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.

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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.

In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?

Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.

“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”

Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.

Decolonising the Classroom

A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.

“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”

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Disruptions and the Call for Change

From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.

Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.

Why NEP 2020 Is a Game Changer

Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.

Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:

• A shift from rote learning to competency-based, experiential learning

• Focus on Indian traditions and cultural rootedness

• Moving away from exam-centric teaching, especially in early years

• Recognition of multilingualism and contextual learning

• Encouragement of critical thinking, creativity, and adaptability

“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”

The Future of Jobs

To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”

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Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.

Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.

A Takeaway Challenge for Listeners

To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.

“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”

Final Thoughts

In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.

🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video- 

The Lifestyle for Environment (LiFE) initiative, launched by the Government of India, advocates for sustainable living practices that align personal behaviour with environmental well-being. This movement aims to instil a culture of eco-conscious living, focusing on behavioural changes that reduce carbon footprints and promote sustainability at an individual and collective level. In the context of CBSE (Central Board of Secondary Education) schools, this presents a unique opportunity to engage students, educators, and communities in climate action and advocacy, fostering a sense of responsibility toward the planet.

By adopting the principles of LiFE, CBSE schools can become catalysts for climate action, not only by implementing sustainable practices within their own campuses but also by advocating for environmental responsibility within the wider community. Through climate action initiatives, community engagement, and advocacy, CBSE schools can equip students with the skills and awareness needed to lead efforts in sustainability and climate change mitigation.

What is LiFE and Its Relevance to Schools?

Lifestyle for Environment (LiFE) emphasizes the importance of adopting simple, sustainable lifestyle choices in everyday activities. It advocates for reducing waste, conserving energy and water, promoting sustainable food practices, and supporting eco-friendly transportation. In schools, LiFE offers a framework for integrating these practices into students’ lives and creating a culture of sustainability. The approach goes beyond just making schools eco-friendly—it’s about embedding the values of environmental stewardship and climate action into the ethos of the school, thereby inspiring students to be changemakers in their communities.

For CBSE schools, this means not only incorporating environmental education into the curriculum but also providing students with hands-on experiences, encouraging them to lead sustainability initiatives, and fostering an environment where they can engage in climate advocacy.

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Sustainable Practices in CBSE Schools for Climate Action

To effectively implement LiFE in CBSE schools, climate action must be a central focus. This includes integrating both sustainable practices within the school operations and climate advocacy within the student body and the larger community. Here are several ways CBSE schools can engage in sustainable practices and climate advocacy:

1. Energy Conservation and Efficiency

Energy efficiency is one of the most impactful ways to mitigate climate change. CBSE schools can implement a series of measures to reduce energy consumption:

• Switching to LED lights and energy-efficient appliances in classrooms, corridors, and outdoor areas.
• Installing solar panels to generate renewable energy, thereby reducing dependence on fossil fuels.
• Promoting energy-saving habits such as switching off lights and electronics when not in use, and utilizing natural light during the day.

By reducing the energy consumption on school campuses, CBSE schools not only cut their carbon footprint but also set a powerful example for students on how energy conservation can be a part of everyday life.

2. Water Conservation and Wastewater Management

Water scarcity is a growing concern globally, and it is essential that schools teach students about water conservation. CBSE schools can introduce several water-saving practices:

• Rainwater harvesting systems to capture and store rainwater for use in irrigation and sanitation.
• Installing low-flow faucets, dual-flush toilets, and water-efficient irrigation systems in gardens and playgrounds.
• Organizing water conservation awareness campaigns in classrooms and assemblies to encourage responsible water usage.

Through these efforts, schools can significantly reduce their water consumption and teach students the value of preserving this precious resource.

3. Waste Management and Recycling Programs

Waste management is a key area where schools can demonstrate leadership in sustainability. CBSE schools can encourage students and staff to reduce, reuse, and recycle by:

• Setting up waste segregation stations across the campus to ensure that materials like paper, plastic, and glass are recycled appropriately.
• Composting organic waste from cafeterias and school grounds to create nutrient-rich soil for gardening and landscaping.
• Encouraging the use of reusable containers and eliminating single-use plastics in school activities.

Promoting responsible waste management practices teaches students about the lifecycle of products and their environmental impact, encouraging them to make mindful consumption choices.

4. Sustainable Food Practices

Food systems contribute significantly to climate change, from agriculture to transportation and waste. To reduce the environmental impact of food practices, CBSE schools can:

• Provide plant-based meal options in the school canteen, as plant-based diets generally have a lower carbon footprint compared to meat-based diets.
• Promote local and seasonal foods that have a reduced environmental cost of transportation.
• Encourage waste reduction in the cafeteria by educating students about food waste and its effects on the environment.

By making sustainable food choices, CBSE schools can help students understand the environmental impact of their eating habits and encourage healthier, more sustainable diets.

5. Eco-friendly Transportation

Transport is another major contributor to carbon emissions. To address this, CBSE schools can:

• Organize carpooling programs where students, teachers, and parents share rides to reduce the number of vehicles on the road.
• Encourage walking and cycling to school by providing safe pathways and ample bike parking spaces.
• Arrange for school buses that are more energy-efficient or use electric vehicles to reduce emissions from the daily commute.

These initiatives not only reduce greenhouse gas emissions but also promote physical health and well-being among students.

Climate Advocacy through Community Engagement

Beyond individual practices, CBSE schools can amplify their impact through community engagement and climate advocacy. Empowering students to take action and spread awareness within their communities is crucial for creating a larger cultural shift toward sustainability.

1. Student-led Sustainability Initiatives

Empowering students to take leadership roles in sustainability efforts can have a profound impact. CBSE schools can:

• Establish eco-clubs where students can take charge of environmental initiatives such as tree planting, waste collection drives, and community outreach programs.
• Organize environmental campaigns, such as “Clean-Up Days” or “Green Week,” where students can advocate for sustainable practices both within the school and the surrounding community.
• Encourage students to host climate awareness workshops or debates, bringing in experts from NGOs, environmental organizations, or local government to discuss climate change and its solutions.

Through these initiatives, students not only become active participants in climate action but also develop advocacy skills and raise awareness within their communities.

2. Collaborating with Local Communities and Authorities

Engaging with local communities can amplify the message of sustainability. CBSE schools can collaborate with local environmental groups, municipal authorities, and other stakeholders to initiate larger climate action projects such as:

• Organizing tree planting drives in collaboration with local NGOs or government agencies.
• Partnering with local businesses to promote sustainable practices, such as reducing plastic waste or adopting energy-efficient technologies.
• Engaging with local authorities to advocate for green policies in schools, such as sustainable building certifications or renewable energy investments.

By building strong community partnerships, CBSE schools can extend their sustainability efforts beyond the school grounds and inspire widespread action.

3. Promoting Climate Advocacy through Media and Social Platforms

In the digital age, social media is a powerful tool for advocacy. CBSE schools can:

• Leverage social media platforms to raise awareness about climate action, share sustainability tips, and highlight school-led initiatives.
• Create student blogs, newsletters, or podcasts to share information about environmental issues and solutions, providing a platform for students to voice their ideas and solutions.
• Use school events, such as Earth Day celebrations, to engage parents and local media, amplifying the message of climate action and encouraging community-wide participation.

Through digital advocacy, CBSE schools can broaden their reach and inspire others to join the movement for a sustainable future.

Therefore, the Lifestyle for Environment (LiFE) initiative offers a powerful framework for CBSE schools to lead by example, teaching students the importance of sustainable living and climate action. By incorporating sustainable practices within the school campus and engaging in climate advocacy through community involvement, CBSE schools can become champions of environmental responsibility. The combination of hands-on learning, student leadership, and community engagement not only contributes to the school’s sustainability goals but also empowers students to become advocates for a greener, more sustainable future. Through these efforts, CBSE schools can foster a generation of leaders who understand the importance of taking action against climate change and are equipped to make a difference in their communities and beyond.

This article is authored by– Rajiv Jagdishchandra Vora , Coordinator, St. Xavier’s School, Rajkot

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The Vanishing Dream of Teaching

Once upon a time, being a teacher was one of the most aspirational professions for children. Ask any five-year-old about their future career, and chances were high that “teacher” would be among the first responses. The classroom was their stage, their teacher—an idol. So what changes over the years?

By the time students reach high school, teaching is barely on their list of dream jobs. In a classroom of over 30 students, only one or two might express a desire to teach (a stat that deserves deeper analysis, but the trend is evident). The question is—why does the admiration for teachers fade?

And more importantly—how do we fix it?

One radical yet simple solution: Make every student teach once a month.

The Power Shift: From Passive Learning to Active Teaching

Imagine this—once a month, students step into their teacher’s shoes. They prepare a topic, conduct a lesson, handle questions, and even deal with distractions.

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This isn’t about replacing teachers; it’s about allowing students to experience the magic and the challenge of teaching firsthand.

Why does this matter?

1. Reigniting Respect for Teaching
   Students often underestimate the skill and patience required to be an educator. By making them teach, they gain firsthand experience of the effort it takes to engage a classroom. It’s easy to complain about boring lectures—but what happens when they’re the ones standing at the front?

2. Boosting Communication and Leadership Skills
   Teaching isn’t just about delivering content; it’s about clarity, confidence, and connection. Students who teach regularly develop public speaking skills, empathy, and the ability to break down complex ideas—skills that are valuable in every profession.

3. Making Learning More Engaging
   Students teaching their peers can make the classroom dynamic. They tend to explain concepts in relatable ways, sometimes even better than teachers, because they understand their classmates’ thought processes.

4. Creating a Pipeline of Future Educators
   The biggest challenge in education today is the declining number of passionate teachers. If more students experience the joy of teaching early on, it could plant a seed—a realisation that teaching isn’t just about textbooks and tests; it’s about impact, mentorship, and shaping futures.

Breaking the Myth: “Teaching is Not a ‘Cool’ Career”

Somewhere between childhood admiration and teenage ambition, teaching stops being a “cool” career choice. Students idolise influencers, entrepreneurs, and tech wizards—but rarely educators.

But think about it—every great leader, scientist, or artist was shaped by a teacher. We need to change the narrative. Instead of framing teaching as a ‘fallback’ career, let’s reinforce its power and prestige.

And the best way to do that? Let students experience it themselves.

A Practical Model: How Schools Can Implement This

This idea isn’t just a thought experiment—it can be implemented with a simple framework:

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• Rotation System: Once a month, selected students teach for a short segment of a lesson.
• Guidance from Teachers: Educators help them structure their lesson and anticipate challenges.
• Reflection Sessions: After teaching, students share their experiences—what worked, what didn’t, and how they felt in the teacher’s role.
• Recognition: Acknowledging student-teachers fosters motivation and a sense of achievement.

The Ultimate Question: What If…?

What if students fell in love with teaching again?

What if schools became a place where the best minds were eager to pass on knowledge—not just absorb it?

What if, a decade from now, classrooms weren’t struggling with a shortage of passionate teachers—but overflowing with them?

It starts with one simple idea: Let students teach.

Because sometimes, the best way to inspire future teachers is to let them be one today.

The debate around smartphones in schools has gained fresh momentum following a Delhi High Court ruling that a complete ban on smartphones for students is “undesirable and unworkable”. This decision aligns with the evolving global discourse on whether restricting mobile phones in schools improves learning outcomes or stifles digital literacy. While concerns around screen addiction, cyberbullying, and distractions in classrooms remain valid, an outright ban may deny students access to essential learning tools, safety, and connectivity.

With 79 education systems worldwide banning smartphone use in schools by the end of 2024 (UNESCO Global Education Monitoring Report, 2025), India now faces the challenge of formulating balanced policies that regulate smartphone use while ensuring digital inclusivity and responsible online behaviour.

Delhi HC: Ban is “Undesirable and Unworkable”

The Delhi High Court, in its February 28 ruling, acknowledged both the harmful and beneficial aspects of smartphone usage in schools. While the indiscriminate use of phones can impact student focus, expose them to cyber risks, and encourage excessive social media engagement, the court recognised that smartphones serve crucial purposes, such as:

• Ensuring safety and coordination between parents and children
• Providing access to educational resources, research tools, and digital learning platforms
• Enhancing student engagement through AI-based and gamified learning apps

Instead of a blanket ban, the court proposed regulated use, allowing schools to create structured policies for monitoring smartphone usage while keeping students informed about digital well-being, online etiquette, and responsible internet use.

The Court’s Guidelines on Smartphone Use in Schools:

• Schools must educate students on responsible online behaviour and ethical smartphone use
• Students should be counselled on the risks of excessive screen time, social media anxiety, and cyberbullying
• Where possible, students may deposit smartphones upon entering school and retrieve them at home time
• Classroom use must be prohibited, and camera/recording functions should be disabled in common areas and school vehicles
• The policy should be developed with input from educators, parents, and digital safety experts

The Central Board of Secondary Education (CBSE) and Delhi’s Directorate of Education have been directed to formulate revised guidelines based on the ruling.

The Global Perspective: Countries Banning Smartphones in Schools

According to the UNESCO Global Education Monitoring Report (2025), a growing number of education systems worldwide are implementing strict regulations on smartphone usage in schools. As of 2024, 79 education systems (40%) had introduced bans in some form.

• China: Schools in Zhengzhou require written parental consent to use smartphones for academic purposes.
• France: A “digital break” policy was introduced in lower secondary schools to complement existing phone bans.
• Australia & Spain: Some regions have imposed strict bans, while others allow individual schools to draft their own regulations.
• United States: 20 out of 50 states have enacted restrictions, with some allowing exceptions for students requiring learning accommodations.

Despite these regulations, UNESCO’s report warns against over-restricting smartphone use, arguing that technology should only be banned if it disrupts learning and does not support educational outcomes.

The Learning vs. Distraction Debate

The 2023 GEM Report cited research indicating that smartphone bans in countries like Belgium, Spain, and the UK improved learning outcomes, especially for struggling students. However, it also raised concerns about equity, stating that students must learn to navigate technology rather than be shielded from it entirely.

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India has yet to implement a nationwide smartphone policy for schools, but many institutions have internal restrictions on mobile usage. While the Delhi High Court ruling offers guidance, a broader national discussion is required to strike the right balance between technological innovation and student well-being.

Who Stands to Lose if Smartphones Are Banned?

While privileged students may have alternative access to digital resources at home, a complete ban on smartphones could disproportionately impact lower-income students who depend on mobile devices for online learning, research, and access to educational apps and AI-based tutoring tools. These devices also serve as gateways to government-led digital learning initiatives like DIKSHA and PM eVidya, as well as crucial resources for career counselling, scholarships, and college applications. Eliminating smartphone access in schools could further widen the digital divide, hindering India’s goal of building a digitally literate workforce at a time when technology-driven skills are becoming essential in global job markets.

Why Smartphones Are Essential in Education?

1. Safety and Connectivity

In an unpredictable world, smartphones provide a crucial safety net for students and parents. Real-time communication ensures students can report emergencies, navigate transport routes, and stay connected with family.

2. Digital Learning and AI-Based Education

With the rise of AI-driven education, smartphones serve as gateways to:

• AI-powered tutoring platforms that personalise learning experiences
• Online courses, coding platforms, and gamified STEM learning
• Language-learning apps and digital libraries

3. Encouraging Self-Directed Learning

Apps like Coursera, Udemy, and LinkedIn Learning allow students to acquire real-world skills beyond traditional textbooks, preparing them for 21st-century careers.

4. Bridging the Digital Divide

For students from rural and underserved areas, smartphones may be their only means of accessing quality educational resources, bridging the gap between privileged urban learners and those in resource-limited settings.

5. Future-Ready Skills

The Delhi High Court’s emphasis on digital literacy is crucial—students must be taught not just how to use technology, but how to use it responsibly. Schools should integrate:

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• Workshops on cyber safety and responsible social media use
• AI and coding bootcamps to prepare students for future careers
• Digital etiquette lessons to ensure ethical online behaviour

Aim for Balanced Smartphone Policies

As India moves towards Viksit Bharat 2047, its policies on technology in education will shape how well students adapt to the future. Instead of outright bans, schools must:

✅ Develop structured smartphone use policies in consultation with educators, parents, and digital experts.
✅ Educate students on ethical digital use, cyber safety, and screen-time management.
✅ Allow controlled use of smartphones for educational purposes while restricting recreational distractions.

Hence, India must find a middle ground—A well-balanced policy will ensure that students benefit from digital learning tools while minimising the risks of excessive screen time and online distractions.

In a world where the speed of change is often breathtaking, traditional pathways through education are being questioned more than ever. 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 often more in sync with the evolving job market. This shift is also reflected in the recruitment practices of modern businesses, where the emphasis on degrees is waning in favour of demonstrable skills and practical experience.

The Rise of Skills Over Degrees

The reasons behind this educational shift are manifold. Firstly, the soaring costs of university education are a significant deterrent. With higher education costs ballooning, students and their families are re-evaluating the return on investment of a traditional university degree. The burden of student loans is formidable, prompting many to question the financial wisdom of this path, especially when there is no guaranteed employment at the end.

Moreover, the rapid pace of technological advancement means that many jobs available today did not exist a decade ago. Many of the skills required for these new roles are not adequately covered in traditional degree programs. This discrepancy has led to the popularity of vocational training and online courses that offer specific skills relevant to particular industries or roles.

Shifting Recruitment Practices

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On the recruitment front, there is a noticeable shift in priorities. Companies across various sectors are increasingly valuing skills and practical experience over formal educational qualifications. This change is partly due to the dynamic nature of modern industries, where adaptability and practical skills often trump theoretical knowledge.

Businesses are looking for employees who can contribute immediately, without the need for extensive on-the-job training. As a result, candidates with hands-on experience and specific skill sets, such as digital marketing expertise or coding proficiency, are becoming more attractive to employers than ever before.

Case Studies and Success Stories

This trend is exemplified by the success stories of individuals who have bypassed traditional educational routes to achieve career success. Tech giants like Google, Apple, and IBM are among those who have revised their hiring criteria to include candidates without degrees, provided they have the necessary skills.

A thought-provoking LinkedIn post by Akshal Agarwal, Co-Founder of NatureNurture, sparked an important conversation about prioritising skills over degrees. This debate highlights the growing need for a workforce that values competencies and hands-on experience over formal educational qualifications.

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Educational platforms such as Coursera, Udemy, and LinkedIn Learning are capitalising on this shift, offering courses designed to develop specific skills that meet the immediate needs of businesses. These platforms also provide certifications that, while not formal degrees, are highly regarded in various industries.

Looking Ahead

The educational landscape is witnessing a profound shift, as more high schoolers choose skill-based learning paths over traditional university degrees. This trend is mirrored in the evolving recruitment strategies of companies, which now prioritize practical skills and experience over formal qualifications. This paradigm shift signals a move towards a more adaptable, skill-focused society where performance and practical abilities are valued above academic credentials. As we navigate this change, it’s vital for educators and policymakers to ensure that our education systems are equipped not just to prepare students for exams, but to equip them for real-world challenges.

This article is authored by- Ravi Santlani, Founder, CEO & Group Editor at ScooNews

The United States is undergoing a major shift in its education policy under President Donald Trump’s administration, with a plan to abolish the US Department of Education through an executive order. This move has sparked widespread fear and uncertainty among education professionals in the US, with experts arguing that it could have far-reaching implications—not just for America but for global education, including India.

What’s Happening in the US?

The Trump administration’s education policies have long been focused on decentralisation—moving decision-making power from the federal government to individual states. The latest effort aims to dismantle the Department of Education altogether, returning full control of education to state governments.

A report by The Guardian describes the panic among Department of Education employees, who fear losing their jobs as federal funding for education faces imminent cuts (source). The department currently supports around 7.5 million students with disabilities and provides critical funding to Title I schools, which cater to over 26 million children living in poverty. The proposed shutdown could mean an end to federal oversight of educational equity, potentially worsening disparities in access to quality education.

The administration has also issued directives eliminating Diversity, Equity, and Inclusion (DEI) initiatives in federally funded schools, warning that failure to comply could result in the loss of funding for essential services such as student loans, free lunch programs, and special education support (source).

Why Does This Matter Beyond the US?

America’s education policies often set a global precedent, influencing trends in international education, research collaborations, and student exchange programs. If the US withdraws from actively shaping global education policies, it could create a ripple effect on countries, including India, where millions aspire to study in American universities.

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1. Funding Cuts Could Impact Indian Students Studying in the US

   • The US is the top destination for Indian students, with nearly 200,000 Indian students enrolled in American universities in 2024.
   • If Trump’s administration cuts federal student loan programs, the financial burden on international students could increase.
   • Scholarship opportunities, particularly for students from disadvantaged backgrounds, could shrink significantly.

2. Loss of DEI Programs Could Make US Universities Less Inclusive for Indian Students

   • The directive to eliminate diversity and inclusion programs from federally funded institutions could reduce support services for Indian and other international students.
   • Many Indian students rely on DEI initiatives that offer mentorship, career guidance, and cultural adaptation programs.

3. Impact on Higher Education Partnerships

   • India has multiple research collaborations with US universities in fields like AI, healthcare, and climate science.
   • A weakened Department of Education may reduce funding for research collaborations, impacting Indian researchers working in the US.

4. Could India See a Similar Shift in Education Policy?

   • India is currently in a phase of educational reform, with the National Education Policy (NEP) 2020 emphasising equitable access to education.
   • If the US reduces investment in public education, there’s concern that other nations, including India, may deprioritise education spending in the long run.

Who Will Be Affected the Most in India?

The biggest impact of the US education shake-up could be felt among economically weaker students and marginalised communities in India.

• Indian students from lower-income backgrounds aiming for US education could struggle with financial aid.
• Institutions collaborating with US universities may see a decline in research funding.
• Public education in India, which already faces funding constraints, might suffer if government priorities shift away from long-term investment in education.

A Step Back for Global Education?

Education has long been seen as the great equaliser, but dismantling federal oversight on education in the US may widen inequalities, not just within America but worldwide. The Time Magazine report on the history of US education policies (source) shows that education reforms have often been tied to social equity movements. Removing this federal framework could reverse decades of progress in education equality.

Experts argue that international collaboration is key in shaping future-ready education systems. However, if the US retracts its role in funding and regulating equitable education, it might push other nations towards privatisation and deregulation, creating greater disparities in access to quality learning.

What Next?

For Indian students, parents, and educators, this is a moment of introspection and advocacy. As the US undergoes these drastic changes, India must ensure that:

1. Financial support structures remain intact for Indian students aspiring to study abroad.
2. Global research collaborations continue, even if funding sources shift.
3. Domestic education policies remain focused on equitable access, rather than mirroring privatisation trends.

The US education system has long served as a benchmark for excellence, but its current trajectory raises concerns for students worldwide. For Indian students looking towards the US for higher education, the road ahead could be more uncertain than ever.

Prime Minister Shri Narendra Modi kick-started the 8th edition of Pariksha Pe Charcha 2025, an annual initiative aimed at helping students navigate exam stress and academic pressure with confidence. Breaking away from the conventional Town Hall format, the first episode took place at the serene Sunder Nursery in New Delhi on 10th February 2025, bringing together 36 students from across India for a highly interactive session.

The Prime Minister covered essential topics such as Nutrition and Wellness, Mastering Pressure, The Art of Leadership, 360° Growth Beyond Books, and Finding Positives in Challenges. The session encouraged students to adopt a growth mindset and focus on holistic learning rather than just academic success.

A Star-Studded Line-Up to Guide Students Beyond Academics

As part of the revamped edition of Pariksha Pe Charcha, the government has roped in eminent personalities from diverse fields—including sports stars, entertainment icons, business leaders, and education experts—to engage with students in a series of insightful episodes. The sessions are designed to equip students with practical strategies, inspire them to take on challenges, and instil confidence ahead of their exams.

With five episodes aired so far, Pariksha Pe Charcha 2025 has seen engaging conversations with Sadhguru, Deepika Padukone, Technical Guruji (Gaurav Chaudhary), Radhika Gupta, and leading nutrition experts like Rujuta Diwekar, Shonali Sabherwal, and Revant Himatsingka (Food Pharmer).

Sadhguru on Overcoming Exam Stress with Mindfulness

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In the fifth episode (14th February 2025), Sadhguru engaged students in a free-flowing conversation on the importance of mindfulness in tackling exam-related stress and overcoming life’s challenges.

Sharing his observations, Sadhguru highlighted the increasing number of children suffering from stress-induced health complications due to exam pressure. He emphasised that education is not just about exams, but about gaining access to life itself. He advised students to keep their intelligence in ‘dynamic mode’ and view education as a stepping stone to broader life experiences.

Sadhguru also introduced students to Nada Yoga, demonstrating three basic sounds and encouraging them to practise the technique for seven minutes every morning to improve focus and emotional well-being.

His advice on limiting smartphone usage to maintain concentration and balance in daily life was particularly well received by the students.

Deepika Padukone on Mental Health and Resilience

In the second episode (12th February 2025), Bollywood star Deepika Padukone interacted with 60 students, sharing her personal journey with mental health. She spoke about the importance of acknowledging mental health challenges and seeking support, emphasising that dealing with these issues can be empowering rather than a sign of weakness.

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As a vocal advocate for mental health awareness, Deepika’s insights encouraged students to openly discuss their struggles and adopt positive coping mechanisms.

Technical Guruji and Radhika Gupta on AI & Emerging Technologies

In the third episode (13th February 2025), popular tech influencer Gaurav Chaudhary (Technical Guruji) and Edelweiss Mutual Fund MD & CEO Radhika Gupta introduced students to the fundamentals of Artificial Intelligence (AI) and Machine Learning (ML).

The session focused on the real-world applications of AI, including ChatGPT and AI image-generation tools. The speakers encouraged students to embrace AI-driven learning, explore technological advancements, and build future-ready skills.

Nutrition Experts on Exam Diets & Healthy Living

On 14th February 2025, renowned nutritionists Shonali Sabherwal, Rujuta Diwekar, and Revant Himatsingka (Food Pharmer) interacted with students about the critical role of nutrition in staying stress-free and energised during exams.

The session covered:

• The best brain foods for students
• How to maintain energy levels while studying
• The dangers of excessive caffeine and junk food consumption
• Simple diet changes to improve focus and concentration

Students walked away with actionable tips on maintaining a balanced diet during exam season, ensuring their physical and mental well-being.

A Transformative Initiative for Student Well-Being

With Pariksha Pe Charcha 2025, the Indian government continues to reinforce the importance of holistic development, stress management, and lifelong learning. By inviting leaders from various fields, the initiative ensures that students receive multi-dimensional guidance—not just on academics, but also on mental health, leadership, technology, and well-being.

As students gear up for their exams, these insightful sessions serve as a powerful reminder that success is not just about marks—but about resilience, adaptability, and a well-rounded approach to life.

In an exciting initiative for young nature enthusiasts, Early Bird and Ataavi Bird Foundation are set to organise special bird walks for children during the Great Backyard Bird Count 2025. Scheduled for February 15th and 16th, 2025, these walks will take place in eight Indian cities: Bengaluru, Dimapur, Halol, Jaipur, Mangaluru, Ranchi, Trivandrum, and Ujjain.

Designed for children aged 9 to 13 years, the bird walks aim to nurture curiosity about birds and their habitats, providing an engaging introduction to birdwatching. Led by experienced nature educators, the sessions will help children identify different bird species, understand their behaviours, and develop a deeper appreciation for local biodiversity.

The Great Backyard Bird Count is a global citizen science initiative where birdwatchers of all ages observe and document bird species in their surroundings. The data collected contributes to worldwide studies on bird populations and helps scientists track migration patterns and conservation needs. This year, Early Bird is organising dedicated children’s walks as part of this initiative, encouraging young learners to explore nature firsthand.

Early Bird is a learning programme that brings children closer to birds and nature. The programme has impacted more than 3 lakh children throughout its 10-year existence. This is through the distribution of innovative educational materials on Indian birds, available in 10 Indian languages, besides English. Early Bird is a part of the Nature Conservation Foundation (NCF), a 28-year-old public charitable trust set up to contribute to the knowledge and conservation of India’s unique wildlife heritage.

Previous bird walks led by Early Bird’s expert educators have received enthusiastic responses. A parent from the Goa Walk 2024 shared, “Such an unbelievable and mesmerising variety of birds! Thank you for revealing these treasures in our everyday landscape!”

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The event will take place at key nature spots in each city, including Avalahalli Lake (Bengaluru), Vadatalav Lake (Halol), Kishan Bagh Sand Dunes Park (Jaipur), and Akkulam Lake (Trivandrum). Partner organisations such as Coastal Karnataka Bird Watchers Network (CKBWN), Eco Warriors, Prakriti, and COCOON will collaborate to ensure an enriching experience for all participants.

Event Details

How to Register

Registrations for the bird walks are now open. Interested participants can sign up at https://bit.ly/8cities8walks. Slots are limited and will be filled on a first-come, first-served basis.

This initiative provides a rare opportunity for students to engage with nature, learn about India’s diverse bird species, and contribute to an international conservation effort.

The IB PYP curriculum is structured to support an inquiry-based approach,  guided by empathy, kindness, and the concept of the “power of yet,” which fosters  validation within a safe, non-judgmental space. While physical safety is crucial,  emotional safety is equally important. This emotional safety must first be  nurtured within the individual, who then becomes the facilitator, replicator, and  enabler of such an environment. As a result, the curriculum extends beyond a  mere written framework; it is a living approach—one that nurtures a culture of  coexisting ideas, fostering both personal growth and collaborative learning 

So what is this “Power of Yet?” 

The “power of yet” is a concept popularized by psychologist Carol Dweck, rooted  in the growth mindset theory. It refers to the belief that abilities and intelligence  can be developed through effort, perseverance, and learning. When someone  says “I can’t do this,” the “power of yet” suggests adding “yet” to the statement— 

“I can’t do this yet.” This small shift helps to reframe challenges as opportunities  for growth rather than fixed limitations. It encourages a mindset where mistakes  are seen as a natural part of the learning process and success is achievable  through continuous effort and improvement. 

As a Visual arts facilitator I always kept asking myself how to enable this non judgmental space? I continue to pen my conversations with likeminded  individuals. 

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In today’s educational landscape, the significance of nurturing self-expression in  children cannot be overstated. As we navigate a world increasingly focused on  emotional intelligence and creativity, primary art classes stand out as vital  spaces for young learners. These classes provide children with opportunities to  explore their identities and express themselves creatively. A powerful approach  to enhancing this environment involves the concepts of “yes” and “yet.” By  integrating these affirmations, educators can create a validating atmosphere that  empowers children to embrace their individuality and artistic expression. 

How to validate?  

One of the most effective ways to create a nurturing environment in an art class  is through validation/ the power of “yes.” When children present their artwork  or ideas, a teacher’s enthusiastic affirmation can make a significant impact.  Positive responses to a child’s creative choices not only boost their confidence  but also reinforce their sense of belonging within the classroom community.

For instance, consider a scenario where a child shows their painting of a  fantastical landscape. A teacher might respond with, “Yes, I love the colors you’ve  chosen! They really bring your imagination to life!” Such affirmations validate  the child’s effort and creativity, encouraging them to take pride in their unique  perspective. This practice fosters a culture of positivity where students feel  encouraged to share their ideas freely. 

Moreover, acknowledging children’s feelings is vital in this context. Art can be an  emotional outlet, and children often face frustrations or self-doubt during the  creative process. If a student expresses frustration about their work, a teacher  can respond with empathy: “Yes, it’s okay to feel that way. Art can be  challenging!” This validation helps children feel understood, creating an  environment where they are more willing to share their thoughts and emotions. 

The concept of “yet” is equally powerful in promoting validation and a growth  mindset among young artists. When children encounter difficulties For example,  if a child struggles with a particular technique, the teacher might say, “You  haven’t mastered it yet, but let’s try together!” This simple shift in language  redefines challenges as opportunities for growth, helping children understand  that mastery comes with practice and persistence. By embedding “yet” into  classroom discussions, educators encourage children to see their artistic journey  as ongoing and evolving. 

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Using “yet” also allows children to recognize their potential. If a student states,  “I can’t draw this,” the teacher can reply, “You can’t draw it yet! Let’s practice  some more.” This reframing not only promotes resilience but also instills a sense  of hope and determination. Children learn that struggles are part of the creative  process, and that improvement is always within reach. 

“They are copying me!” – Creating a Safe Space 

To truly unlock the potential of “yes” and “yet,” it is essential to cultivate a  classroom environment that prioritizes safety, support, and respect. Central to  this is fostering a culture of non-judgmental feedback, where students feel  empowered to share their ideas and creations without fear of criticism.  

Often, I observe students covering their artwork or hiding their work, anxious  that their peers may copy them. It is crucial to acknowledge and validate these  concerns. Through thoughtful discussions on academic integrity and the  importance of crediting others’ work, we can shift the conversation. Instead of  labeling it as “copying,” we can frame it as “being inspired by,” transforming what  could be a negative feeling into a positive, growth-focused one. By encouraging  students to recognize and express their sources of inspiration, we not only honor 

their creative process but also promote a culture of respect and collaboration,  where each individual’s contributions are valued. 

Non-Judgmental Feedback to us and to the learners  

I have consistently observed my mentor’s approach during our team discussions,  where he emphasizes acknowledging what went well, while also creating space  for constructive “even better if” feedback. He provides clear, actionable  feedforward that is both practical and attainable, which has been invaluable in  helping me refine and improve my work. Additionally, he encourages the team to  reflect on their successes through anecdotes, coupled with achievable  feedforward, which effectively scaffolds the learning process. This approach  nurtures a growth mindset and empowers individuals to build on their strengths,  fostering meaningful progress in their ongoing journey of improvement. 

In celebrating the art of being, we lay the foundation for a generation of confident,  creative individuals. Art classes, when infused with the power of “yes” and “yet,”  become transformative spaces where children can thrive, experiment, and  ultimately discover who they are as artists and as people. Through this journey,  they learn that their voices matter, and that their unique expressions contribute  to the vibrant tapestry of the world around them.

This article is authored by– Neha G Utmani, Visual Arts Faculty, The Kulish School, Jaipur. She recently led the school to an India record for the longest Dot Art created by a school in a single day. Beyond her achievements, she is a dedicated educator who nurtures and grooms children through art in a deeply therapeutic way.

Bibliography:  

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. 

Thomas, M. (2013). The Art of Encouragement in Education. Routledge. 

Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success.  ASCD. 

McKenzie, T. (2013). Teaching and Learning Through Inquiry: A Case Study Approach. Solution Tree Press. McKenzie, T. (2014). The Inquiry-Based Learning Revolution: A Teacher’s Guide to Transforming Your Classroom. Corwin.