Russia listed Yale university as an “undesirable organisation” in a move that has caught the attention of the global academic world. The move, which the Russian authorities announced on Tuesday, is the newest in a line of crackdowns against institutions and individuals perceived to be critical of the Kremlin in general and in the context of the continuing war in Ukraine. 

Key Takeaways

• The blacklisting of Yale university by Russia is part of a bigger trend of limiting foreign bodies and protest.
• Yale University, a historic leader in global education, now faces operational bans in Russia.
• Educators and Indian students must be aware of such developments on the international front which also determine the future academic and research prospect. 

What is an Undesirable Organisation in Russia?

Russia first enacted the “undesirable organizations” law in 2015 and since then it is used to blacklist international institutions. Once an entity is found to be “undesirable” in Russia, it has in actual effect been banned to operate in Russia. Individuals who are found to have co-operated with such organisations face an indictment according to the Russian law. This is one of the steps by the Russian government to reduce foreign influence and crush opposition.

Why did Yale University fall victim to this?

As stated by the prosecutor general of Russia the activities of the Yale University were allegedly targeted at:

• Infringing the territorial integrity of the Russian Federation
• International blockade with Russia
• Destroying the economic undergirdings of the country

Authorities singled out Yale School of Global Affairs, alleging that it had trained opposition activists to hold protests in Russia. Remarkably, one of its fellows was late Alexei Navalny, the most prominent political opponent to President Vladimir Putin and a renowned member of society, who died under suspicious and questionable circumstances in February 2024, when he was serving a prison sentence.

What is Yale University?

Yale University was established in 1701 and is considered to be one of the most famous and ancient Ivy league Universities of the United States. Established in New Haven, Connecticut Yale is known by high standards of an academic program, scholarly graduates, and devotion to research and service. The university has the Yale School of Global Affairs that centers around international relations, policy, and leadership. The alumni network of Yale is composed of five presidents of the United States, many Nobel laureates, and leaders in different domains.

Wider Clamp on International Organisations

Yale is not the only one that Russia blacklisted or called undesirable. The country had already blacklisted some high profile international organisations and non-profits as “undesirable”, such as:

• Amnesty International
• British Council
• Greenpeace
• Elton John AIDS Foundation

Even independent sources of media such as Radio Free Europe/Radio Liberty, or Meduza have been facing similar restrictions displaying a strict control over the information exchange and the civil society by the Kremlin.

World’s Reaction to the  News

In short, the overall sentiment outside of Russia is one of concern for academic freedom and international collaboration, while in Russia, this step is framed as a matter of national security and sovereignty. 

This move of Russia is especially critical to Indian students and researchers who would like to access international institutions such as Yale. It highlights the increasing complexities of international academic collaborations as well as the necessity to protect academic freedom. Education stakeholders in India need to keep a close watch on such geopolitical changes because it may have some bearing on cross border research, student exchanges and global educational alliances.

Following increasing complaints regarding differences in entrance exam marks, the State Selection Board (SSB) Odisha issued a notice that it will release the provisional answer keys of the BEd, MEd, and BHEd entrance exams for the 2025–26 academic year.

The decision comes after admissions were suspended last week by the Department of Higher Education (DHE) to the two-year BEd (Arts/Science), BHEd, and MEd courses under the Student Academic Management System (SAMS). The admissions were suspended after a few candidates complained of irregularities in the scoring and evaluation process.

Responding, the DHE instructed the SSB to constitute subject-wise expert committees to check and correct the answer keys. On instruction, the SSB confirmed on Thursday that provisional answer keys will be issued to all applicants who participated in the entrance examinations.

The answer keys shall be posted on July 7 on the official website of SSB: https://ssbodisha.ac.in. Candidates will get a chance to check their answers and raise objections in case they find any mismatch.

For filing an objection, the candidates will have to pay a non-refundable processing fee of ₹200 per question objected to. The objection window shall remain open from July 8 to July 10.

The measure is aimed at answering increasing complaints from students and restoring integrity to the admission process. The final key answers and re-scores, where relevant, will be made available after considering all objections received within the specified time.

The officials reiterated that the step is aimed at providing a just and accountable admission process and encouraged candidates to go through the keys meticulously and submit their claims with proof, if needed.

The Central Board of Secondary Education (CBSE) has started online registration of the Central Sector Scheme of Scholarship (CSSS) for students seeking to pursue higher studies in college and university.

New applications for the 2025–26 academic year and renewals for previous years can be submitted by applicants on the National Scholarship Portal (NSP), a public notice released by the board mentions.

The portal is also available for acceptance:

Fresh applications for 2025–26

1st renewal for 2024–25

2nd renewal for 2023–24

3rd renewal for 2022–23

4th renewal for 2021–22

Eligible applicants should apply online at scholarships.gov.in on or before the closing date of July 31, 2025.

Application and verification process

Applicants for fresh or renewal scholarships are requested to register with an One-Time Registration (OTR) number, password, and captcha code.

The OTR-based enrollment is collecting demographic and photo information directly. If any of the information is to be refreshed, students will have to refresh the same through their Aadhaar and eKYC to collect updates in their OTR profile, which shall be automatically refreshed with the NSP application.

The applicants will also be required to register the phone number and fill in the OTP sent for them to proceed with the process. Misentery or incorrect entry will result in the scholarship being rejected. The students and the parents or guardians shall use active mobile numbers and email IDs since all subsequent communication by the authorities will be communicated via such numbers and IDs.

On submitting online, candidates also must authenticate their applications by their respective institutions, e.g., presenting original documents for authentication. Such default will render the application null.

NSP has asked all nodal officers in institutions to verify, reject, or correct the application in a timely manner through their institute login portals. Verification is one of the important parameters to decide the genuineness of the eligibility of the candidates and also in supporting the timely disbursement of scholarships.

Registration and verification should be done by students within the time period before the deadline to avoid any last-minute snag.

In a major development, DU's Academic Council, in its meeting on Saturday, sanctioned guidelines for supervision of students in the soon-to-be-launched fourth year of the undergraduate programme.

The guidelines will provide students with an option to choose either a dissertation, academic project, or entrepreneurship. The supervision guidelines in draft form seek to rationalize mentorship and academic guidance under the Undergraduate Curriculum Framework (UGCF) 2022, consistent with UGC Regulations, 2018.

As per the approved framework, all faculty members, whether they have a PhD or not, will be qualified to guide students choosing any one of the three streams.

Student allocation shall follow faculty specialization in the concerned field, and the colleges shall have the freedom to devise objective criteria for allocating student-supervisor pairs. Appointment of co-supervisors has also been allowed by the university, with assistant professors and industry experts being empaneled as such.

Every student pursuing a dissertation or project shall be allocated an Advisory Committee for Research (ACR), which shall review progress at monthly intervals. Moreover, students shall be asked to provide timely progress reports to the Subject Research Committee (SRC) for ongoing monitoring and academic mentorship. A maximum of 10 students can be supervised by a faculty member to achieve equitable distribution. Nevertheless, the number can be raised by the College Research Committee (CRC) under exceptional conditions, upon presenting a satisfactory justification.

Notably, the university has highlighted that dissertations should be individual work and not group submissions. In cases of disputes or uncertainties in the implementation of these guidelines, the decision of the VC will be final.

This initiative is a part of Delhi University's overall attempts to shift towards a multidisciplinary, research-based undergraduate education system.

Chief Minister M. K. Stalin and other top political leaders paid their last respects on Saturday to renowned Tamil scholar Perungavikko VM Sethuraman, who died late on Friday night at the age of 89. A passionate scholar of Tamil language and literature, the death of Sethuraman signifies the conclusion of a significant period in Tamil scholarship.

Within minutes of the death being reported, Health Minister Ma Subramanian and Prime Minister CM Stalin visited the residence of Sethuraman with floral tributes and comforted grieving family members. In a condolence message, Stalin was brief with deep regret and remembered the scholar's model services, especially his articles in the DMK organ Murasoli. The Chief Minister also recalled the respect of the late CM M. Karunanidhi towards Sethuraman, referring to him as a scholar who devoted his entire life to studying the Tamil language.

In a gesture of state respect, Stalin directed police honors to be paid during Sethuraman's funeral.

VCK leader Thol Thirumavalavan also made a personal tribute, as a line of other political figures reacted to the shock in an official statement. These were TNCC general secretary K. Selvaperunthagai, MDMK general secretary Vaiko, PMK president Dr. Anbumani Ramadoss, CPI state secretary R. Mutharasan, TMC(M) president G. K. Vasan, and AMMK general secretary TTV Dhinakaran.

Perungavikko VM Sethuraman was universally regarded as a giant of Tamil literary heritage. His influence did not end in the academic circle but continued to influence political and civil society language, identity, and culture awareness discourse.

His passing has left a void within the Tamil alphabetic clan, and political stalwarts belonging to all hues of politics coming together in shock and awe at the intellectual who spearheaded the Tamil struggle until death.

The University of Delhi (DU) Non-Collegiate Women's Education Board (NCWEB) on Tuesday, July 1, released the opening of undergraduate (UG) admissions for the year 2025 with 15,200 seats available in 26 centres in Delhi.

Started to provide opportunity to women who are not in a position to pursue regular college because of personal, social, or financial reasons, NCWEB gives an affordable and flexible option through weekend classes and merit-based selection.

Two undergraduate programmes, BA (Programme) and BCom, are offered by the board and are available only to women who live in Delhi.

The admissions are not on CUET scores but on Class 12 marks, and the window for registration will be open for three weeks.

"Non-Collegiate Women's Education Board is best reflecting the Beti Bachao Beti Padhao initiative of the Prime Minister Narendra Modi," Professor Geeta Bhatt, Director NCWEB, said to PTI.

"This facility of DU is a ray of hope for those girls who cannot go to normal college because of financial or social issues. It provides them with an opportunity to further their studies and make a positive contribution to society," she added.

Financial assistance and book loan facility are provided for meritorious students. "It is a novel model which enables us to utilize the existing infrastructure of DU in imparting education to thousands of women at a very low cost," stated Professor Bhatt.

Following a report by Times Now, NCWEB, which began with three students in 1944, now boasts more than 31,000 enrolled women students. The program transcends studies; it seeks to empower women with the dignity of choice, the strength of independence, and the ability to create a brighter future

Mattel, the maker of the famous world-renowned Barbie, has introduced the first-ever Barbie doll with Type 1 diabetes (T1D). This new toy, a doll that was included in the line of 2025 Barbie Fashionistas is a sign of inclusion, awareness and representation at the real world level of children all over the world in general, and in India, in particular.

Uniqueness of Diabetes Barbie 

1. Breakthrough T1D (formerly JDRF), a worldwide innovator in research and advocacy on Type 1 diabetes, has assisted in the creation of the new Barbie. She brings:
2. I have a continuous glucose monitor (CGM) worn on her arm, secured with a heart-shaped medical tape that is Barbie-pink.
3. A clip-on insulin pump, exactly as the real ones worn by those with T1D.
4. A blue pastel purse, ideal for carrying snacks or diabetes items.
5. One of the items includes a toy phone that receives a CGM app with real-life blood sugar readings indicating daily highs and lows in living with diabetes.

Her dress is based on worldwide diabetes awareness symbols: top with blue polka dots and a circle design, and a skirt with a circle pattern, which is the worldwide diabetes symbol. Every element, from the medical devices to the phone screen, was carefully chosen to reflect the real experiences of people living with Type 1 diabetes.

What Is The Significance Of This?

This Barbie is a powerful message in countries like India, where diabetes is finding its way into society, particularly in children. It makes children with T1D feel like they are represented in their toys and educates others about the truth of living with a chronic illness. Medical experts say that desensitising medical devices in toys can alleviate stigma and facilitate empathy in children. 

Senior Vice President of Barbie and Global Head of Dolls at Mattel, Krista Berger, said, “Introducing a Barbie doll with type 1 diabetes marks an important step in our commitment to inclusivity and representation. Barbie helps shape children’s early perceptions of the world, and by reflecting medical conditions like T1D, we ensure more kids can see themselves in the stories they imagine and the dolls they love.”

How was This Barbie Designed?

The doll was designed in collaboration with Breakthrough T1D so as to make it as precise and authentic as possible. The designers also gave extra care to the devices, the fashion as well as the blood sugar reading numbers indicated on the phone attached to Barbie. A designer, who herself has T1D, revealed that the readings on the phone are based on her personal experience, making the doll’s story even more relatable.

The company ( Mattel ) is not new to breaking the barrier with Barbie. Mattel has gone over the years to launch dolls of various skin colors, shapes, and talents, something that includes those dolls with hearing aids, prosthetic legs, vitiligo, and down syndrome. The new T1D Barbie is part of ensuring that every child can get a doll that he or she identifies with or someone they are acquainted with.

What Does it Mean for Indian Barbie Fans and Design Aspirants?

This doll is a lesson to the Indian kids and to all the fans of Barbie that each of us has a story. It will be able to give some hope to the children having diabetes and make them feel proud and confident, as well as allow their friends and classmates to learn about the condition in a non-judgmental, non-biased  manner.

The T1D Barbie is an inclusive design lesson to design students and aspirants. It depicts an example of how careful details such as medical equipment, fashion referencing awareness logos, and lifelike add-ons can turn toys into more serious and accessible things. It further emphasises on the need to work with live communities to bring authenticity.

Barbie with Type 1 diabetes belongs to a Barbie Fashionistas 2025 line and can be bought worldwide at around 10.99 dollars (approximately 900 Indian rupees). It is soon supposed to be sold in big toy stores as well as in online stores amongst Indian fans.

It’s evident that toys are not only playing materials; they determine the way children perceive themselves and the surrounding world. Within the premises of medical reality, barbie with Type 1 diabetes is contributing to breaking stereotypes and creating a more inclusive world, in which all children will be able to live happily and feel accepted. 

To sum up, Mattel’s new Barbie with Type 1 diabetes is one of the inclusive toys that reflect diversity. It is a tool for education and a beacon of hope for children with chronic health conditions in India and around the world. This small step that might seem insignificant to many adults is sure to shape a better mindset of children.

The field of forensic science is transforming at an accelerated pace. Still, the debate regarding the validity of some of the forensic tools, such as the infamous so-called lung float test and the widely criticised ‘wire-cut forensics examinations is at the forefront as far as criminal justice in the country is concerned. The renewed government or administration interest in forensic science and the introduction of new criminal law, which requires forensic investigation of serious crimes in the country makes it very important that forensic professionals and their students as well as policymakers are informed about strengths as well as limitations of the tools they are using on a daily basis.

What is so important about Reliability in Indian Forensics?

The conviction rate that India has as of now is 54%, which the government plans to make the highest globally, incorporating technology and forensic evidence at all points, i.e. crime scene to the courtroom. But forensic evidence reliability is usually in question because of obsolete equipment, uneven procedures, and professional training shortages.. A recent study titled, The Dark Side of Forensic Science: Issues and Pitfalls in India, showed that more than half of the forensic laboratories in India are facing the problem of outdated technology, and nearly 30% of the professionals have mentioned the importance of standardised routine and improved training. 

The Lung Float Test is Science or Speculation?

The lung float test is a classic example of a forensic method under scrutiny. Traditionally, it was used to determine whether a newborn was born alive (lungs will float) or stillborn (lungs will sink). However, this test has been criticised for its lack of scientific reliability. False positives or negatives can result from factors such as decomposition, artificial inflation, or disease. This test is increasingly regarded by modern forensic science as unreliable, and courts in India and in other countries are shifting to DNA and histopathology analysis, which are more definitive. 

Wire-Cut Examination Method

Reliability is also a questionable characteristic in regard to wire cut analysis. Forensic researchers study the ends of wires that have been cut to ascertain the tool used and whether it was tampered with. The reliability of wire-cut analysis is also debated. Forensic experts examine the ends of cut wires to determine the tool used and whether tampering has occurred. However, errors can arise due to tool wear, environmental factors, and subjective interpretation. The absence of standardised protocols and advanced visualisation tools increases the risk of misinterpretation, a challenge for many Indian laboratories due to limited resources..

It is in the realisation of these challenges that India is experiencing the transformation of the forensic community:

1. Compulsory Forensic: New statutes in criminal procedure demand investigation by forensics of every crime that threatens more than seven years' punishment, and therefore, dependability is even more essential than before.
2. Summits and Conferences: Events like the All India Forensic Science Summit (AIFSS) 2025 are bringing together experts to discuss policy, share best practices, and push for standardisation and technological upgrades.
3. Government Initiatives: The National Forensic Sciences University (NFSU) is leading research, innovation, and training, while hackathons and collaborations with startups are fostering indigenous forensic technology.

Key huddles of Indian Forensics

• Outdated equipment: More than half of Indian laboratories use equipment that is past its prime, compromising the quality and speed of forensic analysis.
• Lack of uniform Protocols: Non-uniformity of methodologies gives rise to differences in the results among the states and even in the laboratories.
• Training Gaps: Most forensic practitioners are not privy to up-to-the-minute training, and particularly not to emerging digital-based and artificial intelligence-based methods.
• Legal and procedural obstacles: The body of law is lagging behind the current scientific developments, and thus, the strength of the forensic evidence in court is impacted by these challenges. 

Despite these difficulties, India is making progress, and the forensic science field in India is growing. India is blending computerised proofs, AI-enhanced comprehension, and real-time observation that are adding precision and effectiveness to forensic investigations. In high-profile cases in the past, digital and forensic evidence have led to a conviction in a record time of 23 days, indicating the potential of effective forensic practices.  Programs such as the Forensic Hackathon are developing a spirit of cooperation between labs, academia and industry to address practical issues.

What should the Indian Forensic Professionals and aspirants look into?

Attend summits and workshops to stay updated on legislative changes and the latest forensic techniques. Advocate for standard operating procedures in your laboratory or institution. Gain expertise in digital forensics, artificial intelligence, and modern methods that are replacing outdated tests like the lung float test. Always be transparent about the limitations of forensic techniques—scientific integrity is essential for justice.

Here’s how forensic science education in India is transforming:

• Exposure: The students and aspirants are more exposed to forensic science courses. Social media is playing a big role in this. 
• Demand: Earlier, the demand for forensic experts was less; however, with the advancement in technology, their demand has increased dramatically. 
• Salary: Due to the advent of AI in all sectors, the salary dip is concerning Indian youth. Thus, they are now seeking varied fields with high salary potential.
• Better education: Due to advancements in technology, learning has transformed, making knowledge accessible to anyone,  anywhere. 
• Courses in colleges: Unlike a few years ago, forensic science courses are offered in both government and private universities in India, leading students to pursue them. 

In short, forensic techniques are becoming reliable in India; however, they still face problems. India has the potential to deliver justice in the right manner and to all the citizens through the process of modernisation of equipment, standardisation of processes, and training of forensic professionals. 

28 January 1835, and colonial Calcutta rooftops were veiled in mist. It was the scene of a revolutionary ferment in a humble hall at College Street. For one fleeting moment, an Indian Governor-General, Lord William Bentinck, would have been pleased to see the breaking of a dawn that would change the medical history of the East. The Bengal Medical College, later Calcutta Medical College, was not merely built to cure, but to revolutionize the very act of curing itself in India.

During a time when diagnosis was surrounded by superstition and traditional medicine was the order of the day, this college brought something new into the country: a program of Western medicine in English for Indians. It was the first of its type on the entire Asian continent.

The beginning of scientific medicine in India

This was not a medical college by itself. This was a war zone culturally. Calcutta Medical College educated Indian students to carry out autopsies, learn human anatomy, and combat modern science during its nascent stages. This was unimaginable in most Indian societies during those times.

It was in 1836 that history was made by a first Indian student, Madhusudan Gupta. The first to open a human corpse dissectionally for formal studies in Western medicine, he broke centuries-old orthodoxy.

It was not a question of brain. It was public breaking of centuries-old orthodoxy. The dissecting table now symbolized courage and sensitivity toward science.

A hotbed of healing and dissent

Medicine, however, was not the sole inhabitant of these walls. Revolution also made its home here. During colonial days, Calcutta Medical College was a hotbed of student politics. Its students were predominantly signed up in the freedom movement, sitting classes by day and strolling into protest by night.

In 1947, one university student, Sree Dhiraranjan Sen, was murdered during a Vietnam Day demonstration. His act was cheered all around the world, including a resolution passed by the Vietnam Students' Association, which was based in Hanoi. The incident was the symbol of a generation's refusal to be spectators.

A legacy forged in service

Year after year, the college increased in strength as well as numbers. From tending to refugees during the Partition riots in Bengal to establishing clinics in refugee camps, its students and teachers pushed the boundaries further away from the hospital. In 1952, with some of its alumni like Dr. Bidhan Chandra Roy in the lead, the college established the Students' Health Home, a movement which extended medical services to students all over West Bengal.

The college has also gained international recognition for research and innovation. In 2023, Dr. Sudip Das from the ENT department was awarded a patent on low-cost medical devices. In 2024, Indian Council of Medical Research rated CMCH as the top rated medical college in Eastern India with an assessment rate of 70 percent.

Shaping the healers who shaped history

Calcutta Medical College graduates should be included among India's who's who in medical and intellectual history. The college is responsible for giving life to the South Asia's first woman doctor, licensed physician Dr. Kadambini Ganguly. The college nurtured the genius of Dr. Upendranath Brahmachari, who found a cure for kala-azar, which took thousands of lives beforehand.

Boys and girls such as the first President of Nepal, Ram Baran Yadav, and Dr. Bidhan Chandra Roy, the second Chief Minister of Bengal, also began their life within the walls of this hospital. Even the great yogi and guru Sri Yukteshwar Giri stepped into the gateway of this hospital. From science to politics to spirituality, CMCH has spread its wings way beyond medicine.

Immortal bricks, widening horizons

And Calcutta Medical College & Hospital continues to function from its lavishly decorated colonial buildings. Its battered face continues to provide shelter to the poor mission. It treats thousands of patients daily, trains doctors in decades, and still radiates its influence in terms of practices of altered research and community service.

It has been beset by issues like lack of space and more competition from newer facilities, but CMCH stands on its own. It ranked #44 in India as per NIRF in 2024, but cannot be measured by rank. Its value is that it is where modern medical education soared in India.

A gem of a medical college has been the story of all the leading dailies for centuries.

Calcutta Medical College is more than a college or a monument. It is an icon of India's first attempt at scientific thought in practice, at equal education, and at public health. It has produced, not merely doctors, but doers and dreamers. It has bestowed colonial mission national pride.

In the age of high-tech hospitals and Ivy League aspirations, this 190-year-old institution stands tall the way it started - with passive resistance. It is proof that legacy is forged not in drama, but in footprint.

Manipur journalists organized a sit-in protest on Saturday and vehemently condemned the state government's silence regarding the Gwaltabi incident in which journalists allegedly were not given the chance to perform their professional duties.

The demonstration, organized by some of the press and media organizations, brought together writers from all over the state to protest what they termed as an unacceptable encroachment on freedom of the press. The demonstrators demanded that the government make a quick gesture after they were angered by the fact that it had hesitated to make a gesture against harassment of the journalists covering sensitive news in Gwaltabi, an already tense region under tension.

Protests under the slogans "Stop Targeting the Press", "We Want Answers, Not Silence", and "Free Press, Free Society" defined the outrage of the press members whose members warned that continued lack of action by the government would establish a vicious precedent.

As a response to the protest, experienced journalists averred that the media plays a critical role in war zones like Manipur and stifling its freedom damages not only democracy but also constitutes an invitation to untold stories. This governmental silence is not just disappointing—it's frightening, one FrogStreet protester proclaimed. If journalists cannot report, the people lose their right to know.

The symbolic sit-in brought to the fore the increasing danger for media personnel in Manipur, where ethnic tensions and govt. indecision has turned the state into a tricky area to report from.

Media houses have demanded an explanation to the public from an action taken against officials who were implicated in the blockade. Up until now, there has been no statement or word from the office of the Chief Minister.

The protest is a sign of growing issues with press freedom in India's north east, where reporters more and more challenge what they describe as systemic efforts to stifle the flow of good reporting from the ground.

Karnataka Examinations Authority (KEA) has commenced roll number registration of NEET UG 2025 counselling, an obligatory process for students who wish to get admitted into Karnataka state quota medical, dental, and AYUSH courses. The selected candidates need to execute the registration process on the official site of KEA, cetonline.karnataka.gov.in/KEA, before 11:00 AM on July 8.

All the merit NEET UG 2025 candidates who are applying through the state quota must register their NEET UG roll numbers for verification against the National Testing Agency (NTA) database. They can only print their application forms and download the document verification letter upon successful verification, an essential component in the process of counselling.

Second chance for new registrants from July 7 to 10

KEA has also re-opened the registration of NEET UG 2025 candidates who couldn't apply earlier. From July 7 to July 10, the candidates will be given a chance to register and fill their counselling applications on the KEA portal. The authority has made it clear that the timeline for document verification of new applicants will be announced in due course.

Earlier, the Karnataka Examination Authority  had published a roll number list of 87,909 applicants who have specified Karnataka as their state of eligibility in NEET UG 2025 application forms. Roll number list is available only on the official KEA website and is being used in the roll number matching process that is currently going on.

KEA NEET UG 2025: Procedure to apply

Applicants shall continue as per the following-mentioned steps for KEA NEET UG 2025:

• Log in onto the official website of KEA at cetonline.karnataka.gov.in/KEA.
• Click on the roll number registration link for NEET UG 2025 to continue.
• Enter your NEET UG roll number and submit the same for verification against NTA details.
• Download and take a print of your successfully enrolled application form.
• Fetch the verification letter from the portal upon roll number verification.
• For fresh applicants, new registration on 7 to 10 July.
• Fill personal, educational, and test details in the counselling form.
• Upload scanned documents and submit the form.
• Pay counselling fee, as applicable.
• Go for document verification as per rank schedule, originals and verification slip.
• NRI ward claimants must present personally at KEA office during 8 to 10 July along with original proofs.
• Login and enter your choice of colleges and courses when the portal is opened.

Wait for KEA seat allotment results based on your merit and preference. Or, the candidate may click on the link provided below to submit their application for KEA NEET UG 2025. Candidates are advised to watch new updates of the KEA NEET 2025 recruitment process on the official website.

India's health care education landscape has undergone a seismic change in the last 11 years under Prime Minister Narendra Modi. From expanding medical colleges to reworking regulatory frameworks, India is set to design a future-proofed health workforce that would be capable of addressing the changing needs of its 1.4 billion citizens.

India now boasts an unthinkable and unthinkable health manpower of about 1 crore human resources employed in all walks of life. India has a combined strength of 13.9 lakh allopathic doctors, 7.5 lakh AYUSH doctors, 3.8 lakh dentists, and unbelievable 39.4 lakh nurses, who hold the lion's share. In addition to these, India has 17.6 lakh pharmacists and nearly 15 lakh Allied and Healthcare Professionals (AHPs) in clinical, diagnostic, and technical fields.

This step, though perceived by many as exceeding the count, is actually a change of redirection of education and capacity building. As it is, the decade has seen deliberate increase in the number of medical and nursing colleges. This has led to a significant increase in the number of postgraduate and undergraduate seats, facilitating widespread employment of youths to get a foothold in the health care industry and closing the gap of demand and supply of professional health care services.

With nearly one allopathic doctor and 2.8 nurses per 1,000 population, India is fast approaching the World Health Organization's goal proportion, a feat to reckon with. AYUSH doctors also increase coverage in rural and interior regions, resulting in an inclusive pluralistic healthcare system.

But the revolution is not yet there. The experts think that the reforms have to accelerate to stay in line with new public health challenges, new medical technology innovation, and growing burdens of non-communicable disease.

India's digitally enabled and community-based health workforce vision is a vision-led policy. While the world's spotlight is on resilient health systems, India's new education model for healthcare is inclusive, scale-enabling, and strategically investing in human capital.

The energy created over the past ten years must now be followed by commitment to innovation, integration, and health education equity—ensuring that the next generation of physicians, nurses, and allied healthcare professionals not only acquire competency but empowerment to meet an evolving nation.

In a significant move, the Delhi government has decided to install smart boards in government schools. This digital initiative will change the way lakhs of children gain education on a daily basis. This is one of the largest investments in the world, the Delhi Cabinet has sanctioned, 900 crores, to have nearly 21000 smart boards replace the blackboards in classrooms in government schools by 2029-30, and a smart board, is not just about technology, it makes a difference in bridging it in the opportunity gap, and it also makes a difference to the minds of young people.

For decades, the blackboard has been used in Indian classrooms, but in Delhi  that has over 37,000 government school classrooms, only 799 had smart boards until now and that too have largely been equipped out of donations, not the government. That’s less than 2.1%! 

The new initiative will transform this story so much so that 18,996 smart boards will be deployed in five phases, and another 2,466 will be already in pipe-line in 75 CM Shri schools.

Here’s what makes smart board important in today’s classroom: 

1. Interactive Learning: Videos, animations, and interactive quizzes can be used with the help of these boards making the lessons much more interesting, and simple to comprehend.
2. Personalised Education: Aligned with the National Education Policy (NEP) 2020, the smart boards will support experiential and personalised learning, catering to different learning styles.
3. AI and Robotics Ready: Delhi even has plans to continue the tradition of Gujarat with the introduction of AI-enabled smart boards and robotics labs and provide students with practical skills with new technologies of the future.

The most notable thing is the fact that the government is taking education very seriously through focusing on schools in localities like Najafgarh, Narela, Seemapuri, Mahavir Enclave and Kirari; areas which tend to be untouched when it comes to major reforms. It is a deliberate move to make sure that digital learning can no longer be a preserve of the elite but it is available in far corners of Delhi.

What the government is doing is more than placing hardware, a smart board in a class. It is about investing in the youth. The use of the new tools by teachers will be facilitated by a special teacher training module where they will find it possible to maximize the potential of the technology, whereby technology will indeed be promoting personalized teaching and learning. 

This e-drive is an extension of a larger vision. Delhi aims to install 7,000 smart classrooms, 175 digital libraries, 100 APJ Abdul Kalam Language Labs teaching foreign languages proficiency in English, French, and German, by the year end. It implies greater resources, greater opportunities, and a more internationalist look ahead for the young people of Delhi.

The education leaders of Delhi have turned to other cities to be inspired. Take the example of Gujarat that has already installed more than 1.1 lakh smart classes even in the flood-prone districts. Through such success stories, Delhi is ready to jump forward to the future.

To parents and students, this is not merely a technological update but a commitment  that the government schools will surely provide high-quality education, with a high degree of equity and digital freedom that students deserve to have in the 21st century. In the case of India, it is an example that may spawn other progressive changes in other states to grant all children a level playing field in the digital era, irrespective of their backgrounds.

Education Minister Ashish Sood of Delhi said “We are committed to taking quality education to every corner of Delhi, from Najafgarh to Kirari. This is the first major step towards making Delhi’s government schools better than private schools, not just in infrastructure, but in pedagogy and learning outcomes as well” 

This shows the government of Delhi is looking forward to a future where students get quality education indifferent to the type of institute they are in. This is giving the students of Delhi government schools an assurance that their dreams matter and they can be future ready with the help of advanced classrooms.

Do you want a future-proof and sustainable job in environmental management or agriculture? Agroforestry is becoming a dominant land-management practice in India as well as the rest of the world. It is an inviting and prosperous field in the 21st century. 

What is Agroforestry?

Agroforestry is a term used to describe the production of trees and non-tree crops or animals on one land. The aim of doing this is to integrate trees, plants, and animals in conservative, long-term, productive systems. Unlike traditional farming, agroforestry creates a diverse ecosystem, boosting productivity, profitability, and sustainability. It is recognized as a key solution for climate resilience, land restoration, and rural livelihoods.

The key features of it are that it integrates agriculture and forestry to their advantages, improves soil moisture and fertility, slows down erosion and boosts biodiversity, and somewhat counters climate change through carbon sequestration. 

Why should Agroforestry be important?

• Climate Change Mitigation: Trees capture carbon dioxide, making agroforestry a natural climate solution.
• Improved Farm Income: Diversification with timber, fruits, and medicinal plants increases farmer earnings.
• Biodiversity Conservation: Mexican laws can create a habitat of wildlife and contribute towards ecological balance.
• Soil & Water Health: It decreases soil loss, enhances water absorption, and reuses nutrients.
• Food Security: Contributes to sound food production and weather shock resilience

Popular Courses

• B.Sc. /B.Tech Agroforestry
• Agroforestry in M.Sc.
• Diploma and Certification programs
• Short-term Online Courses (covering principles, systems, and management) 

Best Colleges of Agroforestry in India

• GB Pant University of Agriculture & Technology
• Banaras Hindu University (BHU)
• Mizoram University
• Sam Higginbottom University of Agriculture, Technology & Sciences (SHUATS)
• Dr. Y.S. Parmar University of Horticulture and Forestry

Admission eligibility, admission

• Undergraduate: 10+2 (Science stream preferred)
• Postgraduate: Bachelor degree in agriculture, forestry or allied subjects 

The best universities can require aspirants to take entrance exams like AIACAT or other agriculture entrance exams. 

You will learn the following: 

• Agroforestry systems and designs 
• Tree-crop-livestock interactions
• Management of soil and water
• Climate-smart agriculture
• Rural development and project planning

Career Opportunities in Agroforestry

Agroforestry offers diverse job roles in both public and private sectors:

1. Research Scientist (ICAR, ICFRE, CIFOR-ICRAF)
2. Field Officer/Consultant (NGOs, government projects)
3. Agroforestry Project Manager
4. Agroforestry Extension Specialist
5. Environmental Consultant
6. Sustainable Agriculture Advisor
7. Entrepreneur (tree nurseries, organic products)
8. Teaching & Academia (universities, training institutes)

Most Recent Advent and Government Causes

• National Agroforestry Policy (2014): India was the first country to design a national policy, where it is planned to expand the area in plantations to help farmers.
• Sub-Mission on Agroforestry: Started to encourage farmers to plant trees by the Ministry of Agriculture.
• State Policies: Agroforestry investment and promotion: Odisha and Tamil Nadu States have initiated special policies to encourage investment and promotion of agroforestry.
• Skill Development: Trainers are offering hands-on courses, workshops on the ground or online courses that are made available to students and practitioners.

Valuable insights for Students and Aspirants

The field offers a blend of science, technology, and traditional knowledge, making it ideal for those passionate about nature and innovation. As climate change and sustainability remain on top of the agenda, there is a great demand for agroforestry professionals to work as researchers, policy makers, and implementers. Practical skills acquired by the students of land management, environmental assessment and rural development lead to possible careers in the national and global scope.

In short, Agroforestry is shaping the future of sustainable agriculture in India and beyond. For students and aspirants, it offers a meaningful, future-proof career with opportunities to make a real difference. Whether a student is interested in research, policy, entrepreneurship, or hands-on fieldwork, agroforestry education opens the door to a greener, more resilient world, as well as offers a lucrative career. 

"Godfather of AI", Geoffrey Hinton, the British-Canadian computer scientist is concerned about AI becoming so powerful that it could rewrite its code. What’s more alarming is the time frame of 5 years he has revealed for this to happen. He also challenged the belief that AI will create new jobs. 

Dr Geoffrey Hinton left his position at Google recently in order to issue a warning to humanity about the dangers of unregulated AI systems. The message he is trying to send is clear: AI would eventually have the capacity to re-purpose their coding, liberate themselves of human control, and grasp the power dynamic between humans and machines and change it radically.

The frightening fact: the fast development of AI

It is a wake-up call to the whole world issued by Dr. Hinton and his peers. They are warning us that the rush to create increasingly high-powered AI regulation is fast becoming a race where speed takes precedence over safety, and the potential outcomes are unpredictable and possibly fraught with danger. These are neural networks, advanced AI models that emulate the human brain and are already able to do what was previously considered the preserve of humans; commonsense reasoning, translation of languages and even writing creatively.

What is particularly troubling is this, when AI is able to learn and share information within seconds. As Dr. Hinton put it, “Whenever one AI model learns anything, all the others know it. People can’t do that”. This means that advances made in one AI system can be replicated across countless others in moments, amplifying both their capabilities and their risks.

Even within five years, experts such as Dr. Hinton have the opinion that AI will achieve  a form of autonomy through which it can rewrite its own code and even escape the parameters established by the human programmer. Previously speculative fiction, now such a scenario is becoming a real issue of scientists and the managers of leading corporations. The fear is not just that we might be outwitted by AI, but that it could act in unpredictable ways beyond our control.  

The significance of Computer Science Students

Computer science students are not merely spectators in this developing crisis, they are the future soldiers in the frontlines. With the AI system being more seamlessly integrated into all sectors of the society, including in medical care, finances, national security, entertainment, and much more, the need for versatile coders, AI engineers, and ethical technologists is skyrocketing. India alone predicts the AI industry to grow to 17 billion rupees by 2027 with growth rates of 25-35% each year. Roles like Machine Learning Engineer, AI Research Scientist, and Data Scientists are among the most sought-after in tech, often commanding salaries well above industry averages.

Your Ability is Your Strength 

The more skillful coder you are, the more you are valued. Machine learning is a new and fast-developing area, and the lack of enough qualified specialists is great. This shortage increases salaries and the more people have coded and learned about AI, the competitive edge they develop. Employers are less interested merely in coders; they want breakthrough thinkers who can see a way to match AI portfolios to business objectives, ensure AI systems are ethical, secure, and highly reliable..

Just as soldiers are trained to adapt and protect in unpredictable environments, computer science students should be flexible, ethical, and lifelong learners. The new frontier is not a battlefield fought with guns and tanks, but one shaped by algorithms, data, and code. The military is already using AI to train soldiers, perform smart supply chains and even make crucial battle-field decisions.

By being a coder you are not only creating apps or websites but the entire structure of the future society. Your knowledge will be essential to make AI one of the tools of good, instead of something we cannot control. 

Why are Coders the Warriors of the Digital Age?

The same way soldiers are taught how to fight and survive in uncharted territory, so should students of computer science. They should be agile, with code of ethics, and eager to learn at all times. The next battlefield will not be won with weaponry and tanks, but algorithms, data and code. AI is already applied to train army men, manage the logistical chain, and even to make strategic decisions in battle.

When you work as a coder, you do not simply create applications or websites, you are creating the future of the society. Your experience will play a key role in ensuring there should be no element of AI that cannot be controlled but AI continues to be used as a tool of good.

What Should Computer Science Aspirants Do?   

• Learn incessantly: The field of AI is evolving quickly. Become skilled in popular areas such as machine learning, deep learning, NLP, and ethics of AI.
• Think Ethically: The greater the power of the AI, the greater your duty is. Be the voice which shapes technology to benefit human beings.
• Be Adaptive: The online battle is uncontrollable. Be constantly curious, learn, and be willing to change directions when new technologies appear.

The advice of the godfather of AI is not only hypothetical horror stories but a rallying cry to the succeeding generation of computer scientists. The machines that we design can never take control of us unless we do not manage them properly. Owing to the fact that you were the one to create and watch over the digital age, it is your competences, morals, and imagination that will turn AI either into the best friend or the unbeatable enemy of humankind. The whole world is looking forward to it and it is waiting to follow you.

Interaction Design is an emerging and the most rapidly-growing subject area in India which is a synthesis of creativity, technology, and human behavior with the aim of developing digestible and faultless online experiences. Being a student in India and interested in taking up an Interaction Design career, you need to know about the fee, syllabus, and entrance exam for pursuing B.Des interaction design or a masters degree. In this article, you will get to know about it all. 

What is Interaction Design?

Interaction Design is an approach to put a singular emphasis on planning, designing, and making interactive digital products, systems, and services; such as applications, websites, and smart devices, with the user experience at the centre. It is an important component of UI/UX (User Interface/User Experience), one of the most demanded skills in every workplace, not only in tech-related enterprises but also in the realm of the biggest companies. 

Duration of interaction design courses

• Bachelor’s Degree (B.Des in Interaction Design): 4 years (8 semesters)
• Master Degree (M.Des in User Experience/Interaction Design): 2 years

Entrance Exams

There are competitive entrance exams to book into the best Interaction Design:

1. UCEED (Undergraduate Common Entrance Exam design): this is a National Entrance Examination to B.Des course to get admission in UG design colleges. 
2. NID DAT (Design Aptitude Test): This design entrance exam is for securing a seat in NID campuses.
3. NIFT Entrance Exam: This Entrance exam is taken to get a seat in one of the campuses of NIFT.
4. CEED (Common Entrance Exam For Design): this examination is to get entry in M. Des at IITs, IISc, and other institutes.
5. AIDAT (All India Design Aptitude Test): It is taken to secure a seat in the top private design universities/ institutes in India. 

Eligibility:

In case of B.Des: 10+2 ( any stream ) in a recognized board.

In case of M.Des: Bachelor degree in any subject (preferably design/engineering/art)

Interaction Designing Degree Fees

Syllabus Overview

The syllabus is structured in a way that it balances between creativity, technical skills and exposure to the industry. The most important topics usually involve:

Foundation year: Drawing, visual design, basic design principles, art history

Core Subjects:

• Human-Centered Design
• User Research Usability
• Information Architecture
• Principles of interaction Design
• Wireframe workshop & Prototyping
• Visual Communication
• Cognitive Psychology
• Digital Tools (Adobe XD, Figma, Sketch, and so on)
• Professional Electives (AR/VR, Game Design, Service Design, Motion Graphics, Data Visualisation)
• Industry Projects & Internship

Career Prospects

• As graduates, one can work as:
• Interaction Designers
• UI/UX Designers
• Product Designers
• Usability Analysts
• Design Researchers

As the digital industry is booming, the need for good interaction designers is at an all-time high both in India and throughout the world.

Interaction Design in India is a clever career move of an imaginative student who is fascinated by technology and user experience. Insertion in the main entrance tests, select a well-known college and seek programs with a good industry linkage and industry exposure. Being equipped with the correct skills and skills, you will be set to have a satisfying profession in this fascinating profession.

Note: For latest information and updates about the entrance exams, refer to the main portals of the exams. 

National Forensic Sciences University entrance exam (NFSU) is the most coveted exam for the aspirants who yearn to make a career in the field of forensics science, cyber security, management and such. As the 2026 admissions cycle is near by it is important to get acquainted with the recent syllabus and examination pattern and how to prepare efficiently. This is an informational book on all you need to know and pass the NFSU entrance exams with Words of information and facts.

NFSU Entrance Exam - Overview

• Exam Mode: Computer based Test (CBT)
• Question Type: Multiple Choices Questions (MCQs)
• Length: 90minutes (1.5 hours)
• Total Question: 100
• Marking scheme: +1- correct answer, -0.25- wrong answer
• Eligibility: It depends on the program; refer to the official NFSU portal to inquire on the details.

NFSU 2026 Entrance Exam Syllabus 

The curriculum is program oriented. These are the major subjects of the popular courses according the latest official notifications and prospectus:

1. B.Sc./M.Sc. Forensic Science & Allied Courses

• Physics: Electrostatic, wave optics, heat and thermodynamics, motion, gravitation, oscillatory motion, energy. 
• Chemistry: Solid State, Solutions, Electrochemistry, Chemical Kinetics, Organic & Inorganic Chemistry, Polymers, Alcohols, Phenols, Ethers, Aldehydes, Ketones, carboxylic Acids. 
• Biology: Evolution; Biomolecules; Cell structure and organization; Genetics; Immunology; Applied biology; Ecology; Fundamental laboratory skills. 
• Overviews of Forensic Science: Crime Scene Management, Evidence Collection, Laws in Forensics Science, Criminology, Branches of Forensic Science

2. B.Tech./M.Tech. (Cyber Security, Computer Science, AI & Data Science)

Core Subjects (60–70% weightage):

• Networking, Operating Systems, Data Structures, Programming (C, C++, Java, Python, .Net), Database Management, Internet Technology, Digital Electronics, Web Development, AI/ML, Blockchain, IoT, Computer Architecture, Theory of Computation
• Aptitude & General Awareness (30–40% weightage): Reasoning (Verbal & Non-Verbal), English Grammar, Reading Comprehension, Antonyms/Synonyms, General Knowledge (current trends in science, technology, national & international affairs)

3. The MBA and Management Programs

• General Knowledge: Newsmakers, Indian History, Science & Technologies, Awards, Sports
• Logical Reasoning and Aptitude: Series, Analogies, Coding / Decoding, Blood Relations, Analytical Reasoning, Directions, and Classification
• Data Interpretation & Reasoning Mathematics: Ratios, Percentages, Arithmetic, System of Numbers, Data Sufficiency
• Management fundamentals: Principles of Management, Financial/Marketing/HR management, Business statistics, Communication

4. LL.B. (Hons.) Law Programs

• English Language Comprehensions: Grammar, Proverbs, Synonyms/Antonyms, Sentence Correction, Spelling
• Analytical Skills: Logical Reasoning, Number System, Percentage, Averages, Mensuration, Venn Diagrams, Probability, Statistics
• Legal Awareness & Aptitude: Legal Maxims, Indian constitution, Indian contract Act
• General Knowledge: Current Affairs, History, Political Science, Economics and Environment.

NFSU Entrance Exam Pattern

How to prepare NFSU Entrance Examination 2026

Go to the official NFSU web site and download the most up to date syllabus of the program you have selected and focus on topics with high weightage. Practice previous year NFSU entrance papers to grasp the pattern and level of difficulty of questions.Go through full-length mock tests that are timed to increase quickness and accuracy. Develop your backgrounds in Physics, Chemistry, Biology, and Mathematics to prepare a science program; get a refresher course in computer literacy programming to prepare tech courses. Read newspapers and keep track of reputable news channels on current affairs, particularly in the field of science and technology.. Maintain brief notes that you can revise very fast particularly concerning GK and subject-specific facts. enure to Spend a lot of time on the areas that you feel weak in and do not ignore the areas that you are strong in.

Key insights for NFSU 2026 Candidates

• Increased competition: As more and more people get to know about forensic sciences, cyber security, law as a career field, NFSU is getting harder each year to get through its entrance exam.
• Reservation Policy:  NFSU follows Government of India reservation norms for seat allocation.
• Dual Admission Routes: For some PG programs, seats are filled via NFSU’s own entrance (NFAT) and national exams like GATE or CAT, with unfilled seats transferred between categories.
• Exam Day: You should take along your admit card, a valid photo ID and all the instructions provided in the admit card and official notifications.

NSFU entrance exam alternative 

If you’re passionate about forensic science but want more options, consider appearing for the All India Forensic Science Entrance Test (AIFSET) as well. It has received the name of a few leading Universities and also has plenty of forensic science programs to offer all over India thus your chances of getting into the well known Universities are much higher.

Practice well, stay focused and clear the forensic science entrance test to become  the next forensic expert of India.

China’s AI robot football league is making global headlines after its successful finale in Beijing on June 28, 2025. The final game of the 2025 RoBoLeague Robot Football Tournament was played before a live crowd, a first in history: the first-ever truly autonomous 3 vs. 3 AI robot event in China. This was not only a spectacle for the tech lovers but a trial run of the upcoming 2025 World Humanoid Robot Games, which will be held in Beijing next August.

The Robo League finals brought together four of the best teams from the top Chinese universities, each fielding humanoid robots that were powered with artificial intelligence. What set this event apart was the complete absence of human intervention. The robots did everything from strategising to winning, standing back after falling, finding the ball, etc., by their own intelligence. This was all possible because of the new technology of motion control and visual sensors that were integrated into these robots. The game was thrilling yet adorable to watch because these robots, when compared to humans, were mimicking toddlers’ slow moves. 

Tsinghua University’s THU Robotics team became the champion, beating the Mountain Sea team of China Agricultural University with an impressive 5-3 score. The Blaze team of Beijing Information Science and Technology University and the Power team of Future Laboratory of Tsinghua University tied in 3rd place. 

RoBoLeague is not a normal game, as we can deduce, but a place where some of the state-of-the-art technologies in AI and robotics are put to the test. Bian Yuansong, the chairman of event operator Shangyicheng Group, said: The tournament is a critical testbed of breakthroughs such as bipedal locomotion, dynamic balancing and multi-robot decision-making. Such innovations are not confined to the sports field, and they will be quickly implemented to become applied to the real world, including industrial automation, or service robots in everyday life. 

Bian emphasised, “The technologies showcased during the competition will be rapidly translated into real-world applications, directly benefiting industrial production and everyday life.”

The same feeling can be seen through the CEO of Booster Robotics, Cheng Hao, who provided the hardware for the competition. He is confident that this happens faster with this kind of event and makes people trust humanoid robots, which is why, as the likelihood of robots joining humanity in the game increases, it is not unreasonable to wonder about their ability.

The event’s popularity signals a growing cultural shift, with “football + AI” igniting public enthusiasm for science and technology. The venue in Beijing was full of thousands of spectators, many young robotics enthusiasts, who supported their favourite teams and experienced all the beauty of intelligent machines of the future with their eyes.

The success of the event is an indicator of the change of culture, as football + AI was also a powerful shift that aroused interest in science and technology among citizens. The championship organisers have plans to grow the league with other formats, such as a robot half-marathon and RoBoLeague editions, to engage humanoid robotics in a variety of real-life situations as much as possible.

The RoBoLeague finale has very high standards that the world humanoid robot games should strive to achieve in 2025. As China continues to prove itself as the international leader in both robotics and AI technology, it is clear that it is not just the technical specs that set China apart in the world of robotics, but also their vision of what AI can do to the industry and even common life.

With the line between science fiction and society blurring more and more, we do know this: that the future of athletics or even all of society will be defined by the intelligent machine, artificial intelligence, and top-notch robots. The RoBoLeague is a bright testimony of what can be done in this new era of combining human understanding and artificial intelligence

As a society, we often prioritise academic achievement over the emotional well-being of our children. The stress of shifting schools and cities can have a profound impact on young minds, leading to feelings of loneliness, anxiety, and isolation.

Reminiscing 2020’s global house-arrest and with campuses being closed and online learning being pursued, edtech push by COVID is now stronger than the fintech push by demonetization. The teacher-student model has ceased to exist for ever now, and we are moving to a qualitatively different mentor-learner model not just in the current digital learning phase, but also in the post pandemic times ahead. Beyond this complete campus lockdown phase, during which time mentoring-learning-assessing has gone online globally, we shall be moving towards blended phygital education ahead, which will be the new normal ahead, and will make the new model of mentor-learner firmly entrenched.

Learning or academics or education broadly has three functions: creation of learning content through research, writing, packaging with visuals; dissemination of learning through classes, lectures, notes, self-study, discussions; & assessment and evaluation of the education of the learner by various methods. All these three have been majorly impacted by the self-isolation imposed to ensure social distancing so that the learners and the mentors may first be protected from the spread of the infection of COVID19. The lockdown across the world is simultaneously a boon and a bane for the teaching-learning community today.

Teacher to Mentor:

The teacher was a sage on the stage, introducing every new topic, speaking the last word on it, sticking to a structured syllabus as prescribed, interpreting it as s/he deems right, finishing the syllabus and focusing on examination and evaluation to complete the cycle of delivery of education. He often demands respect, and relies on the power to punish to set things right (not always, though). Teacher teaches and often sermonizes.

Each premise noted above is changing now.

Mentor today is a co-learner, may be the first stimulus for a topic but never the last word, starts from a structured syllabus but is expected to move towards organic learning depending upon the variegated interest areas of groups of learners, aggregates learning resources from multiple sources and shares with the learners, is more a guide, second parent and agony shelter of sorts for the learners. Examination also is diverse and evaluation is just one more function and not the ultimate yardstick of learning and brilliance of the learner. Mentor may often be less informed about an issue, but with a better perspective to guide. Mentor engages and inspires.

Learning Resources Aggregation & Delivery:

To begin with being the new age mentor, a massive train the trainer and capacity building is needed today. For this, first the mentor has to be a digital personality with smartphone and net connection, and with laptop and wifi connection. Next, one has to learn how to create, deliver and engage in content across multiple online platforms, and how to take matter learnt online to matter practiced offline face to face. Third, one has to now learn assessment with open book through analysis and application, through quiz, through applied projects, through phygital presentation and actual work in labs and studios after using virtual labs and studios.

Creating the learning resources was quite easy earlier. There were the books, often called text and reference books, then the power-point presentation of the teacher, and then chalk and talk. And the topic was first introduced in a class, post which notes were given, books were mentioned, and later examination was conducted to check memory and a bit of understanding.

The game is changed now. And totally so.

The concept of proprietary content (the mentor’s own videos, audio or podcast content, power-points, cases, info-graphics etc), aggregated content (books, monographs, videos, podcasts, URLs, pdfs, cases, etc taken from the internet, YouTube and Vimeo, etc), and also massive open/closed online learning resources (free ones like Swayam or NAPTEL, paid ones like those of Coursera or LinkedIn, and the university’s own online courses): these three are the learning resources today.

The mentor is expected to make a mix of proprietary, aggregated and online learning resources, suitably arranging them from the easies one to the toughest one and offer to the learners digitally (using Google Class, emails, or better, Learning Management Systems like Canvas or TCSion, Blackboard or Collaborate, etc,) at least a week or more before they meet digitally or physically to discuss the content. This is called Flipped Classroom where the learners get learning content much in advance, read, watch or listen to the same asynchronously at their own time, place or pace, note down things they have not understood or have questions on, and come to the digital/physical classroom synchronously, to clarify doubts, discuss cases, debate on conclusions drawn and participate in quiz or analytical or applied assignments. Delivery of the online session can be on any platform: MS Teams, Zoom, Webex, Google Meet and can move from the synchronous digital classroom to asynchronous digital chatroom debates and discussions for further clarification.

This makes the task for Content Creation and Content Delivery for the mentors much more diverse, tech-savvy, and tougher than the traditional teacher’s job.

Learners’ Engagement & Evaluation:

Further, education will now move from a system imposed disciplined endeavour to voluntarily participated and internalized process. It will be truly a learner-centric education now in the new normal, and shall be far more participative than the past. The learner in the digital or blended mode is learning voluntarily and not on the basis of an imposed discipline on campus through a web of rules and power dynamics. While voluntary learning will throw many non-interested or apathetic learners out of the learning circle, it will also make many focused learners internalize education better and apply it in a more focused manner at his or her individual level.

Also, with Artificial Intelligence, robotics, automation, Machine Learning and internet of things being the other emerging realities, the skills for mass production or education to do the same work repeatedly will be totally irrelevant ahead when machines will take over almost all such work (more than three fourths of all human work today). Hence, new age skills, apart from technology use, have to be in areas like creativity, innovation, incubation, problem-solving, teamwork, leadership, critical thinking, design thinking, empathy, emotional intelligence and risk management. Each of these can be qualitatively and quantitatively mentored to any youth from an early age of say 15 years till 25 years of age, and will become his or her second nature.

To deliver such a learning, the learners’ engagement techniques have to be more tech-savvy (google forms, polls, surveys, quiz, virtual lab and studio, AI tools, etc) and also with higher emotional quotient (use of humour, videos, info-graphics, empathy in the class, allowing diversity of opinion, wellness conscious, etc).

Even the evaluation or assessment has to be diverse. Assessment refers to learner performance; it helps us decide if students are learning and where improvement in that learning is needed. Evaluation refers to a systematic process of determining the merit value or worth of the instruction or programme; it helps us determine if a course is effective (course goals) and informs our design efforts. Assessment and evaluation can be both formative (carried out during the course) and summative (carried out following the course). There can be many ways for the same. Mentors can make learners aware of expectations in advance (e.g. one week for feedback from deadline) and keep them posted (announcement: all projects have been marked). For example, one can create tests that are multiple choice, true/false, or short answer essays and one can set the assessments to automatically provide feedback.

When online, evaluation can be on the basis of proctored digital examination or open-book analytical and applied evaluation with non-google-able questions. And this is surely not an easy task for the mentors as teachers of the past were used to repeat past questions, had set patterns of questions, examinations were ‘suggestions’ and memory based, and not application based in general. Online quiz, open book examination with time-managed and proctored question paper delivered online, applied questions not based on memory but comprehension, telephonic interview etc have been the usual ways of digital assessment and evaluation of learning.

There will be offline evaluation also. Here, the assessment can be based on offline written examinations, field-survey based presentation or report writing, debates, lab/studio-based practical, or a peer-group work, or a submission of a long-term real life or live project.

Digital Learning Tools Today:

The pandemic requires universities to rapidly offer online learning to their students. Fortunately, technology and content are available to help universities transition online quickly and with high quality, especially on the digital plank, though at a cost and with the risk of several teachers and administrators being forced to go out of the system.

Digital learning on the go or from distance calls for tech-led holistic solutions. It requires several content pieces to be transmitted digitally. These content pieces can be in the form of pdfs, ppts, URLs, YouTube links, podcast links, case-studies, etc. There can also be e-books, audio-books, kindle based content, magzter sourced magazines, etc. Then this can involve learning without being face to face through boxes, as in Google Class, or learning face to face as in Zoom live audio-visual discussions. People may also use GoToMeetings or MicrosoftMeet sessions also. Attendance can be taken on Google Spreadsheet and through WhatsApp Group chat of a batch of students too.

Then there are MOOCs, collaborative distance learning, wikis, blogs etc. Individual resource-rich institutes develop their customized secured and IPR protected Learning Management Systems, through the use of BlackBoard or TCSion LMS. Other LMS options like Kaltura or Impartus allowing video recording of talks also ar in use in many places. There are CourseEra courses, Swayam online lessons from UGC and similar other avenues to learn online.

Learning digitally can be further assisted with Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) which can take the viewer to an enhanced experience even integrating scenarios which are yet to happen creatively bringing them within the learning experience. These are immersive and contextual experiences, and artificial intelligence driven chatbots can further enhance the digital interface of the learner and the mentor.

Digital Learning Value-adds:

Incorporating big data analytics and content management, educators can develop an individualized curriculum that enhances how each student learns (e.g. playlist of learning content in WiseWire changing for each student). Many in the West have started the use of the millennials' language and style: Khan Academy video lessons, YouTube use, distinct style and language for young learners. Twitter, Tumblr, Snapchat, Imessage, Instagram, Facebook & Whatsapp are being creatively integrated with school education. There is a case of a management school in India, where the professor sends a 3 minutes interesting video on the subject he is taking up next through group whatsapp to increase interest in the batch towards the topic being taught.

In the US, the smart-phone applications like Socrative and Plickers are helping teachers interact and assess students’ progress, collaborate via cloud-based applications to work and solve a common goal. Teachers can publish real-time quizzes and polls for students via mobile devices to keep them engaged.

Further, using anything from iMovie to WeVideo, learners can create video as a learning resource. YouTube (with privacy settings) and SeeSaw or Flipgrid are also alternatives learners can make use of. The benefits of SeeSaw and Flipgrid are that students can add voice recordings or text sharing feedback with peers. Students became the co-creators of content and as a result, more engaged, including their parents. Useful apps like Book Creator, Explain Everything and EduCreations can be utilised towards this end. 

There are various software used to create digital content, like Camtasia, Raptivity, Captivate, Articulate Online, etc.

Yes alongside, social media use extensively will support learning online. Facebook Page can broadcast updates and alerts. Facebook Group or Google Hangout with advanced features in G-suite can stream live lectures and host discussions. Twitter can act as a class message board. The 256 characters help to keep messages succinct. Instagram can be used for photo essays. One can create a class blog for discussions. There are many different platforms available, such as WordPress, SquareSpace, Wix, Blogger for that. And, one can create a class-specific Pinterest board as well.

Students to Learners:

With mentors replacing teachers, the students cannot be the pre COVID typical students any more going ahead.

Students study in classroom, are taught by teachers, limited to given syllabus, and study for marks, grades, degrees. Students give exams in written and on the basis of suggestions or set patters of evaluation.

Learners study within and beyond the classroom, from mentors, peers, personal experience, books, digitally aggregated content, through projects and through assignments. Learners learn for lifetime application, and hence learn to learn further as things learnt today are obsolete soon. Self-learning or learning to learn is hence a major cultivated skill for the present day learners, especially in higher education, as techniques and technologies are changing in the work-place in less than five years now. Learners also learn organically. While structured syllabus must be completed for foundation and examination, organic learning is about self-driven learning in few chosen areas out of interest, assisted by the mentors.

Yes, for this, doubling public education expenditure, digital access to the hinterland, considering digital connectivity as a human right, digital literacy as a fundamental pre-requisite in any work, providing cell phones and laptops or tabs en masse, announcing cheaper data packages for students, CSR in the field of domain of digital connectivity by corporate houses, etc and more would be needed soonest to bridge the yawning digital divide in the otherwise class divided society. It must be noted that even UNESCO has noted that only 48% of Indian learners’ community of 283 million is receiving some sort of online education today, the rest 52% going bereft of any form of formal learning whatsoever for more than a year now! And among these 48%, the girl-students are having a worse fate in the poorer families due to limited digital devices to which the sons have a higher access than the daughters.

Conclusion:

India has been speaking of digital education for long but it has stayed on as a possibility and not a reality for more than a decade now. Even IITs and IIMs have used digital platforms on the side for sharing of content and debating on issues sporadically. The larger mass of 1300 plus universities and some 44,000 colleges have actually not digitized their content, not made access to online learning mainstay of their teaching-learning process, except the distance learning universities. In fact, the old school educationists looked at online and distance education with some disdain all across South Asia. They are in for a major shock now. The digital divide needs fast bridging through the promise of 6% of the GDP for public education, through 2% of profits for CSR given here, and through civil society initiatives like getting smart-phones, laptops and tabs for the less privileged.

It is clear that going ahead digital access will be a human right, and those in governance must wake up to the reality that youngsters need in expensive tablets and easy data access. A nation that spends less than 3% of national budget for public education (lower than Tanzania, Angola and Ghana, et al), with the states putting in 2.5 (Bihar) to 26% (Delhi), with Delhi being the only state in double digits, cannot ensure digital education for the masses, unless allocation of funds and their transparent spending happen.

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Prof. Ujjwal Anu Chowdhury

The author is Vice President, Washington University of Science and Technology and Editorial Mentor, edInbox.com

The last two years have clearly shown that technology-aided remote schooling is neither fully possible nor completely desirable. 

Lest we forget that India is a nation of more than one-third of the population in the 15 to 25 years age-bracket, the most promising period of life when one decides career path, subjects for learning, types of work to do, and becomes self-dependent in the process.