The Supreme Court has ordered a comprehensive review of private universities and asked top officials of the Centre, states, and the UGC to furnish detailed information on establishment and regulation of such varsities. This is in an attempt to bring about clarity on the operation of private universities and transparency in their governance.

The order was passed by a bench comprising Justices Ahsanuddin Amanullah and NV Anjaria while it was hearing a writ petition on Amity University, which latterly developed into a PIL. The court wants to know how private universities are established, what benefits are extended to them and to what extent they observe regulatory compliance.

Particulars Required from Government Officials

The apex court has ordered the Cabinet Secretary, Chief Secretaries of all states, and the Chairman of UGC to file an affidavit regarding the governance structures of private universities. The court made it clear that these secretaries are required to compile the information personally and present them before the court without assigning the responsibility to their subordinates.

Some of the salient information sought include the persons running these institutions, the membership of decision-making bodies like boards of governors or managing committees. The affidavits should also explain the manner of selection for such positions and full details with respect to all persons associated with the establishment and administration of private universities.

UGC's Monitoring Role Under Scrutiny

The court asked the UGC to explain its monitoring role regarding private universities. The court has asked that in what way it exercises the requirement of compliance with the statutory requirements, particularly after declaring 54 state private universities in September 2025 for non-compliance with documentation obligations under Section 13 of the UGC Act, 1956. This section empowers the UGC to inspect universities to assess their financial viability and educational standards.

The Supreme Court also expressed apprehensions on the admission policies and recruitment mechanisms followed by private universities. It wants to know whether such institutions run on 'no profit, no loss' principles and what measures the government has to ensure there is no financial malpractice, such as diversion of funds for motives other than education.

 The scrutiny by UGC and the intervention of the Supreme Court come amid increased scrutiny of private universities across the country. The review seeks to address long-standing issues related to admissions, financial practices, and the general governance of such institutions. As the court examines these concerns, it aims at upholding educational standards, with protection of interests of students and other stakeholders in mind.

The Karnataka government has circulated a draft, called the Karnataka Rights of Persons with Disabilities in Employment and Education Bill-2025, that promises significant reform in workplace and academic inclusion for persons with disabilities. Among the salient features, particularly noted is the mandatory 5 percent reservation in private establishments that employ 20 or more people, apart from a 10 percent reservation across all courses in educational institutions.

The draft bill, published in the official gazette on November 21, intends to bring the state's framework in line with international standards, including the UN Convention on the Rights of Persons with Disabilities.

5% Job Quota, Reasonable Accommodation and Penalties

The draft stipulates that private companies should set aside 5 per cent of the sanctioned posts in respect of direct recruitment and regularized posts for persons with disabilities. Employers are to allocate posts across the categories of disability based on a formula to be determined by the State Regulatory Authority, with annual reports on compliance becoming mandatory. Any unutilized posts can be carried forward for three recruitment cycles only, while exemptions will apply only where the essential duties of a job cannot be performed even after reasonable accommodation.

The Bill threatens severe penalty for violation, including fines ranging from Rs 10,000 to Rs 5 lakh, and publicizing of defaulters. Fraudulent disability claims may attract a fine of Rs 1 lakh and imprisonment up to two years. The Bill also incentivizes compliance through procurement incentives and certification.

It forbids discrimination in hiring, promotions, training, or workplace conditions, and it calls on employers to provide aids, flexible work arrangements, and modifications in infrastructure. The bill reads:

If an employer denies accommodation for undue hardship, reasons are to be given in writing and may be reviewed by the proposed State Regulatory Authority. Information concerning a disability is not to be disclosed except with informed consent unless this is necessary for safety reasons or for compliance with law. Employees who become disabled during employment cannot be demoted or dismissed and should be transferred or placed on supernumerary posts.

10% Reservation in Education and Accessibility Targets

Accordingly, the institutions would have to fill 10 percent of seats in each course with students with disabilities and provide accessibility at the time of admission, classes, and examinations. The provisions would include time extensions, scribes, and alternate question papers besides digital and physical access. Institutes will have to draw up Accessibility and Inclusion Plans within six months and achieve full accessibility in five years. Student benefits include five-year age relaxation and 5% cut-off relaxation; educational loans are likely to be made available at concessional rates and with simplified paperwork. There shall be a State Regulatory Authority and State Enforcement Authority to ensure compliance and monitor, through audits, complaints and their adjudication, and compensation. Every institution and organization shall designate trained grievance officers and different accessible complaint channels. The government has invited public objections and suggestions within 30 days, addressed to the Principal Secretary, Labour Department, Vikasa Soudha, Bengaluru.

The new Bihar government is setting priorities to provide the state's youth with skill development training, along with employment and self-employment opportunities. For that, work on the development of 69 ITIs as Centres of Excellence has been completed, where the skill development training for young people will begin from next month.

The Labour Resources Department has instructed nodal officers to prepare an action plan for this purpose. It is expected that young people trained through the Centres of Excellence shall get direct employment in industries, strengthening Bihar's skill development sector. The government intends to establish this facility in all ITIs soon, so that young people from both rural and urban areas can benefit equally.

A Labour Resources Department official said that the goal of skill development for the youth of the state is to make them employable, create avenues of self-employment, and prepare them for the future work environment. The schemes are also aimed at fostering entrepreneurship among the young, imparting new skills, and developing adaptability to technological change.

The main objectives include:

•  Increasing employability: Helping youth to get jobs by providing them with industry relevant skills. To facilitate this, a model framework for Mega Skill Development Centres shall be prepared at the district level.
• Self-employment generation: Imparting young people with the required skills and motivation to initiate business. Under this, arrangements will be made for providing training to the young people at the block level.
• Empowerment of rural areas: The Bihar Skill Development Mission, in collaboration with various departments, will primarily focus on increasing the income of village artisans and youth by imparting new skills and techniques.
• *Bringing young people and new technology together: In the Centres of Excellence, the focus will be on bringing youth and new technology together and delivering job-related and entrepreneurial training.

Flights from Delhi, too, had to be rescheduled on November 23 due to a volcanic eruption in Ethiopia. Alright, how does that make sense? A volcano erupts 4,000 kilometres away and flights in a few parts of India are put on hold or cancelled. The Hayli Gubbi volcano, which had lain dormant for several thousands of years, burst into life all of a sudden and threw volcanic ashes several kilometres into the atmosphere. The volcano is erupting for the first time, creating thick clouds of ash in the atmosphere. 

The DGCA urgently issued an advisory for airlines to avoid areas affected by a plume of volcanic ash from Ethiopia that, after a major eruption, swept across the Red Sea through Oman and Yemen and reached Delhi. It is moving at 100–120 km per hour while carrying ash, sulphur dioxide and tiny glass and rock fragments at elevations between 15,000 and 45,000 feet. Ash from the volcano has forced a number of flights to be cancelled, delayed and diverted across India. The aviation regulator advised airlines to "strictly avoid" areas affected by the volcanic ash. 

Experts, meanwhile, said though the extent of ash contamination is unknown, it was unlikely to affect air quality in the affected regions. How does this impact flights? Volcanic ash is a specific aviation hazard due to its abrasive nature that erodes critical aircraft components and blocks sensors, and eventually causes engine stalling or flaming out of the engine. Besides, for the jet engine to operate in an optimum condition, there has to be ample airflow and fuel combustion inside it. Volcanic ash can melt substances. 

Therefore, flights around regions across India were either cancelled or delayed to avoid possible engine failure and risk disrupting airflow. Ash clouds also carry a lot of toxic gases that can lead to severe harm to the cabin air quality, creating acute breathing problems for flyers. 

On Monday, the DGCA instructed airlines to avoid volcanic ash-affected areas and adjust flight operations accordingly. Airlines have to report any encounter with ash, related abnormalities in engines, or issues inside the cabin. If ash affects airport operations, operators are required to inspect the runways and taxiways; based on the outcome, there could be restrictions on operations until cleaning procedures are completed.

With IIMs bracing for offerings at the undergraduate levels in programmes like management studies, data science, and economics, Director of IIM Kozhikode Debashis Chatterjee spoke to The Indian Express about branching out from the traditional postgraduate programmes in management that the IIMs have been known for so far.

IIM Kozhikode launched a Bachelor of Management Studies (BMS) programme this year with 110 students at the institute's Kochi campus – students major in management with a choice of minors in subjects including economics and public policy, and artificial intelligence and machine learning. IIM Sambalpur launched two UG programmes this year – one in management and public policy, and another in data science and AI, while IIM Bangalore will launch UG programmes in economics and data science next year, and IIM Sirmaur launched one in management studies last year.

Prof Chatterjee alluded to a “slow disenchantment with MBA (courses) across the global spectrum” and said the IIMs were on the threshold of looking more like universities.

IIM Kozhikode introduced an undergraduate course this year. What were the aims and purposes of introducing UG courses at an IIM?

We were witnessing a gradual, slow disenchantment with the MBA across the global spectrum, though in India, the story is still very vibrant, and the number of applications far outnumber the numbers we can take in. But we were sensing that…students wanting to invest two years of their precious life in the middle of their careers or the threshold of their careers…they are pretty picky about what they get in these two years. We thought that we have to reimagine management education from the bottom up, from the foundation level.

IIMs are second-hand car dealers as far as learners are concerned–they are more or less finished when they come to us.

So, if we could introduce management thinking to young minds at an early stage, we can build the agile thinkers who are interdisciplinary, culturally grounded, innovation-driven.

The main themes of NEP are flexibility, research orientation, and holistic learning.

Unlike the Integrated Programme in Management-a five-year programme after class 12 that many IIMs provide-the Bachelor of Management Studies we are offering is a standalone, full-fledged professional undergraduate degree. If you had to leave the programme after three years, you get a degree without the honours. The honours (degree) comes with research, which is going to prime students for careers in multiple places including industry. This is designed to blend academic exploration with preparation for industry roles.

You also said that there is a 'dis-enchantment' with the MBA course. How do you think it needs to evolve to meet prevailing needs?

Now, MBA is not a steady state programme. You have to develop that which technology cannot do. And if you look at the standard management programme, they are neither here nor there. We have to now adapt to the changing dynamics of how AI and generative AI will reshape what happens to industries and enterprises, and how we are going to respond to that by tweaking our curriculum…not just to AI but to the environment and geopolitical dynamics of…war, disruption of supply chain.

All that comes into play. which was not part of the standard protocols of an MBA program.

How is an undergraduate program at an IIM likely to be different from a UG programme elsewhere?

The difference is, it's going to be strongly research-driven. It's going to be an interdisciplinary set of curricula, integrating management, humanities, and technology. And it's going to have flexible pathways. You can have majors and minors with honors, with research. You're exposed to emerging areas like AI, psychology, public policy, big data, sustainability. The emphasis is on critical thinking, creativity, and global perspective and ethical leadership. The focus is going to be on developing holistic culturally aware and socially responsible leaders. But most importantly, we are bringing industry readiness and strong preparation for higher studies.

Are there other plans to offer other undergraduate courses?

BMS was the first step in expanding our undergraduate vision.

NEP 2020 encourages multidisciplinary institutions. IIM-K is exploring models that go with that spirit. Focus now is strengthening the BMS before scaling up. Therefore, any further UG offering will be done on the basis of academic need, relevance to society, and institutional capacity. We are happy to have somebody majoring in economics in BMS. But if they want a professional economics program, we will consider that once our campus is built. IIMs are no longer IIMs as standalone business schools. We are on the threshold of becoming ‘IIM university’. And rightly so, because the demand-supply is skewed in our direction. We have to accommodate a lot more bright people than we can currently. Are there financial compulsions behind introducing more courses at the IIMs? At IIMs that have not had the benefit of substantial government funding in the beginning…those compulsions may be there. But for us this is not out of compulsion. This is a conscious choice because we decided that we need to grow the IIM brand into university status. There is a campus, which is almost at the threshold of commissioning in Kochi. But we are also trying for a much bigger campus for 1000 students. So we have to generate those funds, but we are not dependent on it. We will have different cohorts of 50 each for a thousand undergraduate students. That scale is important because that's the basic structure of all major universities. We have 110 undergraduate students now. So, we are going to grow 10 times from here, maybe in the next 5 to 10 years.

In a path-breaking order to reinforce fundamental education, the Supreme Court of India has directed the Kerala government to open lower primary and upper primary schools in every locality where there is no government school at present-a strong reminder of the lingering gaps in access in a state hailed for its achievements in literacy.

A bench headed by Chief Justice of India Surya Kant ordered the state to frame a comprehensive policy in three months to ensure primary education reaches all. The court’s observations came during a hearing in which the CJI pointed to the contradiction between Kerala being hailed for 100% literacy and the reality of areas without basic schooling facilities.

Schools Within Reach: 1 km for Lower Primary, 3 km for Upper Primary

As per the said order, the state is to ensure that:

A lower primary school within 1 km radius of every habitation

An upper primary school within 3 km

The government has been directed to identify suitable private buildings in areas where there are no school buildings, to run temporary classrooms. At the same time, Kerala will have to earmark funds to build permanent school buildings, said the court.

Retired Teachers to Step In Temporarily

It asked the state government to appoint retirees as teachers in the institutions till regular teachers are recruited to avoid the delay in beginning the academic sessions.

Local panchayats have been instructed to survey and submit the details of available land for new school infrastructure.

Comes Days After Kerala Declared Itself ‘Extreme Poverty-Free’

The intervention by the Supreme Court comes close on the heels of an announcement by the Kerala government headed by Chief Minister Pinarayi Vijayan on November 1 — the state’s formation day — that Kerala had become the first state in India to eradicate extreme poverty.

The observations from the court have brought into focus the disconnect between Kerala's vaunted social indicators and realities on the ground in terms of access to education.

Education Equity: Ensuring

It is a directive that is expected to have far-reaching implications for children in remote and tribal regions, areas where long travel distances and lack of facilities have for years hindered school enrolments. From being traditionally regarded as a role model in education and human resource development, Kerala will henceforth have to accelerate the process of ensuring that each child has a school within walking distance, matching its literacy legacy with universal access.

A Class 2 student of a government union middle school at Elachipalayam near Karumathampatti has been hospitalised with a serious hand injury after she was allegedly caned by her teacher earlier this month.

Hashini, 7, was playing on the school premises on November 7 afternoon, after class hours, when the teacher Periyanayagi allegedly called her aside and struck her on the left elbow with a cane.

"When she came home, we saw swelling on her hand and applied some ointment, but there was no reduction in the inflammation. We took her to a private hospital in Avinashi on November 13 and she was admitted due to severe inflammation," said her mother, Parimala, who along with her husband Sriram, works as a weaver in a private power loom unit.

The police in Karumathampatti registered a complaint at the hospital, after which the teacher apolozised and promised to bear the treatment expenses. Later, the parents withdrew their complaint.

But the child was later shifted to the Coimbatore Medical College Hospital, where the doctors removed the dead tissue near the elbow and advised further treatment, including skin replacement. Parimala said the teacher refused to pay the medical expenses which exceeded Rs 40,000.

Following the complaint, the parents of the girl asked the police to take action against the teacher. Inspector C Vadivel Kumar of Karumathampatti station, told TNIE, “Earlier, the parents withdrew the complaint after the teacher accepted to bear the medical expenses. As they sought to accept the complaint, we are waiting for the court’s order for further action as it was a non-cognisable offence.”

In academics and beyond, effective communication is a superpower. Whether you are presenting in class, emailing your professor, or working on a group project, how you express yourself creates the stage for your success. However, so many students succumb to common pitfalls that dilute their message or foster misunderstandings.

Here are 7 unconscious communication mistakes students make and how to fix them in order to boost your confidence and clarity.

Speaking without consideration of your audience 

Perhaps the biggest mistake students make is using the same style of communication in every situation with whomever they are speaking. The way you might be chatting with friends on campus is not necessarily how you should speak with professors, your mentors, or potential employers. Using slang or super casual language during formal situations can seem disrespectful or unprofessional. Simultaneously, sounding too stiff in casual settings can make people feel distant.

How to fix it:

Before speaking or writing, ask yourself: Who am I addressing? What tone is appropriate? Match your language, formality and body language to your audience. For example, emails to professors should be polite and clearly stated, while group chats with classmates can be relaxed.

Filler words overuse

Fillers are small words or other sounds that fill pauses while we're thinking. Natural in conversation, they will distract listeners and detract from your credibility if you use them too much in presentations, interviews, or formal discussions. Often, they reflect nervousness or lack of preparation.

How to fix it:

Practice your speaking skills by recording and then playing yourself, or hold mock discussions with your friends. First, become more aware of your habits concerning fillers: Instead of saying "um" or "like", simply stay silently while you pause. This will make you sound more confident and polished.

Being either too passive or too aggressive in groups

Balance in communication plays a very important role in any group project or discussion. While the fear of judgment by peers seems to make some students extremely hesitant to contribute, other students completely go in the other direction and dominate the group conversations, unintentionally shutting others down. Both poles hurt collaboration and learning.

How to fix it:

Practice assertive communication: clearly state your ideas with confidence without dominating others. Actively listen and make room for the more introverted members to share their opinions. Practice empathy to provide an environment where all voices count. Writing emails like text messages. E-mails are still one of the first ways in which you write to professors, admissions officers, or employers. Yet too many e-mail as if they were texting a friend: informal greetings; slang; missing punctuation, or an unclear request. This casualness can get in the way of your establishing your credibility and delay responses. 

How to fix this: 

Treat emails like professional correspondence: use a clear subject line, and include greetings such as "Dear Professor Singh". Always be respectful. Give the purpose of your email in one and two specific sentences. Close appropriately: Thank you or Best regards. Always proof before sending. Not making eye contact and poor body language Non-verbal signals - eye contact, facial expressions, and postures - make up the bulk of communication. Students often don't measure the effect these can have. Not making eye contact can put you across as not interested or distrustful; slouching or fidgeting can show you nervousness or lack of confidence. 

How to fix it:

Keep comfortable eye contact to show engagement and confidence. Sit or stand up straight in order to project energy and openness. Practice in front of a mirror or record yourself in order to become aware of distracting habits. Remember, your body speaks as loudly as your words. Not actively listening Communication is a two-way process. A lot of us listen to reply rather than understand. Hence, so much information is lost, and there is misunderstanding; hence, weakened responses, particularly in lectures, group discussions, or even interviews. 

How to rectify it:

Listen only to the speaker and do ngot interrupt. Verbal and non-verbal cues, such as nodding, summarizing what you have just heard, and asking for an explanation, will show respect for the other person and help retain the information better. Assuming that everyone knows what you are trying to say It is far too easy to forget that your context, experience, and knowledge also determine the way you present information. Use of jargon, abbreviations, or terms in broad overviews may lead to confusion among classmates or instructors not familiar with your context. This may happen when working on projects or delivering a presentation.
 

How to rectify it:

Explain what you are talking about, defining any terms or concepts unlikely to be known to the audience. Do ask if anyone has any questions or if there is anything else you might cover. For written communications, sentences should be simple and laid out so that logical sequences are demonstrated. In oral presentations, use examples or diagrams to explain concepts that may be hard to understand or abstract. Communications skills do not arise naturally; they grow through awareness and practice. Avoiding the errors listed above will improve not just the way you present your ideas, but also how you respond to others. This lays the strong foundation needed for academic success, professional opportunities, and lasting friendships.

When WhatsApp rolled out its new Updates tab, the intention was to create a hub for channels, broadcasts, and status updates. Instead, it has opened an alarming safety gap—one that is now quietly exposing millions of Indian minors to adult-oriented content without their knowledge, consent, or the ability to opt out.

Across India, parents have begun noticing something disturbing: children as young as 12 and 13 are being shown sexually suggestive channels and explicit thumbnails directly within WhatsApp’s default interface. No search. No follow. No age check. These channels appear automatically—recommended purely because they have large subscriber counts or trending engagement.

On a platform where messages are usually private, this sudden, unsolicited visibility of adult content has caught families off guard.

India’s Children Are Already Online — And Vulnerable

The data makes the situation more urgent:

• 76% of Indian children aged 14–16 use smartphones primarily for social media.
  
  
• 60% of kids aged 9–17 spend more than 3 hours online every day.
  
  
• India now has 398 million young social media users, the largest youth digital population in the world.
  
  

For many of these children, WhatsApp is not just a messaging service—it is their digital gateway. Online classes, hobby groups, tuition reminders, family chats, and school announcements all flow through it. In rural India especially, WhatsApp is often a child’s first and only social platform.

That makes WhatsApp’s new default recommendations particularly dangerous.

Unsolicited Exposure Is a Safety Failure

Unlike Instagram or YouTube, where algorithms suggest content based on browsing behaviour, WhatsApp’s new tab pushes adult-oriented channels into a child’s line of sight even without engagement. Thumbnails often feature:

• sexually suggestive imagery,
  
  
• provocative celebrity edits,
  
  
• soft-porn style posters,
  
  
• clickbait visuals designed for mature audiences.
  
  

There is no option for parents to restrict these suggestions. No age filter separating adult channels from general ones. No mechanism for WhatsApp to verify the age of its billions of users. Children don’t have to tap or search — the imagery arrives at eyeball-level as soon as they open the app.

Cyber safety experts call this a “passive exposure risk”—the most dangerous kind because children are shown adult themes without actively seeking them.

Parents Are Left Powerless

A Bengaluru mother described her shock when her 11-year-old opened the Updates tab during a family event. “What I saw was not appropriate even for adults, forget children,” she said. “My son didn’t search for anything. It was just there.”

A teacher from Pune, who runs several student WhatsApp groups, said she now warns children not to tap the Updates tab at all. “How long can you tell a child to avoid a part of the interface?” she asked. “It shouldn’t be there in the first place.”

This Isn’t Just a UX Issue — It’s a Policy Failure

Child rights advocates argue that WhatsApp is violating the basic rule of platform safety: minors should never be automatically shown adult content. Especially not through a platform deeply embedded in school communication.

With India's massive young user base, the platform’s influence is far greater than traditional social networks. If YouTube or Instagram accidentally exposed minors, the fallout would be global. WhatsApp is doing it through a default feature — and the harm is silent, invisible, and unreported.

What Needs to Change Now

Experts say the fixes are clear—and overdue:

1. Age-gated filters
   Platforms must verify user ages and block adult channels from being suggested to minors.
2. Stricter vetting of public channels
   WhatsApp should screen channels that use explicit thumbnails or sexualised imagery, and label adult content clearly.
3. Safer recommendation algorithms
   Content that isn’t child-safe should never appear by default, especially in a messaging app widely used by children.
4. Parental controls
   Parents should have the ability to disable the Updates tab, block channels, or restrict content at the device or account level.

Child Safety Cannot Be Optional

WhatsApp cannot continue treating child safety as an afterthought. India’s children are online earlier, for longer, and on more platforms than any generation before them. When nearly 400 million young users rely on WhatsApp daily, the responsibility is immense.

A platform embedded in school life cannot afford to auto-suggest adult content. And children should never be exposed to explicit imagery simply because an algorithm favours engagement over ethics.

This is not just a product flaw — it is a child protection emergency.

Admission to the recently established Shri Mata Vaishno Devi Institute of Medical Excellence in the Indian state of Jammu and Kashmir has been mired in a political row after 42 Muslim students were selected in a batch of 50.

The political row broke out after the medical college finished the admission process through the merit list prepared by NEET earlier this month. The college had admitted students based on merit in NEET and gave 85% quota to J&K residents. Eight Hindu students from Jammu found a place in its first MBBS batch of 50 students.

After admissions were over, the first protests were held by Vishwa Hindu Parishad and Bajrang Dal, which argued that a college funded by the Mata Vaishno Devi Shrine Board should give preference to Hindu candidates.

They further argued that, since the institution is supported by donations from Hindu devotees, it should promote Hindu interests.

Officials maintained that admissions were merit-based since the institute did not have minority status and therefore could not apply any religion-based reservations.

'Seats should be for Mata Vaishno Devi devotees'

The Hindu outfit organisations demanded "minority" institution status for the medical college. On the other hand, BJP demanded that the admissions should be given to those who have faith in "Mata Vaishno Devi", saying "donations to the shrine board come from Hindus, for the welfare of Hindus."

"Donations to the shrine board come from Hindus, for the welfare of Hindus. We are upset with the board and the college because they did not consider this sentiment. We told the LG that only those who have faith in Mata Vaishno Devi should get admission. This year's admission is not acceptable to people here. The rules should be changed," said BJP's Sunil Sharma, who lodged a protest with J&K LG Manoj Sinha.

'Our constitution has the word secular'.

Criticizing the outrage over the admissions, J&K CM Omar Abdullah said that the admissions were "merit-based" and those who wanted admissions otherwise should "take permission from the Supreme Court". He further questioned BJP's demands saying that "if you do not want to keep this country secular, remove that word". "Some people do not seem to like merit-based admissions. If you want admissions without merit, take permission from the Supreme Court because as far as I know, you cannot give admission without merit," he said. "There is a demand that admissions be given on the basis of religion, by keeping merit aside, which is not permissible according to the Constitution. Will police perform their duty on the basis of religion," the chief minister asked. "Our constitution has the word 'secular'. If you do not want to keep this country secular, remove that word," he added. On Sharma’s claim that LG assured them of reviewing their demands to scrap the admission list and introduce reservations in future, Abdullah said, “How can anyone assure such a thing? Then why are you separating the Mata Vaishno Devi University and the hospital? Then say that the hospital was set up from the donations received at the shrine and Muslims and non-Hindus won’t be allowed to get treatment there.”

One of the most striking findings is thus very straightforwardly stated in the paper: “The present study reports 100% lactating mothers having their breastmilk highly contaminated with uranium.”

Although the concentration varied from sample to sample, every single sample of breast milk showed detectable uranium (U-238), with values up to 5.25 g/l. 

The investigation mapped uranium levels district by district. In the data tables presented, Khagaria is shown to bear the highest average burden. In the decreasing order, the mean exposure to uranium [U238] contamination was found to be as follows: Khagaria > Samastipur > Begusarai > Katihar > Bhojpur > Nalanda.

The highest single peak uranium concentration of 5.25 g/L was recorded at Katihar.

Khagaria had the highest mean contamination level, with 4.035 g/L.

The lowest mean was recorded by Nalanda, at 2.354 g/L.

The spatial map for the study visually represents uranium spread across these districts and also points to an underlying hydrogeochemical pattern and environmental source.

INFANTS FACE HIGHER RISK THAN MOTHERS

In order to understand how uranium exposure may affect babies, the researchers estimated how much uranium infants can ingest through breast milk. Using a Monte Carlo simulation, a statistical technique that ran 10,000 iterations to predict possible risk scenarios, the analysis revealed that about 70% of the infants were at risk of developing non-cancer health effects if exposure continued.

The study also notes that "infants are highly vulnerable in comparison to their mothers" because of their still-developing organs, low body weight, and inability to excrete uranium as effectively. Because of this, small amounts of uranium can have a proportionally larger impact on infants.

The researchers examined not only possible kidney-related effects but also long-term cancer risks. 

While uranium is considered more for its radioactivity, its chemical toxicity is of more immediate concern—particularly for infants. The study details that infants have a higher absorption rate of heavy metals compared to adults due to low body weight and underdeveloped organs. The authors indicate multiple dangers:

Uranium exposure can present several potential effects on infant health, including "nephrotoxicity. long-term kidney damage." It may affect neurological development and lead to "cognitive and behavioral problems."

Uranium exposure may also "increase the risk of developing cancer later in life." It can cross both the blood-brain and placental barriers, posing a threat to normal brain development. Researchers also refer to a broader literature on how uranium can interfere with bone growth in early life, immune system development, and even motor skills.

According to the researchers: “Uranium binds to plasma proteins and preferentially accumulates in bones and kidneys. rather than in breast milk.”

Thus, while contamination of breastmilk is real, it may reflect recent exposure rather than the mother's long-term uranium burden. This hypothesis is supported by the fact that in this study, only a "weak positive association" was determined between levels and duration of residence, indicating that the contamination likely reflects recent daily intake-such as water and diet-rather than bioaccumulation over long periods of time.

SHOULD MOTHERS STOP BREASTFEEDING?

The authors say: “It is also recommended to emphasise that breastfeeding is the optimal method for infant nutrition, and its discontinuation should only occur based on clinical indication.” They note that breastmilk offers unmatched nutritional and immunological benefits, and the uranium levels detected, though of concern, do not justify the halt of breastfeeding without medical advice. 

Further research into uranium mobility in water, soil, and food chains Access to safer water, including filtration methods that can remove uranium (e.g., RO systems) The authors emphasize that: “There is also a need for biomonitoring of U238 in these regions at a broader level.” 

GROWING PUBLIC HEALTH CONCERN 

In the last ten years, Bihar has already hit headlines for its arsenic, lead, and mercury contamination, with various studies - including some of the same research team - reporting heavy metal exposure in mothers and infants alike. This latest uranium study reinforces a familiar refrain: the environmental burden carried by Bihar's families, most of all in rural districts where groundwater is lifeline. The final conclusion of the study is measured but clear: While the levels of uranium present in the breast milk were not sufficient to present an immediate cancer risk, the researchers found that 70% of infants carry a risk of non-carcinogenic effects. This is because infants have a much lower body weight and developing kidneys, making them susceptible to toxicity even at concentrations that might be considered "safe" for adults. Speaking on the findings, Dr Ashok Sharma, Additional Professor, AIIMS Delhi said, "Though uranium exposure is associated with certain risks like disturbed neurological development and reduced IQ, breastfeeding should not be discontinued." He further explained, ".the uranium concentration in the breast milk sample is 5.25 micrograms per litre, which is well below the WHO permissible limit. The study still concludes that the actual impact of the infant's health is likely low, and most uranium absorbed by the mother is excreted primarily through the urine, not concentrated in the breast milk. Thus, breastfeeding is still recommended unless a clinical indication suggests otherwise."

The International School of Design, Bhopal, brought together creativity, culture, and futuristic design at one platform by hosting a very vibrant fashion show along with the Freshers' Event. The event was an attraction in the city's design circuit, where students from the Fashion Design Department presented three spectacular themes: Space Walk, Cultural Fusion, and Elements.

The space walk sequence took the audience into the world of galaxies, cosmic colors, and futuristic silhouettes. The unconventional technological fabrics, reflection textures, and bold structures designed by the students allowed the audience to experience the taste of space travel. This theme stood out because it was so imaginative with respect to storytelling and innovations, therefore becoming the talking point as a highlight of the evening.

The three basic forces of nature that came to the fore with the elements were fire, air, and earth. Each had striking colors, dramatic patterns, and a streak of modern styling. The presentation shifted dramatically from fiery tones with fluid drapes to earthy textures, reflecting the strong understanding of design principles and artistic expression present in the students. 

The fresh batch 2025 was welcomed by INSD Bhopal along with the fashion show. The college announced freshers' titles wherein Priyanka Uikey was crowned as Miss Fresher INSD and Tushar Sharma earned the title of Mr. Fresher INSD, marking the beginning of their design journey. The guest of honor at the event was Radhika Vasant Jetha, a recipient of Sarva Shakti Women's Club's award-the Shining Star of Bhopal and crowned Bhopal 2016. Her inspiring feats in the field further motivated budding designers and made the celebration all the more memorable. Once again, the grand showcase reminded one that INSD Bhopal is amongst the leading design institutes that give a platform to the students to innovate, experiment, and shine in the competitive world of fashion.

In India, design courses are trendy and appeal to the artistic mindsets willing to pursue a career in fashion, graphic, product or interior design. However, there are some factors which students must keep in mind before choosing to pursue a Design Degree out of  FOMO or wrong perception of one' s skills. Here are seven reasons as to why certain students might not find design courses suitable to them even though they feel they are made for designing. 

The Absence of Real Passion and Interest

Design requires imagination, critical analysis and a passion in aesthetics and usability. Lack of interest in design concepts usually causes the students to lack motivation, and thus, can adversely influence their academic work and career development.

Wrong Expectations 

Stats of design students in India indicate that the dropout rates in specialized courses such as design are more than other technical and non-technical courses. This is an indication of the discrepancies in the expectations of the students and the reality of the course and many end up dropping studies half way through.

Biases toward Structured Learning

Design education is not as fixed and more investigative in nature and it demands self-directed learning and exploration. The design courses can be frustrating and overwhelming to students who prefer learning in strict and predictable environments, and not knowing what is right and wrong.

Financial Limitations and ROI Issues

Design degrees may be costly, particularly when pursuing the course in private institutes that have studio and material tuition fees. The payback period (ROI) is very diverse and students who do not have excellent portfolios might also struggle to get gainful employment right after graduating.

Poor Technical and Digital capability 

Contemporary design extensively uses digital resources and applications (e.g. Adobe Creative Suite). Students who feel uneasy or unconversant with technology might not be able to follow at a pace that will impact their confidence and achievement.

Little Stress Tolerance of Subjective Feedback

Design is often subjective and iterative, with peer criticism, faculty criticism, and client criticism. Students that are stressed or demotivated by repeated subjective feedback might not succeed in the design discipline.

Incompatible Career Expectations

Most students anticipate high paying glamorous design careers without a full understanding of how intense the industry could be. In the absence of achievable career aspirations and readiness to face entry-level challenges, it is usual to be disgruntled and switch careers.

All-in-all, if a student is not crazy about designing, creativity, and wishes to do everything to build a lucrative design career, he/she should not pursue this course. Because designing is not everyone’s cup of tea, it is better  to look for alternative career options and not waste months studying something you don’t feel passionate about. 

Thus, before taking design courses, students must think hard about their eagerness to be creative, their wheel of comfort with ambiguity, their financial preparedness, and their career expectations. Reflective self-assessment may also avoid ineffective enrollment and help students to pursue courses and programs that match their stronger and intended aims. 

Bachelor of Science (B.Sc) is a sudden trend among Indian students in 2025 and it is no wonder. As scientific and technological advances change with every sunrise and the needs of the industry change, B.Sc degree becomes a flexible and prospective option among students who want to experience a high career development level. Here is why the popularity of B.Sc is increasing and how students can use this degree to create successful careers.

Why B.Sc in India in 2025 may be Trending?

The world's attention toward information, sustainability, biotechnology, artificial intelligence (AI), and automation has created the need for qualified staff in these areas. The B.Sc programmes have special streams that cover these areas hence making their graduates highly employable. B.Sc is not about pure science any more as it fuses both the practical capabilities and interdisciplinary studies to address the demands of the rapidly developing industries.

Best Trending B.Sc Specialisations

1. Data Science: As the field of big data blows up, B.Sc in data science provides students with skills on data analysis, machine learning, Python programming languages and statistics. Graduates are in demand as data analysts, AI specialists and business intelligence specialists.
2. Biotechnology: Biotechnology is now in the limelight with advancements such as gene editing, personalised medicine and sustainable agriculture. B.Sc in biotechnology equips students with work in pharma, agriculture and research.
3. Environmental Science: As climate change and environmental issues gain prominence, students of environmental science will also be engaged in finding solutions to sustainability, pollution, and managing the available natural resources.
4. Artificial Intelligence and Machine Learning: These new areas are dedicated to the development of smart systems and algorithms in the medical sector, self-driving cars, and finances. As an AI and ML major, B.Sc gives students skills in programming, data-driven technologies, and neural networks.
5. Robotics and Automation: This specialisation is an amalgamation of mechanical and computer sciences, and it will teach students how to create automated systems and robots, which are prevalent in the manufacturing industry, logistics, and healthcare.

Availability via Internet Learning

Online B.Sc courses have also resulted in quality education being made accessible to students around India including the remote locations. All students are now able to learn the latest innovative courses that match the industry needs without having to be restricted by geographical limits.

How B.Sc Helps Indian Students Decide Their Future?

By attending B.Sc students have a combination of both theoretical and practical skills and experience, which is crucial in various job opportunities like research, healthcare, IT, environmental management, and corporate work among others. B.Sc offers a strong base, but freedom to specialise in the future realm of futuristic areas makes it worthwhile in a world that places high importance on both.

Post B.Sc. Career Opportunities

B.Sc degree qualifiers in the trending areas get a chance to work in the high growth sectors such as IT, pharma, agriculture, environmental agencies, research laboratories, and startups. Its extra education systems are also sought after like M.Sc or professional courses to enhance the knowledge.

B.Sc is beneficial to Indian students in 2025 in various ways, as it is a flexible, promising, and industry-relevant course of study. It is one of the best options in the future because of its capacity to integrate interdisciplinary learning, new technologies, and practical training. Having online courses available with a wide range of specialisations, B.Sc is indeed becoming the degree to look at in case a student is serious about making it in life.

In the world of today, making the right career choice is more about a combination of passion, practicality, and readiness of the future amongst many Indian students. Considering the trend, and demand for digital marketers, a Bachelor of Business Administration (BBA) in Marketing often comes up as a preferred choice. But is it worth your time and money to build a career in this field? The solution is to first know about the opportunities and challenges that BBA Marketing provides.

Marketing specialists are demanded in India, and their number is increasing at an impressive pace, particularly due to the influx of online platforms and e-commerce. BBA Marketing provides students with the skills necessary to succeed in the field, such as strategic thinking, analysis of consumer behaviour, digital marketing, and brand management. Rewarding positions to graduates include Digital Marketing Specialist, Brand Manager, Market Research Analyst, and Social Media Manager. Salary offered to freshers is approximately between 3.5 lakh and 7 lakh annually, and the growth is good upon attaining experience.

Secondly, the curriculum integrates theory and hands-on experience to equip the students to cope with changing marketing trends. Nevertheless, Indian students need to take the initiative - simply a degree might not be enough. The acquisition of technical skills in SEO, Google Ads, data analytics, and attaining internships will make employability far more positive. 

Besides, marketing career competitions are high. Additional courses such as MBA or certifications should also be considered by the students in order to continue ascending in this competitive world. Marketing requires innovativeness, endurance and ongoing education, which should be cultivated to go hand in hand with academics.

In short, BBA Marketing is a good investment provided that students are determined to exploit the various opportunities presented. It fits the individuals who have the talent of communicating, planning, and innovating. BBA Marketing can be a lucrative catapult to a brilliant business career in case Indian students are willing to move out of their comfort zone and acquire practical knowledge. 

Master of Business Administration (MBA) remains a popular higher education programme among the Indian students in 2025-26. This is a trend that is motivated by the convergence of changing business environments, the proliferation of career opportunities and the growth in the value of an MBA degree in India.

Increasing value of MBA in the dynamic economy of India

The economy of India is growing at a blistering pace and is slowly becoming integrated into the global market thus creating a high demand of skilled managers and business leaders. MBA enables the students to possess the knowledge and ability to manoeuvre through complicated business conditions, be it in startups, corporates, or with the entrepreneurial venture. MBA programmes have been updated to address future needs with topics such as AI, data analytics, fintech, and sustainability being included, as the industry is going digital and becoming more innovative.​

Top Reasons why Indian Students choose MBA in 2025-26

1. Greater career opportunities and high pay potential: MBA graduates in India will enjoy high pay increments and the possibility of mid-senior and senior positions in their chosen industry, such as finance, marketing, consulting, and technology. Such specialisations as Business Analytics, Finance, and AI, in particular, pay off well.​
2. Skill Development and Leadership: MBA also develops critical soft skills like leadership, communication, problem-solving and teamwork, which are essential in career development beyond technical knowledge.​
3.  Developing a Professional Network: MBA provides exposure to an extensive pool of alumni, industry professionals and colleagues to enable students to create professional networks that are very important in career development.
4. Versatility and Entrepreneurship: The diversified curriculum enables graduates to venture in many areas and even start ups with improved business skills.​
5. Job Security and Recognition around the world: MBA holders are more employable and have better job security in a volatile job market. The international recognition of the degree is another factor that contributes to its attractiveness among Indian students.​

Emerging Trends in MBA Education in India

MBA specializations in India are evolving, focusing on future-ready skills. Popular fields now include:

• Business Analytics & Data Science: Driven by AI and big data adoption, these MBAs offer careers as data analysts, consultants, and digital transformation leaders.
• FinTech and Finance: With the rise of digital finance and blockchain, Finance MBAs are in high demand.
• Sustainability and Social Impact: Reflecting global priorities, these MBAs gear students towards responsible business practices.
• Management and Digital Marketing: The ongoing digital revolution creates opportunities in brand management and online marketing.

What is the best way to select the MBA Programme?

Some of the aspects that Indian students need to take into account are relevance of the curriculum, faculty specialisation, industry relations, placement opportunities, and specialisation. The engagement in programmes that combine experiential learning, internships, and live projects will lead to increased employability. It is essential to test whether the programme is in accordance with the career goals and the emerging market needs.

What are some of  the recommended institutes for pursuing an MBA?

There are many institutes one can choose for pursuing an MBA. However, as per our research, following are the top 10 universities that offer credible and well-rated MBA programs, based on institutional reputation and rankings for 2025-26:

1. Lovely Professional University
2. Amity University (various campuses)
3. Bennett University, Greater Noida
4. Dayananda Sagar University, Bangalore
5. Chandigarh University, Mohali
6. Jaipur National University
7. Vivekananda Global University, Jaipur
8. IILM Institute for Higher Education (Delhi, Jaipur, Greater Noida)
9. Jagdish Sheth School of Management (JAGSoM), Bangalore
10. Maya Devi University

The MBA will continue to be one of the preferred and strategic degree programmes by Indian students in 2025-26, providing them with opportunities of career development, leadership and entrepreneurship work in a dynamic economy. The flexibility of the degree, the increasing number of specialisations, the emphasis on digital and sustainable business practices all contribute to the high relevance of the degree in the future. Those students who want to have a dynamic career and a more powerful network of professionals consider MBA as a new step to achieving their aim.

Agriculture, a word that has the generations running from the start of time. It is an important part of India's economy, food security, employment, and rural development. For any student who is passionate about farming, sustainability, and innovation, agriculture courses in India bring a wide range of opportunities. Here are five key reasons why studying agriculture is a smart and future-ready career option:

1. Diverse Career Opportunities in Agriculture and Allied Sectors

Agriculture in India is a very diversified sector, ranging from crop production to horticulture, animal husbandry, fisheries, forestry, agro-processing, and more. Students who have pursued agriculture can find careers as agricultural officers, researchers, farm managers, agribusiness specialists, food safety inspectors, and consultants. There is also an increasing demand for agri-tech specialists and organic farming specialists. The sector offers regular employment opportunities across government departments, private companies, research organizations, and NGOs.

2. Practical Learning and Hands-on Experience

Agriculture courses not only provide theoretical inputs but also include fieldwork, internships, and laboratory involvement for students. Students learn about soil health, the management of crops, control of pests, farm machinery, and modern techniques of precision farming and hydroponics. These hands-on training make graduates job-ready, equipping them with employable skills in line with industry requirements.

3. Contribution to National Food Security and Sustainability

With the Indian population surging at a never-before rate, the country needs scientifically trained professionals to meet the growing demand for production. Agriculture graduates develop new varieties of crops, decrease the use of chemicals, promote organic farming, and apply methods of water conservation. Their role is critical in addressing climate change, maintaining ecological balance, and safeguarding the food security of the nation.

4. Entrepreneurship and Agri-Business Opportunities 

A degree in agriculture can empower the students to become entrepreneurs by starting a farm, agri-product business, organic food store, or agri-tech startup. Government schemes give financial aid, training, and subsidies, especially for encouraging youths in agriculture entrepreneurship. This sector offers scope for innovation and leadership in a niche market. 

5. Improvements in Technology and Farming Research 

The agriculture industry is one of the fastest-evolving sectors with the latest use of drones, AI, remote sensing, and biotechnology. Agriculture graduates with digital and scientific skills are required for the deployment of such innovations. This opens lucrative career pathways in research, policy-making, and technology deployment within the country and abroad. 

A career in agriculture is not only about growing crops, it is a commitment to social, environmental, and economic causes. With higher job security, wide-ranging opportunities, scope for entrepreneurship, and the chance to contribute to food and environmental security, agriculture promises a rewarding and respected profession to Indian students. Agriculture would be the perfect field for those in search of a career that masterfully balances science, technology, sustainability, and social service.

Note: Students seeking to  build a career in agriculture must enroll for AIACAT (All India Agriculture Common Aptitude Test) and get easy admission to the top universities in India offering agriculture courses. 

Are you looking to make a real difference in people’s health while building a rewarding career? Nutrition and Dietetics is the hottest, fastest-growing field in India right now. It’s all about food, health, and science coming together to fight lifestyle diseases and boost wellness for millions. If you want a career that’s flexible, pays well, and is full of exciting opportunities, keep reading!

Why Nutrition and Dietetics Is the Career to Watch

Today, every health-conscious Indian is talking about good nutrition. With rising cases of obesity, diabetes, and heart disease, experts say India urgently needs skilled nutritionists and dietitians. The demand is exploding, students are flocking to top courses, and employers across hospitals, gyms, wellness startups, and even corporate offices are hiring.

This field isn’t just about diets. It’s a powerful tool to transform lives and society. Imagine being the expert who helps athletes fuel their performance or coaches families on eating right to avoid costly illnesses. That’s the kind of impact you can have!

Easy-to-Follow Education Pathway

Getting started is simple and wallet-friendly. Most students enroll in a 3-year B.Sc. Nutrition and Dietetics after finishing 12th grade in Science. Many reputed colleges across India offer affordable courses with great faculty and hands-on training.

You can also specialize later with postgrad diplomas or master’s degrees for clinical nutrition, sports diets, food safety, or public health nutrition.

Wide Career Options Waiting for You

Once qualified, you get a wide variety of career options. Here’s a sneak peek:

• Hospitals and Clinics: Design therapeutic diets, help patients recover faster.
• Sports Nutrition: Help athletes win by crafting perfect meal plans.
• Wellness Startups and Gyms: Lead health coaching and fitness nutrition.
• Food Industry: Research and design new healthy products.
• Government and NGO Projects: Promote healthy eating in communities.
• Corporate Wellness: Shape employee health programs.
• Online Consulting: Flex your skills from anywhere, anytime.

Salary Boost: What to Expect in 2025

Starting salary? Around ₹2.3 lakh per year, which is fantastic for freshers. As you gain experience and specialize, your earnings can soar to ₹8 lakh or more annually. Plus, many professionals add extra income from private consulting, workshops, and digital coaching.

Why You Can’t Miss This Career

• High Demand: More jobs than qualified nutritionists.
• Social Impact: Help India beat lifestyle diseases.
• Flexible Work: Jobs, freelance, online coaching.
• Diverse Roles: From labs to sports fields to boardrooms.
• Good Pay & Growth: Stable and rising salaries.

In short, pursuing this course via GAHET is the right choice for students in India. There’s never been a better time to pick Nutrition and Dietetics in India. This career offers meaning, money, and the chance to be a real health hero. Equip yourself with the right degree, follow your passion, and watch doors open to rewarding futures in India’s booming health sector.

Remember, your healthy, successful career journey begins now. Enroll for GAHET and get easy admissions in India’s top Universities offering Allied healthcare courses in Nutrition and Dietetics. 

America’s accounting pipeline is collapsing at a pace that can no longer be ignored. Between 2019 and 2023, 340,000 accountants and auditors left the profession, while three-quarters of the remaining CPA workforce is expected to retire within a decade. What was once dismissed as a dull, dependable profession has become a pressure point in the country’s financial infrastructure, threatening everything from tax returns to corporate audits. Yet amid this crisis, an unexpected generation is stepping in: Gen Z. Their arrival isn’t a quirky twist—it’s a data-driven career pivot reshaping one of America’s most essential fields.

Gen Z’s interest in accounting begins with economic realism. After watching millennials pursue enthusiasm-driven careers in tech, media, and creative industries—only to face layoffs and instability—Gen Z is choosing predictable demand over precarious dreams. Universities are reporting astonishing outcomes: Oklahoma State University’s accounting program boasts a 98% job placement rate, with many young graduates crossing into six-figure salaries within a few years. In an age of rising rents, student debt, and economic uncertainty, accounting’s stability is not boring—it’s smart.

Technology has further changed the equation. Automation is eliminating routine tasks, allowing young accountants to focus on strategic advisory work, forensic analysis, risk assessment, and decision-making. Nearly two-thirds of Gen Z accounting students say they feel prepared to use AI tools, and 31% expect automation to enhance—not threaten—their roles. To this generation, accounting is no longer a ledger-bound chore but a tech-enabled discipline that blends analytics with problem-solving.

The profession’s entrepreneurial potential is another draw. A striking 75% of Gen Z accounting students in the UK say they plan to start their own business, viewing CPA credentials as a launchpad for independence. 

As one young accountant put it, “Accounting isn’t just calculations; it’s helping businesses perform better.” For a generation that grew up through financial crises, that sense of impact matters.

What strengthens Gen Z’s position further is the sheer magnitude of opportunity. With a 17% workforce decline, soaring job postings, and a retirement wave about to hollow out the profession, Gen Z is entering a labour market with minimal competition and maximum leverage. Firms are offering higher salaries, signing bonuses, flexible schedules, and rapid promotions—not out of generosity, but necessity.

Gen Z isn’t “saving” accounting. They’re strategically seizing an undervalued profession at the exact moment it needs them most. They have recognised that accounting offers what the modern economy rarely does: stability without stagnation, technology without displacement, and entrepreneurship grounded in expertise. The shortage may be a crisis for America’s financial system—but for Gen Z, it is a perfectly timed advantage.

About the Author

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others

When the blind teenager of Andhra Pradesh chose to sue the education system just to learn science, he was not only fighting on his behalf, he was secretly redefining the meaning of inclusive education in India. As a successful entrepreneur, Srikanth Bolla is a live case study, an epitome of how one court battle can reveal the gaping holes between policy commitments  and ground reality.​

Who is Srikanth Bolla?

Srikanth Bolla is an entrepreneur with a vision of a multi-million dollar company, Bollant Industries, in Andhra Pradesh who is visually impaired and hires numerous persons with disabilities. Being born blind, he was raised in a world of discrimination even starting with his primary school years when he was often made to sit alone and deemed as lesser humans due to his impairment. Class 11-12 was his turning point as the state board did not allow him to major in science and maths because he was blind! Seriously, that was the excuse he was given! 

The boy who sued the system

Under the Andhra Pradesh State Board rules then, blind students were simply not allowed to study science and mathematics at senior secondary level; they were pushed only towards arts and humanities, citing diagrams, graphs and visual elements as excuses. This rule was disputed in court by Srikanth, with the help of his school and a teacher, who claimed that blindness was no reason to deprive a student of studying science. Six months later, the court ruled in his favour after a legal battle and this allowed blind students to choose science and maths in the schools of AP state board.​

What Happened Next?

The next thing that happened next was a turning point both in the life of Srikanth Bolla and inclusive education in India. His story caught the attention of Dr. APJ Abdul Kalam, former President of India, who became his mentor and collaborator on several projects at the National Remote Sensing Centre (NRSC) and Lead India 2020 movement. With the inspiration and determination, Srikanth became the first visually impaired international student in MIT and another trail-blazing path was created for the disabled students in higher learning. 

Additionally, his life story inspired a biographical film titled “Srikanth,” which brought his journey from adversity to achievement to wider audiences, spreading awareness about disability rights and inclusion.  

Where is Srikant Bolla?

Today, Srikanth Bolla is the chairman and founder of Bollant Industries, a Hyderabad based company, producing eco-friendly products such as recycled paper and packaging, and that has hundreds of employees with disabilities. Bollant Industries has substantially increased, its present valuation stands at around Rs 500 crore and the company is expected to emerge as a unicorn organization in the near future. The success of Srikanth does not just demonstrate what can be accomplished despite disability but also demonstrates how inclusive businesses can have a significant social and economic effect together. 

Was he right in this action?

From an ethical and constitutional perspective, the decision of Srikanth to sue was not an act of rebellion but an assertion of a fundamental right to equal education. The decision of the court recognized that blanket academic bans based on disability are discriminatory and contrary to equality and dignity guaranteed under the Constitution and disability rights law. In fact, recent judgments pronounced by the Supreme Court in medical education have spoken to the same logic, criticising overbroad disability-based exclusions and asking regulators to adopt a more inclusive, case‑by‑case approach.​

What this teaches today’s students

For students, Srikanth's story is a reminder that: Saying “system aisa hi hai” is a choice but using legal and democratic routes to question unfair rules is also a choice and it can change policy for thousands, not just for one person.​

Students must remember that good marks are important but talent matters more and so does awareness of rights, courage to document injustice and readiness to seek expert help (from teachers, lawyers or rights groups) instead of silently accepting bias.​ His case also shows that activism doesn't always mean a protest in the street; a well-argued petition, supported by evidence, can permanently change the way boards and universities frame the eligibility rules.​ 

What colleges and universities need to know

NEP 2020 speaks strongly of “equitable and inclusive education” and devotes an entire section to disability inclusion, assistive technologies, and barrier-free campuses. However, ground studies show that even today, large numbers of mainstream teachers are not trained to manage students with disabilities, and their institutions struggle with basic accessibility, from the format of reading material to physical infrastructure. 

Colleges and universities need to go beyond token ramps and scholarships to actually redesign curricula, invest in assistive technology, train faculty, and establish transparent grievance redressal mechanisms for students with disabilities.​ 

Do gaps remain in the promises of NEP? 

Research on inclusive education within the framework of NEP 2020 notes that although the vision of the policy is progressive, the implementation is inadequate and financially unequal, especially in regards to children and youth with disabilities. The entire burden of inclusion is usually on the special educators, regular teachers are inadequately trained and the special schools receive low grants per-capita even though their work is demanding. Even with favorable policy wording on paper, students such as Srikanth continue to face practical challenges in the form of restricted subject selection, unavailable examination, and staff low-awareness in the admissions department.​ 

From “special case” to systemic change

The legal battle that Srikanth Bolla won should not be looked upon as a feel-good exception but as an indication that when systems are not responsive to the rights of individuals, courts are the school of last resort. The framework of inclusive education developed by NEP 2020 is only successful, as boards, colleges, and regulators take the initiative to eliminate the barriers that exist behind the scenes rather than waiting until the next student lodged a case.

To the readers and students in India, I have some questions you need to ask yourself: Will you be a silent beneficiary of bad rules, or will you be the next student to change the system not only for yourself but for all the students who will follow? 

About The Author

Kanishka, a versatile content writer and acclaimed poetess from Jabalpur, Madhya Pradesh, combines her passion for creativity with a strong commitment to education. Beyond crafting compelling narratives, she is dedicated to enlightening readers by sharing insights and knowledge they often don’t encounter elsewhere. She has been featured in several national and international online magazines, and anthologies. Her talent and dedication to literature have earned her two national records— one for composing the longest reverse poem and another for compiling an all-female anthology that celebrates women’s voices. Her love for storytelling, philosophies, and mythologies fuels her mission to inspire and educate, shaping minds through the power of words and knowledge.

Indian higher education stands at a moment of profound transformation. For decades, “international collaboration” meant little more than a ceremonial MoU, an annual foreign delegation photo-op, or a handful of students travelling abroad. That era has quietly ended. A new global order has emerged—one in which internationalization is not a decorative flourish but a strategic necessity for survival and growth. Today, it is as fundamental to a university’s identity as curriculum, faculty, or infrastructure.

What Internationalization Really Means for India

In India, internationalization is often misunderstood as Westernization, or as an obsession with global rankings. But its true meaning is far more grounded and far more ambitious: it is the deliberate effort to connect an Indian university with the world through its people, pedagogy, research, culture, and policies. This happens through four intersecting pathways.

The first is internationalization abroad—the familiar route of student and faculty mobility, semester-abroad programs, twinning and dual degrees, and the newer phenomenon of Indian institutions setting up overseas campuses, such as IIT Madras in Zanzibar and IIT Delhi in Abu Dhabi.

The second is internationalization at home, an often overlooked but crucial dimension in a country where 99% of students may never travel abroad. This is where global content enters classrooms, COIL (Collaborative Online International Learning) reshapes assignments, and a multicultural campus culture exposes students to international peers, festivals, clubs, and visiting faculty.

The third is research and knowledge collaboration through joint centres like the IIT Bombay–Monash Research Academy, multi-country research consortia, co-authored publications, and South–South partnerships addressing shared challenges in health, climate, food security and low-cost innovation.

The fourth is enabling policy and institutional architecture, activated by the NEP 2020 reforms—Academic Bank of Credits, multiple exits, twinning and joint degrees, the Study in India program, and the regulatory sandbox at GIFT City. Together, these reforms position India not merely as a participant but as a future hub in the global higher education marketplace.

Why Global Exposure Is No Longer Optional

Three major shifts have made internationalization an imperative rather than an aspiration.

The first is the changing ambition of young Indians. Whether they come from metro cities or small towns, students now want global skills, exposure, mentors and networks—even if they never leave India. They expect courses aligned with international benchmarks and opportunities that prepare them for multicultural teams and multinational workplaces. If universities cannot offer this, students simply vote with their feet or their motivation.

The second shift stems from the nature of 21st-century challenges. Climate change, AI disruption, pandemics, supply chain fragilities and global migration are all transnational problems. A curriculum that is only inward-looking, however rigorous, is incomplete unless it equips students to navigate global systems and apply Indian knowledge to global questions—and vice versa.

The third shift is the sweeping policy overhaul under NEP 2020. Portable credits, joint degrees, global mobility options at a fraction of overseas costs, and greenfield opportunities at GIFT City have fundamentally altered the landscape. Institutions that act now can shape the new global higher education order; those that wait will be forced to follow.

The Institutional Journey: From Regional College to Global University

Internationalization is not a single office’s job—nor is it a one-time project. It evolves with the institution.

Early-stage regional universities should start small but strategic: selecting a few anchor partners, building blended learning capacity, investing in COIL pilots, embedding global case studies, and joining international networks. The shift must be from symbolic gestures to meaningful, living partnerships.

Mid-stage universities move the responsibility to middle leadership—HoDs, student affairs, hostels, HR, exam sections. Virtual exchanges expand, international student support systems take shape, and green, gender-sensitive campuses signal global readiness. A single-window international centre becomes the heart of the university’s global interface.

Mature universities extend this into deep research alliances, joint PhDs, global studios, dual degrees and even international branch campuses. Alumni networks, industry links and faculty exchanges create a sustained global ecosystem.

The Enabling Conditions: Infrastructure, People and Purpose

Meaningful global engagement requires enabling conditions, best captured in frameworks like the “10Square” model—integrating leadership, digital infrastructure, interdisciplinarity, sustainability, pedagogy, scholarships and assessment reform into one coherent system.

Several Indian institutions illustrate this:

• Symbiosis uses “Vasudhaiva Kutumbakam” as a lived campus philosophy, creating organic cultural spaces for international students.
  
  
• Manipal aligns leadership training, research networks and a strong Office of International Affairs to drive global engagement.
  
  
• O.P. Jindal Global University activates hundreds of MoUs into real mobility and curriculum partnerships and hires international faculty at scale.
  
  
• IITs like Madras and Delhi expand India’s academic footprint abroad through branch campuses, enabling South–South academic collaboration.
  
  
• Virtual partnerships like the COIL course between Ambedkar University Delhi and University of Washington Bothell show how digital platforms democratize global learning.
  
  

A Playbook for the Next Three Years

A practical roadmap for Indian universities includes:

1. Create a Global Relations & Scholarship Centre with a clear mandate and strategic role.
   
   
2. Develop a university “foreign policy”—a limited set of regions and anchor partners for deep, sustained collaboration.
   
   
3. Move from MoUs to MoUs-with-action—each with COIL modules, faculty exchanges, funded projects and yearly reviews.
   
   
4. Redesign 10–20% of all courses to include global and comparative content.
   
   
5. Scale COIL so every student has at least one cross-border virtual project.
   
   
6. Invest in “phygital” infrastructure with classrooms and platforms that support global teaching.
   
   
7. Build green, humane campuses that double as living labs for international research and student recruitment.
   
   
8. Strengthen support for international students through single-window centres, safe housing, buddy programs, pre-arrival orientations and anti-bias protocols.
   
   
9. Empower faculty with seed grants, exchange opportunities, conference funding and curriculum-development workshops.
   
   
10. Celebrate diversity through student-led festivals, clubs and cultural programs that build everyday intercultural competence.
    
    

The Real Rewards—and the Real Risks

Internationalization enriches students through global exposure, enhances faculty scholarship, boosts institutional reputation, and naturally improves metrics across NAAC, NIRF and global rankings like QS and THE.

But there is a trap: the rankings obsession. Chasing numbers—MoUs, foreign enrolments, international hires—without the necessary support system leads to student dissatisfaction, dropouts and reputational harm. True global engagement is measured not by the number of flags on a website, but by lived experiences, academic outcomes and community impact.

The Larger Promise: A Global Agora for the Global South

The real opportunity before Indian higher education is profound: to build universities that are globally connected but locally rooted, internationally engaged but socially committed. Universities that function as global agoras—spaces where Indian and international students meet as equals, co-create knowledge and build solutions for the Global South and the wider world.

If Indian universities combine visionary leadership, purposeful partnerships, humane campuses and smart technology, they can move from being consumers of global knowledge to producers and shapers of it.

That is the deeper promise of internationalization—and it is a moment India cannot afford to miss.

Edutainment means learning while getting entertained. Sounds like a self-made word,  right? Well, it’s not. Education + entertainment is the most trending method of teaching and learning in India and beyond. Be it GenZ, Gen Alpha or even millennials who are still studying, they all prefer youtube channels and courses in which the educator teach while keeping the students entertained via a blend of meme references, movie scenes, rhetorically relatable cases, and the “mummy esa hi krti hain” scenarios. Let’s take a closer look at it. 

Who created the term edutainment?

Walt Disney Company

The term edutainment was made popular by the Walt Disney Company in 1948.

Is It Just Disney Who Did It? 

The answer is NO! 

There were many people, many institutes and some legends like Benjamin Franklin, J.A. Komenský (Comenius), and KRS-One,  who promoted this type of learning in the 17th century and more. So, it would be wrong to say there was just one individual or company that endorsed this term. 

How Did People Learn in the Past? 

Learning used to be bland, painful, forced, and obligatory from the early 19th century,  as much as I could comprehend. However, because this pattern and struggle was hyped as a luxury, people continued to let the education system decide how students learned. This pattern prevailed until GenZ stepped into adolescence. Now, edutainment has changed everything. 

We, genZ, didn’t ask if learning could be as enjoyable as playing our favourite game or watching an interesting story unfold. We told the world subtly that is what real education is! Edutainment is all about-mixing education with entertainment to make learning exciting, effective, and memorable. And believe me, it is not a fad but the future of education in India and across the world. Traditional rote learning is dead for Gen Z. Those who don’t adapt to edutainment will be left behind in the education race. 

Edutainment: Making Learning Fun and Powerful

Why struggle with dry lessons when you can learn through playing interactive games, watching colorful videos, or exploring virtual worlds? With the help of AI, Virtual Reality, and gamification, education is now personalized and engaging. BYJU’S, Physics Wallah and many youtube teachers have changed learning for millions by using gamification and interactive videos that make even tough subjects like physics feel like a fun challenge. And guess what? Many students feel motivated enough to study late into the night because they actually enjoy it; not because they have to, but because they want to!

The scientific studies prove it too: edutainment enhances knowledge retention and grants students much more motivation to learn. In India, where accessibility and attention may be a challenge, edutainment is a lifesaver; it breaks through barriers and makes education accessible, interesting, and at every learner's pace. Just like transforming the time of study from an unpleasant chore into a thrilling adventure.​

The Psychology Behind Why Edutainment Works

The magic behind it is real science. Key psychological ideas are integrated into edutainment for interactive learning, such as spacing out lessons, using a variety of senses, and encouraging learning to be enjoyable and emotional. When you make learning fun, your brain releases dopamine which is a "feel-good" chemical that keeps you wanting more. Moreover, breaking tough topics into small interactive pieces means your brain can absorb and hold on to information longer.

For instance, teaching health habits through videos made kids hold onto good routines more than just listening to teachers. That proves how play and emotion turn lessons into lifelong learning and help students think critically, solving problems faster.​

Teachers Are Important for Interactive Learning

Some people worry that gamification in education and AI in learning  can replace teachers, but that’s something I believe is not possible unless the teachers are useless. That’s a bold statement to make but it’s better to say it as we all agree with it deep inside.  Don’t we? 

Also, they won’t be replaced because educators are the ones who turn into guides and writers of fantastic learning journeys. They make use of smart data tools in order to identify what students need and then devise lessons that are engaging yet challenging. The best edutainment is balanced: it entertains but keeps standards high.

Still, there’s a big question India must ask itself: Will every child, even in remote villages, get to experience this leap? The digital divide is real. But if we can learn from platforms like Vedantu, which brought live, interactive classes even to small towns, we can ensure education is not a privilege of cities alone.

Edutainment Is a revolution reshaping education system

Already, top Indian schools and coaching centres use VR lessons, AI tutors, and game-based learning to attract and help Gen Z and Alpha learners who don't think like past generations. For students, this is the time to turn study time into an exciting experience filled with curiosity and discovery. For teachers, it opens doors toward creativity and better results. 

For India's future, it means more skilled and motivated learners ready for a fast-changing world. Edutainment brings to life that age-old dream: learning that is painless, but joyful and meaningful. India can lead in this new form of education, leading to a smarter, brighter tomorrow where each learner will reach her fullest potential. 

So, here is a question for every parent, student, and educator reading: Are you ready to let go of old ways that don't work and embark on a learning journey that feels like an adventure? Since the future of education in India is not about studying harder but studying smarter and happier, this is what Edutainment is all about. Remember, edutainment is not just a tool, it is the new way to learn, grow, and succeed while gaining as much knowledge as possible.

Legal Education in India is seeing some of the biggest changes it has seen in decades. Students, academics, and policy planners have long lamented the archaic, overly theoretical nature of the legal curriculum, which fails to prepare the graduates for a profession that is rapidly changing. The National Education Policy, 2020 promises correction. Interdisciplinary learning, integration of technology, and better professional preparedness-just what was needed in this journey of reform in legal education.

It is no more a question whether legal education needs to change; rather, it is how fast India can bring in the change and whether NEP 2020 goes far enough to achieve deep structural change.

A Breakaway from Outdated Legal Learning

Indian legal education has traditionally been driven by textbooks, rote learning of case law, lectures, and very limited exposure to the real world of legal practice. The system produced lawyers with sound theoretical backgrounds, though not necessarily possessing the critical thinking, practical skill sets, or tech awareness required by the modern legal profession.

NEP 2020 challenges this legacy. It propels law schools to accept interdisciplinarity in learning, enabling students to supplement core law subjects with other courses such as economics, public policy, sociology, psychology, technology, and international relations. This recognizes something that practicing lawyers of the day already know-that law today interfaces with just about every other sector. From AI-driven decision-making to cybercrimes, from environmental law to global trade disputes, legal practice requires today a multi-dimensional perspective.

India needs to shift its pedagogical approach from a textbook-courtroom model of learning to a holistic model if the country is ever to produce globally competitive lawyers.

Technology Integration: No Longer Optional

Digital transformation brought changes that upset the working of the justice delivery system much faster than the changes in academic curricula. Virtual court hearings, AI-enabled case research, online dispute resolution, digital evidence management, and big-data-driven legal analytics have started becoming integral to modern legal services. However, most of the students passing out of India's law schools have little knowledge of legal technology.

 If Indian legal education is really to be 'future-ready', technology should form an intrinsic part of the core course and not remain an optional course. Similarly, exposure needs to be provided in:

• ·         AI and algorithmic justice systems
• ·         Cyber law and data protection
• ·         Blockchain smart contracts
• ·         Legal analytics and e-discovery
• ·         Digital forensics and tech regulation

The legal profession can no longer afford to treat technology as an optional skillset. The future lawyer is tech-literate, ethically aware, and capable of navigating digital justice ecosystems.

Bar Council Reforms: One Step Forward, but Not Enough

The BCI has initiated a number of reforms in bringing legal education in line with NEP 2020, such as curriculum restructuring, credit-based systems, and reform in the evaluation methods. Though these indicate progress, deep-rooted systemic challenges remain.

 This, in fact, is a growing gap between the top NLUs and most regional law colleges. For example, while students of NLUs have better faculty, exposure to research work, industry networking, and international collaborations, hundreds of small institutions continue to operate with underqualified faculty, outdated libraries, and few internships or moot courts.

Having no strong national mechanism for the creation of parity, the reforms under NEP threaten to give more strength to a two-tier system of legal education, where on one side would be elite institutions and on the other, struggling law colleges.

The Practical Training Deficit

Perhaps the most serious lacuna in Indian legal education is the lack of any structured, supervised practical training. Though internships and moot courts do form part of the requirements, experiences gathered are often unstructured, unmonitored, and unrelated to learning outcomes.

There are some vital professional skills which the young lawyers lack:

• ·         Drafting of legal notices, petitions, and contracts
• ·         Client counseling and negotiation
• ·         Trial technique and litigation strategy
• ·         Legal compliance and corporate advisory
• ·         Policy and research-based legal writing

There is, thus, a felt need for a nationalized internship framework in India, much like residency in medicine or articleship in chartered accountancy, which would assure the uniform quality of in-service training in all institutions.

A Reform Timeline India Must Embrace

From the Advocates Act of 1961 to the establishment of NLUs in the 1990s and finally NEP 2020, every step in legal education in India has been an evolution marked with progress in waves. The 2020s are a window opening for India. If it misses this moment, India will be producing graduates with no aptitude for global legal challenges. The next ten years will require policymaking in implementation, faculty development, and distribution of resources equitably. NEP 2020 has given the blueprint; the outcome is in its implementation. A Decade of Opportunity and Responsibility Legal education in India has at last begun marching towards a future-ready ecosystem. Reform, however, cannot stop with change in structure: India needs an ecosystem of institutions that are inclusive, tech-driven, research-focused, and socially rooted. The legal profession, in years to come, will require not just litigators but also policy experts, mediators, corporate strategists, tech-law specialists, and governance leaders. The transformation has started. What India needs now is speed, accountability, and collective will to convert policy on paper into reform in practice.

About the Author:

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others

COVID-19 was a stress test that exposed how brittle “business as usual” really was: one microbe stalled classes, blew up cash flows, and turned physical infrastructure into stranded assets. That shock wasn’t a blip; it was a preview.

Heatwaves, floods, water stress, air-quality crises, and grid instability are all faced by India, often within the same academic year. In this reality, a green campus is not a “nice to have,” it is the only viable operating model.

The Blunt Business Case for Green Campuses

Health = Continuity:

Naturally ventilated, passively cooled buildings reduce infection risk and energy bills—keeping classrooms open and costs down.

Infrastructure = Insurance:

Solar energy combined with storage and efficient buildings keep teaching, labs, and data centers running smoothly during grid outages.

Green Brand = Enrolments & Talent:

Students and faculty increasingly choose institutions that “live their values.” Sustainability has become a magnetic differentiator for admissions, placements, research tie-ups, and philanthropy.

Treating sustainability as a strategy pays off- first by avoiding crises, then through measurable savings, and ultimately via a superior brand and increased revenue.

A Practical Indian Framework: The 4-Lens Model for Sustainability Success

Most Indian universities fail because they replicate Western standards unsuited for India’s climate, culture, and constraints. What works is a model that is local, measurable, and reputation-enhancing:

• UI GreenMetric: Measures operational progress in energy, water, waste, transport, and education.
• Impact Rankings: Align with Sustainable Development Goals (SDGs), enhancing global visibility, research, and partnerships.
• UNESCO Whole-Institution Approach: Builds campus culture by embedding sustainability into curriculum, governance, and community.
• IGBC Green Campus: An Indian climate-adapted, cost-effective blueprint for construction and retrofits.

One green initiative, when combined with others, yields four wins: operational, academic, cultural, and reputational.

Design for India, Not Copenhagen: The Blueprint That Works

Indian campuses don’t need expensive “green tech” to start. Instead:

1. Go Passive First: Minimize heat gain through smart design, building orientation, jaali screens, clay tiles, verandahs, and cross-ventilation.
2. Make It Efficient: LEDs provide quick return on investment and huge savings, as do IoT sensors and building management systems controlling AC and lighting.
3. Clean Power Generation: Solar with storage and microgrids ensure resilient operations.

Additionally, water harvesting, wastewater reuse, composting, EV mobility, and biophilic spaces create healthier, quieter, cooler, and cost-efficient campuses.

The Human Side: Students as Co-Builders of Change

The most powerful sustainability model isn’t outsourced; it’s student-powered. A “Living Lab Campus” transforms the university into a real-world innovation hub where students and faculty solve campus challenges. Here’s how:

• Engineers optimize solar grids.
• Media students design behavioral campaigns.
• Management students manage green funds.
• Architecture students redesign spaces for thermal comfort.

This builds ownership, employability, and a culture of purpose.

The Money Question Solved: The Green Revolving Fund (GRF)

The GRF is a funding model that makes a green campus self-financing. It starts with low-cost projects like LEDs, with savings locked into the fund. These savings are then reinvested into larger projects such as solar installations, biogas units, and EV mobility.

This cycle grows the fund exponentially, ensuring continuity through leadership changes, elections, or budget cuts. The time to act is now.

How to Start Your Campus Transformation in 30 Days

• Announce sustainability as a core institutional strategy.
• Launch a Green Revolving Fund.
• Initiate three student-led Living Lab projects.

Within 12 months, save energy bills, reuse water, improve campus rankings, uplift brand perception, and create a healthy, happy academic environment.

India’s Leapfrog Moment in Climate-Smart Higher Education

At this privileged crossroads, India can lead the world not by copying the West, but by innovating for the Global South. With the fastest-growing young population, we need climate-resilient, future-ready, and humane campuses.

A green campus is more than buildings; it’s a philosophy of care for students, staff, community, and the planet. Every Chancellor, Trustee, VC, and Dean must ask: when the next shock hits, will your campus be fragile or future-proof? This decade will separate institutions that simply teach sustainability from those that truly live it