When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.

Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.

And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.

The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.

For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.

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Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.

This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.

Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.

Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.

The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.

The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.

In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.

These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.

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Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.

Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.

As the future of work continues to evolve at a breakneck pace, one thing is becoming increasingly clear: the ability to be human is our greatest advantage. In an age where automation and AI are reshaping industries, it’s no longer technical proficiency that sets students apart, it’s human skills.

And yet, our schools aren’t keeping up.

Globally, education systems remain heavily weighted towards academic and technical achievement. While these are certainly important, they no longer tell the whole story. Employers across sectors are united in their call for graduates who can communicate effectively, manage stress, work in diverse teams, and adapt to constant change.

Deloitte’s 2019 report The path to prosperity: Why the future of work is human found that by 2030, two-thirds of all jobs created will be reliant on human capabilities. These include empathy, creativity, collaboration, emotional intelligence, and the ability to learn continuously. All of which are underdeveloped in our current school structures.

This is not a theoretical problem. The impact is already being felt. Research consistently shows that up to 68% of high school students report feeling anxious, underprepared, and lacking the confidence to take the next step into work or further education. The transition from school to career requires more than ‘knowledge acquisition,’ it requires self awareness.

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Human skills are the gateway to that self-awareness. They help students identify their strengths, regulate their emotions, communicate effectively, and develop resilience. These are the foundational competencies that allow young people to navigate uncertainty and thrive in a rapidly changing world.

Importantly, these skills are not innate. They are learned, practised, and refined over time — just like maths, science, or coding. When introduced early, human skill development empowers students with confidence and clarity. They learn how to navigate social complexity, resolve conflicts, deal with failure, and see growth as a lifelong journey rather than a fixed destination.

So, why aren’t we teaching these skills in schools as deliberately as we teach literacy or numeracy?

Perhaps it’s because human skills feel harder to measure. But we must shift our mindset. What we value, we measure — and what we measure, we teach. Forward-thinking educators and school leaders across the globe are beginning to incorporate social-emotional learning, strengths-based development, and mental wellbeing into their curriculums, recognising that these are not “nice-to-haves” — they are must-haves.

Imagine a student graduating from high school with not just academic marks, but a toolkit of emotional and interpersonal strengths: an understanding of who they are, what drives them, and how to manage themselves under pressure. Imagine a generation that sees learning as a lifelong pursuit and failure as a stepping stone rather than a setback.

This is the future we must design for.

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It starts by giving human skills a seat at the table – not as a supplement to education, but as a core component of it. We need to empower educators with the tools and frameworks to deliver this kind of learning and where necessary provide expert facilitators to avoid adding more to the workload of educators. We need to engage students in real, reflective experiences that help them connect their inner world with the outer demands of life and work.

The most meaningful educational innovation doesn’t just teach students to do more. It teaches them to be more – to be self-aware, to be empathetic, to be adaptable. That’s how we create work-ready individuals and life-ready citizens.

The world doesn’t need more rote learners. It needs more critical thinkers, resilient leaders, and emotionally intelligent problem solvers. And the time to cultivate them is now –  in our classrooms, through our curriculums, and with intention.

This article is authored by Renata Sguario

Renata Sguario is the founder and CEO of Maxme and the current chairman of the board of Future First Technology (formerly known as PS+C Limited), listed on the ASX (FFT), one of Australia’s leading end-to-end ICT and digital consulting organisations.

In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.

Why Sugar is Becoming a Silent Crisis

The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.

These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:

• Recommended daily sugar intake

• Sugar content in commonly consumed foods (sweets, sodas, chocolates)

• Health risks associated with high sugar intake, including obesity, diabetes, and dental problems

• Healthier dietary alternatives

The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.

The Real Enemy is Advertising

But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”

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This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.

Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.

Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.

Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.

Will ‘Sugar Boards’ Be Enough?

While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.

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Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.

CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:

1. Stricter regulations on junk food marketing aimed at children

2. Mandatory nutrition education as part of the curriculum

3. Collaboration with parents to reduce sugary foods at home

4. Regular health check-ups and BMI monitoring in schools

With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.

In a significant move reflecting escalating geopolitical tensions, Jamia Millia Islamia (JMI) has suspended all academic Memorandums of Understanding (MoUs) with Turkish educational institutions, citing national security concerns. This decision follows a similar action by Jawaharlal Nehru University (JNU), which recently halted its MoU with Turkey’s Inonu University. Kanpur University has also terminated its academic agreement with Istanbul University.

The suspensions come amid Turkey’s perceived support for Pakistan in regional conflicts, prompting Indian universities to reassess their international collaborations. Delhi University is currently reviewing its MoUs with Turkish institutions, with decisions pending further evaluation.

While the number of Indian students in Turkey remains relatively low—approximately 200 as of 2023 —these developments underscore the broader impact of geopolitical dynamics on educational exchanges. Turkey hosts over 300,000 international students, but Indian enrollment has been minimal compared to other destinations. 

The current geopolitical climate is influencing Indian students’ choices for higher education abroad. Traditional destinations like the UK, US, and Canada have seen declines in Indian student enrollments due to stricter immigration policies and rising costs. Conversely, countries such as Germany, France, and New Zealand are experiencing increased interest from Indian students, attributed to more favorable visa policies and affordable education.

These shifts highlight the need for Indian students to consider geopolitical stability and diplomatic relations when selecting study destinations. As international relations continue to evolve, educational institutions and students alike must navigate the complex interplay between academia and global politics.

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In a world where a tweet can trigger diplomatic disputes and a trade ban can reshape global supply chains, understanding geopolitics is no longer just for diplomats—it’s for everyone. Yet, as Jaimine Vaishnav’s thought-provoking article, “Breaking Barriers: The Case for Rethinking Geopolitical Education in India,” highlights, Indian education remains stubbornly siloed. Students in fields like technology, design, or engineering are rarely encouraged to explore the world of international relations, cultural diplomacy, or the geopolitics of technology. But should they be?

For a country with one of the world’s largest and youngest populations, India’s education system is remarkably conservative in its approach to interdisciplinary learning. According to Vaishnav, fewer than 4.3% of India’s top technological institutions offer substantial coursework in international relations. Even among design schools, a mere 2.7% address the intersection of aesthetics and global diplomacy. In a world where design is soft power and technology is a geopolitical weapon, these numbers reflect an alarming disconnect.

Why Geopolitical Education Matters—Everywhere

Geopolitics is not just about borders or foreign policy. It is about understanding how power, culture, economics, and technology influence every aspect of our lives. When a design student learns about cultural diplomacy, they understand that a logo is not just branding—it is a statement of national identity. When a technology student grasps the concept of data sovereignty, they realise that code can be a tool of influence.

This disconnect between classrooms and the real world was dramatically highlighted recently when tensions escalated between India and Pakistan following Operation Sindoor. As cross-border hostility intensified, schools in border districts of Punjab, Rajasthan, and Jammu & Kashmir were the first to shut down. Students stayed home, and classes were suspended until further notice, only resuming yesterday. In this tense environment, education was not just disrupted—it became a casualty of geopolitics.

Education is Political—Always Has Been

Vaishnav’s article brilliantly exposes the myth that education can be apolitical. When students are taught to code without understanding digital ethics, when engineers learn to build without considering sustainability, and when designers are trained without a sense of cultural context—they are being educated in a vacuum.

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Today, social media algorithms can incite communal hatred, artificial intelligence can reflect racial bias, and a diplomatic tweet can tank a company’s stocks. Education that ignores these connections leaves students unequipped for the real world.

What can we do? We need to reimagine interdisciplinary education as not just an add-on but a foundational framework. Students must learn to navigate the world with an understanding of how global and local forces intersect. This isn’t just an academic preference—it’s a survival skill.

At ScooNews, we believe education is not just about memorising facts but about making sense of the world. Jaimine Vaishnav’s article is a timely reminder that the most important thing we can teach our students is how to think—and that means thinking beyond silos.

Read the full article by Jaimine Vaishnav here: [Breaking Barriers: The Case for Rethinking Geopolitical Education in India]

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Indian students aspiring to study in the United Kingdom may face new challenges following the UK government’s announcement of stricter immigration rules. Under a new Immigration White Paper revealed by British Prime Minister Keir Starmer, several visa categories, including student visas, are set to undergo significant changes.

What’s Changing for Indian Students?

One of the most notable changes is the reduction of the Graduate Route visa from two years to 18 months. This visa, which allows international students to work in the UK after completing their studies, has been a popular choice among Indian students. As the largest group of Graduate Route users, Indian students may now find it harder to gain sufficient work experience in the UK before their visa expires.

Additionally, the new rules double the standard period for settlement status eligibility from five years to 10 years. This means international students and their dependents will now need a longer stay before they can qualify for permanent residency.

The new regulations also impose stricter English language requirements, with students and their dependents expected to demonstrate language improvement as part of their visa conditions. This could add pressure on non-native speakers to meet higher proficiency standards.

Student Voices and Concerns

The National Indian Students and Alumni Union UK (NISAU) has expressed mixed reactions to the changes. While they are relieved that the Graduate Route has been retained, they have raised concerns about the potential impact on Indian students, who rely on this route for international work experience.

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“Panic must not be allowed to set in among current and prospective students. Immediate clarity is needed on who is affected and how,” NISAU stated.

With these new rules, Indian students must carefully plan their UK education journey, considering the limited work window and the extended path to settlement.

In a move aimed at ensuring transparency and accountability, the Maharashtra School Education Department has initiated a comprehensive mapping of all teaching and non-teaching staff positions across government and aided schools in the state. This major exercise will align all staff posts with the approved ‘Sanction Structure’ and validate these positions against salary records in the state’s official payment processing system, Shalarth.

Mapping for Accountability

According to a recent report by Hindustan Times, the Maharashtra government has issued directives to all government, fully-aided, and partially-aided secondary schools, directing them to complete this mapping process by the end of June 2025. The initiative will involve verifying every teaching and non-teaching position against the Sanction Structure and matching these with salary records on the Shalarth portal, which is used for processing staff payments.

The mapping process will leverage an Application Programming Interface (API) developed by the National Informatics Centre (NIC), allowing the education department to cross-check the data submitted by schools for accuracy. Schools will be required to upload a PDF copy of their completed Sanction Structure mapping before the release of July salaries in August. Any institution failing to comply will face salary disbursement restrictions.

This exercise is a direct response to growing concerns about financial mismanagement in school staffing, including payments made to unauthorised or non-existent employees. The education department has made it clear that strict action will be taken against schools and staff who fail to comply with the new data submission guidelines. Salaries will be withheld in cases where schools delay or neglect the mapping process.

A senior education officer, speaking on condition of anonymity, told Hindustan Times, “We are taking a data-driven approach to ensure that only legitimate employees are drawing salaries from government funds. The mapping of posts and salary systems will bring transparency and accountability at every level.”

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Implications and Potential as a National Model

This initiative has the potential to become a model for other states seeking to ensure transparency in education funding. If successful, the mapping drive can eliminate the problem of “ghost employees,” ensure the fair distribution of government funds, and prevent the influence of politically-backed illegal appointments. However, it also places significant pressure on school administrations, which must ensure complete and accurate data submission.

While the drive promotes accountability, there is a risk of administrative overload, especially in remote or understaffed schools. The use of digital tools, such as the API integration with Shalarth, is a positive step, but effective implementation will depend on user training and technical support.

If proven effective, Maharashtra’s staff mapping initiative could serve as a blueprint for other states in India to adopt a similar approach, ensuring that education funds are used solely for legitimate purposes.