https://mbajournals.in/index.php/JoITM <p><strong>NOLEGEIN- Journal of Information Technology &amp; Management </strong>is a peer reviewed journal and provides a platform to discuss new issues in the area of Information technology issues for management. The journal also seeks to advance the quality of research by publishing papers introducing or elaborating on Information systems planning and policy &amp; Database Management. It's a biannual journal, started in 2018.</p> MBA Journals (Consortium eLearning Network Pvt Ltd) en-US NOLEGEIN- Journal of Information Technology & Management 2581-6802 https://mbajournals.in/index.php/JoITM/article/view/1811 <p>The challenge of managing vast amounts of research data is relatively new to Indian universities and is often tied to the issues of open science and data-intensive scholarly research. The present study focuses on the shifts relating to the Research Data Management (RDM) process within the context of higher education systems of the university in the Indian state of Rajasthan. I propose the Integrated RDM Readiness and Stewardship Framework (IRRS-Framework) to fully address these gaps. The IRRS-Framework is a multi-faceted optimistic model of RDM governance within policy, global perspectives, and cross-national infrastructure which includes institutional and ethical RDM stewardship, as well as the paradigms of human governance and capacity. The stewards of IRRS- Framework maintain RDM policy interoperability, and governance and ethics RDM policy alignment on the diverse resource universities of Rajasthan. RDM is often perceived as a technological problem, however, I strongly argue that success stems from holistic shifts within the institute. This paper argues that infrastructure development, capacity building, and governance and ethical accountability pathways emerging from India’s regional university framework and data policy can help drive systemic institutional shifts. RDM ecosystems shaped by institutional policy and governance in Rajasthan’s universities are locally grounded, ethically responsive, and globally aligned.</p> Manish Sharma Praveen Babel Copyright (c) 2026 NOLEGEIN- Journal of Information Technology & Management 2026-04-02 2026-04-02 9 1 https://mbajournals.in/index.php/JoITM/article/view/1792 <p>Advances in digital technologies, rapid innovation in the information technology industry, changing learner expectations, and the growing emphasis on higher-order thinking skills have significantly transformed the goals and practices of Computer Science education. Traditional lecture-centric teaching approaches, where students primarily act as passive recipients of information, are increasingly inadequate for preparing learners to address real-world, ill-structured, and complex technological problems. In today’s dynamic digital environment, Computer Science graduates are expected not only to possess sound theoretical knowledge and programming proficiency but also to demonstrate the ability to design, analyze, implement, and maintain complex systems, work effectively in collaborative teams, communicate ideas clearly, and continuously adapt to evolving technologies. These evolving expectations have created a strong need for innovative teaching–learning practices that shift the focus from one-way knowledge transmission to student-centered, interactive, and experiential learning environments. Such practices encourage learners to actively engage with content, apply concepts to practical scenarios, reflect on their learning processes, and develop problem-solving and critical-thinking skills. Active learning, project-based learning, flipped classrooms, and technology-<br>enabled instruction play a crucial role in fostering deeper understanding and sustained engagement in Computer Science courses . In this context, the present paper explores innovative teaching–learning practices in the Computer Science stream, with a particular focus on pedagogical models, technology integration, active learning strategies, assessment innovations, and emerging educational trends. By examining these approaches, the paper aims to highlight how innovative practices can enrich teaching, enhance student motivation and participation, and ultimately improve learning outcomes, thereby aligning Computer Science education with the demands of the modern digital economy</p> Nitin D. Chudasama Copyright (c) 2026 NOLEGEIN- Journal of Information Technology & Management 2026-03-12 2026-03-12 9 1