Education
Science and technology were the transformative forces of the past century, today it needs to be coupled with Art + Design
Science and technology were the transformative forces of the past century, today it needs to be coupled with Art + Design to bring transformation in society, in our learners, and in our education system.
“Creativity is that marvelous capacity to grasp mutually distinct realities and draw a spark from their juxtaposition.” – Max Ernst
Art and Science twain are considered to be polar opposites which shall never meet. Students, universities, corporates — all of them have considered both as separate entities. Increasingly people started believing that this is not good enough to prepare future workforce in this volatile environment and data drenched world. One of the first people to realize this was Georgette Yakman, considered to be an architect behind STEAM. But before understanding STEAM, it is important to understand STEM.
What is STEM?
Curriculum integration based on Science, Technology, Engineering, and Mathematics (STEM) was initiated in US in the year 1998. Instead of teaching students four disciplines separately it was decided to package them together to develop a holistic approach amongst the students. Blended learning environment, and how scientific methods can be applied makes STEM education different from traditional learning. Techno innovation is widely accepted as a bright career choice today and it will also shape our future. But STEM education does not yield the mental agility that comes from an intuitive, initiator, and innovative problem solver and that courage lies in understanding art and design at length.
What is STEAM?
Science and technology were the transformative forces of the past century, today it needs to be coupled with Art + Design to bring transformation in society, in our learners, and in our education system.
The modern approach to learning and catering to meet the new education needs of the 21st century was initiated and called STEAM which integrates subjects like Science, Technology, Engineering, The Arts, and Mathematics to draw points to cater to students dialogues, inquiry, and critical thinking ability. The end result of STEAM education is, it makes students calculated risk takers, constantly engage them in experiential learning, develop a creative and collaborative approach and engage in problem solving. It makes them truly educated, innovators, and learners of 21st century.
STEAM concept was formalized by Georgetter Yakman in 2006 but it did not gain much attention. The Barack Obama administration in 2009 promoted in US the ‘Educate to Innovate’campaign which inspired and motivated students, educators, industries, and policymakers.
STEM to STEAM is an initiative advocated by Rhode Island School of Design (RISD) and it was globally adopted by education institutes, individuals, and corporates. It is simply said to be a way to teach things related to each other which is considered to be more engaging and fun than traditional learning. Someone has rightly said, we learn how to organize with Maths, by using technology we research as historians so that we are able to comprehend, and communicate through engineering. The transdisciplinary skills developed in students make them valued by employers.STEM to STEAM movement was rolling forward positively in last few years as STEM lacks key components of education desired by the industry and required by students to thrive in future.
Albert Einstein was an accomplished artist, and Charles Darwin was culturally inspired from theatre, literature, and poetry. Da Vinci used both art and science together in his work.
STEAM education is igniting conversations across the globe about how creativity and innovation; the essentials coming from art and design education are today being valued by employers and for economic growth today it has to be integrated with science and technology. The journey of STEAM education sounds quite intriguing, but at the same time it’s quite puzzling if not implemented properly and there are educators who are not even sure how to deliver it in the right spirit.
Tata Sons Chairman, Natrajan Chandrasekaran, in his recent interview to PTI said, STEM education is important to us, and we are committed to promote and encourage education in this filed and support the children across the globe. He remarked that all of us are very close to technology, and especially when we are dealing with customers across the globe we need to embrace their psychology and adopt cutting edge technology.
Some of the core components of STEAM education are –
1. It is an assimilated approach to learning where there is a connect between learning standards, evaluations, and lesson design;
2. It involves integration of two or more than two streams while teaching, delivered and assessed in an integrated manner;
3. Appreciating inquiry, collaborative approach to learning, and following logical processes are the essential core components of STEAM education.
4. Use of veracity from the Art stream in teaching science or technology make this initiative more beautiful.
Benefits of STEAM Education
Traditional education focused on convergent thinking, while inclusion of arts and design thinking developed divergent thinking amongst graduates which helps to explore various possible solutions. Students who possess both set of skills can contribute much better to workplace productivity. It engages students into STEM subjects at the same time ensuring that student’s creativity do not fall by wayside. To make scientific experiments results broadly fathomable and actionable artistic hand and mind can be a worthy choice.
“Art is the queen of all sciences communicating knowledge to all the generations of the world.” – Da Vinci
One stream is data driven, while another is driven by emotions. One is more dominant by tech introverts, while other by expressive characters. But I would call these only stereotype differences. But when we start practicing these two disciplines together we realize how important both the discipline are. Both the disciplines search for truth, and rationale for the same deeply. Yes, agreed artist studio, and scientist lab are the last places reserved, but they generate lot of thinking and doing. Streams have borrowed themselves from another streams and hybrid education is a way of life today. An artist can be a great partner in triangulation of the scientific unknown.
To me art, and science are natural partners as in both the streams approach problem through inquiry, and open-mindedness. None of the stream has a fear of the unknown, and possess complementary thinking. When both the streams join hands, the collaboration brings out unexpected results. The unusual nature of today’s problems can be bridged by best of the talents from integrated discipline and we can solve them by application from both the qualitative and quantitative domain.
Schools often struggle with students who are not open to learn, and deliver poor test scores. Schools who have embedded literacy education in their curriculum have seen rising assessment scores, and increased willingness to learn amongst their students; That science linked with creative pursuits can yield better results has been proved again and again. Let’s have a look at few success stories
Taylor Elementary School at Virginia embedded art and music in their regular curriculum. Traditionally presented geometric principles were explained drawing a scenery while to understand different stage of plant lifecycle music was created using Apple software. It inspired students for peer learning and developed more positive inclination towards deep understanding of the subject;
University Place elementary School, Alabama is facing complete education revival due to STEAM education. They feel STEAM education made their students come out of the trauma coming from the loss of loved ones and their homes and they have emerged stronger than ever.
An 18 year old Chennai boy, Sai Kiran, won second prize in NASA Ames Space Settlement Contest, 2017 where he visualizes creation of link between moon and earth that will allow human settlement in lunar space. Sai applied designed thinking and took a concrete step towards converting a dream into reality.
Kavya, a 12 year old engineer, robotics champion, and environmental philanthropist, became the first youngest team to qualify for First Lego League – European Open Championship in Aarhus this year for her new designed product Bee saver Bot. Her unique idea, integrated with technology made her class apart for this championship.
Roadblocks in STEAM Education
I believe by providing art instructions we can actually help produce innovative scientists today. Even today art-science partnerships in India are very subjective and it is still felt that creative instincts developed through art education can be transferred and used in other fields.
STEAM education in India is still in its nascent stage and has not realized its full potential because there are no clear cut guidelines, and people also do not have conceptual clarity. There is also lack of tech support and infrastructure with schools and colleges as well as lack of resources to implement. Even there is scarcity of trained STEAM education teachers. Resistance to change is also a common disease in the Indian education system, and you will find old educators especially reluctant to adapt themselves to newer ways.
The Future of STEAM Education
STEAM education creates an active and collaborative learning environment in the classroom and engages students in learning. We just can’t deny that STEAM education enhances employment opportunities and inculcates a practical problem solving approach, so it has a great future even when it is facing many roadblocks. In times to come schools, colleges, industry will naturally encourage STEAM education to match demand and supply of necessary workforce skills. Policymakers and educators in India really need to act fast to keep pace with the advancement happening across the globe scientifically as well as economically and bring changes in the education system.
The world has accepted the fact that it isfine to commit mistakes, think out of box, commit failures, and cherish the joy of exploring at the same time having a strong bond with science and mathematics to discover. Teaching art and science together in the curriculum is vital, essential, and desirable today. Students need to learn sound methods, develop logical thinking, testing hypothesis, and interpret results with valid conclusions. It is equally important for them to understand and develop arguments, and creative decision making process. It will clearly enhance their employability and foster new skills. It’s time to see a new generation of resurgent men and women who recognize the importance of coexistence of analysis and creation.
This article was originally published in the May 2017 issue of ScooNews magazine. Subscribe to ScooNews Magazine today to have more such stories delivered to your desk every month.
Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.
The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.
The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.
Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.
The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.
In a firm push for accountability, the University Grants Commission (UGC) has issued show-cause notices to 89 higher education institutions for failing to comply with mandatory anti-ragging regulations. The defaulters include some of India’s most prestigious institutions—17 of which are Institutes of National Importance—including IIT Bombay, IIT Kharagpur, IIT Hyderabad, and IIM Bangalore.
These institutions, despite repeated advisories, failed to submit the required anti-ragging undertakings from students and institutional compliance reports. The lapses have been termed a “significant violation of regulatory norms” by the UGC, raising serious concerns over student safety and campus climate in India’s top educational spaces.
A notice dated June 9, signed by UGC Secretary Prof. Manish R Joshi, has directed all 89 institutions to respond within 30 days by submitting comprehensive compliance reports, securing online anti-ragging affidavits from all students, and detailing both current and planned anti-ragging mechanisms.
If the institutions fail to act within the deadline, consequences may include withdrawal of UGC grants, public disclosure of non-compliance status, and potential derecognition or withdrawal of affiliation.
Among the list of defaulters are the Indian Statistical Institute, Kolkata, AIIMS Raebareli, Aligarh Muslim University, RGIPT Basar, and several National Institutes of Design. The issue becomes even more urgent in light of recent ragging-related incidents and an increasing perception of campus hostility. “Institutions must treat this as a matter of utmost urgency. Your prompt compliance will be essential in upholding institutional responsibility towards student welfare,” reads the UGC’s statement.
Ragging has no place in modern education, especially not in a country positioning itself as a global knowledge leader.
In 2025, with India’s education sector expanding in reach, recognition, and responsibility, compliance with anti-ragging norms shouldn’t require reminders. It should be a given.
As the world watches Indian institutions climb global rankings, student safety and well-being must remain central, not as compliance checkboxes, but as part of the educational culture we aspire to build.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.
While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.
Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.
CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.
This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.
For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.
The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.
Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.
“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”
ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.
The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.
The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.
Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.
“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.
According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.
Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.
The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
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National Digital Library of India is an initiative by HRD Ministry
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