for economic development and improvement of quality of life of the people. The increase in atmospheric temperature and unlimited want for humans are driving up our demand for electricity and it will pave a way for an alternative source of energy, that is, solar energy or solar electricity. Solar energy is a clean, cheap and plentifully available energy, and also it is a renewable energy, that means it can be regenerate again and again. Governments played a pivotal role in the advancement of solar electricity by implementing supportive policies and financial incentives. In recent years the Government has introduced many electricity policies and various schemes for the promotion of renewable energy. This paper examines the historical evolution of India’s energy policy with a special emphasis on solar energy and discovers its development from the early Five-Year Plans to current national and state-level initiatives. This study attempts to understand the extent to which the government’s solar energy initiatives have been able to bring about changes in the economy. Sustained policy support, innovation, and investment in solar energy sector are pivotal for achieving both energy security and environmental sustainability, making solar energy a central pillar of India’s clean energy transition.

PIL And Transgender Healthcare Rights Post NALSA: An Unexplored Judicial Trajectory

Kanishka Garg — 2026-06-16

Transgender person is an individual whose gender identity is different from the sex assigned to them at birth. It’s an umbrella term that includes trans men, trans women, intersex, non-binary or genderqueer individuals. In ancient Hindu texts, like the Ramayana and Mahabharata, they were referred to as ‘Third gender’ (Tritiya Prakriti). Their identities were respected and associated with religious significance. But with the introduction of the colonial rule, the law recognised only male and female categories, and criminalised transgender persons under the Criminal Tribes Act, 1871.Even after India’s independence, the rights of transgender persons didn’t seem to develop.

As a result, a Public Interest Litigation (PIL) was filed by the National Legal Services Authority (NALSA), which led to the Supreme Court’s landmark NALSA v. Union of India (2014) judgement. The court recognised transgender persons as a constitutionally protected third gender under Articles 14, 15, 16, 19(1)(a), and 21. The Court emphasised healthcare, directing gender-affirming surgeries, hormone therapy, and dedicated medical facilities. This highlights, PILs as an indispensable tool for enforcing the rights of the marginalised communities when legislative and executive actions remain absent or inadequate.

In response to NALSA judgment, the Transgender Persons (Protection of Rights) Act and its Rules of 2020, were enacted to prevent healthcare discrimination and establish medical boards and health units, etc. Despite these safeguards, transgender people face significant challenges in accessing healthcare. PILs like V. Vasanta Mogli Vs. The State of Telangana and Ors., and the Madras HC petition against the National Medical Commission highlight gaps in transgender healthcare, including access to hormones, surgeries, and insurance, while judicial enforcement remaining inconsistent and inadequate. This paper, by examining the post-NALSA PILs, seeks to reveal the gaps between constitutional recognition and actual medical access for transgender persons. It will also analyse the systemic, administrative, and social barriers that hinder the realisation of these rights and suggest pathways to strengthen judicial enforcement, policy implementation, and equitable healthcare delivery.

Poverty, Trauma, And Childhood Mental-Health: Evaluating India’S Legal Protection Framework

Kavleen Kaur — 2026-06-16

Child poverty in India possesses a major structural determinant of rendering children vulnerable to chronic stressors such as inadequate nutrition, unstable housing, hazardous labour, and heightened susceptibility to abuse and exploitation. These converging conditions often result in major psychological issues namely, anxiety disorders, post-traumatic stress disorder (PTSD), disruptive behaviour and persistent development deficits. India’s jurisprudential approach assesses these risks through significant laws particularly the Juvenile Justice (Care and Protection of Children) Act, Protection of Children from Sexual Offences (POCSO) Act, Child Labour (Prohibition and Regulation) Amendment Act, Domestic Violence Act, and the Mental-healthcare Act attempts to safeguard the multilayered risks children face. The JJ Act (herein referred to as the Juvenile Justice Act), employs a child-centric approach, by defining who qualifies as a child in need of care and protection and ensures rehabilitation through the Child Welfare Committees (CWCs) and District Child Protection Units (DCPUs). The Mental-healthcare Act, (herein referred to as MHCA), introduced pivotal reforms by securing children’s right to accessible and affordable mental-health services and protection against inhumane treatment. It upholds the right to community-based treatment while imposing a duty on the government to develop child-friendly mental-health facilities. Poverty driven traumas are also addressed by corresponding legislations such as the Child Labour Act prohibits hazardous employment, the Domestic Violence Act, identifies children as direct victims of domestic abuse, while the POCSO Act, provides stringent safeguards against sexual abuse. Although, these laws provide protection against exploitation, their real-world effectiveness in mitigating prolonged psychological harm remains largely unresolved.

This paper critically addresses that despite India’s existing legal framework acknowledges the complex interplay between poverty, trauma, and childhood mental-health; its existing policies do not sufficiently operationalize support for vulnerable children. A coordinated and multidisciplinary approach is essential to ensure that every child, irrespective of their economic status, enjoys equitable access to mental-health support.

Enhancing Employee Performance through Psychological Capital: A Conceptual Study in Nepal

DIPESH KUMAR KARN — 2026-06-08

This conceptual study explores Psychological Capital (PsyCap) as a strategic psychological resource for enhancing employee performance in Nepalese organizations. The introduction highlights PsyCap as a positive organizational behavior construct comprising hope, self-efficacy, resilience, and optimism, essential for coping with workplace stress and improving motivation in Nepal’s challenging socio-economic context. The literature review indicates strong global evidence linking PsyCap with employee performance, engagement, and organizational sustainability, while emphasizing limited contextual research in developing economies. The research gap identifies weak HRM systems in Nepal, where employee psychological development is largely neglected. The methodology and design adopt a qualitative, conceptual approach based on secondary literature synthesis. The conclusion suggests PsyCap significantly enhances motivation and adaptability in resource-constrained environments. The recommendation emphasizes HR reforms, fair career systems, and supportive workplace culture. The novelty lies in contextualizing PsyCap within Nepal’s underdeveloped HRM and socio-economic realities.

Softskills in Management Education under NEP 2020: A Comparative Analysis of Traditional and Gamified Learning Approaches

Archana Singh — 2026-06-16

The findings from the study introduce a new perspective to the literature by demonstrating the impact of various traditional and gamified methods in developing soft skills among management students. This aligns with the National Education Policy 2020, which emphasises skill-based education and the integration of technology. The policy advocates for innovative and creative teaching methods designed to enhance cognitive and social skills. Therefore, this research seeks to determine whether gamification is a more effective alternative to traditional pedagogy in promoting critical soft skills, such as communication, collaboration, problem-solving abilities, and adaptability in today's rapidly changing environment.

This study uses a mixed-methods quasi-experimental approach to analyse soft skills development among management students from different institutions. The research compares two groups: one receiving traditional teaching (control group) and the other participating in game-based activities (experimental group).

Quantitative data was collected at three points during the course using established assessment tools to measure soft skills and overall satisfaction. We examined the differences in task performance between the groups to explore how gamification relates to skill improvement.

Qualitative data were gathered through semi-structured interviews, providing richer insights into the role of gamified learning in developing soft skills and the effectiveness of interactive lectures. Themes identified through thematic analysis included engagement, motivation, digital literacy, and perceived inclusivity.

The results indicate that a gamified approach is more effective than traditional training methods in enhancing communication, teamwork, problem-solving, and adaptability skills. Learners in the gamified group exhibited higher levels of engagement, motivation, and satisfaction with the learning process. These findings are further supported by qualitative observations and examples that illustrate how gamified elements, such as points, badges, and leaderboards, foster interactive and collaborative teaching and learning. The research also shows that gamification improves digital literacy, aligning with the recommendations for the use of technology in education.

In summary, the findings of this study indicate that incorporating gamification into management education programmes can significantly enhance the development of soft skills and align with NEP 2020 aspirations. The results have practical implications for curricular changes, strengthening digital infrastructure, faculty development, and evaluation processes that can facilitate the adoption of gamified approaches in higher education. Future research should also explore the technical limitations and the balance between extrinsic and intrinsic motivation to support the design and implementation of gamified learning experiences.