Proud are the nations that are rich in social values, culture and compassion. These nations have realised that their future lies in inculcating these values in children at the most impressionable age — from three years to ten. Primary schools are where children learn about character, integrity, empathy and social values that become ingrained in them for the rest of their lives. They learn to differentiate between what is right and what is wrong, what it means to be fair and considerate. All these qualities become a way of life.

India is a good example of what happens when a nation neglects this truth. Since Independence, successive governments have concentrated on establishing the IITs, the IIMs, AIIMS and other institutions of higher learning. We are proud of them, and rightly so. But in our rush to build the pinnacle, we forgot the foundation.

Today, India boasts of having, next to China, the largest population of young teenagers in the world. But have these young citizens grown up to be responsible and considerate? In most cases, they have not. When success is measured only in money, things go wrong. Individuals become selfish and look only at their own gains. Society becomes ferociously competitive and “win at all costs” becomes the formula. Corruption seeps in like termites into the social fabric — into institutions, government departments, every corner of public life. This is not a failure of intelligence. It is a failure of character formation.

And character is formed — or not formed — in the primary school.

What Japan Understood

Japan is a great example of what is possible when a nation gets this right.

In Japanese schools, it is all about character building right from the time the child begins to read and write. It is all about growing up together, learning to be respectful, kind and generous. Children grow up caring for each other. Subjects and academic learning follow later. They are taught how to respect elders and peers, how to take care of their bodies and their environment. Cleanliness and hygiene are a very important part of growing up. Most schools have no janitors — the students clean their own spaces and classrooms. Respect is shown by bowing to elders. Patience and tolerance become part of their lives.

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The house, the school, the community, the town, the state — all become everyone’s responsibility to keep clean and unpolluted. Care is taken for the rivers, streams, forests and everything around them. All this happens because these values become a way of life at a very early age. It is as if, before they learn mathematics, science and technology, they learn that rivers and forests are the lungs of the environment they live in.

The world saw this most vividly at the Football World Cup, when Japanese supporters — having watched their team play — stayed behind to clean the stadium before leaving for home. A small act. But it said everything.

And consider this: after the devastation of the Second World War, Japan chose to make the building of the character of its citizens more important than the building of infrastructure, industry and technology. The economic miracle that followed was built on that foundation — on discipline, respect for the environment, pride in one’s work, however small or large. If these qualities are present in the people, the rest follows.

If Japan could do it, so can we.

Where Is India Headed?

Let us be honest about where we are.

Our rivers — the Ganga, the Yamuna, rivers that civilisations were built upon and that generations considered sacred — are among the most polluted waterways on earth. Forests are disappearing fast. In our cities, air purifiers have become as essential as daily commodities. The newborn child in many of our urban environments is breathing air where every breath is like puffing on a cigarette.

Animals are coming into conflict with people. There have been innumerable incidents where elephants, leopards, bears and tigers have come into contact with humans, with tragic results on both sides. The forest cover is shrinking and wild creatures have nowhere else to go.

Imagine a nation where children have never seen a clean river, never seen a clear sky, never seen stars at night. They grow up believing that this is simply the way the world is. That pollution, deforestation, contaminated water — these are the natural condition of life.

This is not the natural condition. It is the consequence of choices. Choices made because generations of children were never taught, at the age when such lessons stick, that trees are not commodities, that a river is not a drain, that the forest is not a problem to be cleared but a gift to be protected. If we do not make serious efforts to stem the rot, we will have no fresh water to drink and only foul air to breathe. We need a movement like Fortress India to wake people from their slumber before it is too late.

What the Founding Educators Understood

I started teaching at one of India’s great residential schools in the late 1960s. One thing about the philosophy and foundation of the school struck me from the very beginning.

The school had been established in the mid-1930s. Its founding headmaster and senior British staff had a very clear vision: not to mould young Indians into Englishmen, but to produce proud Indians who would engage with the world on their own terms — Indians who could stand up for themselves against all odds. The founding headmaster, Arthur Foot, refused an offer of membership to the Doon Club because the club was restricted to whites only. In colonial India, it required real conviction to take such a stand.

Arthur Foot used to say that if, at the time of graduating from school, a student could not clearly differentiate between what is right and what is wrong, he or she had had no education. To him, and to the educators of that era, character building was the most important part of schooling. The values they taught were not soft values. Respect for diversity. The discipline of sport and the humility that sport teaches. The habit of reading and questioning. These are the qualities that produce exceptional human beings.

What Sport Teaches That the Classroom Cannot

Building character is rarely done within the four walls of a classroom.

Most parents today believe — and this is most unfortunate — that playing games and taking part in extracurricular activities are a waste of time. They would rather the child study for the examination. They are wrong.

Team games and activities teach students to be considerate, compassionate, humble. Leadership emerges from all of this. A child who has never faced failure has not been properly tested. Failure should bring out the best in us. Sportsmen are often the most resilient people in a society — fighters, brave, capable of getting up and going again.

I remember a time in school when there were no individual prizes at sports events. Every runner, every swimmer, every player contributed points to the house. Not to himself. This did not make people selfish. It made them work as a team, care about each other, share the burden and the glory equally.

The discipline that brings an entire school house together like nothing else is the cross country race. Every runner contributes to the trophy. The slowest and the fastest matter equally. Fitness has to become a way of life — not just for sport, but for the nation to thrive. By and large, Indians do not believe in exercise or in keeping themselves fit. Diabetes is rampant. We must make people aware that fitness is not vanity. It is responsibility.

A child who has not learned to lose has not been properly educated, whatever his examination marks might say.

Empathy — the Quality We Are Losing

There is a quality I see diminishing around me, and it concerns me greatly. Empathy. The ability to feel what another person feels, to be moved by another person’s difficulty, to put someone else’s need before your own convenience.

Bullying in schools could be stopped almost entirely if every child were taught to be kind to every other. It is that simple. Kindness, tolerance and genuine respect for what others believe, what they eat, how they live — these are the values that hold a society together.

A teacher once told me, on the occasion of his retirement, about his very first day at work. He had arrived at a new school and was stuck in his room because of heavy rain with no umbrella. Suddenly, through the mist, he saw a man approaching with an open umbrella above his head and another tucked under his arm. The man walked up and said that the headmaster had sent the umbrella in case he didn’t have one. The teacher said he was completely bowled over. He was ready at that moment to pledge his life to the school. That is what empathy does. It does not merely help. It transforms.

Our society needs role models who care, who are kind and understanding, who can carry everyone along with them. We need to stop being inconsiderate and selfish, stop being jealous and vindictive, and be willing to share.

The present mentality in too many parts of Indian society reminds me of the story of the Indian crab. A container of crabs was left half full of water — quite safe, none of them in danger. But not one crab could get out, because the moment one began to climb towards the rim, the others pulled it back. We must stop pulling each other back. Children need to work together, build relationships, trust one another. In today’s world, where loneliness has become one of the great hidden killers, we need to create around us people who give us a feeling of security and well-being. As we become more attached to our gadgets, genuine relationships are becoming rare. This must change.

Diversity — India’s Greatest Strength

India’s greatest strength has always been its diversity. We are blessed and enriched by having people of all faiths living together — Hindu, Muslim, Sikh, Christian, Buddhist. This living together of all faiths, this harmony, needs to be taught at a very young age. One must learn to respect other religions, other opinions, other eating habits, all that is diverse.

An Exceptional Indian is someone who can sit comfortably and eat with friends of all faiths, who enjoys the festivals of every community, who is willing to learn and share without embarrassing himself or others.

Unfortunately, the knowledge of India beyond one’s own state is very limited. People in the west, east and south do not know the Northeast — its people, its culture, its extraordinary environment. This ignorance of one’s own nation is a failure of belonging. And belonging is the root of responsibility. One who does not know his country cannot be expected to protect it.

Fortress India — Waking Up Before It Is Too Late

This is why I have joined Fortress India — a national movement whose mission is to reconnect Indians, especially the young, with the land, history, ecology and values that define us.

It is not about building walls. It is about building awareness. It asks a question every Indian should be asking: where are we headed, unless we wake up?

Fortress India works across five verticals — geography, military history, the environment, institutional integrity, and knowledge. The Indian Army’s Central Command has signed a memorandum of understanding embracing all five. I have been given responsibility for the Education vertical, and I take it as the most serious work I have done.

The story of the Indian soldier — his sacrifice, his discipline, his commitment to something beyond himself in all kinds of terrain and in all conditions — is one of the richest repositories of values this nation possesses. A young person who has never encountered that story has been denied something important.

The task is huge. It requires self-belief, resilience and patience. Rome was not built in a day. But Japan showed us it can be done. If Japan could rise from devastation to become one of the most civic, disciplined and environmentally conscious societies on earth, we as a nation can and must find our own way there.

What We Must Do

To begin with, we must invest very seriously in the education of the three and four year olds. If we do this with real concentration over five to six years, we will have children who, when they grow up, carry integrity, empathy and social values as a way of life. This is not difficult. It is a choice.

We must value the primary school teacher as the most important educator in the nation. She is presently the most undervalued person in our education system. This has to change. If we carry on as we are, we will build impressive structures on unpredictable foundations.

We must bring the environment into the classroom — not merely as a chapter in a science textbook, but as a living relationship. Children should understand what a disaster it would be if we do not look after the rivers and forests, what harm comes when we treat natural resources only as sources of monetary gain.

We must make sport, fitness and community service a central part of school life, not an afterthought. Children need to travel, to encounter other cultures, to understand that India is vast and its variety is its glory.

And we must teach children to be genuinely curious about each other — about faiths, languages, food, festivals. Not merely tolerant but genuinely interested.

None of this is beyond us. All of it is necessary.

The Exceptional Indian

The Exceptional Indian we need is not primarily a great personal achiever. We need citizens who believe in preserving nature, who are proud of where they come from, who have a strong sense of belonging. Citizens who carry on their work with integrity and compassion and a genuine concern for the people around them.

We need role models who are kind, tolerant and good human beings. Not exotic qualities. Not unreachable ones. The qualities that the best Indians have always possessed and that the best of our schools have always tried to nurture.

We must recognise that a nation is only as good as the social values it instils in its youngest citizens. Let us act accordingly. Our rivers are telling us something. Our skies are telling us something. The fragmentation of our society is telling us something.

It is time to listen. And it is time to act.

Rajinder Pal Devgan taught at the Doon School, Dehradun, for 27 years and has served as Principal of Yadavindra Public School, Patiala, and Founder Principal of international schools in Indonesia and India. He is Chairman of Learning Forward India and a member of the Advisory Panel of Fortress India.

In a landmark judgment that firmly connects constitutional law with everyday classroom realities, the Supreme Court of India has declared menstrual health a fundamental right, placing it squarely within the ambit of Article 21 (Right to Life with dignity) and Article 21A (Right to Education).

Delivered on January 30, 2026, by a Bench of Justices J.B. Pardiwala and R. Mahadevan, the ruling in Jaya Thakur vs Union of India goes far beyond symbolic recognition. It lays down clear, enforceable obligations for schools—government and private alike—transforming menstrual hygiene from a welfare measure into a constitutional duty.

For school leaders, this judgment marks a decisive shift: menstrual dignity is no longer optional, charitable, or discretionary. It is a core educational standard.

Why the Court Intervened

The Court acknowledged what educators and parents have long known but systems have often ignored:
lack of menstrual hygiene support is a direct barrier to girls’ education.

Absenteeism, discomfort, fear of embarrassment, inadequate toilets, and social stigma collectively push many girls out of classrooms—sometimes temporarily, sometimes permanently. By recognising menstrual health as integral to dignity and learning, the Court affirmed that no girl should ever have to choose between her education and her period.

What the Court Said

The judgment rests on three powerful principles:

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1. Menstrual health is inseparable from dignity and bodily autonomy, which are central to the Right to Life.
2. Education cannot be meaningful if menstruation becomes a reason for exclusion, discomfort, or discrimination.
3. Infrastructure alone is insufficient—social stigma, silence, and male insensitivity must also be addressed.

In a telling observation, the Court noted that “ignorance breeds insensitivity” and warned that menstrual facilities will remain underused unless schools actively dismantle stigma.

What Schools Must Now Do

The Court’s directions are both practical and time-bound, with a three-month implementation window. They fall into two clear buckets: infrastructure and ecosystem change.

1. Physical Infrastructure: The Non-Negotiables

All schools—government and private—must ensure:

• Free provision of biodegradable sanitary pads, with a preference for discreet access such as vending machines.
• Functional, gender-segregated toilets with running water, soap, privacy, and regular maintenance.
• Disabled-friendly sanitation facilities, ensuring inclusivity for all students.
• Safe and hygienic disposal systems, including covered bins and environmentally compliant solutions.
• Creation of a Menstrual Hygiene Management (MHM) Corner stocked with emergency supplies such as spare uniforms, innerwear, and hygiene kits.

The Court made it clear that absence of these facilities amounts to denial of constitutional rights.

2. Cultural & Educational Shift: The Ecosystem Solution

Perhaps the most progressive aspect of the ruling is its insistence that menstrual health is not a “girls-only issue.”

Schools are now expected to:

• Sensitise boys about menstruation as a normal biological process, removing shame, jokes, and harassment from school spaces.
• Train male teachers and staff to respond empathetically to menstruation-related needs, without interrogation or embarrassment.
• Integrate age-appropriate, gender-responsive content on menstruation and puberty into health and wellness curricula, in line with NCERT/SCERT guidance.
• Foster a school culture where menstruation is discussed openly, respectfully, and without euphemism.

The message is unambiguous: pads without dignity do not equal access.

A Clear Warning to Private Schools

The Supreme Court issued a firm caution to private institutions:
non-compliance can lead to de-recognition.

By linking menstrual hygiene directly to the Right to Education, the Court has placed accountability squarely on school managements. Compliance is no longer a matter of reputation—it is a legal obligation.

Why This Judgment Matters

This ruling represents a rare moment where law, education, health, and gender equity intersect meaningfully.

It acknowledges that:

• Equality in education requires both facilities and acceptance
• Silence around menstruation is itself a form of discrimination
• Boys and men must be part of the solution—not bystanders

For school leaders, this is an opportunity to lead with empathy, foresight, and constitutional responsibility.

The Bottom Line

The Supreme Court has drawn a clear line:
menstrual dignity is a right, not a favour.

Schools that act decisively now will not only meet compliance requirements but will also create environments where every student feels safe, supported, and respected—every day of the month.

The Economic Survey 2025–26, tabled in Parliament on January 29, 2026, presents an arresting paradox. India has successfully built one of the world’s largest schooling systems—educating 24.69 crore students—yet only six out of ten learners complete higher secondary education.

For school leaders, the Survey’s message is unambiguous: the national focus is shifting from inputs (getting children into school) to impact (ensuring they learn, progress, and stay). What follows are five findings that matter most inside the school gate.

1. The “Leaky Bucket”: Transitioning from Middle to Secondary

While primary enrolment is near-universal (90.9%), the Survey identifies a structural drop-off after Class 8.

Reality check: The Net Enrolment Rate (NER) at the secondary level stands at just 52.2%.

The rural gap: Only 17.1% of rural schools offer secondary education, compared to 38.1% in urban areas. Longer travel distances and higher costs lead to significant transition losses.

What this means for schools:

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• The Survey strongly backs Composite Schools (K–12 models) to reduce dropout risk.
• Schools serving Classes 6–10 should prioritise transition counselling, parent engagement, and academic bridging.

Leader takeaway: Retention, not recruitment, is now the real leadership challenge.

2. Learning Outcomes: The PARAKH Recovery Story

Post-pandemic recovery is visible, particularly in foundational years—but learning quality remains uneven across states and school types.

Encouraging gains:

• Grade III Mathematics proficiency has risen to 65%, up from 42% in 2021.

What’s next:

• The Survey proposes a PISA-like, competency-based assessment at the end of Class 10, signalling a decisive move away from rote learning.

What this means for schools:

• Internal assessments will increasingly need to mirror National Achievement Survey (NAS) benchmarks.
• Performance-linked accountability is no longer hypothetical—it is imminent.

Leader takeaway: Assessment literacy will become as important as curriculum delivery.

3. The Skilling Crisis: Addressing the 1%

Perhaps the most candid section of the Survey exposes a stark education–employment mismatch.

The 1% problem: Only 0.97% of students aged 14–18 have received formal institutional skilling.

Structural issue: Education and skilling continue to operate in parallel silos, leaving most learners academically qualified but workplace-unready.

What this means for schools:

• Vocational exposure must be embedded within Classes 9–12, not offered as an optional or external add-on.
• Partnerships with local industry, NSDC-aligned providers, and apprenticeship platforms will become critical.

Leader takeaway: Schools that integrate skills early will future-proof their students—and their relevance.

4. Digital Exposure: Pedagogy vs. Addiction

In a significant first, the Economic Survey flags digital addiction as a threat to student wellbeing, learning focus, and social capital.

The paradox:

• 89% of rural youth now have access to smartphones.
• 75% use them primarily for social media, contributing to sleep deprivation, reduced attention spans, and anxiety.

What this means for schools:

• The Survey recommends introducing a Digital Wellness Curriculum, covering:
  • Screen-time literacy
  • Cyber safety
  • Responsible AI and social media use

Leader takeaway: Digital fluency must now include digital restraint.

5. Global Ambitions: Stemming the Student Exodus

India is on track to become the world’s largest source of international students, with outbound numbers expected to reach 18 lakhs by 2025. Yet, international students form just 0.10% of domestic enrolment.

The strategy:

• The Survey promotes “Internationalisation at Home”—inviting foreign campuses, enabling joint degrees, and ensuring mutual recognition of qualifications.

Key enablers already in place:

• Academic Bank of Credit (ABC)
• APAAR IDs (with 2.2 crore already issued)

What this means for schools:

• Senior secondary students should be actively guided on credit portability, interdisciplinary choices, and global pathways.

Leader takeaway: Global readiness is no longer optional—it is systemic.

The Bigger Shift: Learning Over Schooling

The Economic Survey 2025–26 makes one thing clear: India’s education mission has entered its second phase. Infrastructure and access have largely been achieved. The next frontier is retention, relevance, and real learning.

For school leaders, success will no longer be measured by enrolment numbers alone, but by:

• Meaningful learning outcomes
• Student wellbeing and digital balance
• Employability and global mobility

The bell has rung. What happens after it now matters more than ever.

New Delhi | January 22, 2026 – As the three-day Inclusive Education Summit 2026 enters its second day, the conversation has shifted from policy theory to tangible pathways. Organised by the Ministry of Education (DoSEL) at The Lalit, New Delhi, the summit is setting a high bar for how India intends to align with NEP 2020 and the RPwD Act 2016.

While Day 1 set the stage, Day 2 focused on the “how”—the digital tools, pedagogical shifts, and inter-sectoral collaborations required to ensure no child is left behind.

1. Digital Transformation: PRASHAST 2.0 Takes Center Stage

The most significant tech highlight was the unveiling and live demonstration of PRASHAST 2.0. Introduced by Ms. Ira Singhal (Deputy Secretary, DoSEL), this revamped disability screening tool is designed to move the needle on early identification.

• Integrated Ecosystem: The tool now integrates directly with UDISE+, allowing for real-time tracking and data-driven interventions.

• The Goal: Moving away from guesswork toward evidence-based planning at the school level.

2. Scalable Success: Lessons from the States

The summit showcased that inclusion isn’t just a national mandate; it’s a local reality. Two states shared blueprints that other school leaders can learn from:

• Andhra Pradesh: Highlighted the transformative impact of their 125 Autism Support Centres.

• West Bengal: Showcased a model of strengthening resource rooms to provide child-centric interventions immediately after identification.

3. Reimagining Pedagogy and Teacher Training

A recurring theme throughout the day was that “access” to a classroom is not the same as “achievement” in learning.

• NCERT’s New Framework: Dr. Sharad Sinha presented an 8-module framework designed to mainstream inclusive pedagogy. The focus is on training teachers to manage diverse classrooms as the norm, not the exception.

• NCTE & NIOS: Discussions led by Prof. Pankaj Arora (NCTE) and Prof. Akhilesh Mishra (NIOS) highlighted the shift toward flexible admission systems, accessible e-content, and a national mentoring mission to support inclusive practices in everyday schooling.

4. Beyond the Classroom: Sports and Language

Inclusion was also discussed through the lens of holistic development:

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• Inclusive Sports: Representatives from Special Olympics Bharat and the Indian Blind Sports Association emphasized that sports are a primary vehicle for building confidence and independence in children with intellectual and visual impairments.

• The Power of Words: Ms. Amita Tandon (UNICEF) reminded delegates that disability-inclusive language is the first step in reducing stigma.

Innovator’s Spotlight: Prof. Bharti Kaushik (CIET, NCERT) showcased the “Kitaab Ek, Padhe Anek” project. Based on Universal Design for Learning (UDL), this initiative allows a single textbook to offer multiple accessible pathways, proving that “one size fits all” is a thing of the past.

Key Takeaways for School Leaders

As the summit concludes its second day, the message to the Indian education fraternity is clear:

1. Screen Early: Use tools like PRASHAST 2.0.

2. Train Often: Move toward inclusive pedagogy, not just special education.

3. Build Infrastructure: Invest in resource rooms and UDL-compliant materials.

In a landmark move to make India’s school system future-ready, the Department of School Education & Literacy (DoSE&L), Ministry of Education, has announced that Artificial Intelligence (AI) and Computational Thinking (CT) will be introduced as part of the school curriculum from Class 3 onwards, beginning in the academic year 2026–27.

The initiative marks a major step in preparing students for an AI-driven world, ensuring early exposure to technological literacy, ethics, and problem-solving. The curriculum, currently being developed through a consultative process with CBSE, NCERT, KVS, NVS, and States/UTs, will fall under the National Curriculum Framework for School Education (NCF-SE) 2023, in alignment with the National Education Policy (NEP) 2020.

A stakeholder consultation held on 29th October 2025 brought together education leaders, including Prof. Karthik Raman from IIT Madras, who heads the CBSE expert committee responsible for shaping the AI & CT curriculum. The focus is on designing a meaningful, inclusive framework that integrates AI not as an advanced elective but as a foundational skill — comparable to literacy and numeracy in importance.

Shri Sanjay Kumar, Secretary, DoSE&L, emphasised that AI education should be viewed as a universal skill closely linked to real-world applications. “Every child’s distinct potential is our priority. Policymakers must define minimum thresholds and evolve them with changing needs,” he said. He also stressed on teacher training as the backbone of successful implementation, with modules under NISHTHA, and resource materials being prepared by NCERT and CBSE.

The Ministry plans to release AI handbooks and digital resources by December 2025, followed by a grade-specific rollout supported by video-based learning materials and structured training.

By embedding AI education from the foundational years, India aims to nurture a generation that understands, creates, and applies technology ethically — transforming the vision of AI for Public Good into everyday classroom reality.

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How classroom experiences are being reshaped through projects, inquiry, and authentic learning

As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?

To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.

From Worksheets to Real-World Work: How PBL Differs from Traditional Homework

One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.

One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.

The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.

Changing Roles: Teachers as Facilitators, Not Just Instructors

Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.

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One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.

This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.

Unlocking Student Potential: What PBL Offers Beyond Academics

Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.

Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.

Widening the Circle: Strategies for Scaling PBL in More Classrooms

While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.

They offered a few practical suggestions for schools and educators considering wider adoption:

• Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.

• Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.

• Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.

• Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits

Looking Ahead: Redefining Success in Education

PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.

As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.

This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli

In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.

The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.

While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”

The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.

According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”

A New Chapter for Indian Education

The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.

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By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.

At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.

Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.

Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.

His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.

In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.

Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.

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