Education
Children Demand A Kidizens’20
As India welcomes the world leaders for the G20 Summit, over 200 students representing schools and not-for-profits from across the country gathered virtually for the finale of their Kidizens’20 (K20). Kidizens (child-citizens) is a word coined by children themselves to represent their engagement as active citizens of today’s decision-making processes.
The K20 summit sought to harness the dreams, aspirations and recommendations of a major segment of globe namely children and who until today are not formally part of the G20 processes. Ms Ruksar Rehman (aged 16) the President of the National Inclusive Children’s Parliament said, ‘We children may be just 18% of the world’s population and 36% of India’s population but we are 100% of the world’s future and therefore it is important for us to speak up now.’
The students from across the country representing varied languages (including Assamese, Bengali Hindi, Marathi, Telugu and sign-language) and socio-economic contexts deliberated on the Sustainable Development Goals (SDGs)and made significant recommendations to the world leaders assembled in the National Capital on how to make this world a world fit for children and a world fit for all. These recommendations will also feed into the mid-term review evaluation process on the SDGs scheduled to happen in New York later this September.
The sessions over the preceding months leading to this finale, were focused on the clubbing of the UN SDGs under the broad headings of Development for All (Goals 1,2,3,4,6 and 9), Inclusion of All (Goals 5, 8, 10, 11 16, 18),and Earth for All (Goals 7, 12, 13, 14, 15, 17 and 18). The NINEISMINE campaign an advocacy initiative of for and by the children insists that there should be a separate goal (which they refer to as SDG 18) with a exclusive focus on ‘All rights for all children’.
Experts from varied allied fields addressed the child-citizens (Kidizens) on various issues faced by children across the country and the world. The child-participants engaged with the goals at length and came up with a list of recommendations called the K20 Charter that has already fed into the Y20, C20 and P20 processes that fed into the G20 Summit. This second phase of the K20 Summit was organised on the 7th and 8th September, 2023 with children from all corners of India and beyond, prioritising the recommendations that young champions had developed during the first K20 process in May.
In line with the call of G20 ‘One Earth, One Family, One Future, the kidizens’ recommendations underlined the need for strong policies and the determined implementation of these towards the creation of a truly inclusive, sustainable, and equitable world.
The Group of Twenty (G20) serves as a pivotal platform for international economic cooperation, significantly influencing global policies. In India, the NINEISMINE campaign has been dedicated to fostering children’s participation in decision-making processes. This has been achieved through the establishment of children’s parliaments in collaboration with NGOs from all states and Union Territories (UTs).
To harness the collective wisdom of young minds, PRATYeK, in partnership with child rights organisations and schools, organised dialogues with children across India. These dialogues aimed to capture their perspectives on various G20-related topics aligned with the United Nations’ Sustainable Development Goals (SDGs).
The inaugural session, “Inclusion for All,” featured speakers Annie Namala, the co-convener of the Wada Na Todo Abhiyan, and Sandhya Kiran, a dedicated Child Advocate from Maharashtra. Annie Namala emphasized the paramount importance of inclusion, advocating for the participation of all children in education, professions, and all aspects of life. Wada Na Todo Abhiyan (WNTA) has also been pivotal in giving opportunities to children on various occasions to share their opinion on governance and accountability. Sandhya Kiran shared her personal experiences and challenges as a child advocate, emphasizing the urgent need for awareness and sensitivity regarding the inclusion of different genders.
The kidizens themselves called for investment in inclusive education for children with disabilities, addressing the shortage of qualified teachers, and prioritizing the mental health of children. Gender equality in the workforce, promoting girls’ education, and raising awareness about gender equality were key focuses in the area of women’s development.
The “Earth for All” session featured three distinguished speakers: Ms. Mia Foulkes, Head of Content at ClimateScience; Ms. Raseel Arora, Co-Director of the Olympiad at ClimateScience; and Mr. Kartik Verma, Child Advisor (of the NINEISMINE campaign) to the United Nations for General Comment 26. These experts delved into the pressing climate emergency, introducing the concept of carbon tax and suggesting various ways individuals can contribute to addressing climate change.
The Child citizens priority recommendations included proper waste disposal and plastic management, involving children in environmental policy-making, balancing industrial development with environmental protection, promoting alternatives to plastic, and updating the curriculum for environmental education.
The “Development for All” session featured Ms. Nicole Rangel, Co-founder of Leher, a Child Rights Organisation promoting child protection, and Ms. Tejaswinin Mili, Child Advocate & former Prime Minister of the National Inclusive Children’s Parliament. Nicole Rangel, with extensive experience in child protection, stressed the need for recommendations for the development and safeguarding of the LGBTQIA+ community. Tejaswini Mili shared heartwarming stories of children deprived of their rights and urged the inclusion of child rights in school curricula to ensure children are aware of their rights.
Child- citizens prioritized recommendations such as promoting sanitation and hygiene in schools and communities, ensuring accessible government healthcare facilities for less privileged and marginalized communities, and providing training for teachers and parents on mental health.
The finale of the K20 Summit, held on September 8, 2023 which incidentally is the eve of their NINEISMINE Day, witnessed the presence of distinguished guests including Mr. Sanjay Kashyap (Executive Member, CIVIL20), Mr. Amal Manoj (Youth20 Ambassador and Speaker, Y20 of G20), and Ms. Vidya Dinker (Director, INSAF and PEOPLES’20). Incidentally Youth20 (Y20), Civil20 (C20), Labour20 (L20) are formal platforms institutionalised by G20 process. The members of the NINE IS MINE campaign demanded the institutionalisations of K20 in all upcoming G20 satrting with Brazil that will host the presidency of G20 2024.
Mr. Kashyap commended the children for their active participation and underscored the importance of child involvement in shaping the future, emphasizing the government’s responsibility to invest in children’s future.
Mr. Amal Manoj emphasized the significance of physical activities for children and discussed the role of technology in education and development. He encouraged children to engage in extracurricular activities, citing personal growth and the development of informed opinions on various issues.
Ms. Vidya Dinker congratulated all the children for their engagement in the powerful process of K20 and urged global leaders to consider their recommendations. She encouraged children to make their voices stronger and their recommendations bolder, holding adults and governments accountable.
The Summit was concluded by a remark by Steve Rocha (Executive Director, PRATYeK). He urged the children to keep the flame alive and raise voices to get governments across the world and locally to create a more inclusive, safer, equitable and just system for children. He believes in the energy of children that they have the power of bringing a change not only nationally but also globally. With this, the organisers pledged to take these recommendations to the sherpas of G20, C20, Y20, and other platforms.
The Kidizens20 (K20) Summit is a testament to the power of young voices who also shared their message of the world leaders assembled in Delhi in these one liners:
“Children are not things to be moulded but are people to be unfolded.”
“Children are present and the future of our common earth.”
“Together we come and make earth our home.”
“Children should be integrated in the process of development at global level.”
“We raise our words and not voices and we are planning our present not future.”
“The earth is in our hands and let us give it a glance.”
“Involvement of every opinion is INCLUSION.”
“We are also capable of making choices and decisions and we should be consulted.”
“Children are not only our future but a dynamic force to shape our present.”
“Children, Earth and Inclusion: the trinity of hope.”
“Children are the architects of a better world.”
“We are the children of yesterday’s dreams, we are the promise of the future we bring.”
The Punjab government has launched a ₹2,000 crore campaign titled ‘Sikhiya Kranti’, aimed at upgrading infrastructure and basic amenities across nearly 12,000 government schools in the state. The 54-day campaign was officially launched on Monday by Chief Minister Bhagwant Mann, alongside former Delhi Deputy Chief Minister Manish Sisodia, at the School of Eminence in Nawanshahr.
As part of the initiative, government schools will be equipped with modern learning tools, clean drinking water, high-speed wireless internet, separate toilets for boys and girls, classroom furniture such as desks and chairs, and boundary walls to ensure safety and improved learning environments.
The campaign also includes a school mentorship programme, under which IAS and IPS officers will adopt government schools in rural areas. These officers will mentor students and guide schools in improving learning outcomes. The pilot phase of this initiative will cover 80 Schools of Eminence, with each officer assigned a school for a period of five years, regardless of their place of posting.
The state government has also been sending teachers for training at national and international institutions to upgrade their skills. This upskilling, according to officials, has contributed to a noticeable increase in student enrolment in government schools.
Manish Sisodia, speaking at the event, stated that the Punjab government is working to strengthen the education system by transforming schools and enabling students to pursue their aspirations. He noted that more than 12,000 schools in Punjab have already undergone transformation in the past three years.
Every year, World Health Day reminds us that good health isn’t just about avoiding illness—it’s about nurturing holistic well-being. And in the post-pandemic era, the conversation has rightly expanded beyond just physical fitness to include mental and emotional health. For schools across India, that means focusing not just on what students learn—but how they feel while learning. And the same goes for teachers.
Today, more students and educators are facing anxiety, burnout, and fatigue than ever before. Pressure to perform, competition, overstimulation from screens, and lack of adequate rest are taking a toll. In this context, the principles of healthy living shared this World Health Day couldn’t be more relevant—not just as a checklist, but as a way of reimagining how schools care for the minds and bodies within their walls.
Good Food = Good Mood
Nutrition plays a vital role in mental health. Students and teachers alike need balanced meals—rich in fruits, vegetables, whole grains, and protein—not sugar-laden snacks and quick fixes. Schools can lead by example through healthy canteen menus and awareness drives about mindful eating.
Move More, Sit Less
Sitting through back-to-back classes can make even the most active minds sluggish. Integrating daily movement breaks, dance sessions, or stretching routines can improve concentration, mood, and overall energy levels. Physical activity is not just for sports hour—it should be woven into the school culture.
Rest to Feel Your Best
Sleep is often underrated. Students are staying up late due to homework or screen time, and teachers are burning out from lesson planning, assessments, and administrative work. A well-rested mind is more creative, focused, and resilient. School policies should actively discourage all-nighters and promote realistic deadlines, even for staff.
SIP, Don’t Skip
Hydration affects cognitive function and mood. Students and teachers need regular reminders to drink enough water. Simple initiatives like water breaks during class or hydration stations across campus can create a culture of wellness.
Mental Health Matters
And finally—talk about it. Break the stigma around seeking help. Every school should have access to a counsellor or helpline. Peer support groups, teacher support circles, mindfulness sessions, and mental health literacy workshops should be part of the school ecosystem—not rare events during “wellness week.”
In an age where emotional fatigue often goes unnoticed, we must acknowledge that healthy habits = a bright future. On this World Health Day, let’s promise to not only care for our health but also be kind—to our bodies, our minds, and one another. Because in the end, no curriculum is more important than the well-being of those who teach and those who learn.
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.
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:
-
Ministry of Women and Child Development
-
Department of Higher Education
-
Department of Social Justice and Empowerment
-
Department of Legal Affairs
-
Mental health professionals
-
Education policy specialists
-
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:
-
Computer Applications
-
Information Technology
-
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:
-
Land Transportation Associate
-
Electronics and Hardware
-
Physical Activity Trainer
-
Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
-
Languages
-
Humanities
-
Mathematics
-
Sciences
-
Skill Subjects
-
General Studies
-
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.
There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?
As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?
Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?
This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?
Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?
And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?
Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.
And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.
So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.
Because in the end, the point isn’t to create perfect art. It’s to create honest ones.
Punjab Launches ₹2,000 Crore ‘Sikhiya Kranti’ Campaign to Upgrade Government Schools
This World Health Day, Let’s Prioritise Mental Wellness for Teachers and Students Alike
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?
-
Education4 weeks agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education1 month agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months agoIndia’s Education Conundrum: Envisioning 2025 Amid Ground Realities
-
Education3 months agoIndia Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
-
Education3 months agoNational Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
-
Education2 months agoUnion Budget 2025-26: A New Dawn for India’s Education Sector
-
Education3 months agoNational Startup Day: A New Era for Education and Entrepreneurship
-
Education2 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
-
Education1 month agoMaharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
-
Education2 months agoUnion Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape