Education
Unfolding MULTIPLE INTELLIGENCES in the Classroom
Dr Reeta Sonawat shares the eight intelligences listed in Gardner’s theory that each one of us possess.
Every child is unique with an innate potential. It is our responsibility to help them achieve their potential. Children learn in a variety of ways. When children enter primary school, too much emphasis is laid down on linguistic and logical skills. Teaching and learning is restricted to the curriculum. Teaching is one way and lacks interaction with the students. Using multiple intelligences in the classroom allows a single topic to be taught and learned in eight different ways. It also enables children to learn that there are eight different ways to learn. Children can exercise their choice by learning in any of the eight ways, thereby facilitate their own learning. Before we begin to understand the concept of multiple intelligence, let’s take a look at where this idea originated. This revolutionary concept was proposed by Howard Gardner in 1983. A developmental psychologist and professor of cognition and education at the Harvard Graduate School of Education at Harvard University, Howard Gardner was an enthusiastic pianist. His extensive work in the area of human cognition led him to his theory of multiple intelligences. In simple words his theory leads to the understanding that intelligence is a property of all human beings. Each one of us possesses the eight intelligences listed in Gardner’s theory.
This theory gained popularity because of how relatable it was to educators. Every educator had faced the problem of not being able to reach a few students in their classroom until the information was provided in a completely different manner. For example, fractions may seem difficult to understand when explained through the chalk and board method but when they use ‘gems’ or a whole piece of chocolate that gets broken and divided into parts the very same students grasp the concept with ease. Similarly, there are several instances where concepts when presented differently for different individuals have more value and yield better learning. The important thing to remember in all of this is that, the theory must not be used interchangeably with learning styles. It is very easy to mistake these intelligences as learning styles, whereas Howard Gardner proposes them simply as intellectual abilities and not learning styles.
According to the theory, every individual possesses eight types of intelligences but at varying levels. These intelligences include:
1 Linguistic – having sensitivity to the meaning of words, the order among words, and the sound, rhythms, inflections, and meter of words (e.g. poet). In simple terms it means the ability to speak and understand spoken and written language. People with good linguistic abilities can think in words and use language to express themselves well.
2 Musical – having sensitivity to rhythm, pitch, meter, tone, melody and timbre. May entail the ability to sing, play musical instruments, and/or compose music (e.g. musical conductor).
3 Logical/Mathematical – The capacity to conceptualise the logical relations among actions or symbols (e.g. mathematicians, scientists) is what logical intelligence entails. It is the ability to develop equations, calculate, solve abstract problems.
4 Spatial – The ability to comprehend spatial information. The ability to understand three-dimensional space.
5 Bodily – Kinesthetic – The ability to use one’s whole body, or parts of the body (like the hands or the mouth) to solve problems or create products (e.g. dancer). It is the ability to control body movement.
6 Inter personal – The core capacity here is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations and intensions.
7 Intra personal – The core capacity at work here is access to one’s own feelings. Intrapersonal intelligence amounts to the capacity to distinguish a feeling of pleasure from one of pain and, on the basis of such discrimination, to become more involved in or to withdraw from a situation.
8 Naturalistic – The ability to make consequential distinctions in the world of nature; between one plant and another, or one cloud formation and another (For example: taxonomist). (Sometimes called nature intelligence).
Multiple intelligence is a way of providing children with multiple perspectives towards things, ideas and concepts. Multiple entry points are different ways of introducing a different topic in the classroom. Explaining a topic through different entry points helps to make the information more accessible to a range of differing learners, addressing their strengths, while challenging their weaknesses. It also makes the material seem more interesting and relevant to the students, encourages a multiple faceted understanding of the topic and helps students to keep their minds focused on the material. It is not necessary to use all entry points every time, just enough variety to accommodate different ways of learning. The choice of entry points will depend upon the circumstances as well as the nature of the material. Multiple representations help the teacher to gauge how much the children have understood. Besides the routine academic tests and exams, there are various ways of knowing whether the children have understood and learnt a concept or not. What is learnt and understood can be represented in the following forms:
Ever since Howard Gardener has expounded his theory in his path breaking book – Frames of Mind; practitioners in the field of education and human development have grappled with its implementation with varied degree of success. As it is true for any new theory, every implementation brings out a better and newer nuance of MI. The beauty of multiple intelligence is it is a very simple theory. Most people intuitively know that every child is different and that they learn and express differently.
Multiple intelligence theory is very important for anyone involved in the field of human development on at least two fronts.
1 It broadens the definition of intelligence. Historically we are accustomed to a linguistic – logic definition of intelligence. Traditional IQ tests assess this. But MI gives credit to artistry, melody, physical performance, relationships and self awareness and society.
2 It provides a framework to guide human development if there are intelligences beyond the traditional linguistic-logical, how should education evolve to give every child the chance to succeed by using his/her unique combination of the eight intelligences.
This psychological theory has direct educational implications and it reveals the differences in the intellectual profiles of individuals. Thus, these differences can be considered as a factor while devising the education system.
Dr Reeta Sonawat is former Dean, Faculty of Home Science, Professor and Head, Department of Human Development, SNDT Women’s University, Juhu Campus
In a world where algorithms power everything from our social media feeds to self-driving cars, it’s no surprise that Artificial Intelligence (AI) is transforming one of the oldest pillars of education—math learning in the classroom. Once confined to textbooks and chalkboards, math instruction is now getting a high-tech upgrade, ushering in a new era of personalised, engaging, and data-driven learning.
Cracking the Code: Why Math Needs a Makeover?
Let’s face the fact that many students see math as abstract, intimidating, or just plain boring. Traditional classroom approaches often take a one-size-fits-all route, leaving behind both the struggling learner and the gifted problem-solver. This is where AI steps in, not to replace the teacher, but to empower them with tools that adapt to each student’s pace, gaps, and style.
Enter AI: The Digital Math Mentor
Imagine a classroom where a student struggling with fractions gets instant, visual explanations tailored to their exact misunderstanding. At the same time, another who excels in geometry is offered advanced challenges to stretch their thinking. AI platforms are doing just that. They use real-time data to analyse student responses, detect patterns of error, and provide feedback that feels like one-on-one tutoring.
Far from replacing educators, AI acts as a powerful teaching assistant. Teachers can use AI dashboards to spot who needs extra help, where the class is lagging, or what concepts need reteaching without spending hours on manual assessments. This frees up more time for creativity, collaboration, and real-life math applications that bring numbers to life.
AI also allows classrooms to become more inclusive and equitable. Language barriers? AI can offer multilingual support. Visual learners? Dynamic simulations and interactive tools adapt seamlessly. Students with special needs? Personalized pacing ensures no one falls through the cracks.
What’s Next? The Future of Math + AI
As AI grows more sophisticated, so does its potential in math classrooms. Think AI-generated practice problems based on local news, gamified learning paths that turn algebra into an adventure, or virtual tutors available 24/7 for homework help.
But with great power comes great responsibility. Educators, parents, and developers must ensure that AI tools remain ethical, transparent, and supportive, not controlling or biased.
Math education is no longer just about memorising formulas or solving problems on paper. In the AI-powered classroom, it’s about curiosity, connection, and confidence. With the right blend of technology and teaching, we’re not just raising better mathematicians but combining critical thinking with the subject for a world powered by data and driven by ideas.
This article is authored by-
Ranjith P C, Head Curriculum Excellence, TVS Education
What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.
For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.
As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.
Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.
Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.
Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”
The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.
Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase
I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.
Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.
This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.
Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.
So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.
This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.
This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.
If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.
(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.
Why Replace UGC, AICTE & NCTE?
The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.
What HECI Will Look Like
According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:
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Regulation (NHERC) – compliance and governance
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Accreditation (NAC) – quality assurance
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Grants (HEGC) – performance-based funding
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Academic Standards (GEC) – curriculum and learning outcomes
This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.
Potential Benefits
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Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
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Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.
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Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
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Global alignment: Can enhance India’s appeal with international quality frameworks.
Risks & Concerns
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Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
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Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
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Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
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Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.
Global Inspiration & Way Forward
Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.
In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.
This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.
More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.
Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.
In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.
“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.
To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.
In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.
In a sobering update shared in the Lok Sabha, Union Minister of State for Education, Sukanta Majumdar, revealed that student suicides constituted 7.6% of all suicide cases reported in India in 2022. While marginally lower than the figures in 2021 (8.0%) and 2020 (8.2%), the data underlines an ongoing mental health crisis among the nation’s youth.
The statistics were drawn from the Accidental Deaths and Suicides in India (ADSI) report published by the National Crime Records Bureau (NCRB), as per the minister’s written response in Parliament.
Recognising the urgency of the matter, the Centre has ramped up efforts to address student mental health through a multi-pronged strategy. This includes psychological support not only for students but also for educators and families, aiming to create a more holistic safety net within the education system.
As reported by The Indian Express, Minister Majumdar highlighted the Ministry of Education’s Manodarpan initiative, which has reached lakhs of students across India through tele-counselling, webinars, and live interactions. Parallel efforts under the Ministry of Health and Family Welfare’s District Mental Health Programme (DMHP) now cover 767 districts, offering suicide prevention services and life skills training in schools and colleges.
Adding to this, the University Grants Commission (UGC) has issued advisories to higher education institutions urging them to prioritise student welfare, fitness, and emotional well-being. Institutions like IIT Madras, IIT Delhi, and IIT Guwahati have started conducting resilience-building and stress management workshops under the Malaviya Mission Teacher Training Programme.
Addressing addiction among youth, the Centre has also intensified anti-drug campaigns to accompany its mental health outreach.
Separately, the Ministry of Education is in the process of drafting legislation to establish the Higher Education Commission of India (HECI), aiming to unify regulation under a single authority. The new body will replace existing agencies like the UGC, AICTE, and NCTE, aligning with the NEP 2020 vision of a “light but tight” governance framework that promotes autonomy, innovation, and accountability.
In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.
According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.
This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.
In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”
The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.
While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.
As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.
For Sandhya Ukkalkar, the path to becoming an educator in the field of special education was never just a professional decision — it was deeply personal. It began in the quiet, determined moments of motherhood, as she searched for a school that could truly understand her son’s unique needs. Diagnosed with Autism and Intellectual Disability, he required more than care — he needed acceptance, structure, and a nurturing environment.
In 1996, a compassionate doctor guided her to Jai Vakeel School. From the moment her son was enrolled, Sandhya witnessed a transformation that brought not only relief, but hope. Encouraged by the school’s doctor, she enrolled in a special education course, and by June 2000, she returned to the same institution — this time as a teacher. Over the years, she grew into the role of Principal of the Autism Centre at Jai Vakeel, dedicating her life to children who, like her son, simply needed to be seen, understood, and supported.
What sets the Autism Centre apart is not just its experience or legacy, but its guiding philosophy: a child-led, strengths-based approach that celebrates neurodiversity. Here, each learner follows an Individualised Education Plan (IEP), supported through small groups, one-on-one sessions, and methodologies that include Applied Behaviour Analysis (ABA), Sensory Integration, and Visual Supports. The goal isn’t to fit children into a mould but to honour their unique ways of engaging with the world.
Serving children aged 3 to 18, the centre focuses on early intervention, functional academics, and pre-vocational training — all grounded in a multisensory curriculum aligned with NCF and NCERT. For the 31 students with Autism and Intellectual Disability who currently attend, the emphasis lies on building communication and sensory skills that can translate into real-world independence.
Sandhya believes collaboration is the cornerstone of success. At the centre, therapists, educators, parents, and healthcare professionals work as a unified team. Over 75% of the children served come from low-income families, and many receive free or subsidised education and therapy through rural camps and outreach programs.
“These aren’t luxuries,” Sandhya insists, referring to tools like sensory rooms and assistive tech. “They’re essentials.”
And the results are deeply moving. Children who once struggled with attention now engage joyfully in sessions. Some who were non-verbal begin to use gestures, visuals, and eventually words. Others transition into mainstream schools. One student, now preparing for CA exams, once needed foundational classroom readiness support. These are not isolated cases — they are the product of consistent, individualised attention and belief.
For Sandhya, the real victories come in the smallest moments: a child pointing to a picture to communicate, another who finally sits through a full session, or a parent whispering “thank you” with tears in their eyes. These everyday breakthroughs are everything.
Her personal experience as a parent gives Sandhya a unique lens. She understands the fears, hopes, and quiet triumphs families carry. That’s why parental involvement is not optional at the centre — it’s essential. Families regularly participate in progress meetings, classroom observations, and hands-on training. Home goals — practical and doable — are shared, and customised visual aids help ensure continuity beyond school hours. Emotional support is offered just as readily as academic strategies.
Still, the challenges are real. There is a pressing shortage of professionals trained in autism-specific interventions, especially for students with high support needs. Assistive communication tools are expensive and often out of reach. Space is limited, even as demand grows. Sandhya dreams of expanding — with dedicated sensory rooms, inclusive playgrounds, and classrooms designed for neurodivergent learners. “These help children feel safe, calm, and ready to learn,” she says.
Her vision for the future is clear: inclusion that goes beyond tokenism. She dreams of classrooms where neurodivergent children aren’t merely accommodated, but genuinely valued — where belonging is a given, not a gift. To get there, she believes we must build on three pillars: Mindset (a shift from awareness to true acceptance), Capacity (training educators, therapists, and families), and Belonging (where every child is emotionally safe and socially included).
As she looks ahead, Sandhya hopes to increase enrolment, offer structured training for parents and teachers, partner with inclusive schools for smooth transitions, and support students well into adulthood — through vocational training, community participation, and self-advocacy.
Her journey is a reminder that special education isn’t just about what children need — it’s about what they deserve.
Because, as Sandhya says,
“In every smile, there’s a victory. And every child deserves to smile.”
Read the full story in our issue of Teacher Warriors 2025 here.
Education
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility
The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.
As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.
The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.
What the Two-Tier System Means
Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.
This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.
Changes Ahead for Schools
If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.
While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.
In a heartwarming gesture of gratitude, the Indian Army has pledged to fully sponsor the education of 10-year-old Shvan Singh, a young boy from Punjab’s Ferozepur district who supported troops with food and water during the intense gunfire of Operation Sindoor.
During the cross-border conflict in early May, Shvan—then mistakenly reported as ‘Svarn’ Singh—fearlessly stepped up to help soldiers stationed near Tara Wali village, just 2 km from the international border. With lassi, tea, milk, and ice in hand, the Class 4 student made repeated trips, delivering supplies to the troops amid ongoing shelling and sniper fire.
Moved by his courage, the Golden Arrow Division of the Indian Army has now taken full responsibility for Shvan’s educational expenses. In a formal ceremony held at Ferozepur Cantonment, Lt Gen Manoj Kumar Katiyar, General Officer Commanding-in-Chief of the Western Command, felicitated the boy and applauded his spirit of service.
“I want to become a ‘fauji’ when I grow up. I want to serve the country,” Shvan had told media in May. His father added, “We are proud of him. Even the soldiers loved him.”
Shvan’s actions during Operation Sindoor—India’s strategic missile strike on nine terror camps across the border in retaliation to the Pahalgam attack—have now turned him into a symbol of quiet heroism and youthful patriotism.
In a world where headlines are often dominated by despair, Shvan’s story reminds us that bravery has no age—and that the seeds of service can bloom early.
Math Meets Machine: How AI Is Revolutionising Classroom Learning
Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms
Teaching Privilege: Why It Belongs in Every Classroom
India Plans Unified Higher Education Regulator: What the HECI Bill Means
Over 4.7 Lakh Pirated NCERT Books Seized Since 2024, Govt Reports
Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next
CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools
In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility
Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
State Boards Empowered to Offer Skilling & Assessment Under New NCVET Model
Lighting the Way, One Beam at a Time – Monika Banga
University of Southampton Opens First Full-Fledged Foreign University Campus in India
Dancing Beyond Boundaries – The Story of Krithiga Ravichandran
NCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
QS Rankings 2026: Delhi Named Most Affordable; Mumbai In Top 100 for Best Student Cities
From Classrooms to Boardrooms: Women Leaders Drive the Vision of Viksit Bharat
The Man Who Called His Students Gods: Dwijendranath Ghosh
NCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
US Embassy Tightens Social Media Checks for Student Visas
A School Without Walls: The Pehchaan Story, Led by Akash Tandon
CBSE Requests Affiliated Schools to Host NIOS Public Exams in October–November 2025
When AI Reaches the Top of Bloom’s—and Our Students Are Left Behind
No More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
NEP 2020’s Panch Sankalpa to Guide Central Universities: Dharmendra Pradhan
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
Mizoram Declared First Fully Literate State in India
CBSE To Conduct Board Exams Twice for Class 10 from 2026
NCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
No More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
Human (Soft) Skills: The Missing Piece in School Curriculums
The Man Who Called His Students Gods: Dwijendranath Ghosh
UNESCO Flags Foundational Learning Crisis & Leadership Gaps in India’s Education System
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
NCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move
University of Liverpool to Open First International Campus in Bengaluru by 2026
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
World Environment Day: Why Your School’s Environmental Education Needs a Cleanup
Four Indian Schools Shine on the Global Stage at World’s Best School Prizes 2024
Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
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SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
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