Opinion
A child, 20 years from now, may well ask ‘what does ‘learning’ mean?’
We need to develop new methods of assessment and testing. It is proposed that a laboratory be set up for this purpose. The laboratory will design new assessment systems and, consequently, redesign the curriculum, pedagogy and school structure to fit the new assessment.
About the author:
Prof. Sugata Mitra is Professor and Principal Research Investigator at the School of Education, Communication and Language Sciences at Newcastle University, UK.
Click here to learn more about Prof. Mitra
Children, given access to the Internet in groups, can learn anything by themselves. Indeed, ‘learning’ itself may no longer be as important as it used to be.
I knew nothing of this when I did an experiment with children and a computer connected to the Internet embedded in a wall of a slum in New Delhi (1999).
Children began to surf and teach each other to surf in about eight hours. There was nobody to show them anything. They learnt how to play games, paint and finally how to look for information. They learnt some crude but workable English to enable them to do all this. We, admiring adults, were astounded. The press called it the ‘hole in the wall’.
We (my research colleagues and I), funded by the World Bank, ICICI bank and the Government of Delhi, repeated the experiment many times over in the slums and villages of India. The results were always the same – digital literacy out of nowhere.
The children began to use the Internet for their homework. They copied down things from websites and took them to their astounded teachers. ‘This is not learning’, everyone admonished me. They, and I, had missed a vital point, a mistake that would cost me several years. The children were, almost always, copying the right things down. How did they find the websites that were relevant? How did they find the right answers?
We continued with several years of experiments until it was clear that children in groups do have an understanding that is much greater than that of each individual. It was this collective ‘hive’ mind that was working like an efficient teacher. I had seen nothing like this before and it took me years to realise that what we were witnessing at the ‘holes in the walls’ was an example of a self organising system – where spontaneous order appears out of nowhere.
I brought the results to England in 2006. There, with the help of a teacher, we created the hole in the wall inside the classroom. We called it a Self Organised Learning Environment (SOLE). It consisted of a mildly chaotic situation caused by a few Internet connections, about a quarter of the number of children present. The children formed groups and milled around, much as they did in the Indian experiments. They began to answer questions years beyond their time. We admired them – they laughed and went still further.
I made a ‘Granny Cloud’ for children in India, consisting of people who had the time and inclination to talk to children over Skype. Children who are in places where good teachers do not, or cannot, go. They don’t teach, they encourage the children to learn by themselves.
In 2013, using the TED prize, I built seven experimental ‘Schools in the Cloud’. Five of them are in India ranging from the remote Sunderbans to urban, middle class Maharashtra. Two are in England inside urban, middle class schools. ‘Schools in the Cloud’ – spaces where SOLEs and the Granny Cloud come together.
The results are not yet fully analysed but we do find significant improvements in English reading comprehension, conversation, self confidence and, of course, Internet usage and searching skills.
A ‘School in the Cloud’ is easier to make and maintain inside a regular school, rather than a stand-alone facility in the community. At least that is what I feel at the moment.
The teaching profession as we know it is obsolete because it caters to an examination system that was created to serve the needs of another time.
Most national curricula for children consist of out-dated norms from the last century. These include excessive emphasis on spelling, grammar, cursive writing, multiplication tables and mental arithmetic. These skills were needed and valued in the last century, mostly for clerical work.
The examination system requires learners to answer questions on paper, using handwriting. The learner must be alone and not in any communication with anyone. The learner must not use any assistive technology other than a pencil, and perhaps a ruler, namely, technology from the 18th century.
In order to cater to the needs of such examination systems, teachers, good or bad, need to use teaching methods from 18th century consisting of rote learning, drill and practice and negative reinforcement.
After the school years, when the erstwhile learner enters the real world, he is expected to solve problems using the Internet, to collaborate with others while solving problems, to type rather than write by hand, to use calculators and not their minds to calculate, to use spell checkers and grammar checkers while typing, and so on.
In other words, the learner is asked to do the opposite of what he did in school.
The examination system needs to be changed to include collaborative problem solving using assistive technology. If this is done, teachers will be free to enable learning in newer ways. The easiest and cheapest way to cause global change in education is to change the examination system.
This has to happen. There is a generation that uses assistive technology, particularly the mobile tablet phone, all the time, except when they are in school. They learn continuously from these devices.
There is powerful resistance to these ideas. The resistance comes from an older generation with a subconscious desire to return to the 1920s, a time that they believe was the best the world ever had.
The examination system is obsolete and so are the teachers that are forced to cater to it.
Fortunately, teachers understand this. Since 2014, teachers in all five continents were making SOLEs in their schools. I have lost count of how many they are. Collectively, they are changing the nature of education.
When automobiles took over from horse drawn carriages, the coachmen went away and the passengers became the drivers. Eventually, cars will drive themselves and ‘driving’ will become an obsolete skill. A child, 20 years from now, will ask, ‘what does ‘driving’ mean?’
When the Internet takes over from ‘taught’ schools, the learners become their own teachers. But only for a while, until the immense network drives all learning and makes ‘learning’ itself obsolete.
A child, 20 years from now, may well ask ‘what does ‘learning’ mean?’
The future of learning – A summary of the work described above is as follows:
- Schools as factories
- Military-Industrial requirement from the age of empires. Centuries old.
- Requires identical people with identical skills.
- Obedience and compliance are more important than curiosity, imagination and creativity.
- Purpose of schooling is to serve a ‘ruling class’.
The Hole in the Wall to the School in the Cloud
Children in unsupervised and self-organised groups can learn to use the Internet for their own purpose (1999-2005).
They learn to search and find answers to questions they have.
Such ‘hole in the wall’ environments can be created inside schools. They are called ‘Self Organised Learning Environments’ (SOLEs, 2006-2010).
In SOLEs, children can learn almost anything by themselves. Their reading comprehension, searching skills and self-confidence seem to improve quickly. Search Engines are at the heart of this process.
This process is helped by the presence of a friendly, but not necessarily knowledgeable, mediator.
In remote areas, such mediators can be brought in using Internet video conferencing.
The ‘Granny Cloud’ (2009).
SOLEs augmented with the Granny Cloud form the so-called ‘School in the Cloud’. They can be built inside schools or in community settings.
The future of Assessment
Current assessment systems look for identical responses from learners.
Open-ended questions cannot be asked in such assessment.
We need a new assessment system that looks for imagination, creativity, critical thinking and the ability to learn quickly, when there is need to know. The emphasis needs to change from ‘What is the answer?’ to ‘how will you find the answer?’. Use of the Internet should be allowed during examinations.
Fair evaluation of such a new assessment system is not possible by human examiners for large numbers of learners. More research on automated and continuous evaluation of open-ended questions and tasks is needed.
The future of Pedagogy
‘Spontaneous Order’ as an emergent process seems to be a new mechanism in children’s education, in the presence of the Internet.
It is irrelevant to provide direct factual information, manually. Reading, writing and arithmetic are of newer and lower priority.
The role of memory in education does not need emphasis, devices are playing that role.
Encouragement can replace guidance. The teacher’s role is that of a friend, not a guide or a mentor or a facilitator.
The future of Curriculum
Curriculum needs to consist of the Big Questions of our time. Not a subset of what we know but driven by what we don’t know.
All irrelevant knowledge and skills need to be removed. This will require careful thought about what is relevant.
‘Just in case’ skills and knowledge should be replaced by the skill of learning ‘just in time’.
The Internet must be a subject as important as science or mathematics. Networks, Chaos Theory and Emergent Phenomena should be introduced into schooling.
Curriculum should be reviewed and updated every quarter. Hence, textbooks should be either eliminated or made electronic and continuously updated.
What are schools for and what should the new design be?
Schools should enable people to live happy, productive and healthy lives.
The duration (years) of schooling needs to be reviewed.
The length of the school day needs to be reviewed.
‘Schooling’ may be redesigned to last throughout life.
Schools and teachers should exist in physical and virtual environments.
Not all teachers need to be human.
We need to develop new methods of assessment and testing. It is proposed that a laboratory be set up for this purpose. The laboratory will design new assessment systems and, consequently, redesign the curriculum, pedagogy and school structure to fit the new assessment.
The Assessment Lab
The objective of this laboratory will be to develop new and accurate assessment methods for the measurement of learning in children.
The laboratory is expected to work with two different approaches.
- Cloud based assessment – where we will experiment with self organised assessment systems, where peer review and multiple external judging will be used to evaluate learning. We expect to use methods similar to those for assessing Ph.D. theses, music creation, cooking and other such ‘open ended’ subjects.
- Robots for assessment – where we will design and build robots or bots to design and execute assessment in a minimally invasive manner. These bots are expected to learn how a child is progressing, much as concerned parents do.
- Neurobiological assessment – where we will experiment with the changes that happen in the brain when learning happens. Is it possible to look for reliable changes in the brain rather than the ability to reproduce memorised answers?
It is also expected that the laboratory will have one or more attached experimental schools.
The new methods need to be validated over thousands of children all over the world.
Someone has to build this lab, somewhere….
“Education is not only the birthright of every human being but also the weapon of social change.”
Dr B. R. Ambedkar’s words carry even more weight today as we celebrate International Literacy Day 2025. This year’s theme, “Promoting literacy in the digital era,” reminds us that literacy no longer begins and ends with pen and paper.
A Journey Worth Remembering
India’s literacy story is one of resilience. In 1951, only 16 out of every 100 Indians could read and write. By 2022, that number had climbed to 77.7 per cent. The Right to Education Act of 2009 opened the doors of schools to millions who might otherwise have been left behind. Yet numbers alone do not tell the full story. Getting children into classrooms was only the first battle. The bigger challenge lies in what and how they learn.
Literacy in the Age of Screens
In a world where screens dominate, literacy now means much more than decoding text. It is about being able to access, understand, evaluate, and create digital content in safe and responsible ways. A teenager scrolling endlessly on social media might look “digitally literate,” but true literacy asks whether that teenager can spot a fake news story, respond appropriately to cyberbullying, or understand that their digital footprint will outlive their mood.
The dangers are real. A BBC feature this year explained how adolescence itself makes young people more vulnerable to online manipulation because their brains are wired for risk-taking and peer approval. Platforms exploit these vulnerabilities with algorithms that feed them echo chambers of extreme views and endless scrolling loops. What looks like harmless entertainment often becomes a powerful shaper of values and identities.
At the same time, teenagers are seeking comfort in unexpected places. An ETV Bharat report revealed that many Indian students now turn to AI chatbots for emotional support. Experts worry that without proper guidance, children may start to trust technology more than people, with little understanding of how these systems work or what agendas they may carry. Digital literacy, therefore, is not simply about knowing how to use a device but about learning how to navigate relationships, trust, and choices in a digital-first world.
The Missing Lessons
Alongside digital literacy, we are also missing some of the most practical lessons of life. An India Today feature pointed out that while our students can solve complex equations, very few know how to calculate tax, understand savings, or even read the fine print of a bank loan. In an age of instant loans and digital payment apps, this lack of financial literacy is dangerous. Children should be learning how to protect themselves from online scams, how to recognise manipulative advertisements, and how to make decisions that safeguard their futures.
The truth is, literacy today is incomplete without responsibility. Children may be skilled at clicking, posting, or streaming, but if they do not know what to believe, what to share, and what to ignore, they are vulnerable. Civic sense must become part of the digital literacy package. How we behave online is not separate from who we are as citizens. Words can wound, misinformation can destabilise, and silence in the face of bullying can be as harmful as participation.
For India to truly lead in the digital era, we must expand our vision of education. That means increasing education budgets, investing in teacher training, and ensuring that technology-enabled learning does not just deliver content but builds character. It also means recognising that the skills of tomorrow include empathy, resilience, financial wisdom, and civic responsibility.
Ambedkar reminded us that education is the most powerful weapon of social change. In 2025, that weapon is not only the ability to read books but the ability to read the world. Literacy is about survival, about belonging, and about preparing our children not just to live in the digital era but to shape it responsibly.
International Literacy Day should remind us that while we have come far since 1951, the journey is far from over. The future depends on whether we can teach the next generation not only to read and write, but also to choose wisely, live responsibly, and stand tall as citizens of a digital world.
When we think of school learning, the first things that come to mind are math equations, science experiments, history timelines, and grammar rules. But education isn’t only about academic skills—it’s also about preparing students for life. This is where Social-Emotional Learning (SEL) steps in, transforming classrooms into spaces that nurture not just minds, but hearts.
What is Social-Emotional Learning?
Social-Emotional Learning is the process through which students acquire and apply skills to:
- Understand and manage emotions
- Build healthy relationships
- Show empathy for others
- Make responsible decisions
- Set and achieve positive goals
In simpler terms, SEL is about helping students become self-aware, emotionally intelligent, and socially responsible.
Why Should SEL Be Part of the Curriculum?
For decades, education focused on the “3 Rs” – reading, writing, and arithmetic. Today, we know that EQ (Emotional Quotient) can be just as important as IQ. Studies show that integrating SEL into the curriculum leads to:
- Improved academic performance
- Reduced stress and anxiety
- Fewer behavioural issues
- Stronger peer relationships
- Better conflict-resolution skills
A student who learns how to manage frustration or work well in a team is more likely to thrive both inside and outside the classroom.
How SEL Fits into Different Subjects
- Language and Literature – Discussing characters’ feelings in a story builds empathy and perspective-taking.
- Science – Group experiments encourage collaboration and respectful communication.
- Mathematics – Problem-solving in pairs or teams fosters patience and perseverance.
- Social Studies – Exploring diverse cultures promotes acceptance and respect.
Practical Ways to Embed SEL into Curriculum
- Morning check-ins: A quick emotional “temperature check” helps teachers understand students’ moods.
- Role-play activities: Encourage students to act out scenarios that require empathy or problem-solving.
- Collaborative projects: Promote teamwork, negotiation, and leadership skills.
- Mindfulness breaks: Simple breathing exercises can improve focus and emotional balance.
When SEL is woven into lesson plans, we move from an education system that simply imparts knowledge to one that shapes compassionate, resilient, and adaptable individuals. In a world that is constantly changing, these life skills are not optional—they are essential.
Final Sum-Up
Social-Emotional Learning doesn’t replace academic learning; it enriches it. By combining books with empathy, logic with kindness, and grades with grit, we can prepare students not just for exams, but for life.
This article is authored by-
Ranjith P C, Head- Curriculum Excellence, TVS Education
Education is the wellspring of civilization. It begets arts, culture, sciences, and polity to create a society oriented towards discovery and development. Through the ages, education has evolved to meet the needs of the times, and presently, it has reached an inflection point. The inexorable advancement of technology, abundance of information, pressing societal challenges and climate crisis have compelled educators to re-imagine education for the 21st century.
With the rapid prevalence of generative artificial intelligence, the question rightly being asked is: “What should we teach children when almost all answers can be readily had from AI?” The education of tomorrow would reward critical thinking over knowledge. That is what our focus and onus as educators should be. Children, being the digital natives, are more inclined to leverage the full potential of technology. It is up to us to help them realize and understand that AI should augment – not replace – HI (human intelligence). To think critically, to understand, to create and innovate should always be the preserve of humans. The ‘human-first, tech forward’ approach should become the cornerstone of education, going ahead.
An equal focus has to be on building skills, values and attitudes to address the most pressing problems of the world today. The World Economic Forum’s Education 4.0 framework underscores the importance of nurturing global citizenship, environmental stewardship, growth mindset, adaptability, civic responsibility, socio-emotional awareness, empathy, and kindness. The challenge is to find ways to model these into learners’ personality, traits and behaviours.
Re-designing curricula, taking learning beyond classrooms, and reforming assessments could be the answer. Marks and grades can only be one of the benchmarks of learning. Time has come for us to consider skill-based and value-based assessments to reflect a learner’s competence and character. Here, the National Education Policy 2020 – with its progressive vision – can be the guiding compass to steer us towards a more holistic and value-driven paradigm of learning. Institutions should also harness technology to create personalized learning pathways to meet the unique needs of each student.
None of this transformation would be possible without more empowered and enlightened teachers. Progressive institutions are already taking a lead in continuous professional development of their teachers and staff. On their part, teachers will have to be open to unlearn and relearn, upskill and reskill to stay abreast of the new pedagogies and technology. They should be adept in delivering personalized learning using data-driven insights and adapt to the new role of facilitators in an ecosystem where student agency is growing increasingly assertive. Schools must actively engage with parents and students to help them understand the need to look beyond grades. Parents must be informed of the changing jobs market and the importance of building durable skills.
Reforms and initiatives are also required at the policy level to attract private capital into an education landscape where private schools are outnumbered by government schools but cater to about half of the total 24.8 crore school-going student population. The potential of public-private partnerships should also be explored to elevate the quality of education in government schools. Digital infrastructure across the nation has to be strengthened to make learning accessible to the last child in the remotest of places. Creation and dissemination of multi-lingual content will enhance inclusivity of learning in the new Bharat.
Today, the education fraternity, governments, and parents need to collaborate to facilitate this transition into Education 4.0. We need to re-envision education as a human development endeavor to create a sustainable future wherein prosperity goes hand-in-hand with people and the planet. Right intentions need to be followed with earnest action. The future will be India’s to claim.
This article is authored by-
Shishir Jaipuria, Chairman, Seth Anandram Jaipuria Group of Educational Institutions
Within the conversation of future-ready education, empathy has moved from being characterized as a “soft” individual characteristic to being identified as an essential social and cognitive ability. Frameworks such as the OECD Learning Compass 2030, UNESCO’s Global Citizenship Education, and the World Economic Forum’s Future of Jobs Report put empathy at the forefront of skills required to succeed in an uncertain, interdependent world.
From Emotion to Competence
Empathy is confused with sympathy, yet they are essentially different. Empathy is an active, cognitive, and affective process, the capacity to grasp another’s emotional situation, comprehend it in context, and react creatively. Neuroscientific research, for example, by Decety and Jackson (2004), illustrates that empathy engages both the limbic system, which controls emotional resonance, and the prefrontal cortex, which controls perspective-taking and rational reaction. Briefly put, empathy does not just mean “feeling with someone”, it means thinking with feeling, where intellect and emotion unite to shape behaviour and decision-making.
Early Childhood (Ages 3–6) – Seeds of Empathy
At the age of three to six years, children in early childhood start showing the beginning signs of empathy by what is termed as “emotional contagion” by psychologists. They tend to cry when others cry or smile when others smile due to the observed emotional state. By the time they are four or five years old, according to research conducted by Zahn-Waxler et al. (1992), children start showing other-oriented concern like sharing, comforting, or embracing a fellow child who looks distressed. Empathy at this age is still primarily affect-based; children sympathize with others but possess little ability to grasp intricate frames of mind. Teachers can cultivate these early roots of empathy through narrative, role-playing, and guided social-emotional education that offer the vocabulary and structure to make sense of emotions.
Middle Childhood (Ages 7–12) – Perspective-Taking Develops
By middle childhood, around ages seven to twelve, empathy is increasingly cognitively complex. They start to understand that people might think and feel differently from themselves, an ability outlined in Selman’s stages of perspective-taking. Peer relationships are increasingly important at this stage, and children increasingly become sensitive to fairness, belonging, and group membership. According to research by Eisenberg et al. (2010), this is a critical window for the instruction of moral reasoning in addition to empathy. Cooperative learning activities, peer mediation programs, and community service offer children meaningful opportunities for empathy extension from intimate friendships to include strangers and even members of out-groups.
Adolescence (Ages 13–18) – Abstract and Global Empathy
An important stage in the development of empathy is adolescence, which lasts from the ages of thirteen to eighteen. Adolescents gain the ability to relate to abstract ideas such as global emergencies, injustice, and inequality. According to Blakemore’s (2018) neuroimaging research, adolescent brain regions involved in identity formation and social cognition are more active. However, hormonal changes and heightened self-awareness are also hallmarks of adolescence, which makes young people more reflective. Schools can assist in this area by offering intentional opportunities for teenagers to develop empathy, such as discussion forums that foster critical thinking, service-learning initiatives that are linked to current events, and cross-cultural interactions that extend their horizons. Adolescents can use these activities to channel their growing empathy into constructive civic engagement.
Young Adulthood (18+) – Empathy as Leadership Skill
Empathy matures during late adolescence and young adulthood as a skill that is intricately linked with emotional control, leadership, and ethical choice. Now, it transcends interpersonal interaction to become the hallmark of effective leadership. More employers are realizing this; a 2022 LinkedIn survey indicated that 78 percent of employers view emotional intelligence as equally or even more important than technical skills. Universities and workplaces increasingly require such competencies, and schools can prepare young adults through leadership programs, mentorship positions, and reflective practices that instil empathy in civic and professional life.
Beyond Awareness to Application
While awareness of empathy is valuable, its real utility comes from practice. Schools need to inculcate empathy not only in coursework but in lived experience. Narrative immersion in literature, film, and even virtual reality allows students to step into other people’s shoes. Structured ethical discussions in dialogic classrooms offer the space for respectful disagreement and deeper understanding. Cross-age mentorship, where older students mentor younger ones, develops a sense of responsibility while strengthening bonds across age. Service-learning, when paired with structured reflection, develops empathy into action. Even cutting-edge tools that offer emotional analytics while working in a team can assist students in self-evaluating and managing their emotions, turning empathy into a mindful and deliberate process instead of an automatic reaction.
The 21st-Century Payoff
The dividend of developing empathy in education is significant. In a world of artificial intelligence, empathy is one differentiator that makes us uniquely human. The World Economic Forum (2025) identifies emotional intelligence, empathy, and collaboration as among the future workforce’s top ten skills. Students who can read emotional team dynamics, negotiate across cultures, and build authentic relationships are not just more hireable but indeed invaluable in a fast-paced professional landscape.
Empathy is not a mushy virtue but a developmental skill that develops systematically throughout childhood and adolescence. Schools that deliberately foster it are not just creating smarter students; they are raising wiser, kinder citizens who can lead with compassion and resilience. Empathy is a moral and practical necessity for 21st-century education, the bridge that unites emotional intelligence and the needs of an interconnected world.
(This article is authored by Dr. Silpi Sahoo, Chairperson, SAI International Education Group)
In a world where algorithms power everything from our social media feeds to self-driving cars, it’s no surprise that Artificial Intelligence (AI) is transforming one of the oldest pillars of education—math learning in the classroom. Once confined to textbooks and chalkboards, math instruction is now getting a high-tech upgrade, ushering in a new era of personalised, engaging, and data-driven learning.
Cracking the Code: Why Math Needs a Makeover?
Let’s face the fact that many students see math as abstract, intimidating, or just plain boring. Traditional classroom approaches often take a one-size-fits-all route, leaving behind both the struggling learner and the gifted problem-solver. This is where AI steps in, not to replace the teacher, but to empower them with tools that adapt to each student’s pace, gaps, and style.
Enter AI: The Digital Math Mentor
Imagine a classroom where a student struggling with fractions gets instant, visual explanations tailored to their exact misunderstanding. At the same time, another who excels in geometry is offered advanced challenges to stretch their thinking. AI platforms are doing just that. They use real-time data to analyse student responses, detect patterns of error, and provide feedback that feels like one-on-one tutoring.
Far from replacing educators, AI acts as a powerful teaching assistant. Teachers can use AI dashboards to spot who needs extra help, where the class is lagging, or what concepts need reteaching without spending hours on manual assessments. This frees up more time for creativity, collaboration, and real-life math applications that bring numbers to life.
AI also allows classrooms to become more inclusive and equitable. Language barriers? AI can offer multilingual support. Visual learners? Dynamic simulations and interactive tools adapt seamlessly. Students with special needs? Personalized pacing ensures no one falls through the cracks.
What’s Next? The Future of Math + AI
As AI grows more sophisticated, so does its potential in math classrooms. Think AI-generated practice problems based on local news, gamified learning paths that turn algebra into an adventure, or virtual tutors available 24/7 for homework help.
But with great power comes great responsibility. Educators, parents, and developers must ensure that AI tools remain ethical, transparent, and supportive, not controlling or biased.
Math education is no longer just about memorising formulas or solving problems on paper. In the AI-powered classroom, it’s about curiosity, connection, and confidence. With the right blend of technology and teaching, we’re not just raising better mathematicians but combining critical thinking with the subject for a world powered by data and driven by ideas.
This article is authored by-
Ranjith P C, Head Curriculum Excellence, TVS Education
What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.
For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.
As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.
Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.
Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.
Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”
The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.
Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase
I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.
Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.
This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.
Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.
So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.
This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.
This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.
If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.
(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
We often talk about how AI is transforming education, but are we talking enough about what it’s quietly taking away?
CREATIVITY
As Sir Ken Robinson often reminded us,“Creativity is as important as literacy.”
And yet, in a system so focused on marks, rubrics, and outcomes,creativity is often the first thing we sacrifice.
Bloom’s Taxonomy places Creating right at the top,but in many classrooms today, it feels like AI has reached that level faster than our students have.While children are still figuring out sentence structure and grammar, AI is already generating poems, paintings, and polished presentations with a single click.
Which brings us to a deeply uncomfortable question:
What happens when AI starts to “create”?
And more importantly—what happens when our students stop?
Today’s AI isn’t truly creative.It mimics. It reuses. It draws from patterns and reproduces what’s already been done.And if we don’t pause now to protect what’s uniquely human,we risk raising a generation of students who know how to use tools,but don’t know how to think.
Everything’s Starting to Look the Same
I’ve seen it. You’ve probably seen it too.
Creative writing tasks that sound strangely uniform.Artwork that feels formulaic.Presentations that are polished, yes, but empty.AI has democratised access to intelligence,but in doing so, it has started to flatten creativity.We’re now at a point where students are outsourcing not just answers,but imagination.
But true creativity cannot be prompted.It’s messy. It’s emotional. It’s born out of thinking, feeling, failing, and trying again. It lives in how we interpret the world. In how we care. In how we connect.
How Can We Bring Creativity Back?
We need to bring back the building blocks of creativity.
READ
Let students read more deeply,not just skim or summarise.Let them feel what’s in the pages, get lost in ideas, debate their favourite character in a book or movie, and form their own emotional connections.
EXPERIENTIAL LEARNING
Let’s re-focus on learning through doing,projects, fieldwork, play, nature, making mistakes, working with hands, collaborating, and reflecting.It’s in these non-linear, real-world experiences that creativity quietly blooms.
FINDING THE PURPOSE
We need to pause and ask: What is this child truly passionate about?
It could be animals, gardening, football, art—anything that sparks joy and curiosity.
Once we discover that passion, we can connect learning to it.
Let’s not just ask what they’re reading, but why they’re reading it.
What inspires them? How can that interest help them solve real-world problems?
That’s when learning becomes meaningful,and creativity starts to flow with purpose.
Because by the time they grow up,the world won’t just need people who can use AI – It will need people who can imagine what AI cannot.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
As the world of education evolves, so must our approach to learning. This article explores how empathy, emotional intelligence, and inclusive values must take center stage in 21st-century education, especially within the Cambridge philosophy.
- Moving Beyond Traditional Teaching
The world has shifted from traditional teaching methods to a more humanized approach to imparting knowledge. As educators, we can no longer afford to practice a schooling model that focuses on rote memorisation, academic regurgitation, and a transactional approach to success. The time has come to restructure schools from stressful performance zones to sanctuaries where purpose, empathy, and identity take precedence.
In our ever-evolving world, there is a strong need to overhaul the way education is being imparted. As educators within the Cambridge International community, we understand that now is the time to cultivate learning environments that are havens of purpose, where empathy flourishes, and each student’s unique identity is celebrated.
The Cambridge philosophy, much like India’s National Education Policy (NEP) 2020, encourages us to embrace a well-rounded, interdisciplinary education that instills strong values. This aligns beautifully with global aspirations like the UN’s Sustainable Development Goal 4 (Quality Education) and the growing global emphasis on Social and Emotional Learning (SEL). Our aim as a visionary school extends beyond producing high achievers; we are here to nurture thoughtful individuals, proactive learners, and, most importantly, compassionate human beings.
- The Role of Purpose and Empathy in Learning
And when we talk about empathy, it isn’t just a desirable trait; it’s a cornerstone of transformative education. It fosters a respectful and inclusive classroom, bridging differences and creating a sense of belonging – a principle deeply embedded in the Cambridge approach. Initiatives from organizations like UNESCO, the OECD, and leading universities worldwide highlight the vital role of empathy in learning. Empathetic students become collaborative team players, ethical decision-makers, and engaged global citizens, embodying the Cambridge Learner Attributes.
- Cambridge & NEP 2020: A Shared Vision
In today’s intricate world, I believe that intellectual prowess alone is no longer the sole measure of success. It needs to be nurtured alongside – and often complemented by – emotional and social intelligence. The ability to understand and manage one’s own emotions, navigate social situations with sensitivity, and act with kindness are not just “nice-to-haves”; they are essential skills for thriving in the 21st century and are woven into the fabric of the Cambridge curriculum.
- How IPS Integrates the Cambridge Curriculum
The Cambridge curriculum at Indirapuram Public School, Indirapuram (IPS) is intentionally integrated both vertically and horizontally. As students get older, scaffolded concepts are built upon and nuanced while we work against a compartmentalized view of truth. Students, daily, engage with a host of interconnected ideas across the curriculum to prepare them for the complexity of discourse beyond the walls of our school. Beyond the traditional curriculum, Cambridge endeavors to socially integrate students across grade levels and foster meaningful relationships with their teachers.
As the Cambridge curriculum at IPS evolves, we continue to make it even more responsive to the individual needs of our learners, creating a supportive and welcoming atmosphere. Themes such as values, peace, sustainability, and diversity are integrated across subjects, becoming central threads in our teaching rather than isolated topics. From well-being initiatives to environmental projects like Climate Quest, we are helping the students connect academic learning with real-world empathy and action, especially through engaging, experiential learning.
Leadership within a Cambridge school plays a crucial role in setting this tone. Those who guide our schools shape their very essence, influencing the entire learning community. When leaders model empathy, authenticity, and a clear sense of purpose, our schools become more than just educational institutions; they become nurturing environments where humanity thrives.
“Your children are not your children… They come through you but not from you.”
—Kahlil Gibran
Let us reimagine education—not just as preparation for the future, but as a meaningful and purposeful way of living in the present.
This article is authored by Dr Ashish Mittal
Principal || CBSE & Cambridge Leader
INDIRAPURAM PUBLIC SCHOOL, INDIRAPURAM
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