News
Are Schools Teaching Girls to Say ‘No’?
In today’s world, where conversations about gender equality are gaining momentum, the role of education in shaping assertive, confident, and self-reliant young women has never been more critical. Schools have traditionally focused on academic excellence, but are they equipping girls with the ability to say ‘No’—to unwanted touch, peer pressure, and societal expectations that push them into compliance? From early consent education to breaking down leadership biases, this piece explores how educational institutions can do more to foster self-advocacy among female students.
The Need for Teaching Consent and Self-Advocacy
Teaching girls the power of ‘No’ isn’t just about rejecting physical advances—it’s about instilling confidence in their decision-making and personal autonomy. Girls must understand that they are not obligated to accept discomfort for the sake of being “polite.”
As highlighted in Pinky Promise, a book that explores boundaries and consent, forcing young girls to always be polite—such as requiring them to hug relatives or accept physical touch without their consent—sets a dangerous precedent. It teaches them that their discomfort is secondary to social expectations, making it harder for them to recognise and respond to inappropriate behaviour later in life.
Pinky Promise, a book that explores boundaries and consent
A real-world example of why consent education is vital comes from the story of Tara Dawes, a child sexual abuse survivor. At 13, she was groomed by a 19-year-old man, leading to pregnancy. Dawes now strongly advocates for comprehensive consent education in schools, stressing that if she had been equipped with the right knowledge earlier, she might have had the confidence to recognise coercion and resist it.
In India, organizations like RAHI (Recovering and Healing from Incest) have been instrumental in supporting survivors of child sexual abuse and advocating for consent education. Established in 1996, RAHI provides education and awareness about child sexual abuse and incest, along with training, capacity building, and skill development for victims
The Shortcomings of Current Educational Practices
Many schools across the world are making strides in teaching consent. In the UK, the Schools Consent Project runs workshops for students aged 11-18, covering essential topics such as harassment, sexting, and revenge porn. These initiatives aim to build a foundation of respect and understanding about personal boundaries.
However, some education systems are regressing. For example, several schools in the US have reintroduced abstinence-only education, eliminating lessons on contraception and consent under political pressure. Such regressive steps leave students ill-equipped to navigate real-life relationships and challenges, making them vulnerable to coercion and manipulation.
How School Culture Shapes Girls’ Confidence
Research shows that as girls transition into adolescence, their confidence levels drop significantly compared to boys. School culture plays a crucial role in shaping their sense of self-worth and agency. Are girls encouraged to take leadership roles? Do teachers unconsciously reinforce gender norms in the classroom? For instance, they may praise boys for being “assertive” while calling girls “bossy” for the same behavior. They might encourage boys to take up STEM subjects while steering girls towards literature or the arts. Even seating arrangements, classroom discussions, and examples used in lessons can reflect traditional gender expectations, subtly shaping how students perceive their roles in society. Recognizing these biases is the first step towards fostering a truly gender-inclusive learning environment.
Furthermore, moral policing in schools—such as dress codes that disproportionately target girls, body shaming, and the perception that “good girls” don’t challenge authority—further erodes their self-confidence. Schools must actively combat these outdated attitudes and provide an environment where girls feel empowered to express themselves freely, without fear of being judged.
Beyond the Basics: Comprehensive Sex Education
Sex education must extend beyond biological explanations to cover essential topics such as personal boundaries, self-advocacy, and healthy relationships. Many parents and educators hesitate to introduce such discussions at an early age, assuming children need to be “mature” before learning about consent. However, this delay does more harm than good.
Experts recommend starting these conversations early in a non-taboo manner. One of the most effective ways is by using books and storytelling, as suggested in Pinky Promise. Parents and teachers can also encourage children to ask questions, ensuring that they feel comfortable discussing sensitive topics without shame or fear.
Sensitizing Parents and the Community
Schools alone cannot drive change—parents play a crucial role in reinforcing what children learn in the classroom. Parents must be made aware of the importance of raising assertive girls who can advocate for themselves. Teaching them that they are not obliged to hug every relative, that their bodies belong to them, and that their voices deserve to be heard is key.
Additionally, society needs to address the harmful culture of moral policing, slut-shaming, and body shaming that disproportionately affects young girls. Educational institutions, families, and communities must work together to dismantle these damaging narratives.
The Leadership Gap: Why Aren’t Women in Power?
Teaching has long been a female-dominated profession, yet when it comes to leadership positions such as school principals, policymakers, and university deans, men still hold the majority of these roles. This disparity is not just a statistical anomaly—it sends a message to young girls about the limitations of their aspirations. If the very system that encourages women to become educators does not empower them to lead, what does it teach the next generation about gender roles and leadership potential?
India’s first female school principal, Chandramukhi Basu, broke barriers in the late 19th century when she became the principal of Bethune School in Kolkata,the first female head of an undergraduate academic establishment in South Asia. She set a precedent for women in educational leadership. Yet, more than a century later, leadership remains disproportionately male. Women often face biases that hinder their promotion—whether it’s the perception that they are less authoritative, the challenge of balancing work with societal expectations, or the lack of mentorship opportunities compared to their male counterparts.
Chandramukhi Basu, the first female head of an undergraduate academic establishment in South Asia
For real progress, schools must actively create pathways for women to ascend to leadership roles. Leadership development programs, gender-neutral promotion policies, and mentorship opportunities can help bridge this gap, ensuring that female students see role models in decision-making positions and grow up believing that leadership is within their reach.
Therefore, Teaching girls to say ‘No’ isn’t just about safety—it’s about building confidence, autonomy, and leadership skills. Schools need to integrate comprehensive consent education, challenge gender stereotypes, and work with parents to ensure consistent messaging. More importantly, we need to stop teaching girls that compliance is the key to social acceptance. Instead, we must encourage them to speak up, take space, and assert their rights unapologetically.
Bibliography
- Child Sex Abuse Survivor Tara Dawes Says Education Could Have Prevented Her Abuse | Adelaide Now | Link
- Schools Consent Project | Wikipedia | Link
- Some Florida School Districts Are Reverting to Abstinence Education | AP News | Link
- The Experts: Sex Educators on 16 Ways to Talk to Your Children About Consent | The Guardian | Link
In a decision that has sent shockwaves through the global education community, the US Supreme Court has permitted the Trump administration to go ahead with slashing $600 million in teacher training grants—funds that supported Diversity, Equity, and Inclusion (DEI)-related programs. The 5-4 ruling is being seen as a major blow to the foundational ideals of inclusive education.
The affected grants, including the Teacher Quality Partnership and Supporting Effective Educator programs, were created to recruit and train educators, particularly for rural and underserved communities. These programs were designed not just to address America’s growing teacher shortage but also to help educators understand and embrace student diversity—a critical aspect of modern pedagogy.
Trump’s Department of Education has argued that the programs funded “divisive ideologies.” A standardised letter sent to grant recipients stated that the department no longer supports programs promoting DEI or “any other initiatives that unlawfully discriminate on the basis of race, colour, religion, sex, national origin, or other protected characteristics.”
But to education experts, the decision is not just bureaucratic—it’s deeply symbolic.
When the world needs more aggressive teacher training, not less, this ruling feels like a backward leap. At a time when classrooms are more diverse than ever—culturally, neurodivergently, socio-economically—cutting back on training that helps teachers manage inclusive classrooms could spell disaster for the next generation of learners. Teachers make every other profession possible. You cannot take away their training and expect education to survive.
DEI is not a trending buzzword—it is a matter of human dignity and rights. When teachers are better equipped to understand different learning needs and cultural contexts, every child benefits. These funds were not “divisive”; they were the very backbone of equitable education.
This Supreme Court ruling comes in the wake of Trump’s broader effort to dismantle the Department of Education itself, part of his controversial plan to downsize federal governance. An executive order to “eliminate” the department was signed in March 2025, though its full dissolution still requires congressional approval.
Justice Elena Kagan, dissenting in the ruling, called the decision “a mistake,” adding that nowhere in the government’s defence was there a legal justification for cancelling the grants. Fellow Justice Ketanji Brown Jackson said the terminations were contrary to Congress’s original intent of ensuring quality education for all.
While the US wrestles with these policy reversals, the international education community must remain vigilant. This is not just a national matter. The US has long set the tone for education policy worldwide. If other countries begin to emulate this regression, we risk reversing years of progress toward inclusion, understanding, and equality in education.
Let us be clear: Training teachers is not a gimmick. It is a necessity. A minimum standard.
We hope that while the world watches, it does not follow suit.
As schools across India reopen for the new academic year, parents are sounding the alarm over an alarming surge in school fees. A recent nationwide survey by LocalCircles has confirmed that private school fees have increased by 50–80% over the past three years—placing unprecedented financial pressure on middle and lower-income families.
The survey, which gathered responses from over 31,000 parents across 309 districts, revealed that 44% of parents reported a fee hike of 50–80%, with 8% stating that the increase exceeded 80%. In contrast, only 7% of parents felt their state government had effectively capped or regulated these hikes.
Despite widespread concern, only Tamil Nadu and Maharashtra currently regulate school fees, leaving parents in most states without protection from such steep increases. From Hyderabad to Delhi and Bengaluru, parents have protested hikes ranging from 10% to even 100%—especially in the pre-primary and early primary segments.
“Private education is becoming increasingly unaffordable. While the wealthy may manage, middle-class and low-income families are sacrificing basic needs or taking on debt just to keep their children in school,” said Sachin Taparia, founder of LocalCircles.
The survey also indicated a worrying drop in enrolment—with UDISE+ data showing a decline to 24.8 crore students in 2023–24, a fall of over one crore from previous years. Parents and education advocates are now calling for urgent government intervention and stronger fee regulatory mechanisms to ensure equitable access to quality education.
Education
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
At a time when India is reflecting on 100 years since the discovery of the Indus Valley Civilisation, Mahindra University took a significant academic stride by hosting a landmark interdisciplinary symposium that not only honoured our ancient heritage but explored its forgotten links to modern education.
Organised as part of the university’s research initiative to decode the Indus script, the symposium brought together archaeologists, linguists, AI experts, and education scholars. It featured a stunning display of antiquities — including stone tools over 100,000 years old — and rare artefacts from the IVC, offering visitors a tangible glimpse into one of the world’s earliest urban cultures.
A Civilisation Ahead of Its Time
In her keynote, Dr Smita S. Kumar, Superintending Archaeologist at the Archaeological Survey of India, underscored the maritime trade and economic systems that made Harappa a powerhouse of cross-cultural exchange. “The legacy of Harappa shaped the economic landscape of the world and helped lay the foundation for global trade systems,” she said.
But beyond trade, the event also highlighted how the civilisation’s systems of standardisation, civic planning, and symbolism hinted at early forms of instruction and information dissemination.
Professor Yajulu Medury, Vice Chancellor of Mahindra University, stated, “This symposium underscores our commitment to interdisciplinary scholarship. Understanding the IVC helps us trace the evolution of knowledge systems in India.”
Indus Valley’s Forgotten Impact on Education
While IVC is not known for formal classrooms or textbooks, its influence on education is deeper than most realise. Their standardised brick sizes and sophisticated city layouts suggest a culture of measurement, geometry, and applied science. The presence of seals, the undeciphered script, and organised granaries all point to an inherent system of record-keeping and knowledge sharing — key elements of what education aims to do today.
Modern-day curriculum pillars like data literacy, urban planning, sustainable water management, and system design can all find philosophical and functional parallels in the Harappan way of life.
As India moves toward a more integrated and inclusive National Education Policy, perhaps it’s time we looked backward to move forward — and asked how much of our ancient knowledge systems still flow silently through our schools, textbooks, and educational practices.
Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.
The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.
Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.
The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.
The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.
By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.
But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.
It begs the question: Is our reality in special education as inclusive as our rhetoric?
When Inclusion Becomes a Hollow Word
For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.
We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.
What Needs to Change?
If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.
The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.
In a significant observation on Wednesday, the Supreme Court of India stressed that hygiene, education, and healthcare—not libraries—must be the top priority to transform rural India. A Bench led by Justice Surya Kant made the statement while hearing a plea to mandate the establishment of public libraries in every village across the country.
“Education is critical, but a person who is starving—will he go to a library?” Justice Kant asked pointedly, underscoring the stark realities many rural communities continue to face. The Bench urged States to allocate 10% to 15% of their budget towards improving essential rural infrastructure to realise the dream of a developed India.
The comments come as a sobering reminder that despite India’s advancements in urban education, schooling in rural areas remains plagued by inadequate infrastructure, teacher shortages, and a lack of basic amenities. In many villages, schools still struggle with broken buildings, lack of toilets, or poor access to safe drinking water.
To address this, replicating successful models like Madhya Pradesh’s CM Rise Schools may offer a practical way forward. These state-run schools have prioritised quality infrastructure, digital learning tools, and teacher training—bringing urban-level standards to rural education. Partnering with local panchayats and tapping into CSR funds could further accelerate such initiatives.
While libraries are undoubtedly valuable for fostering curiosity and civic understanding, the Court’s remarks emphasise that before we turn the page, we must first build the book—and the classroom.
News
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
A seismic shift is underway in global higher education. In the first three months of 2025 alone, international postgraduate interest in the United States dropped by over 40%, according to StudyPortals data. Countries like Iran and Bangladesh saw even steeper drops—61% and 54% respectively. Even India, long regarded as the US’s strongest education partner, registered a 36.8% decline.
This decline isn’t happening in isolation. As students turn their gaze to the UK and alternative destinations, another quiet revolution is unfolding—young learners across the world are rejecting the degree-first mentality in favour of direct-to-skill pathways. And they’re doing it with intention.
Beyond the Campus Walls
“Students are not just choosing programmes; they’re choosing futures in places they perceive as stable, welcoming, and full of opportunity,” said Cara Skikne, Head of Communications at StudyPortals. In contrast, the US has been rocked by a wave of student and faculty deportations, a looming travel ban, and legislative uncertainties since the return of Donald Trump to office in 2025.
But politics isn’t the only factor at play.
The Age of Skill-Based Learning Is Here
In a recent article, our Founder & CEO, Ravi Santlani, aptly summed it up: “High school students today are increasingly turning away from the conventional route of pursuing undergraduate degrees. Instead, they are opting for direct skill acquisition—learning that is more targeted and in sync with the evolving job market.”
It’s not just anecdotal anymore. Traditional degrees are seen as costly, time-consuming, and often outdated by the time graduation arrives. From AI to digital marketing, the tools of the trade are changing faster than university curricula can keep up.
Students aren’t dropping out of education—they’re redefining it.
Degrees vs. ROI
With sky-high tuition fees and limited job security, the ROI on traditional education has come under scrutiny. Online certification programmes, apprenticeships, and bootcamps now offer practical, job-ready skills at a fraction of the cost.
Platforms like Coursera, NSDC (National Skill Development Corporation), and even corporate-backed skilling academies are filling the gap. Startups and Fortune 500 companies alike are updating their hiring rubrics, increasingly dropping the “mandatory degree” filter in favour of demonstrable skills, project portfolios, and real-world experience.
The UK’s Gain, The US’s Loss
With its relatively stable policy environment, the UK has seen a rise in popularity. As per StudyPortals, 7% of students considering the US are also exploring the UK, nearly double the percentage considering Canada.
While the UK government has its own challenges—like the dependants ban—it has vowed to continue welcoming international students and retaining the Graduate Route.
The Bigger Picture
This is more than a geopolitical trend. It’s a generational pivot. Students are no longer defaulting to age-old templates of education. They are curating learning experiences that are nimble, purpose-driven, and future-ready.
As schools, counsellors, and policymakers, we must now ask: are we preparing students for entrance exams, or are we preparing them for life?
(Source- The PIE News)
Education
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
In the realm of school education, play-based learning has emerged as a powerful and supportive approach to fosters creativity, critical thinking, problem solving and social skills along with conceptual understanding. The genesis to this method is the concept of provocation. A strategically well thought of stimuli that could initiate the thinking process. It is used to arouse the curiosity and invite children to explore, question, engage and deeply interact with their environment. Provocations are carefully designed elements that challenge children to think critically, solve problems, and collaborate with their peers. It is the power of provocation in play-based learning that promotes effective implementation of the teaching learning strategies to enhance the educational experience. Thus, promoting a high quality and sustainable learning.
Understanding Provocation
Provocations are initial setups in form of stories, objects, case studies, role plays or any kind of resource showed to students at the start of a lesson. Their aim is to initiate the thinking process. It creates an environment where students are encouraged to indulge in exploration, experimentation and express their ideas freely.
A good provocation has the capacity to capture interest and motivate all stake holders to engage in deeper learning. It is accompanied by few guiding questions like- “What do you think this is?”, “Why has it been placed here?” , “What are your views on it?” or “ Where have you seen this being used?” . Based on answers given further guiding questions are asked and a path of learning is crafted. Guiding questions accompanying the provocation may be pre decided when the learning objective and learning outcome is predefined, to ensure the desired learning outcome. However, in case of an open-ended learning objective just drafting the path would be enough. Students will then take it further from here.
Benefits of Provocation in Play-Based Learning
- Creativity and Imagination: Breaking the monotony of the sessions, provocations stimulate students’ imagination and creativity. Students think outside the box and come up with innovative solutions and ideas.
- Critical Thinking and Problem-Solving: As new challenges are presented students put their cognitive skills to work and thus delve deeper into the concept. Ensuring critical analysis of the situation and proposing possible solutions for the same. Thus enhancing their critical thinking and problem solving skills.
- Social and Emotional Development: Since the whole class is involved collaboration is at its peak. Each student sharing their views, perspectives and thoughts. Skills such as communication, teamwork, negotiation, and empathy are hence taken care of. In addition to this, solving the given challenges can boost their self-esteem and confidence.
- Active and Engaged Learning: Quote by Benjamin Franklin explains it all. “Tell Me and I Forget; Teach Me and I May Remember; Involve Me and I Learn”.
The Role of Educators in Provocation
We , The Educators play a pivotal role in designing and implementing provocations. They must be designed carefully and thoughtfully. It is imperative for provocations to be thought provoking to showcase its power. Thus educators must devote ample time to design one. Students interest, development stage, their capabilities and age are few pointers guiding the educators to select an age-appropriate provocation. Provocation should cater to each student’s unique learning style and differentiated interests. By aligning provocations with these interests, educators can create a more engaging and meaningful learning experience. You may want to consider the conceptual understanding of your class in case learning objective is targeted towards curriculum.
More importantly, educators should be empowered to facilitate discussions and guide explorations without hinting the outcomes. Open-ended questions should accompany the provocation to ensure students maintain the tangent of class discussion. There may have n number of tangents with a single provocation. Each tangent will help students explore and experiment. Given freedom to direct their learning students will be more confident in their ability to explore and discover.
To conclude the P cube – Power of Provocations in play-based learning is a tool which offers students the opportunities to explore, think critically, and engage deeply with their environment. The power of provocation lies in its ability to ignite curiosity and inspire a lifelong love of learning. Careful designing and implementation of provocation we can create a dynamic and impactful learning experience that fosters sustainable life skills.
So, Friends, educators and countrymen, lets put on our thinking cap and hit on the buzzer for a P cube.
In a Shocking Move, US Supreme Court Backs Trump’s Cuts to Teacher Training Grants
Private School Fees Surge by 50–80% in Three Years, National Survey Finds
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
Supreme Court Flags Basic Needs as Priority Over Libraries in Rural India
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect
P Cube: The Power of Provocation in Play-Based Learning
CBSE Warns Dummy School Students May Be Barred from Board Exams
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
Amid Rising Pollution, India Turns to Schools for Climate Action: NCF 2023 Prioritises Environmental Education
India Needs Apprenticeship-Based Education, Says Minister Jayant Chaudhary
Foreign-Trained Teachers Fuel Punjab’s Education Revolution, Says CM Bhagwant Mann
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
PM-YUVA 3.0: Transforming Young Writers in India’s Schools?
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Classroom Role Reversal: What If Students Taught Once a Month?
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
India’s Education Conundrum: Envisioning 2025 Amid Ground Realities
India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
Union Budget 2025-26: A New Dawn for India’s Education Sector
National Startup Day: A New Era for Education and Entrepreneurship
Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
Union Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
2025: A Wake-Up Call for Cybersecurity in Education After the US PowerSchool Breach
Collaboration vs. Competition: Can Schools and Coaching Centers Work Together to Improve Student Success
Sunbeam School Sarnath Achieves Multiple Milestones in Education and Beyond
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
AI Creating Personalised Learning Pathways for Students
Union Minister for Education Dharmendra Pradhan Unveils Draft UGC Regulations 2025
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’
PM Modi Leads ‘Pariksha Pe Charcha’ with Deepika Padukone & Sadhguru
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