The Bombay High Court has ruled that a wife’s refusal or inability to perform household chores cannot be treated as mental cruelty, setting aside a family court order that had granted divorce to a husband on such grounds. The judgment has reignited conversations around gender roles, unpaid domestic labour, and equality within marriage.

A division bench comprising Justices Bharati Dangre and Manjusha Deshpande overturned a 2010 Bandra Family Court ruling that had allowed a chartered accountant husband to dissolve his marriage under Section 13(1)(ia) of the Hindu Marriage Act on grounds of cruelty.

The husband had argued that his wife could not cook properly, refused to clean the house, and did not obey his parents, causing him mental stress. However, the High Court observed that such complaints reflected ordinary marital adjustments rather than legally recognised cruelty.

The bench emphasised that marriage should be viewed as “a partnership of equals and not a service contract,” adding that wives cannot be treated as “deemed maids” expected to shoulder all domestic responsibilities. The court noted that routine disagreements over cooking, cleaning, or household expectations are common in marriages and cannot automatically become grounds for divorce.

The ruling also addressed the issue of maintenance. While the family court had earlier denied financial support to the woman after citing an advertisement for art classes as evidence of her earning capacity, the High Court found no proof of a stable income. Taking into account the husband’s professional standing as a chartered accountant and the rising cost of living, the court directed him to pay ₹20,000 per month, including ₹10,000 towards maintenance and ₹10,000 for housing expenses.

Legal observers believe the judgment reflects a broader shift in Indian courts toward recognising women’s autonomy and challenging deeply rooted patriarchal assumptions within matrimonial disputes. The verdict also reinforces the principle that legal cruelty must involve serious and sustained mistreatment, not minor domestic disagreements or unmet traditional expectations.

The decision is likely to influence future matrimonial cases by discouraging the use of routine household conflicts as legal grounds for divorce, while strengthening judicial emphasis on dignity, equality, and shared responsibility within marriage.

Pope Leo XIV has issued a strong warning over the rapid and largely unchecked expansion of artificial intelligence, urging the global community to “disarm” AI before it begins to dominate human beings and weaken moral responsibility, human dignity and social justice.

In his first major encyclical titled Magnifica Humanitas: On Safeguarding the Human Person in the Time of Artificial Intelligence, the pontiff described AI as one of the defining forces shaping modern society. The document comes at a time when major technology companies including OpenAI and Anthropic are accelerating the development of advanced AI systems, fuelling global debates around job displacement, misinformation, surveillance and technological control.

The Pope stressed that while AI can offer significant benefits across communication, governance, healthcare and education, technological innovation must remain under human guidance. He argued that conscience, freedom and ethical judgment should always determine the use and limits of AI systems.

“We must avoid the misconception of equating this type of intelligence with that of human beings,” the encyclical stated, noting that AI systems merely imitate certain functions of human intelligence through data processing and computational speed.

The Pope emphasised that AI lacks essential human qualities such as emotional understanding, relationships, moral conscience and lived experience. According to the document, machines cannot truly comprehend concepts like love, friendship, responsibility or suffering, despite appearing increasingly intelligent.

Alongside ethical concerns, the encyclical also raised alarms over the environmental cost of AI expansion. The Pope pointed to the massive energy and water consumption required to operate large-scale AI systems and data centres, warning that growing computational demands are placing increasing pressure on natural resources and contributing to carbon emissions.

Calling for a “measured and vigilant approach,” the pontiff urged governments, developers and global institutions to ensure that technological progress does not come at the expense of sustainability or human welfare.

The document further argued that AI is not morally neutral because it reflects the values, assumptions and biases of those who design it. The Pope warned that without accountability and oversight, AI systems could reinforce inequality, exclusion and concentration of power.

He advocated stronger legal frameworks, transparent governance, public participation and ethical regulation to ensure AI serves the common good rather than commercial or geopolitical dominance. The encyclical also criticised monopolistic control over data and computational infrastructure, urging developers to design systems rooted in justice, solidarity and respect for human dignity.

The intervention adds to the growing global discourse on responsible AI governance, as policymakers, educators and technology leaders worldwide grapple with balancing innovation and societal safeguards in the age of artificial intelligence.

India has abruptly cancelled thousands of tonnes of soymeal export contracts and simultaneously ramped up soybean imports from Africa, signalling a dramatic reversal in the country’s agricultural trade pattern amid soaring domestic prices and tightening supplies.

According to trade sources, Indian exporters have scrapped nearly 25,000 metric tonnes of soymeal shipments scheduled for May and June after local prices surged sharply, making earlier export commitments financially unviable. The cancellations mark the first major disruption of this kind since 2021 and reflect mounting pressure within India’s feed and oilseed markets.

The domestic price of soymeal has climbed around 41 per cent within a month, touching nearly ₹66,000 per metric tonne — the highest level seen in four years. Export offers for June reportedly jumped from around $475 per tonne to nearly $695 per tonne, leaving traders unable to absorb the sudden escalation in procurement costs.

The development is expected to reshape regional trade flows, potentially benefiting soybean and soymeal exporters from countries in North and South America, which may now fill supply gaps in Asian markets traditionally served by India. Analysts note that the situation resembles earlier commodity disruptions, including Indonesia’s temporary palm oil export restrictions in 2022, where domestic inflation triggered sudden policy and trade shifts.

Facing a supply crunch at home, India has now emerged as a significant soybean importer. Traders have already booked at least 80,000 tonnes of non-genetically modified soybeans from African countries including Benin, Niger, Togo and Nigeria for June and July deliveries.

Industry estimates suggest India’s soybean imports could rise to as much as 800,000 tonnes by September 2026, compared with only around 2,000 tonnes imported during the previous year. The country’s non-GM import policy restricts sourcing options, making African suppliers particularly important in the current scenario.

Market experts attribute the crisis primarily to lower domestic soybean production, which tightened supplies across the feed and edible oil sectors. Since fresh soybean arrivals are not expected before the September–October harvest season, prices are likely to remain elevated in the coming months.

Traders and processors are continuing to secure imported cargoes despite higher international prices, indicating strong concern over supply shortages. The episode highlights the growing vulnerability of agricultural supply chains to production volatility, climate-linked uncertainties, and rapid commodity price swings that increasingly influence global trade patterns.

Undergraduate admission trends across Mumbai are reflecting a major shift in student preferences, with traditional Arts and Science programmes witnessing declining cut-offs while professional and industry-oriented courses record sharp increases in demand.

As colleges released their first merit lists for the 2026-27 academic session, institutions reported that students are increasingly opting for specialised, career-focused programmes aligned with emerging industries, artificial intelligence, healthcare technologies, finance, and entrepreneurship.

At St Xavier’s College, one of the city’s most sought-after Arts colleges, the BA programme cut-off dropped to 87 per cent from 90 per cent last year. A similar trend was visible at Ramnarain Ruia College, where Arts cut-offs declined from 90 per cent to 85 per cent.

However, professional programmes at the same institutions recorded significant jumps. Ruia College’s Biochemistry course saw its cut-off rise sharply from 64 per cent last year to 81.17 per cent this year, indicating growing interest in science-linked professional careers. At St Xavier’s, the Bachelor of Accounting and Finance (BAF) programme remained highly competitive with a cut-off of 91 per cent.

College administrators say the shift reflects changing employment aspirations among students and the broader transformation of higher education under the National Education Policy framework, which encourages multidisciplinary and skill-based learning.

Ruia College principal Anushree Lokur said students now have wider undergraduate options and increasingly view professional programmes as pathways to faster employability. In response, the college has introduced new programmes, including a BSc in Psychology and a Post-Graduate Diploma in Energy Science.

The college has also launched the Ruia Professional Development Centre, which will offer certification programmes in specialised healthcare and technical sectors such as Operating Theatre Technology, Medical Imaging Technology, and Dialysis Technology, alongside regular degree courses.

Meanwhile, R A Podar College is expanding its professional offerings with new programmes such as BSc in Finance and Artificial Intelligence and BCom in Management and Entrepreneurship. The institution had earlier introduced a BBA in Shipping and Logistics to address rising demand for industry-trained graduates.

Principal Vinita Pimpale noted that while traditional courses continue to offer broader academic understanding, students today are increasingly prioritising profession-oriented education linked directly to specific industries and emerging job markets.

The evolving admission trends highlight how colleges in Mumbai are rapidly redesigning undergraduate education to balance academic learning with employability, technical skills, and industry readiness in an increasingly competitive job landscape.

Days after the Supreme Court of India recalled portions of its order directing institutions to disassociate themselves from him, educationist Michel Danino has sharply criticised the handling of the controversy by NCERT, accusing the body of abandoning textbook contributors to protect itself.

The controversy stemmed from references to corruption and judicial delays in a revised Class 8 social science textbook, which led the Supreme Court earlier this year to pass an order directing governments and publicly funded institutions to distance themselves from Danino, educationist Suparna Divakar and legal researcher Alok Prasanna Kumar.

Speaking after the court partially recalled the order, Danino described the original direction as unprecedented and excessively harsh, arguing that it effectively amounted to a lifelong academic ban without due process.

He said the order had immediate professional consequences, including the termination of his guest professor contract at IIT Gandhinagar. According to Danino, neither he nor his co-authors were given an opportunity to present their side before punitive directions were issued.

Danino alleged that NCERT failed to properly explain the pedagogical framework behind the textbook before the court and instead “threw us under the bus” in an attempt to shield itself from criticism. He claimed the institution did not consult the authors before filing affidavits and later removed them from committees without any formal communication.

Despite the dispute, Danino defended the broader educational philosophy behind the revised textbooks, saying social science education cannot avoid controversy if it aims to build critical thinking among students.

Referring to the objectives of the National Education Policy 2020, he argued that textbooks should prepare students to engage with real-world complexities rather than present “sanitized” versions of institutions and public life.

Danino also rejected the idea that middle-school students are too “impressionable” to discuss institutional challenges, saying modern educational theory supports introducing critical discussions from Grade 6 onwards.

Looking back, he admitted that one subsection title — “Corruption in the judiciary” — could perhaps have been phrased differently, though he maintained that the chapter itself was balanced and respectful. He emphasised that much of the discussion relied on observations previously made by judges themselves regarding challenges within the judicial system.

The academic further warned that the controversy could create a “chilling effect” on textbook writers and educators, discouraging them from addressing complex or sensitive subjects in classrooms for fear of backlash.

Danino also revealed that he no longer intends to participate in textbook writing, saying the experience reinforced how vulnerable academics can become during institutional controversies. Despite the episode, he said he remains committed to continuing his intellectual and educational work independently.

The Directorate of Higher Secondary Education (DHSE) has declared the Kerala Plus Two Result 2026 today at 3 PM, bringing relief to nearly 4.52 lakh students who appeared for the Class 12 examinations this year.

The Higher Secondary examinations were conducted between March 6 and March 28 across the state. Following the announcement of results, students are now awaiting the release of the Kerala Plus Two toppers list 2026, which is expected to include stream-wise and district-wise top performers from Science, Commerce and Humanities.

DHSE Kerala is also expected to publish district performance statistics and overall pass percentage data shortly.

Kerala Plus Two pass percentage trends

Kerala has witnessed a gradual decline in overall Plus Two pass percentages over the past few years:

• 2025 — 77.81%
• 2024 — 78.69%
• 2023 — 82.95%
• 2022 — 88.37%
• 2021 — 87.94%

Last year, the Science stream recorded the highest pass percentage at 83.25%, followed by Commerce at 74.21% and Humanities at 69.16%.

Official websites to check Kerala Plus Two Result 2026

Students can access their results through the following official portals:

• keralaresults.nic.in
• results.kite.kerala.gov.in
• results.kerala.gov.in
• dhsekerala.gov.in

How to check Kerala DHSE Plus Two Result 2026

Students can follow these steps to access their scores:

1. Visit any official DHSE Kerala result website.
2. Click on the “DHSE Class 12 Result 2026” link.
3. Enter registration number, roll number and date of birth.
4. Submit the details.
5. Download and save the scorecard for future reference.

Results available on DigiLocker and Saphalam app

Students can also download their digital marksheets through DigiLocker and the Saphalam application.

To access results through DigiLocker:

• Open DigiLocker or visit DigiLocker
• Log in using the Aadhaar-linked mobile number
• Search for “DHSE Plus Two Results 2026”
• Enter required credentials
• Download the digital marksheet

Meanwhile, students who fail to clear one or more subjects will have another opportunity through the DHSE “Save A Year” supplementary examinations, which are expected to be conducted in June, similar to previous years.

An Indian software engineer currently working at Google and earning more than ₹80 lakh annually has triggered widespread debate online after revealing that a startup rejected his application because his college CGPA was below 7.

The tech professional, who chose to remain anonymous, said he has around eight years of industry experience and had applied to the startup while exploring new job opportunities. However, instead of evaluating his professional track record, the company reportedly rejected him over academic scores from his college years.

According to the engineer, the rejection message was sent through WhatsApp and specifically mentioned that his college CGPA did not meet the company’s criteria.

What intensified the controversy was the fact that the candidate had not even mentioned his CGPA on his resume. Despite his experience at one of the world’s leading technology companies and a high-paying role, the startup allegedly focused on academic performance from nearly a decade earlier.

Speaking about the incident, the techie said the company gave no other explanation for rejecting his application. The experience prompted him to share the incident online, where it quickly gained traction across social media platforms.

Many users criticised the startup’s hiring process, calling it outdated and disconnected from real-world industry expectations. Several argued that judging experienced professionals on college grades rather than skills, achievements and work history reflected an “archaic” mindset in recruitment.

One user speculated that the company may have used the CGPA requirement as a convenient excuse because it did not have the budget to hire a highly paid engineer from a major multinational firm. Others suggested the candidate had “dodged a bullet” by avoiding a workplace with rigid and potentially toxic hiring standards.

The incident has once again reignited discussions around recruitment culture in India’s startup ecosystem, where some firms continue to prioritise academic scores, elite college backgrounds and rigid eligibility criteria even for mid-career professionals.

Industry experts have often argued that while academic performance may help assess fresh graduates, years of hands-on experience, project execution, leadership and problem-solving abilities become far more relevant for senior roles.

The engineer also confirmed that the startup did not contact him again after the social media backlash surrounding the incident.

A striking Met Gala ensemble turned attention toward Bengal’s fading shola craft, blending traditional artisan techniques with contemporary fashion innovation on one of the world’s biggest style stages.

In an exclusive interaction with The Juggernaut, designer Mayyur Girotra and entrepreneur DM Jatia discussed how the outfit was created in collaboration with artisans from Kolkata to highlight the intricate but endangered art form of shola work.

Shola art is crafted from the soft pith of an aquatic plant, traditionally carved into delicate decorative motifs widely associated with Bengali rituals, headgear, idols, and ceremonial ornamentation. Known for its lightweight texture and intricate detailing, the craft has long been part of Bengal’s cultural identity but faces decline due to shrinking artisan communities and limited commercial demand.

For the Met Gala design, artisans recreated the signature aesthetic of shola using recycled rubber waste after determining that original shola material would be too fragile for the high-profile red carpet event. The recreated motifs were then layered onto a gold-and-silver Kanjeevaram sari, combining South Indian textile heritage with Bengali craftsmanship.

The collaboration reflects a growing trend in Indian fashion where designers are reviving regional crafts by adapting them for global luxury and couture platforms. By incorporating artisan-made textures into contemporary fashion narratives, designers hope to generate renewed interest and economic opportunities for traditional craft communities.

Fashion observers noted that the ensemble stood out not only for its visual impact but also for its emphasis on sustainability and cultural storytelling. The use of recycled rubber to mimic the fragile organic material introduced an innovative dimension to the craft while making it durable enough for international presentation.

The project also highlighted the role of artisans in shaping global fashion conversations, particularly as heritage crafts increasingly become part of discussions around sustainability, slow fashion, and cultural preservation.

For Bengal’s shola artisans, the Met Gala appearance represents rare international visibility for a craft often confined to local ceremonial use. Designers involved in the project said the objective was not merely aesthetic, but also to centre the craftsmanship and labour of artisans whose work risks disappearing without sustained recognition and support.

UNESCO Peru and the National Institute of Mental Health “Honorio Delgado – Hideyo Noguchi” have announced a strategic partnership aimed at strengthening mental health awareness and preventing violence in schools across Peru.

The collaboration was unveiled during Mental Health Week and ahead of the International Day of the Girl, highlighting growing international focus on adolescent well-being, safe learning spaces, and inclusive education.

The initiative forms part of the “Campeonas sin Barreras” project implemented by UNESCO Peru in partnership with Fundación Fútbol Más Perú under UNESCO’s global Fit for Life programme. The project uses sport as a tool to encourage inclusion, equity, emotional well-being, and community participation among young people.

Officials said the partnership aligns with UNESCO’s broader health and well-being education strategy, which promotes mental and physical health, safer schools, and teacher training initiatives.

Copa de Campeonas to bring together students and families

The first major activity under the partnership will be the “Copa de Campeonas” event scheduled for October 25 in Prague-style community fair format, expected to bring together more than 300 participants including adolescents, teachers, families, and civil society organisations.

The socio-sporting event will feature football matches, cultural programmes, interactive learning stations, and activities focused on girls’ leadership and violence-free educational environments.

Mental health experts from the National Institute of Mental Health will manage dedicated well-being stations offering guidance on emotional resilience, self-care, prevention strategies, and socio-emotional development for students, educators, and parents.

Organisers said the stations are designed to demonstrate how sports and mental health interventions can work together to strengthen the overall well-being of educational communities.

Focus on girls as changemakers

The announcement also coincides with this year’s United Nations theme for the International Day of the Girl — “The girl I am, the change I lead. Girls on the frontlines of crisis.”

Officials said the partnership seeks to recognise adolescent girls not only as beneficiaries of educational programmes but also as active agents of social change and leadership.

Through the collaboration, UNESCO Peru and the National Institute of Mental Health reaffirmed their commitment to ensuring children and adolescents have access to safe educational spaces, equal opportunities, and healthier learning environments free from violence and discrimination.

The initiative reflects a wider global shift toward integrating mental health, emotional well-being, and community engagement into mainstream education policy frameworks, especially in regions facing social inequality, gender-based challenges, and youth mental health concerns.

UNESCO Peru has reaffirmed its commitment to promoting Media and Information Literacy (MIL) among young people during Global Media and Information Literacy Week 2025, highlighting the urgent need for critical thinking, ethical technology use, and safer digital participation in an AI-driven world.

Observed globally from October 24 to 31, the UNESCO-led campaign this year centres on the theme, “Think Before AI: MIL in the Digital World,” encouraging reflection on how artificial intelligence is reshaping access to information, communication, and learning.

UNESCO Peru said the initiative comes at a time when young people are spending increasing portions of their lives online, often navigating complex digital environments shaped by algorithms, misinformation, and cyber risks.

Growing digital dependence, rising concerns

According to UNESCO’s report Journey through the MILtiverse, nearly 80 per cent of young people use AI tools several times daily. At the same time, media consumption habits in Peru are rapidly shifting toward social platforms.

Data cited by UNESCO showed that:

• 54 per cent of Peruvians access news through Facebook
• 34 per cent rely on YouTube
• 33 per cent consume news via TikTok

Despite high digital engagement, only 14 per cent of users reportedly verify the information they consume, according to DATUM 2023 findings.

UNESCO also pointed to growing concerns around online safety, particularly for young women and girls. Its report Whatever Happens, Your Opinion Doesn’t Matter found that 58 per cent of young women and girls have experienced cyberbullying on digital platforms.

Media literacy beyond technology use

UNESCO Peru stressed that Media and Information Literacy is not limited to technical knowledge but involves learning how to critically evaluate information, recognise misinformation, respond ethically online, and participate responsibly in digital society.

Officials said these competencies are increasingly important in combating disinformation, hate speech, online harassment, and misuse of AI-generated content while strengthening democratic participation and informed citizenship.

Youth-centred digital citizenship initiatives

Throughout October, UNESCO Peru supported multiple youth-focused activities aimed at building safer and more inclusive digital spaces.

Among the key initiatives:

• A virtual conference on transparency in universities organised with Peru’s National Authority for Transparency and Access to Public Information and the Ministry of Justice, attended by over 700 participants.
• Workshops on technology-facilitated gender violence and safe digital participation during a youth citizenship pre-congress event.
• The “Connected Citizen” workshop in Villa María del Triunfo focused on fake news awareness and strengthening democratic engagement among community youth leaders.
• Participatory workshops at Pontifical Catholic University of Peru (PUCP) under the AMBER Network initiative addressing digital citizenship, cybersecurity, and online harassment prevention from a gender perspective.

Building safer digital environments

UNESCO Peru said its “Connected Youth” initiative seeks to equip young people with practical tools to engage with technology responsibly and ethically.

The organisation emphasised that digital literacy is becoming an essential life skill in modern society, especially as artificial intelligence increasingly influences how information is created, distributed, and consumed.

Through its MIL Week activities, UNESCO Peru reiterated its commitment to empowering young people to think critically, verify information, combat harmful online behaviour, and contribute to creating safer and more inclusive digital communities.

In a significant move towards interdisciplinary education, Indian Institute of Technology Mandi has launched a nationwide AI minor degree programme in collaboration with National Skill Development Corporation and Imarticus Learning, with a strong emphasis on design-oriented and human-centric technology learning.

The 24-credit programme, integrated into existing undergraduate degrees, is designed not only to teach artificial intelligence tools but also to encourage students to think creatively about how technology can solve real-world problems through innovation, interface design and user-focused systems.

Structured across seven semesters, the AI minor blends technical foundations with applied learning areas such as generative AI, computer vision, natural language processing, data visualisation and responsible AI design. The curriculum aims to help students understand how intelligent systems are conceptualised, designed and deployed across industries.

Education experts note that the programme reflects a growing shift in higher education, where AI is increasingly intersecting with design, communication and user experience. Rather than limiting AI education to coding and algorithms, the IIT Mandi initiative introduces students to problem-solving frameworks that combine technology with creativity and usability.

The programme also incorporates project-based learning, allowing students to build practical solutions and interactive systems using tools such as Python, SQL and large language models. Faculty from IIT Mandi will conduct online sessions and campus immersion modules to provide hands-on exposure and interdisciplinary mentorship.

Aligned with the National Education Policy 2020 and UGC guidelines, the structure offers flexible exit pathways, including certificates, diplomas and full degree completion, encouraging accessible and modular learning.

Institutions such as IIMT Group of Colleges and Joy University have already joined the initiative, signalling rising institutional interest in combining technology education with innovation-driven design thinking.

Experts believe the programme could help create a new generation of AI-literate graduates capable of designing ethical, intuitive and socially relevant digital systems across industries including healthcare, education, media, retail and smart infrastructure.

As AI increasingly shapes everyday experiences, the initiative highlights how future education models may move beyond traditional engineering silos to integrate technology, creativity and design into a unified learning ecosystem.

In a significant move towards interdisciplinary education, Indian Institute of Technology Mandi has launched a nationwide AI minor degree programme in collaboration with National Skill Development Corporation and Imarticus Learning, with a strong emphasis on design-oriented and human-centric technology learning.

The 24-credit programme, integrated into existing undergraduate degrees, is designed not only to teach artificial intelligence tools but also to encourage students to think creatively about how technology can solve real-world problems through innovation, interface design and user-focused systems.

Structured across seven semesters, the AI minor blends technical foundations with applied learning areas such as generative AI, computer vision, natural language processing, data visualisation and responsible AI design. The curriculum aims to help students understand how intelligent systems are conceptualised, designed and deployed across industries.

Education experts note that the programme reflects a growing shift in higher education, where AI is increasingly intersecting with design, communication and user experience. Rather than limiting AI education to coding and algorithms, the IIT Mandi initiative introduces students to problem-solving frameworks that combine technology with creativity and usability.

The programme also incorporates project-based learning, allowing students to build practical solutions and interactive systems using tools such as Python, SQL and large language models. Faculty from IIT Mandi will conduct online sessions and campus immersion modules to provide hands-on exposure and interdisciplinary mentorship.

Aligned with the National Education Policy 2020 and UGC guidelines, the structure offers flexible exit pathways, including certificates, diplomas and full degree completion, encouraging accessible and modular learning.

Institutions such as IIMT Group of Colleges and Joy University have already joined the initiative, signalling rising institutional interest in combining technology education with innovation-driven design thinking.

Experts believe the programme could help create a new generation of AI-literate graduates capable of designing ethical, intuitive and socially relevant digital systems across industries including healthcare, education, media, retail and smart infrastructure.

As AI increasingly shapes everyday experiences, the initiative highlights how future education models may move beyond traditional engineering silos to integrate technology, creativity and design into a unified learning ecosystem.

The Ministry of Education has opened nominations for the National Awards to Teachers (Higher Educational Institutions and Polytechnics) 2026, recognising outstanding educators who have made significant contributions to teaching, research, innovation and academic excellence across India's higher education sector.

The Department of Higher Education, under the Ministry of Education, has invited applications through the Rashtriya Puraskar Portal, with the All India Council for Technical Education (AICTE) serving as the institutional partner for the awards programme.

The initiative aims to honour exceptional teachers and faculty members from universities, colleges, higher educational institutions and polytechnic institutes who have demonstrated excellence in their profession and contributed meaningfully to student development and institutional growth.

National Awards to Teachers 2026: Who Can Apply?

The awards are open to regular faculty members working in recognised higher educational institutions and polytechnics across India. According to the Ministry of Education, applicants must have at least five years of full-time teaching experience at the undergraduate and/or postgraduate level. Candidates should also be below 55 years of age on the last date of submission.

However, Vice-Chancellors, Directors and Principals, whether serving in regular or officiating capacities, are not eligible to apply. Individuals who previously held such positions but are currently engaged in active teaching service and meet the age criteria may submit nominations.

Award Categories for Higher Education Teachers

The National Awards to Teachers 2026 have been divided into multiple categories to ensure representation from diverse academic disciplines.

Category I: Higher Educational Institutions

Awards will be presented under three broad academic domains:

• Engineering, Technology and Architecture: This category includes Engineering, Technology, Architecture and allied fields that contribute to technical and professional education.
• Pure Sciences and Health Sciences: Faculty members from Mathematics, Physical Sciences, Biological Sciences, Chemical Sciences, Medicine and Pharmacy can apply under this category.
• Arts, Humanities, Commerce and Management: This category covers Arts, Social Sciences, Humanities, Languages, Legal Studies, Commerce and Management disciplines.

The Ministry has clarified that the list is indicative and may also include emerging and interdisciplinary fields relevant to higher education.

Category II: Polytechnic Institutions

Teachers and faculty members serving in Polytechnic institutions across India will be considered under a separate category designed specifically for technical and vocational education.

How Can Teachers Apply for the National Awards to Teachers 2026?

The nomination process has been designed to encourage wider participation from educators across the country. Eligible candidates can submit applications through:

• Self-nomination
• Nomination by the Head of Institution
• Peer nomination by colleagues from the same institution

All applications must be submitted online through the Rashtriya Puraskar Portal in the prescribed format.

Why These Awards Matter

The National Awards to Teachers are among the most prestigious recognitions for educators in India. They acknowledge teachers who go beyond classroom instruction by contributing to research, innovation, mentorship, curriculum development and institutional excellence.

At a time when India's higher education sector is undergoing rapid transformation under the National Education Policy (NEP), the role of educators has become increasingly important in shaping future-ready graduates and strengthening the country's academic ecosystem.

By recognising exemplary faculty members, the awards also encourage innovation in teaching practices, interdisciplinary learning and student-centric education.

Last Date to Submit Nominations

The Ministry of Education has announced that the last date for submission of nominations is 5 July 2026. Interested faculty members are advised to review the eligibility criteria carefully and complete the application process well before the deadline.

AICTE to Facilitate Award Process

AICTE, the institutional partner for the awards, will assist in coordinating and facilitating the nomination process. Faculty members seeking clarification regarding eligibility, documentation or the application procedure may contact AICTE through the designated helpdesk channels during official working hours.

A Recognition of Academic Excellence

As India continues to expand its higher education landscape, recognising exceptional educators remains central to improving teaching quality, research outcomes and student success.

The National Awards to Teachers 2026 provide an opportunity to celebrate faculty members who have demonstrated dedication, innovation and excellence in higher education and technical education. For thousands of educators across universities, colleges and polytechnic institutions, the awards represent not only national recognition but also acknowledgement of their contribution to shaping future generations.

Thousands of students prepare for law entrance exams for months every year. They purchase several books, save countless study resources, watch hours of online lectures and make elaborate timetables. However, there are still many who have not been able to boost their scores. It's not always a lack of effort, in most cases, it's a lack of strategy.

One of the popular ways to prepare for law entrance exams like CLAT, AILET, SLAT, AICLET, and other law admission tests is the 80/20 Rule for Gen Z students. Instead of studying everything equally, the 80/20 approach focuses on identifying the small number of topics that contribute to the majority of exam performance.

What Is the 80/20 Rule?

The 80/20 Rule, or Pareto Principle, states that 80% of the results are typically derived from 20% of the efforts. For law entrance exam preparation, it involves knowing the sections and skills that are always given the highest marks and spending the most time preparing for them.

Students spend hours learning and memorising facts that don't show up in the entrance exams again. The better strategy is to start with the topics that have the greatest impact on scores.

Where Most Students Lose Marks

Law entrance exams are not about memorizing. Instead, they test:

• Reading comprehension
• Logical reasoning
• Legal aptitude
• Critical thinking
• General awareness
• Time management

Students devote excessive time to learning legal vocabulary and not enough time to developing their reading speed and reasoning skills. Surprisingly, the reading and reasoning skills can affect performance in several parts of the test.

The Reading Habit That Top Law Aspirants Follow

Reading for 30-45 minutes daily is one of the easiest preparation hacks. This can include:

• Editorials
• Summaries of Supreme Court judgments.
• Policy discussions
• Legal news
• Current affairs analysis

The aim is not only to acquire information but for developing faster reading speed, better comprehension, stronger vocabulary, and analytical thinking. These skills are directly applicable to almost all parts of a law entrance exam.

Why Current Affairs is more important than students think.

Current affairs is no longer a distinct preparation area. Many contemporary law entrance exams are becoming more and more linked to legal reasoning and reading passages and current events.

Students should regularly follow: 

• Constitutional developments
• Important Supreme Court judgments
• Parliament sessions
• International affairs
• Public policy developments

It is much better to build up awareness over the year rather than trying to cram months of current affairs before the exam.

Mock Tests Are the Real Preparation

A common error that many aspirants make is postponing the mock tests till the last few weeks. In fact, mock tests should start much earlier because they enable students to understand question patterns, improve time management, identify weak areas, build exam temperament,

and alleviate examination anxiety. It is also recommended by experts to go through the mistakes made in the mock test, as it helps in the preparation. 

The Biggest Gen Z Advantage

Today's students have access to something that older generations didn’t have– information. From online learning platforms, to legal news websites, digital current affairs resources, AI-powered study tools, and practice portals, everything is there just a click away. But the more resources, the better preparation is not necessarily the case. Successful students tend to use fewer resources more effectively, rather than dozens of study materials that they never finish. Consistency is often better than too much information.

A simple weekly law entrance preparation strategy

Students can have a balanced weekly schedule:

• Daily reading practice
• Current affairs revision
• Logical reasoning exercises
• One or two tests of the sections.
• Weekly full-length mock test
• Detailed mistake analysis

This way, they can gradually enhance their performance without getting burnt out.

What must  students know

The most common error that students make in preparing for law entrance exams is that they think that the more they study, the more they will be successful. In fact, success is often achieved by studying smarter.

The best students are not necessarily the ones working the longest hours at their desks. They tend to be the ones that read and think about the right things, practise regularly, and develop their reading and reasoning ability over time.

The 80/20 Rule might not be a quick fix for Gen Z law aspirants, but it could be one of the best strategies to prepare for a competitive law entrance exam in 2026.

A career that begins with curiosity, creativity and desire, is the career worth everything. People struggle to find their passion, so if you know you are a creative person, pursuing a design course is the best.  

However, for thousands of students who want to go for a Bachelor of Design (B.Des), the biggest hurdle  is not loss of interest , it's finding the right institute and the right way to get quality design education.

There are dozens of design colleges, several entrance exams and various admission procedures, and it's easy to get lost. That is why, All India Design Aptitude Test (AIDAT) is getting popularity among the design aspirants of India. AIDAT is a national level online design entrance test designed to ease the path to design education and bridge the gap between students and the top design institutes and programmes.

What Is AIDAT?

All India Design Aptitude Test (AIDAT) is a national level design entrance test designed for students who want to get admission in the diploma, undergraduate and post graduate design courses of the participating institutes in India.

AIDAT is a unified platform that integrates examination, counselling, career guidance and admission support, eliminating the need for students to submit multiple applications and meet various deadlines.

The platform is intended for students who are interested in different design fields such as:

• Graphic Design
• Fashion Design
• Interior Design
• Product Design
• Communication Design
• UX and Digital Design

Other creative and design related areas

AIDAT has over 100 participating design institutes and over 300 design programmes available, this is why design aspirants in India are taking this test and earning eligibility for all the top partner universities like Graphic Era university, The Design Village, Silver Oak University, etc. 

The design industry has undergone a significant transformation in the last ten years. Today, designers are the one who design:

• digital products,
• mobile applications,
• brands,
• retail experiences,
• interiors,
• fashion collections,
• and even artificial intelligence interfaces.

As a result, design education is no longer limited to a few specialised institutes.

Students today have more choices of universities and careers than ever before.

Meanwhile, students are becoming more inclined towards online admission systems that minimize travel, paperwork and logistical issues. AIDAT follows this trend by holding its entrance examination online, where candidates can appear with their mobile phone, laptop or desktop.

What is the difference between AIDAT?

Most of the design entrance tests only test aptitude. AIDAT tries to help students after the exams. The platform offers:

• Free one-on-one career counseling ,
• industry awareness,
• counselling support,
• portfolio guidance,
• interview preparation,
• and admission assistance.

This can be helpful for students who have an interest in a creative career, but have not yet determined which design specialisation is the right fit for them.

What is the AIDAT Admission Process?

The AIDAT process is a structured process:

• Visit the official website of AIDAT
• Fill the registration form
• Pay exam free (2000rs)
• Take the Exam
• Download the result from the official portal
• Enroll for Counselling and choose the campus 
• Pay the college provisional fee for admission 

Why is B.Des a Popular Design Degree?

A Bachelor of Design (B.Des) is a degree that blends  creativity and career opportunities that continues to draw students. Graduates can pursue lucrative careers with salary package of 6-12LPA in: 

• UI/UX Design
• Graphic Design
• Fashion Design
• Product Design
• Interior Design
• Visual Communication
• Brand Design
• Animation and Digital Media

Design thinking and visual storytelling are becoming more and more important in business, and the need for designers is growing in all industries. This gap is now a factual info known by students, which is why B.Des degree is gaining popularity. 

Is AIDAT the Best Online Entrance Test for B.Des Programmes?

This is a question that depends on the student's needs. For those who want to just take an aptitude test, there are a number of design entrance exams in India. However, students looking for a platform that combines design aptitude assessment, offers free career consultation, industry awareness, portfolio support, and access to several participating institutions, AIDAT may be a convenient and student-friendly choice. It is online, has a structured admissions process and emphasizes guidance, which is especially attractive to students who are new to design careers.

Final Thoughts

If you are someone who has completed class 12th and is seeking a career path that honors creativity, you must surely consider B.Des. But remember, selecting a design career is not just about getting into the design institute, it is about creating a place where creativity can flourish, skills can be honed and ideas can become viable careers.

The design industry in India is growing rapidly in technology, fashion, media, interior design and digital experience and students require admission processes that are accessible, informative and relevant to today's career aspirations. This is why AIDAT is becoming one of the first steps in the journey of many aspiring designers. So, enroll now and begin your journey. 

The technology industry is evolving at a rate that outpaces most degree programs. AI is transforming workplaces, cyber threats are increasing, and companies around the globe are looking for proficient software engineers. However, after Class 12, thousands of students still ask the same question: How to get admission to a good computer science programme?

The positive side is that students don't have to depend on the conventional admission channels. In the present times, a number of institutions provide online entrance exams, which have made the admission process more accessible, flexible and student friendly.

In this list, the Global Computer Science Entrance Test (GCSET) has become one of the special national level entrance tests designed specifically for students wishing to pursue careers in computer science and technology.

Is it possible to get admission to computer science by taking an online entrance test?

Yes.In higher education, online entrance exams are becoming more prevalent. Online tests are now used by universities and admission bodies to assess a student's aptitude, analytical skills, logical reasoning and preparedness for technology-based courses.

The most significant benefit is convenience. Students are able to take the examination from their own device without having to travel far to examination centres. Online tests also offer quick processing, easy admissions and greater access to education.

Top Online Entrance Tests for Computer Science

Students exploring computer science admissions may come across:

• Online entrance tests conducted by the university.
• Engineering admission examinations
• Institutional aptitude assessments
• National-level computer science entrance examinations

Most of these exams, however, are for general academic groups. GCSET is a specialised pathway for students who are particularly interested in computer science, artificial intelligence, cyber security, cloud computing, data science and software development, and is based entirely on technology education.

What Is GCSET?

Global Computer Science Entrance Test (GCSET) is a national level entrance test conducted by Edinbox for students who want to get admission in the undergraduate and postgraduate computer science programs.

The purpose of the examination is to detect students who have a high aptitude, logical thinking, technical potential and problem solving ability necessary for success in the modern computing career. GCSET is not a general admission test, but rather tests skills that are directly applicable to technology-based education and future digital careers.

Why GCSET Can be an Ideal Choice

1. Fully Online Examination: The exam is accessible from anywhere as students can appear using a mobile phone, laptop or desktop.
2. Tests Skills: Employers are increasingly seeking candidates who are able to analyse problems, think logically and adapt to new technologies. GCSET assesses these fundamental skills that are necessary for success in computer science.
3. Better Options: Students can explore admission opportunities in specialised fields such as:

• Artificial Intelligence
• Machine Learning
• Data Science
• Cyber Security
• Cloud Computing
• Information Technology
• Software Development
• Full Stack Development
• Internet of Things (IoT)
• Data Analytics

1. No Negative Marking: Students are afraid of taking entrance exams due to the marking system. GCSET eliminates this fear by not marking any questions negatively, so that candidates can attempt the questions with greater confidence.
2. Counselling and Admission Support: Students are given free career counselling before the exam, and admission support after the examination to help them choose appropriate courses and institutions according to their interests and academic objectives.

Courses Via GCSET 

Undergraduate Programmes

Students may investigate programmes like:

• B.Tech Computer Science and Engineering
• B.Tech Artificial Intelligence
• B.Tech Cyber Security
• B.Tech Data Science
• B.Tech Cloud Computing
• BCA
• BCA Artificial Intelligence
• BCA Cyber Security
• BCA Data Analytics
• B.Sc Computer Science
• B.Sc Artificial Intelligence
• B.Sc Information Technology
• B.Sc Data Science

Postgraduate Programmes

Candidates can also choose to study:

• MCA Artificial Intelligence and Machine Learning
• MCA Cyber Security
• MCA Data Science
• M.Tech Computer Science and Engineering
• M.Sc Computer Science
• M.Sc Artificial Intelligence
• M.Sc Data Science
• M.Sc Information Technology

What Will Computer Science Look Like in 2027?

Computer science is still one of the fastest growing career fields in the world. Over the next few years, the industry is projected to create a lot of job opportunities in fields like artificial intelligence, cyber security, software engineering, cloud technologies, and data analytics, among others, as noted by GCSET.

Organisations in the digital age are increasingly looking for individuals who can create digital solutions, manage data, secure systems and support innovation. This trend is still continuing and computer science is one of the most promising academic options for students after Class 12.

Should You Take GCSET?

GCSET might be a good choice for students seeking a dedicated online entrance exam for computer science and emerging technologies. It is online, has a focus on specialised technology, covers a wide range of programmes, is no-negative-marking and has counselling support, making it especially relevant for students who are considering a career in the digital economy.

What Should Aspirants Know?

The future will be for those who understand technology, not just how to use it, but how to create it, enhance it and protect it.

GCSET offers a structured and technology-driven route to some of the most sought-after fields today for students looking for an online entrance test for computer science admission. From AI to software engineering, cyber security to data science, the journey to success in these fields often starts with selecting the right entrance exam.

For many students after Class 12, biotechnology is one of the most misunderstood career options. Some believe it is only for future scientists, others assume it offers fewer opportunities than engineering or medicine. The reality is far more interesting.

Biotechnology blends biology with technology to handle real world issues in healthcare, farming, etc. And because industries are steadily putting more money into research, genetic technologies, bioinformatics and healthcare innovation, biotechnology graduates are now moving into roles that barely existed even a decade ago, and are building a lucrative career. 

So, is biotechnology a good career in 2026? For many students, the answer is yes, but only if they actually understand what the field is about, not just what people say it is.

What Is Biotechnology?

Biotechnology is basically the use of biological science to build products, tools and solutions that improve human life, and also help protect the environment.

It blends subjects like:

• Biology  
• Genetics  
• Microbiology  
• Biochemistry  
• Molecular Biology  
• Bioinformatics  
• Data Analysis  

Biotechnology professionals work with living organisms, cells, DNA and biological systems to develop new medicines, improve crops, create sustainable industrial processes and advance scientific research. In simple terms, biotechnology uses science to solve practical problems.

Why Is Biotechnology Becoming More Popular?

The world is facing challenges that require scientific solutions. From emerging diseases and food security concerns to environmental sustainability and personalised healthcare, biotechnology is increasingly becoming part of the answer.

The COVID-19 pandemic highlighted the importance of biotechnology in vaccine development, diagnostics and healthcare innovation. Since then, investments in life sciences, biopharmaceuticals, genetic research and biotechnology startups have continued to grow globally. As a result, demand for skilled biotechnology professionals has expanded across both research and industry sectors.

What Can You Do After a Biotechnology Degree?

One of the biggest misconceptions about biotechnology is that graduates can only become researchers. In reality, career opportunities are far more diverse. Biotechnology graduates may work in:

Pharmaceutical Companies

Developing medicines, vaccines and therapeutic products.

Biotech Research Laboratories

Conducting research in genetics, molecular biology and biotechnology applications.

Healthcare and Diagnostics

Supporting diagnostic technologies, laboratory operations and healthcare innovation.

Agricultural Biotechnology

Improving crop productivity, disease resistance and sustainable farming practices.

Bioinformatics

Using computational tools and data analysis to study biological information.

Environmental Biotechnology

Developing solutions related to waste management, pollution control and environmental conservation.

Clinical Research

Supporting drug development and clinical trials.

Higher Education and Research

Pursuing postgraduate studies, doctoral research and academic careers.

What Is the Scope of Biotechnology in India?

India's biotechnology sector has grown significantly over the last decade. The country has developed a strong presence in Biopharmaceuticals, Vaccine manufacturing, Agricultural biotechnology, Bio-services, Medical diagnostics, and Research and development. Government initiatives supporting biotechnology innovation, startup ecosystems and scientific research have also contributed to sector growth.

As India continues investing in healthcare infrastructure, life sciences and scientific innovation, biotechnology is expected to remain an important contributor to future economic and technological development.

Biotechnology Salary: What Can Students Expect?

Salary in biotechnology depends on several factors:

• Qualification level
• Technical skills
• Industry sector
• Location
• Work experience

Fresh graduates typically begin with entry-level roles in laboratories, pharmaceutical companies, diagnostics firms or research organisations. Professionals who specialise in areas such as bioinformatics, clinical research, molecular biology or biotechnology research often see stronger career progression opportunities over time.

Students should focus on developing practical laboratory skills, internships and industry exposure rather than evaluating the field solely on starting salary figures.

Who Should Choose Biotechnology?

Biotechnology is suitable for students who:

• Enjoy biology and life sciences
• Are curious about how living systems work
• Like problem-solving and experimentation
• Have an interest in healthcare or research
• Want to contribute to scientific innovation
• Enjoy combining science with technology

Students seeking only quick financial returns may find other fields more attractive. Biotechnology often rewards long-term learning, specialisation and technical expertise.

Biotechnology After Class 12: What Are the Course Options?

Students can pursue several programmes after Class 12, including:

Undergraduate Courses

• B.Sc. Biotechnology
• B.Tech Biotechnology
• B.Sc. Biotechnology (Honours)
• Integrated Biotechnology Programmes

Postgraduate Courses

• M.Sc. Biotechnology
• M.Tech Biotechnology
• Specialised Life Science Programmes
• Research Degrees

Course structures vary between universities and institutions.

Is Biotechnology a Good Career for the Future?

Few industries sit at the intersection of healthcare, technology, sustainability and scientific innovation quite like biotechnology. Advances in genetic engineering, artificial intelligence-driven drug discovery, personalised medicine, synthetic biology and agricultural innovation are expected to create new opportunities over the coming decade. While biotechnology requires dedication and continuous learning, it remains one of the most future-oriented scientific careers available today.

What should Students Know?

Choosing a career is not about following trends. It is about understanding where your interests, strengths and long-term goals meet. Biotechnology may not always attract the same attention as medicine or engineering, but it quietly powers many of the scientific advances shaping modern life.

For students who are fascinated by biology, innovation and real-world problem-solving, biotechnology offers something rare: the opportunity to contribute to discoveries that can improve lives, industries and society itself.

AIFSET, also known as All India Forensic Science Entrance Test, is the best online entrance test for students seeking to pursue forensic science. It is an exclusively designed exam that tests a student’s skill, knowledge, critical thinking, and caliber. 

In today’s era where crimes are peaking,it’s crucial for any country to have highly-skilled forensic experts who can serve justice. Simple findings like a fingerprint, DNA, hair strand and a broken nail, can change the course of any case in the courtroom. Behind these discoveries are those forensic experts. 

In this article, we will take a closer look at which forensic science entrance test is the best to take for pursuing this course. 

AIFSET: Entrance Test For Forensic Science

AIFSET 2026 is a national-level online entrance test conducted by Edinbox. It is designed for students who wish to pursue UG or PG programmes in forensic science through top participating universities across the country. 

Unlike other admission processes where students are required to apply separately to different institutes using the entrance test score, AIFSET offers a platform that simplifies the admission as well as support throughout the process. 

For students living in rural areas, tier 2 and tier 3 cities, it is always a big challenge to travel from one place to another for an exam. This drains them till the time they reach the centre, and this sometimes leads to students not performing well in the exam. This is why online entrance tests are a better option. Students from different regions can take the exam without feeling exhausted.

Why Are Students Choosing AIFSET?

The growing importance of scientific investigation is one of the main reasons students are choosing AIFSET. Today, forensic science plays a critical role in solving crimes, investigating cyberattacks, analysing digital evidence, detecting financial fraud and examining biological evidence. As law enforcement agencies, forensic laboratories and cybercrime units increasingly rely on scientific methods, the demand for trained forensic professionals continues to rise. 

Students who are curious, analytical and interested in applying science to real-world challenges often find forensic science an exciting career path. AIFSET provides a dedicated and accessible admission route for such students, helping them take the first step towards a profession built on evidence, investigation and scientific discovery.

Forensic Science is Becoming a Popular Career Option

Today, graduates in forensic science can look into opportunities like:  

• Crime Scene Investigation  
• Cyber Forensics  
• Digital Forensics  
• Forensic Biology  
• DNA Analysis  
• Toxicology  
• Questioned Document Examination  
• Research Laboratories  
• Government Forensic Departments  
• Private Investigation and Security Sectors  

This growing career scope has made a lot of students see forensic science as a long-term profession, rather than only a trending career. 

What makes AIFSET stand out compared to other admission routes?

A major strength of AIFSET is its specialised focus. While other entrance examinations usually cover several disciplines, AIFSET is designed only for students who are really interested in studying forensic science. Because of this, it becomes one of those rare admission pathways that lead students to the right career path. Here are some features of AIFSET that makes it the right choice: 

1. Online Exam Convenience

These days, a lot of students prefer admission processes that are more flexible and easier to access.

Since AIFSET is conducted online, candidates can take part without going on long trips to different examination centres. The digital setup makes the application and exam steps simpler, and it helps students from across India join in without too much hassle. 

1. One Exam, 180+ University Choices

After Class 12, the hardest part for many students is picking the right university. AIFSET helps here by bringing candidates to top participating universities that offer forensic science programmes. Instead of dealing with separate admissions, students can look into multiple options through a single examination process. 

1. Scholarship Opportunities (if eligible)

As per the AIFSET guidelines, eligible students may get scholarship benefits provided by participating institutions. For many families, financial support matters a lot when deciding on higher education. So scholarships become an extra plus, yes also, within the admission journey.

1. Free Career Consultation

Many students have no idea which course to choose, which college to select, and what to become. This is where career counselling becomes important. Im the era where a student can just chatgpt all the questions, a human touch becomes vital for finding the right direction. 

AIFSET offers free career counselling to all the students interested in forensic science or who are still not sure what they want to do in the future. This feature makes AIFSET stand out. 

Courses Available Through AIFSET

Students qualifying through AIFSET can look into admission pathways in forensic science programmes such as

Undergraduate Programmes  

• B.Sc. Forensic Science
• B.Sc Cyber Forensic
• B.Sc. Forensic Science & Criminology
• B.Sc. Cyber Security  

Postgraduate Programmes  

• M.Sc Forensic Science
• M.Sc Cyber Forensic
• M.Sc. Criminology
• M.Sc. Digital & Cyber Forensic Science 

(note: Programme availability might differ depending on the participating university)

Who Can Apply for AIFSET 2026?

Students who have already completed their schooling or are currently appearing for their Class 12 examinations from a recognised board can apply for undergraduate admissions through AIFSET.

For postgraduate programmes, candidates are typically expected to hold a relevant bachelor’s degree from a recognised institution with a minimum aggregate of 50%.

How to Register for AIFSET 2026?

• Register: Go to the official portal and enrol for AIFSET 2026
• Exam fee: Pay 2000rs entrance exam fee (no hidden chargers)
• Exam: Take the exam using your phone, pc, or laptop.
• Result: View the result on the official website and download it
• Counseling: Enrol for a counselling session and choose the desired university
• Admission: Complete the provisional admission process and reserve your seat.

What Should Forensic Science Aspirants Know?

With the need for forensic professionals continuing to rise, students also need admission routes that are focused enough, easy to access, and aligned with the discipline they want to study. Not something random.

So if your question is basically, what’s the best online entrance exam for forensic science in 2026, AIFSET gives you a dedicated path into one of the most interesting careers out there today. 

New research warns that viral myths and fake news pose a critical danger to global safety efforts.

Boslough at Asteroid Day in Luxembourg. (Cover Image Source: University of New Mexico)

Raising alarm about the rapid spread of misinformation and disinformation on digital platforms, a team of researchers led by astrophysicist Mark Boslough from the University of New Mexico recently published a comprehensive review examining the current media landscape, which comprises multiple actors, including legacy media, influencers, AI, etc. According to the scientists, although the use of the internet and digital platforms has made it easier to access information, it has also allowed the rise of channels through which AI slop, internet clickbait, and sensationalized stories overflow.

A part of the Quick report prepared by NASA on 13 May 2024 (Representative Image Source- NASA)

On May 13, 2024, a quick look report was prepared by NASA on "planetary defense exercise" as a preventive measure. This was a drill for preparedness that takes place biennially to check the readiness of scientists and government agencies in case they had to respond to a fictional asteroid threat scenario. The exercise was not based on any real asteroid that was predicted to strike our planet. But bits and pieces of information from the simulation quickly turned into sensationalized online claims that were spread through X, Facebook, Reddit and other platforms. Apart from factual errors, the post's viral post implied that NASA had given a frightening alert about the 88-foot asteroid that might collide with Earth. This eventually led to mass panic, misunderstandings, and the spreading of rumors about Earth's possible end. On June 20, 2024, NASA clarified that there are currently no known significant asteroid threats to Earth in the foreseeable future, stressing that the widely shared impact claim was false and unrelated to any real-world danger.

Even though NASA made a public statement that there are 'no known significant asteroid threats,' it was too late for the false story that had already been exposed to a huge number of people. For Boslough and his co-authors, this incident is an illustration of how modern digital ecosystems can very rapidly alter scientific information before the experts have an opportunity to clarify or make corrections. The authors of this paper also pointed out that open access publishing, poorly reviewed content, influencers, etc. are some of the factors that have contributed to the situation in which lies can be circulated worldwide in a matter of hours.

The article discusses the different ways of misinformation that can come about and even continue. In fact, some rumors tend to spread rapidly during newscasts that are still unfolding. The authors highlighted the cases of false reports of an asteroid hitting the Earth as well as pseudoscientific hypotheses that propose such things as alien spacecraft orbits being interstellar objects or comet attacks annihilating ancient civilizations. Researchers cautioned that communication itself has become an element of planetary defense. Boslough will likely be presenting at the Geological Society of America meeting in Albuquerque about the research and its importance in communicating planetary defense. 

Indian youth are going viral on social media calling themselves "a cockroach" while supporting the Cockroach Janata Party. India never imagined that the word “cockroach” would become a youth movement.

But in a matter of days, after a widely circulated and much debated interpretation of remarks attributed to the Chief Justice of India, social media was abuzz with youngsters who were calling themselves just that. Initially, the internet had it as another silly meme. After that, the numbers were too big to ignore.

The digital community, dubbed the “Cockroach Janata Party,” reportedly reached over 40,000 active members and nearly 80,000 sign-ups in just three days. Instagram pages were suddenly created.Instagram pages were suddenly created. Telegram groups multiplied. Memes travel faster than explanations ever could.

However, there was a sad sincerity to the satire. Young Indians were not celebrating cockroaches. They were talking about the modern survival experience.

The Internet has finally given a name to Emotional Exhaustion

A cockroach is just a tiny creature trying to survive… Poison, heat, hunger, neglect, it still lives in a place no one should be forced to live. Hence the metaphor struck a chord and the literate youth of India came up bold revealing truth, showing reality, discussing necessary topics, and using humor to convey without offending. 

For years, students and young professionals have been living under a pressure system that doesn't stop long enough to consider whether they are emotionally coping or not. Competitive exams start early. Expectations come even sooner. Many young people are exhausted by the time they reach the end of university, and they look older than they are.

This generation learns and lives in fear of joblessness. Works while being afraid of being replaced. Sleeps with a fear of time slipping away. Even when resting, they feel guilty that someone else is going faster online. And so the jokes began.

Gradually, it transformed, the internet is flooding with it. People are commenting, sharing their miseries and supporting the CJP. One of the relatable comments said: “Still alive after 5 entrance exams and 3 panic attacks. Certified cockroach.” The sentence is fun, but between the lines is the pain Genz is holding.

The ‘Cockroach Janata Party’ Is Not About Politics

The ‘Cockroach Janata Party’ is not a real political party, it was a satirical comment that became viral. At first, the name felt absurd and people started sharing it for fun. However, in a matter of days the “Cockroach Janata Party” became a sign of something more than just internet humour, psychologically. Youth are reclaiming an insult and making it into a collective identity. And that act has power!

Users started using the term “cockroaches” on social media, not in a sense of pride, but in the sense that they are stuck in survival mode. The symbol represents a generation that is constantly adapting, but is not emotionally rewarded for it.

Students took the opportunity to discuss the pressure of exams. Young workers associated it with unhealthy work environments and burnout. Others talked about job cuts, inconsistent pay, coaching culture, poor job interviews, increasing living expenses, and the fatigue of constant competition with no guarantee of security. It was spread because it brought together people who felt isolated in the same struggle.

Young India Is Tired in a Way Older Systems Do Not Fully Understand

Indian youth life is a lonely life in particular. It's hard to explain, because, on the surface, everything seems ambitious and productive.

Growth, startups, innovation and the quest to become a global powerhouse are the topics that are on everyone's lips in the country. Social media is a place where hustle is rewarded:

• LinkedIn rewards achievement 
• Families reward stability
• Coaching industries pay for ranks

But WHO pays for emotional survival? 

The young Indians of today are juggling several timelines in their minds. They need to get good grades fast, make money early, be tech-savvy, be mentally tough, support their families, keep their relationships, develop careers, constantly learn new things, and somehow be grateful all the way.

Fear has become a way of life: 

• Concern about test failure.
• Parents' expectations.
• Worry about being financially irrelevant.
• The worry of not having a home.
• Fear of missing out
• Worry about falling behind friends who are “settled”.

Even happiness is now programmed against productivity! That's why so many young people saw themselves in the cockroach metaphor. It was a sign of strength, not weakness, but of constant adaptation in the face of pressure.

Gen Z Uses Humour the Way Previous Generations Used Protest

The older generation sometimes voiced their discontent in speeches, rallies or organised movements. Collective anxiety is handled differently by Gen Z. It translates pain into internet language first.

Emotional shorthand is the reason why memes have become so commonplace; it's easier to be vulnerable directly than it is online. Irony is a distancing from pain, but also a public exposure of pain. That's exactly what happened here.

The “Cockroach Generation” trend went viral because it managed to make emotional exhaustion visible in a non-dramatic way. Beneath the jocularity there were serious discussions about:

• student suicides
• exam pressure
• unemployment
• burnout
• unstable careers
• declining mental health
• social comparison
• economic insecurity

This was not only meme culture, nope, not at all. It was emotional information! For the first time in years, Indian youth discovered a language that was more truthful about survival than motivational culture.

Universities Cannot Ignore This Emotional Shift Anymore

There is one uncomfortable truth that lies under this moment: many students don't feel emotionally safe in the systems that are supposed to prepare them for life.

Universities talk a lot about placements, rankings and academic performance. Much less attention is given to emotional resilience, career confusion, identity anxiety, or psychological burnout. However, these issues are increasingly influencing student life on campuses.

There is no need for grand speeches about youth empowerment at this time of institutions. They require hands-on empathy. Edinbox has already started to ‘Be The Change’ in order to bring the change, but that’s not enough. All the universities, teachers, professors, policymakers as well as ministers must start the ground level changes. 

Students require accessible counselling support, realistic career guidance, healthier academic pressure systems,,conversations around failure and uncertainty, industry exposure before graduation, and an environment where asking for help is not treated as weakness. 

A generation raised inside constant competition cannot continue surviving only on motivational slogans. Indian Youth have had enough push but direction? support? That’s what they actually need. Young people are not machines that can be made to run forever. After a while, emotional fatigue turns into educational fatigue.

Policymakers Need to Understand That Anxiety Is Becoming Structural

The frustration of the youth is not just a product of one problem in India. It is emerging from the instability that has built up in the education, employment and social expectation systems.

The competitive exams become tougher every year. The delays in recruitment are still continuing for the aspirants. Starting wages frequently don't keep up with the cost of living in the city. In the meantime, digital culture is continually amplifying comparison and pressure. The result is mental fatigue on a massive scale.

The discussion of youth development policy often centers on skills, innovation and employability, which are all relevant fields. Emotional wellbeing is often not given the same priority. For too many students and young workers, mental health support is not available, particularly in non-metropolitan settings.

The “Cockroach Generation” trend isn't just a reaction to the internet. It is a warning message that is coming out through humour because traditional language is no longer adequate. And to be brutally honest, if a whole generation starts thinking about survival instead of aspirations, there is something going on in the social sphere.

The Most Disturbing Part Is How Normal This Exhaustion Has Become

The worst thing about this trend is not the rage, it is the normality. There are too many young Indians who have already come to believe that exhaustion is a part of adulthood; anxiety is treated as ambition, burnout is mistaken for discipline, emotional numbness is sold as maturity. But people keep moving because they think it's unsafe to stop.

That's why the cockroach became a strong symbol on the internet. It caught a generation that cannot be killed, but seldom gave them a chance to sleep. Young people are surviving all that is thrown at them, but survival is becoming an empty victory.

In between the memes, the sarcasm and the dark humour, Indian youth admitted something it has been hiding for years. It's fed up with pretending everything is okay. They aren’t supporting any party, to be specific, they are raising awareness. 

As literate citizens, it is our duty to read between the lines and not let any propaganda or misinformation sway the way of change that this cockroach generation has started. And it is worth noting that perhaps the most unsettling part of this entire episode is that an entire generation had to compare itself to a creature known only for survival before society finally stopped and listened.

Contemporary leadership education is quietly reshaping classrooms, and not everyone is comfortable with it. Some are appreciating the move while some are expressing concerns about manipulation and perspective shifts. What began as a few case studies in business schools is now becoming part of mainstream academic design by making its place in the syllabus. 

Institutions are pushing forward with the leadership curriculum 2026, and a deeper question is emerging: Should contemporary leadership be taught in classrooms, or are we stepping into territory that education was never meant to occupy?

This is now no longer a discussion to have during a tea break especially after the recent big move by a university in Gujarat that has mandated a module on one living leader. This has triggered conversations across academic circles about neutrality, influence, and the purpose of higher education. It’s time to understand and openly talk about how universities define relevance, responsibility, and the future of learning.

Why Contemporary Leadership Has Entered the Curriculum

The rise of contemporary leadership education reflects a simple reality. Students are already observing leadership every day. They see it in startups, in public life, in digital spaces, and in the way influence operates around them. The classroom has only just begun to catch up but to bring it in the syllabus, and this shift is visible in 2026. 

Courses are moving beyond fixed theories and are introducing a modern leadership syllabus that studies real decisions made in real time. Students are asked to analyse leaders who are still active, whose outcomes are still unfolding.

In contemporary leadership classrooms India, this change feels even more urgent. The pace of economic and entrepreneurial growth has created a demand for graduates who can think, adapt, and lead under uncertainty. This is closely tied to broader university curriculum trends 2026, where relevance is no longer optional. At its best, this approach bridges the gap between what students learn and what they will face.

Learning Becomes Thinking

The strongest case for contemporary leadership education lies in what it does to the way students think. It changes the role of education from delivering information to shaping judgment.

Within higher education pedagogy, this is a significant shift. When institutions focus on teaching leadership skills, they are not teaching students to follow leaders. They are asking them to question decisions, weigh consequences, and understand complexity.

This strengthens the critical thinking curriculum in a way that traditional methods rarely achieve. Students begin to ask better questions. They learn to sit with uncertainty instead of searching for quick answers.

For those exploring leadership skills after 12th, this becomes a foundation rather than an add-on. It also connects directly to employability skills university outcomes. Employers today are not just looking for knowledge. They are looking for clarity in decision-making.

Reports around WEF future jobs skills consistently highlight leadership, adaptability, and problem-solving as essential. When viewed through that lens, the inclusion of leadership in formal education feels less like an experiment and more like an adjustment that was overdue.

The Core Tension

The academic leadership debate is not about whether leadership matters. It is about how it is taught. Here is where the tension becomes visible:

When teaching living leaders university models are introduced, the complexity increases. Unlike historical figures, contemporary leaders come with ongoing narratives and strong public opinions. This raises valid concerns about bias in leadership education.

The classroom, ideally, is a space for inquiry. The risk is that it may slowly become a space for influence if not handled with care.

Where the Debate Turns Real

The resistance to contemporary leadership education is rooted in a genuine concern. When current figures are discussed, neutrality becomes harder to maintain.

This is where the leadership curriculum 2026 faces its real test. If the structure is weak, the consequences are clear. Students may begin to absorb perspectives instead of analysing them. Discussions may lean toward agreement rather than exploration. Leadership may be reduced to personality instead of process.

At the same time, removing contemporary context entirely creates a different problem. It produces graduates who understand theories but struggle to apply them. The issue is not the presence of leadership studies. It is the absence of balance.

Role of Teachers, Professors & Stakeholders

The current leadership education discussion exists as a responsibility question which educators and academic leaders must address. The responsibility of teachers consists of establishing learning environments which enable students to conduct independent critical analysis of various concepts. The need for neutrality within educational environments reaches its highest point when modern classrooms implement leadership training programs.

The educational system must prioritize factual information together with contextual details and impartial evaluation of information irrespective of its connection to contemporary leadership education or its use in higher education teaching methods. Students should experience various viewpoints and opposing viewpoints together with all facts instead of being exposed to specific stories. The objective is not to create positive or negative feelings about any person or belief system or organization. The objective exists to achieve understanding.

Curriculum designers together with universities and faculty members must ensure academic neutrality through their selection of study materials which include books and case studies and classroom discussions. The curriculum guides students toward critical thinking skills through its design. The curriculum helps students develop skills to assess information through precise thinking methods.

The educational system gains strength through this method because it establishes trust in educational processes while maintaining the main goal of education which is to create knowledgeable and open-minded students who can think for themselves.

What This Means for the Future

As university curriculum trends 2026 continue to evolve, contemporary leadership education is becoming difficult to ignore. It speaks directly to the kind of world students are entering. 

So, should leadership be taught in classrooms? Yes, but with intention, not as admiration or influence. But as disciplined thinking. Because education, at its core, is not about telling students what to believe but about giving them the ability to decide for themselves. Do you agree? Share your thoughts with us via mail at This email address is being protected from spambots. You need JavaScript enabled to view it.. 

The Edinbox Regional Higher Education Summit 2026 Jaipur Edition brought together key stakeholders from across the education sector, witnessing participation from over 150 universities, 2,000 students, and 50 school principals.

The one-day summit brought educators, academic leaders, and students together to discuss emerging higher education trends and career pathways. Designed to bridge the gap between schools and universities, the event focused on helping students make informed academic and professional choices.

Strong Focus on Career Guidance and Competitions

In addition to career counselling sessions, the summit featured five different competitions, encouraging student participation and showcasing talent across various domains. These activities added an interactive dimension to the event, making it more engaging for young attendees.

Platform for Dialogue and Collaboration

The summit facilitated conversations between school leaders, teachers, and higher education institutions on key issues shaping student journeys. With participation from principals and educators, the event highlighted the importance of collaboration in building smoother transitions from school to university.

Exploring Trends in Higher Education

Discussions at the summit revolved around emerging academic trends, evolving career opportunities, and the need to align education with industry demands. Participants exchanged ideas and insights on how institutions can adapt to changing learning environments and student expectations.

Building Future Pathways

By bringing together diverse stakeholders under one roof, the Edinbox summit created opportunities for networking, knowledge exchange, and institutional partnerships. For students, it offered exposure to a wide range of universities and courses, while educators gained insights into the future direction of higher education.

The Jaipur edition of the summit reinforced its role as a key regional platform driving dialogue, innovation, and collaboration in India’s higher education ecosystem.

Education must extend beyond textbooks and lecture halls to remain relevant in today’s fast-evolving world. Speaking at the Edinbox Regional Higher Education Summit 2026 held in Jaipur, Dr Sanjeev Bhanawat stressed the importance of platforms that connect students with real-world developments.

Calling such gatherings “essential,” Dr Bhanawat said events like these help students understand what lies beyond classroom learning. He praised EdInbox for taking a meaningful initiative in creating a space where education meets practical exposure. According to him, such forums play a critical role in bridging the gap between academic knowledge and real-life applications.

The summit brought together educators, policymakers, and experts from diverse fields, fostering a vibrant environment for dialogue and idea exchange. Dr Bhanawat noted that this diversity is key to encouraging meaningful conversations and collective brainstorming. He emphasised that such interactions allow fresh ideas to emerge while expanding the perspectives of both students and educators.

Highlighting the importance of networking, he expressed his interest in engaging with different stakeholders in education. He pointed out that these interactions help build awareness, promote collaboration, and provide clarity on evolving educational challenges.

In his address, Dr Bhanawat urged students to actively participate in such events. He underlined that platforms like the EdInbox Regional Higher Education Summit not only enhance knowledge but also prepare students to become more adaptable and informed individuals in a competitive global landscape.

The Edinbox Regional Higher Education Summit 2026, held on April 20 in Jaipur, infused fresh energy and direction into the city’s education ecosystem. Organised at the Rajasthan International Centre, the large-scale education event brought together students, school principals, and education experts on a single platform, fostering meaningful dialogue and new opportunities. Following its successful execution, the summit has become a key talking point among schools, students, and stakeholders.

The event stood out not just for its participation but also for its impact. School principals, students, and content creators from across the city actively engaged in the summit, describing it as a meaningful initiative.

The summit commenced at 10:30 AM with an inaugural session marked by the traditional lamp-lighting ceremony. The session was led by Prof. Ujjwal K. Chowdhury, Pro Vice Chancellor of Techno India University and Editorial Consultant at EdInbox.

The event also featured insights from distinguished guests, including Dr Sukhveer Singh and Dr Sanjeev Bhanawat, former Director of the Media Department at the University of Rajasthan and Editor-Publisher of Communication Today. Both speakers shared valuable perspectives on the evolving education landscape and the role of emerging technologies.

*Recognition and leadership platform for principals*
A major highlight of the summit was the ‘Principal Award of Honour’, where outstanding school leaders were felicitated on stage. The ceremony provided principals with a prestigious platform for recognition and opened avenues for dialogue and collaboration with universities.

In addition, principals participated in panel discussions on key topics such as changing education trends, new policies, and school-university partnerships. These sessions enabled them to share experiences, express their views, and become part of a strong leadership network.

*Career guidance and competitions for students*
For students, the summit served as a significant career platform. City-level competitions saw enthusiastic participation, offering opportunities to win awards while showcasing creativity, awareness, and communication skills.

Students also benefited from free counselling sessions, insights into national-level entrance exams, and direct interaction with university representatives. Within a single day, they gained valuable guidance to shape their academic and career paths.

*A hub for content creators*
The summit also emerged as a vibrant platform for Jaipur’s content creators and influencers. Youth participation, live competitions, and career-focused discussions provided rich content opportunities. Creators working in education and youth-centric domains actively covered the event, recognising its relevance.

*Why the summit matters*
At a time when students often feel uncertain about career choices and schools seek stronger university connections, the summit offered a practical solution. It successfully brought students, schools, and universities onto one platform.

Overall, the EdInbox Regional Higher Education Summit 2026 proved to be more than just an event. It offered students clarity in career decisions, gave principals a platform for recognition, and established itself as a meaningful educational initiative for the city.