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Higher Education system in India is in the process of embracing interdisciplinary education. Commerce stream is witnessing the process of change as a demand from business sector and support from plans, policies and implementations as a supply. Present paper reviews Inter Disciplinary Commerce Studies in India as a way ahead. Factors have been derived as a part of analysis and the possible needs to pursue such studies have been discussed.

Flipped learning has become increasingly popular in higher education. The main aim of the paper is to propose an educational analytical, critical framework for flipped learning that has substantial implications for those concerned with educational development. The extensive primary literature on flipped learning, referred to as inverted learning, formed the basis for the present study. This foundational work of literature uses the term flipped learning and examines its implications for pedagogical education. After reviewing the literature on inverted learning, the new form of education is worthy enough to be studied further. The pedagogical, analytical, and critical framework of flipped learning developed in this article contains components that reveal different perspectives of flipped learning, from just a way of adding more mechanisms to the classroom, as a tool to adapting the current pedagogy. The framework components are instructional foundations, learning theories, Bloom's taxonomy, and a conceptual framework of flipped education, which is discussed in light of its connection to the educational foundations of flipped learning. Descriptive and philosophical-analytical research methods are used.

Internship lays the foundation to development of teaching skills, application of pedagogy & gaining confidence in classroom instructions. Post-Covid, educators were nearly compelled to embrace technology causing an unforeseen transition from in-person to online mode. This study is the primary step to our ongoing study and survey on the impact of COVID19 on the teacher education program. Internship is a well-accepted active learning method for trainee teachers. The objective is to understand the challenges faced by trainee teachers during online internship & to discuss the measures to overcome some of these challenges. During internship trainee teachers can develop their interactions & lesson planning abilities, to understand their students in a better way. An abrupt transition from offline to online mode implied many challenges and overcoming huge obstacles. Few challenges discussed are shirking traditional mindset to embrace virtual classrooms, lack of infrastructure and facilities for shifting to online teaching, non-availability of schools & inadequate number of lessons for trainees, less than expected exposure to classroom teaching and so forth. Some of the possible measures are planning more practice lessons among peer groups, observations by peers & experts, arranging guidance by experts, videos of lessons by trainees etc. Through this program, trainee teachers are molded to understand subject content, broadening of mindsets, practices in pedagogy, psychology of students etc. Internship plays a crucial role in imbibing appropriate skills & attitude in future teachers. The question that arises is- can online internships adequately prepare trainees to handle situations that arise in T-L contexts?

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