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Trends Of Artificial Intelligence (AI) For Online Exams

The automatic evaluation of evocative answers in online tests using AI can have many beneficial impacts on both students and teachers.

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Contrary to the common belief, teachers also experience exam anxiety; exams are logistically challenging and demand extensive planning. Setting up a question paper, or rather several different sets of question papers, printing those question papers and answer sheets, securely delivering those question papers to exam centers, gathering those papers, sending them to teachers for correction, and then publishing the results are all steps in the process.

There is a pressing need for innovative exam administration methods since teachers must spend a lot of time planning, administering, and arranging exams rather than using that time to better support their students and classrooms.

Simply said, the Indian educational system is enormous. Out of the three hundred and fifty million people enrolled, seventy million have entered higher education alone in the last two decades. Now, it is a very difficult undertaking for many state and central education boards to plan and perform tests for millions of pupils. Paper leaks have occurred during exams administered by several state boards and the Central Boards for a variety of reasons. A lot of time, money, and labor are needed. When one exam is finished and its results are out, it’s time to begin planning for a new exam.

Many universities grapple with paper checking and publication issues in addition to paper leaks. The lengthy process of reviewing thousands of papers might cause findings to be months late due to the continuous instructor shortage. For instance, the Mumbai University results were not released for five long months, which caused a sense of apprehension among students and their parents. Similar issues exist with college-level exams, which makes administering them a difficult undertaking.

What’s next?

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Online tests largely depend on artificial intelligence (AI) and machine learning (ML) to ensure security and stop cheating. The use of facial and speech recognition technology is one way that AI and ML are deployed in online exams.

  •     How can we make conducting exams easier? 
  •     How AI is bettering online exams
  •     Onscreen Marking System
  •     AI-powered tools to evaluate answer sheets

The AI-based exams commonly alluded to as AI-proctored tests, do away with the requirement for placing onsite invigilators and offer a setting free from plagiarism. The webcam stream from the candidate is continuously monitored by the AI proctoring program, which flags or reports any suspicious activity. Exams powered by AI make it simple to keep track of lots of applicants.

Universities have expanded online education as a result of the sharp increase in the deployment of AI in exam automation. Center-based exams are expensive for students and drain a university’s finances because proctors must be hired, a location must be chosen, and other logistical considerations must be made. However, as auto-proctored exams and exam automation become more commonplace thanks to AI, colleges are doing so because these methods are the most financially sound and maintain academic integrity.

❖    Extraordinary Features of AI-Based Exams

Universities benefit from auto proctoring because it provides reliable, efficient, and economical solutions through AI-based tests. Exams that are automatically proctored cost a third less, making this a more economical technology. When students from all around the world take exams, the auto proctor functions like a human invigilator. Due to its interactive characteristics that aid in producing an environment free from cheating, the system has acquired credibility.

⮚    Image Recognition

In light of recent rigorous research by engineers and neuroscientists, AI-based tests now come with sophisticated facial recognition characteristics. Universities deploy facial recognition-based AI proctoring devices to make sure students don’t cheat on exams. The volume of photos provided to the system directly correlates to the detection’s accuracy and precision; the system highlights instances of cheating. Impersonation is also less likely when a government-approved photo ID is used for authentication. Compared to the 97.53% attained by humans, the Gaussian Face algorithm created in 2014 by researchers at Hong Kong University achieved facial identification scores of 98.52%.

⮚    Voice Recognition

To assist systems to comprehend human speech, researchers have long worked on voice recognition technology. By showing a graphical representation of the speech patterns, a voice-enabled auto proctor may recognize audio for verification and match it to any background noise to eliminate instances of cheating. Accelerators for AI are helping businesses transform digitally. As a result of numerous technical developments, AI has advanced by doing away with the necessity for human invigilators to create student report cards. After the exam, system-generated reports based on the performance of the students are delivered to the universities. Universities regard AI-based tests as a one-stop solution for delivering an effective, economical, and scalable option for online education since technology has increased the integrity and legitimacy of the exams. The dependence on technology grows as a result of the rising requirement to deliver high-quality instruction to a sizable student body, eliminating errors and adopting exam automation. Given how rapidly AI is being adopted, manual and live proctored exams may be phased out over the next five years, opening the door for a completely automated test procedure.

Whether it’s for educational institutions or corporate hiring, integrating AI into the assessment process offers certain special advantages that are not possible with conventional methods. A startup using artificial intelligence to power exams enables organizations to administer the evaluation at scale. This was born out of the necessity to ensure that every student had a personalized learning experience and to establish a system where each student is routinely evaluated based on their abilities. AI is used in many psychometric tests for job candidates and employees, even in the corporate world. In situational judgment tests (SJT), this can take the form of convincing algorithm-based judgments derived by examining test-taker replies, or it can take the form of genuine chatbot-style interactions with applicants. HR and talent choices are increasingly frequently influenced by the implementation of AI in assessment.

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  • Re-evaluating the assessment process

When it involves hiring in corporations or educational institutions, AI integration offers certain special advantages that cannot be obtained through conventional methods.

The first on the list is that AI can analyze enormous amounts of data with improved efficiency and precision—far more so than any human can. Today’s computers are more powerful, thus more candidate data can be precisely processed in less time.

Second, AI confronts the prejudices and stereotypes held by people that frequently manifest during appraisal. It results in arbitrary marking in the educational setting, but it might result in bad hiring decisions for businesses. Nevertheless building this trust requires that the AI system’s programming be done impartially. The algorithm will always produce biased results if the input data is biased, to begin with. Finally, AI provides socially-distant yet trustworthy evaluation methods without compromising the sanctity of the assessment process in a time when being near to one another is considered the greatest of all crimes. Artificial intelligence (AI) has a significant role to play in evaluating enormous amounts of candidate data by merging many features, such as robotic process automation, machine learning, pattern matching, natural language processing, etc.

Examiners can use the resources provided by automated proctoring programs to stop cheating. The software can log system data, restrict online access, and track keystrokes. To record test takers and their surroundings, they can also seize control of computer cameras and microphones.

AI is used by certain programs to “flag” dubious behavior. Facial recognition algorithms verify that the student is still seated and that nobody else has entered the room before proceeding. The algorithms also pick up on other behaviors that can point to cheating, such as whispering, weird typing, strange motions, and so on.

Examiners can expand their investigation by checking previously recorded video and audio and questioning the student once the program “flags” an occurrence. A necessity during the pandemic, automated proctoring software claims to lower exam cheating when given remotely. Fair tests safeguard the value of credentials and convey the importance of academic integrity. They play a significant role in the certification criteria for professions like law and medicine. Honest students are wronged by cheating. If left unchecked, it provides these pupils more motivation to cheat.

  • Security

Simple technical approaches can get around a lot of the anti-cheating safeguards, according to our evaluation of the software. This result indicates that the tools might only offer modest advantages. It poses a security concern to make pupils install software that has such extensive computer control. In some circumstances, even after students uninstall the software, it slyly persists.

  • Access

Some pupils might not have access to the required hardware or the quick internet connections the software needs. This results in technological problems that are stressful and detrimental. 41% of the pupils in one incident had technical glitches.

  • Privacy

Online proctoring raises privacy concerns. Examiners can peer into students’ houses through video capture and study their faces covertly. It differs from conventional in-person test supervision in that it is conducted with such close observation and is videotaped for potential later viewings.

Truth and bias Significant fairness issues are raised by proctoring software. The software we studied uses facial recognition algorithms, but they aren’t always reliable. The algorithms utilized by the big US-based manufacturers do not distinguish darker-skinned faces as correctly as those with lighter skin tones, according to forthcoming research by one of us. The resulting covert discrimination may exacerbate existing biases in society. Similar issues with proctoring software and facial recognition technology, in general, have been identified by others.

Concerningly, the proctoring algorithms can mistakenly identify test-takers who exhibit unusual eye or head movements. This could give rise to unfounded assumptions about students who are neurotypically different or who have unusual exam-taking habits. Exams are already stressful experiences that have an impact on our behavior, even without automated proctoring.

  • Investigating baseless suspicions

Educational institutions frequently have the option to accept or reject certain automated functions. The proctoring corporations may assert that AI-generated “flags” are just grounds for the school to look into possible academic dishonesty and not evidence of it.

However, when based on erroneous machine-generated suspicions, looking solely into and questioning a kid can be unfair and distressing in and of itself.

  • Surveillance culture

Automated exam monitoring may also set a wider standard. The general public is becoming more concerned about surveillance and automated decision-making. When introducing potentially dangerous technologies, especially when they are imposed without our genuine agreement, we should exercise caution.

It is essential to devise methods for remotely grading exams fairly. Exams won’t always be able to be substituted by other forms of testing. Nevertheless, organizations utilizing automated proctoring software must be responsible. This entails being open and honest with pupils about how technology operates and potential outcomes for student data. Examiners should also provide useful alternatives, such as opportunities for taking the exam in person. Providing alternatives is fundamental to informed consent.

In China, one out of every four schools uses AI to assess student homework. This system, which uses machine learning, can automatically grade students’ work and, in some contexts, even make recommendations.

Some online grading tools can even read and comprehend the handwriting of the candidate while scoring the test papers nearly as well as teachers! These tools make it simple to discern letters, numbers, and other symbols.

These AI-powered gadgets also have the benefit of learning, just like people do. So, thanks to machine learning, if the system makes any missteps and those mistakes are reviewed and rectified by teachers, the system won’t repeat them.

These tools are also considerably quicker than teachers; some of them can analyze answer sheets in as little as 90% less time. As a result, results might be released shortly after the exam is over. This can save a tonne of time and work while also addressing the university’s lack of evaluators. The use of AI for the automatic assessment of descriptive responses in online tests has several benefits. Among the advantages are:

  • AI algorithms can efficiently and accurately assess a high volume of exam responses, which reduces the time and effort needed to mark exams and frees up teachers to concentrate on other elements of instruction.
  • Increased accuracy and efficiency when marking examinations.
  • Improved fairness and objectivity in grading. All students receive the same degree of evaluation thanks to the objectivity and consistency of AI algorithms, which also reduces the possibility of bias or human error in grading.
  • For students, detailed and personalized comments. The strengths and flaws of each exam answer are highlighted, along with recommendations for improvement, by AI algorithms. This can aid pupils in bettering their abilities and comprehension of their performance.
  • enhanced information reporting and analytical capabilities. Exam answers can be used by AI algorithms to create comprehensive data sets, which give teachers the ability to monitor academic achievement, spot trends, and patterns, and decide on teaching and learning strategies.

Overall, the automatic evaluation of evocative answers in online tests using AI can have many beneficial impacts on both students and teachers, strengthening the efficiency, timeliness, and equity of the exam process.

Author – Kamaljeet Yadav, Principal, Subodh Public School, Jaipur

 

Education

Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead

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Education Ministry panel to tackle dummy schools and curb overdependence on coaching centres.

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.

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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.

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Education

How to Win Back Wandering Minds: Post-Summer Edition

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(Image Source: Envato Elements)

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

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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.

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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

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Education

Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move

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Assam makes room for silence: Sign Language joins Higher Secondary curriculum (Image credit: @thebetterindia)

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.

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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.

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Education

History, Identity, and Pride: Books That Make Sense of Being You

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When classrooms fall short, books can become lifelines for teens exploring queer identities in India. (Representational AI Image)

Every June, rainbow flags go up, corporate logos get a splash of colour, and the words Pride Month fill our timelines. But behind this month-long celebration lies something far deeper — an entire universe of history, identity, and stories that often remain outside the margins of our textbooks, especially here in India.

When we talk about queer histories, most people quickly say: Pride is an American concept. And yes, the Stonewall Riots of 1969 are often marked as the start of the modern LGBTQIA+ rights movement. But to believe that queer identities only exist where the parades happen is both lazy and inaccurate. Because if you look carefully — at temple walls, ancient texts, and folklore — you’ll find that India, too, has always had queer stories. We’ve just failed to write them down as part of our “official” history.

Take Mahabharat — where Shikhandi, a warrior born as a woman but raised as a man, plays a crucial role in Bhishma’s death. Or Brihannala, Arjuna’s year-long identity as a eunuch. Look at Khajuraho or Konark temples — where fluid sexual depictions exist without judgement. Even Mughal records speak softly of same-sex companionship. Yet none of these ever made it to our history chapters. Why? Because of historiography — the selective way in which history gets written, where lived experiences are often filtered through political, cultural or moral lenses. What we’re left with is history that’s comfortable — not always complete.

But while adults debate culture wars, there’s a rising generation of Indian teens who are quietly asking braver questions. More kids today — some as young as 12 or 13 — are exploring their gender identities, sexual orientations, or even just the vocabulary to describe what they feel. And many of them don’t know who to turn to. Some are scared of being mocked by peers. Others fear judgement from family. Teachers, too, often don’t have the training or language to guide them. The result? Stories like Aarvey Malhotra’s — a young boy who couldn’t bear the bullying he faced for his gender expression — remind us how deadly this silence can be.

Arvey Malhotra with his mother Aarti Malhotra

So where can these kids turn? Sometimes, the safest place to meet yourself is inside a book.

Here’s a small, carefully chosen list of books (curated with the help of AI) that may help teens (13+) begin that journey of understanding — about themselves or others:

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1. Beyond the Gender Binary by Alok Vaid-Menon

Written by a gender non-conforming writer of Indian origin, this is a short, deeply accessible introduction to gender fluidity.

2. The Boy & The Bindi by Vivek Shraya (Illustrated by Rajni Perera)

While more suitable for slightly younger kids, this beautifully illustrated book helps children embrace non-conformity and Indian culture together.

3. Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders

An excellent way to understand where the modern pride movement began, told through the story of the Pride flag’s creation.

4. Gender Identity: Beyond Pronouns and Bathrooms by Maria Cook

Written for teens, this breaks down gender identity, expression, dysphoria and non-binary identities in simple, compassionate language.

5. The Queer Hindu: A Spiritual Perspective by Devdutt Pattanaik (Selected Essays)

While not strictly a children’s book, certain essays by Pattanaik can open doors for older teens who wish to explore how queerness exists within Indic traditions.

6.Pet by Akwaeke Emezi

A young-adult novel that tackles identity, family, and justice in a tender, imaginative way by a non-binary author.

7. When Aidan Became a Brother by Kyle Lukoff

For kids exploring trans experiences, this picture book offers a gentle, positive portrayal of gender transition.

(Book covers- Amazon.in, Goodreads)

So why does Pride matter in schools?

This isn’t about imposing ideologies — it’s about offering answers to kids who are already asking. And if we want fewer kids like Aarvey to feel alone, confused, or ashamed, we need to stop treating gender and sexuality like topics too complicated for them to understand. They’re not. What they need are trusted spaces, the right words, and adults who listen without first judging.

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After all, education was always meant to make us more human — and queerness, in all its forms, is part of that humanity.

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Edutainment

Of Formulas and Frames: Why India Must Stop Dividing Science and Art

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India’s Innovation Dilemma: Why Separating Science and Arts Is Holding Us Back (representational AI image)

In a recent interview with Lallantop, Varun Grover—acclaimed writer, lyricist, comedian, and filmmaker—hit upon a truth so striking, it should’ve been plastered across school walls: India has lost its plot in nurturing innovators. And the reason? We’ve boxed our subjects—and our students—into separate lanes. Science on one side, art on the other. One wears lab coats, the other paints canvases. They rarely, if ever, meet.

Grover put it sharply: in India, we’ve created a caste-like hierarchy between subjects. Science students often carry the burden of “doing real work,” while arts students claim the higher ground of exploring life and meaning. The result? A deep-rooted disconnect. And it begins early—often in Class 11, when students are forced to pick a stream and silently abandon the rest of their interests.

But must a physicist give up poetry? Must a musician ignore algorithms?

It doesn’t have to be this way. At MIT, one of the world’s top science and tech universities, PhD students in Physics can take courses in music, design, or history—and earn credits for them. Why? Because innovation thrives where disciplines intersect. Because understanding how a flute works can teach you more about frequencies than a textbook diagram ever will.

Consider Steve Jobs, who credited a college calligraphy class for inspiring the Mac’s typography. Or Indian innovator Sonam Wangchuk, whose work in Ladakh seamlessly blends engineering with local art, architecture, and sustainability. His Himalayan Institute of Alternatives (HIAL) teaches future engineers and designers side-by-side, breaking the very silos our system has normalised.

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Even Nobel laureate Richard Feynman once said, “I have a friend who’s an artist… He’ll hold up a flower and say, ‘Look how beautiful it is,’ and I’ll agree. But I can also see beauty in how the flower works—its structure, its physics. Science only adds to the beauty.”

And yet, in India, we continue to teach these as separate things. We train students to clear tests, not to create. We push them into IIT-JEE coaching at 13 and expect them to build world-changing ideas at 25.

This isn’t just an academic issue—it’s cultural. Our textbooks rarely reference architecture as both engineering and aesthetic legacy. Our school plays and science exhibitions are held in different corners of the building. Our awards are either for “Best Innovation” or “Best Performance”—never both.

The irony is painful. A land of classical music rooted in maths. A civilisation that built temples with astronomical precision. A country that once integrated dance, sculpture, and geometry with everyday life. And yet, we’ve chosen to modernise by compartmentalising.

It’s time we remember what Varun Grover reminded us of: the pyramid is both an engineering feat and an artistic marvel. And so is the human mind.

Let’s build an education system that stops asking children to choose between knowing and feeling, between numbers and narratives.

Let’s stop making them pick a lane—when the real magic happens at the crossroads.

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Education

Beyond the Buzz: Investors Call for Grounded AI Innovation in Indian Classrooms

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Image Source- Envato Elements

At a time when Artificial Intelligence (AI) headlines dominate global discourse, a quieter but more consequential conversation is unfolding in India’s education sector—one that cuts through the hype to explore whether AI is genuinely improving learning outcomes or just riding a wave of fascination.

In its latest article titled “Not Just Hype: What Investors Really Think About AI in Indian Education”, Entrepreneur India reported on insights shared by Ganapathy Venugopal, Co-founder & CEO of Axilor Ventures, at the IGIS 2025 forum. Offering a candid investor’s lens, Venugopal remarked, “We’ve seen plenty of hype around AI. But for us, it’s about where the real value lies—can it solve something fundamental, like India’s teacher-student gap?” According to him, the most investable AI tools are not the flashiest but the most functional—those that support teachers, amplify their effectiveness, and reach where human resources fall short.

Echoing this, Kobi Gal from Ben-Gurion University pointed out that while AI has democratised access to learning, it hasn’t yet changed the core of how we learn. “The education system remains rigid. AI can increase reach, yes, but transformation is still elusive,” he said.

India’s edtech sector is poised for growth with its vast K–12 student base and rapidly expanding internet access. However, a major challenge remains—only 24% of households have internet, per NSSO data. This makes Tier II–IV cities a key battleground for AI-powered learning tools. Investors are now shifting focus from “edtech” as a label to learning outcomes, engagement, and job-readiness, with AI viewed as an enabler rather than a product category.

Venugopal pointedly questioned current trends: “Are we building tools to complete homework, or to change how we learn?” His statement taps into the broader tension—between consumer-friendly shortcuts and pedagogically sound, scalable solutions.

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At ScooNews Global Educators Fest (SGEF) 2023, this theme of AI with a conscience was also central. Held in Jaipur, the festival brought together educators, artists, and changemakers to discuss how artificial intelligence can serve—not replace—human values in education. Noted speakers like Lakshyaraj Singh Mewar, Rama Datt, and Padma Shri Anand Kumar reinforced the idea that technology must remain grounded in empathy, inclusivity, and purpose. A memorable moment was Anand Kumar’s speech on whether AI could ever truly replace a teacher’s role—a thought-provoking precursor to the investor sentiments voiced at IGIS 2025.

The conversation today is no longer about AI replacing the classroom, but enhancing it. With investor confidence growing in tools that support hybrid delivery models, regional customisation, and lifelong learning, the sector appears headed toward a more sustainable future.

Yet, Venugopal issued a final word of caution: “We look at sectors where demand is unquestionable and the cost of not solving the problem is high. Education in India fits that bill. But we must build with humility—and rigour.”

As India’s AI-powered education future unfolds, investors, educators, and innovators alike seem to agree: the goal is not disruption for disruption’s sake, but designing systems that serve learners in meaningful, measurable ways.

📌 Stay tuned for SGEF 2025 — This year, we gather under the theme: “Purpose-Driven Education: Designing for Future Realities.” Explore how we can reimagine school curricula to align with the evolving needs of our society and the professional world. Register here

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Education

Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’

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Students Moving Away from Government Schools a 'Disturbing Trend', Says Education Ministry (representational image)

A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”

In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.

This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.

Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.

The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.

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Where Do Government Schools Go From Here?

The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.

But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.

Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.

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Education

Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature

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Banu Mushtaq (right) with translator Deepa Bhasthi, winners of the 2025 International Booker Prize

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.

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Education

Human (Soft) Skills: The Missing Piece in School Curriculums

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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.

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Education

CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools

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CBSE's 'Sugar Boards' aim to educate students about healthy choices, fighting the rising tide of sugar-related health issues in schools

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.

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