India's smaller cities are rapidly emerging as the next growth centres for the International Baccalaureate (IB) programme, signalling a shift in demand for globally recognised school education beyond traditional metropolitan markets. The expansion comes as more families seek international curricula that improve access to overseas universities while moving away from exam-centric learning.

According to IB officials, nearly 44% of new IB schools planned in India are expected to be established outside major metropolitan areas, highlighting increasing interest from tier-2 and tier-3 cities.

IB schools expand into emerging education hubs

Speaking to Bloomberg, Olli-Pekka Heinonen, Director General of the Switzerland-based International Baccalaureate Organisation and former Education Minister of Finland, said the organisation is witnessing growing demand across diverse regions of India.

Supporting this trend, Ashish Trivedi, Head of South Asia and Japan at the IB, said almost half of the schools currently in the organisation's pipeline are located outside India's largest cities.

Cities witnessing increased interest include:

• Jaipur
• Coimbatore
• Surat
• Madurai
• Visakhapatnam
• Kochi
• Lucknow
• Nagpur
• Mysuru

The expansion reflects changing aspirations among families in fast-growing urban centres that increasingly view international education as a pathway to global higher education opportunities.

India becomes one of IB's fastest-growing markets

India has recorded significant growth in the adoption of the International Baccalaureate curriculum over the past five years.

The number of IB schools has increased from 195 to 280, representing a growth of nearly 44%. This makes India one of the organisation's fastest-expanding markets globally.

Despite the rapid rise, IB schools still represent only a tiny fraction of India's approximately 1.5 million schools. Globally, India is approaching Canada, which has around 380 IB schools, while the United States remains the largest market with more than 1,900 schools.

Rising affluent population fuels premium education demand

The growing popularity of IB schools is being driven by India's expanding affluent and upper-middle-income population.

With increasing household incomes, many parents are looking for alternatives to traditional rote-learning methods and examination-focused schooling. The IB curriculum emphasises inquiry-based learning, critical thinking, interdisciplinary education and globally recognised academic standards accepted by leading universities worldwide.

The trend has also gained momentum amid debates surrounding grading inconsistencies and examination-related controversies in India's domestic school system, prompting some parents to explore internationally recognised curricula.

High costs and teacher shortages remain major challenges

Despite strong growth, affordability continues to be one of the biggest barriers to wider adoption.

Annual tuition fees at IB schools are often several times higher than those charged by schools affiliated with India's national education boards, limiting access primarily to wealthier families.

Another challenge is the shortage of trained IB educators.

Heinonen noted that ensuring an adequate supply of qualified teachers remains one of the organisation's highest priorities, warning that staffing could become a major bottleneck as more schools adopt the curriculum.

Collaboration with government schools under consideration

To broaden access, the International Baccalaureate Organisation is exploring partnerships with several state governments to introduce elements of the IB framework into government-run schools.

The organisation also expressed willingness to collaborate with Indian education boards to strengthen teaching practices and support the goals of the National Education Policy (NEP) 2020, while maintaining multiple educational pathways for students.

Education experts believe that if affordability, teacher training and public-private collaboration improve, India's tier-2 cities could become the next major growth engine for international school education, expanding access to globally recognised curricula beyond the country's traditional metropolitan centres.

A software engineer has landed a remote job with a ₹1.4 crore annual base salary after enduring more than 25 job rejections, highlighting both the challenges and opportunities in today's AI-driven technology hiring landscape.

The engineer, who holds a BTech degree from a Tier 1 engineering institute and has six years of industry experience, shared that repeated setbacks from leading technology companies did not deter the job search. After nearly a year of applications and interview preparation, the candidate secured a senior engineering position at a seed-stage startup with a compensation package worth approximately ₹1.7 crore in the first year.

From repeated rejections to a ₹1.7 crore compensation package

According to the candidate, applications to several prominent technology firms—including Amazon, Bloomberg, and Cloudflare—resulted in more than 25 rejections before receiving the breakthrough offer.

The compensation package includes:

• ₹1.4 crore annual base salary
• Performance bonus
• Employee Stock Ownership Plans (ESOPs) worth $120,000 vested over four years

Combined, the first-year earnings are estimated to be around ₹1.7 crore, making it one of the more lucrative recent offers reported for an experienced software engineer. The engineer attributed the success to consistent interview preparation and perseverance despite repeated setbacks.

AI is reshaping the software engineering job market

The achievement comes at a time when artificial intelligence is transforming recruitment across the technology sector.

As organisations increasingly integrate AI into software development, companies are placing greater emphasis on candidates who can work with AI tools, automate workflows and contribute immediately to business objectives.

Industry reports indicate that a significant share of AI-related vacancies now target experienced professionals, while entry-level opportunities have become comparatively limited. Employers are increasingly seeking engineers with practical experience in AI-assisted development, cloud computing and scalable software systems.

Premium offers remain rare amid changing hiring trends

Although high-value compensation packages continue to exist, industry observers note that such offers have become less common than during the hiring boom of the pandemic years.

Many technology professionals report accepting salaries closer to their pre-pandemic compensation levels despite acquiring additional qualifications or advanced degrees. Companies are also streamlining teams as AI automates repetitive coding tasks and improves developer productivity.

Against this backdrop, the engineer's ₹1.4 crore offer stands out as an example of how specialised skills, experience and strong interview performance can still command premium salaries in a competitive market.

Key lessons for job seekers

The engineer's experience offers several takeaways for professionals navigating today's technology hiring environment:

• Persistence matters: Multiple rejections do not necessarily reflect a candidate's long-term potential.
• Continuous preparation is essential: Regular interview practice can improve performance when the right opportunity arrives.
• Develop AI-ready skills: Familiarity with AI-assisted development tools and emerging technologies is becoming increasingly valuable.
• Look beyond large corporations: High-growth startups often offer competitive salaries, equity and opportunities for rapid career advancement.

As AI continues to reshape recruitment across the technology industry, the story underscores that while competition has intensified, experienced professionals who remain adaptable and resilient can still secure exceptional career opportunities.

More than 650 law students from the University of Delhi (DU) will receive practical legal training in courts across the national capital under the fifth edition of the Dr B R Ambedkar Law Internship Programme, launched by the ABVP-led Delhi University Students' Union (DUSU) in collaboration with Adhivakta Parishad Delhi Prant.

The internship, beginning July 1, aims to provide aspiring lawyers with first-hand exposure to India's judicial system through training in the Supreme Court, Delhi High Court, and various district courts.

Over 650 students were selected through the interview process

According to the organisers, the programme attracted 964 applications from students of the Faculty of Law, University of Delhi.

Following an interview-based selection process, 657 students were shortlisted to participate in the internship.

The initiative is intended to bridge the gap between classroom learning and practical legal experience by exposing students to real courtroom proceedings and legal practice.

Practical exposure to India's judicial system

During the internship, students will work under the guidance of senior advocates and legal experts, gaining hands-on experience in various aspects of legal practice.

The programme will provide training in:

• Court procedures and judicial processes
• Legal drafting
• Advocacy and courtroom skills
• Case preparation
• Professional interaction with experienced lawyers
• Understanding the functioning of courts

Participants will observe proceedings in the Supreme Court, Delhi High Court and district courts, offering valuable insights into the justice delivery system.

Internship aims to strengthen legal careers

Speaking on the initiative, DUSU Secretary Kunal Chaudhary said the internship is designed to equip law students with practical legal knowledge while strengthening the foundation for their professional careers.

He added that the programme encourages students to contribute meaningfully to the justice system while reinforcing constitutional values through experiential learning.

Focus on mentoring future legal professionals

Sanjay Poddar, State President of Adhivakta Parishad Delhi Prant, described the initiative as more than a conventional internship programme.

According to him, the internship offers students an opportunity to closely understand the functioning of India's judicial institutions while receiving mentorship from experienced members of the legal fraternity.

He said the organisation remains committed to supporting young law students through practical exposure, professional guidance and skill development, to nurture competent legal professionals for the future.

The fifth edition of the Dr B R Ambedkar Law Internship Programme reflects the growing emphasis on experiential learning in legal education, providing Delhi University students with opportunities to develop courtroom skills and gain practical insights that complement their academic training.

For decades, drought defined the hardships of farming in Madhya Pradesh's Bundelkhand. Today, however, many farmers say a different crisis is pushing agriculture to the brink—repeated crop destruction by nilgai, wild boar and stray cattle.

Across villages in Chhatarpur, cultivators are spending sleepless nights guarding their fields, abandoning profitable crops and, increasingly, leaving agriculture altogether in search of wage labour in cities.

'I'd Rather Work as a Labourer'

For Chandan Singh Rajput, farming has become financially unsustainable.

Rajput leases around 20 bighas of farmland in neighbouring Jhinna village, paying an annual lease of ₹85,000 to cultivate wheat, peas and sesame. Instead of sleeping at home, he now lives in a makeshift hut in his fields, keeping watch through the night.

According to Rajput, herds of nilgai frequently enter farmland after dark, and even a brief lapse in vigilance can wipe out an entire crop.

During the last kharif season, he harvested only 400 kilograms of sesame despite cultivating all 20 bighas. His subsequent pea crop yielded around 1,000–1,200 kilograms, though he estimates production could have been nearly five times higher without animal damage.

He estimates his total losses at around ₹1.5 lakh, including ₹55,000 from peas alone.

"If I worked as a daily wage labourer, at least I could sleep at night," he says.

Wildlife Has Overtaken Drought as the Biggest Challenge

Farmers across Bundelkhand say that while drought once posed the greatest threat to agriculture, wildlife has now become a more immediate concern.

Another tenant farmer from Patha village, Makhanlal, says he has suffered continuous financial losses over the past four years.

"The last profitable year was 2021," he says, estimating cumulative losses of ₹1.5 lakh to ₹2 lakh since then.

Farmers Guard Fields Around the Clock

In Pehra, farmer Omnarayan Tiwari has begun installing fencing around his land.

Despite these efforts, he says farmers struggle to save even half their harvest.

Attempting to drive animals away is not without risk.

According to Tiwari, wild animals occasionally become aggressive, injuring those trying to protect their crops.

Entire Fields Destroyed Within Hours

The problem begins almost immediately after sowing.

In nearby Parai, farmer Arimardan Singh Yadav says wild boars dig up freshly sown fields, while nilgai and stray cattle invade once crops begin to grow.

Large herds—sometimes numbering 400 to 500 animals—can devastate standing crops within a matter of hours.

Solar Fencing Offers Limited Relief

Civil society organisations are attempting to help farmers protect their fields.

According to Ravikant Pathak, the organisation is assisting around 500 farmers across 12 villages in installing solar-powered electric fencing.

Each installation costs approximately ₹20,000 for a four-hectare farm, with the organisation covering half the expense.

However, Pathak notes that nilgai are capable of jumping over many such barriers, limiting their effectiveness.

Farmers Abandoning Cultivation

The continuing crop losses are forcing many cultivators to reduce or completely abandon farming.

Farmer Babulal Pal estimates that nilgai, wild boar and stray cattle destroy up to 75% of crops in the area.

Last year, he cultivated chickpea on four bighas but harvested less than half a quintal.

Although his family owns nearly 50 bighas of land, multiple family members now spend their days and nights guarding fields instead of pursuing other work.

"We have enough land, but we cannot harvest our crops," he says.

Migration Rising Across Villages

The agricultural crisis is also reshaping rural livelihoods.

According to local farmers, many have stopped cultivating crops such as pigeon pea and sorghum because repeated wildlife attacks make cultivation financially risky.

Sharecropping has also become less attractive, as uncertain harvests discourage both landowners and tenant farmers.

Babulal Pal estimates that members of nearly 80% of households in his village have migrated to towns and cities in search of employment, leaving behind primarily elderly family members to manage the remaining farmland.

His 80-year-old father, Bhavanidin, who still spends nights guarding crops, says he no longer wants the next generation to depend on farming for a living.

A Growing Rural Challenge

The situation unfolding in Bundelkhand reflects a broader challenge confronting many agricultural regions in India, where increasing human-wildlife interactions are threatening rural livelihoods.

While farmers continue to battle unpredictable weather, they say the relentless crop raids by nilgai, wild boar and stray cattle have made agriculture increasingly unviable. Without stronger mitigation measures, effective crop protection and long-term wildlife management strategies, many fear that more cultivators will abandon farming altogether, accelerating migration and deepening the region's agrarian distress.

The Indian Institute of Science Bengaluru has announced a new Bachelor of Technology (BTech) in Materials Science and Engineering, expanding its undergraduate offerings for students interested in cutting-edge science, engineering and technology. The programme will commence from the 2026-27 academic session, with admissions conducted through JoSAA 2026 counselling.

Designed to meet the growing demand for expertise in advanced materials and emerging technologies, the four-year programme combines scientific fundamentals with practical engineering training, preparing graduates for careers in research, innovation and high-technology industries.

Interdisciplinary Curriculum with Strong Scientific Foundation

According to IISc, the programme has been structured to provide students with a comprehensive understanding of materials science, integrating concepts from physics, chemistry, mathematics and computational methods.

Students will study a wide range of materials, including:

• Metals
• Ceramics
• Polymers
• Biomaterials
• Advanced functional materials

The curriculum is designed to help students understand how these materials are developed, characterised and applied across various industries.

Focus on Practical Learning and Emerging Technologies

A key feature of the programme is its emphasis on hands-on learning and real-world problem-solving.

Students will explore how advanced materials are used in sectors such as:

• Healthcare
• Electronics
• Aerospace
• Energy
• Sustainability

The institute said the programme aims to equip students with the knowledge and technical skills needed to address challenges in next-generation technologies.

Research Opportunities from the Undergraduate Level

The BTech programme will span eight semesters and require students to complete 128 academic credits.

Students will have access to IISc's advanced research ecosystem, including:

• State-of-the-art laboratories
• Artificial Intelligence (AI) facilities
• High-performance computing infrastructure
• Specialised interdisciplinary research centres

The curriculum also offers flexible elective choices, allowing students to tailor their learning according to their academic interests and career goals.

Encouraging Interdisciplinary Innovation

IISc said the programme has been designed to promote interdisciplinary learning by enabling students to work on collaborative projects that combine engineering with other scientific disciplines.

This approach is expected to strengthen analytical thinking, innovation and research capabilities while exposing students to emerging areas of technology.

Admissions Through JoSAA 2026

Admissions to the new BTech in Materials Science and Engineering will be conducted through JoSAA 2026 counselling, following the institute's existing undergraduate admission process.

Eligible candidates will be able to apply after qualifying through the prescribed admission criteria applicable for IISc undergraduate programmes.

Expanding Opportunities in Advanced Materials

With industries increasingly relying on advanced materials for innovations in semiconductors, electric vehicles, renewable energy, biomedical devices and aerospace technologies, demand for skilled materials engineers continues to grow globally.

Through this new undergraduate programme, IISc aims to prepare students for careers in research organisations, technology companies, manufacturing industries and higher education, while contributing to India's growing innovation ecosystem in advanced materials and engineering.

In a significant ruling that could influence the interpretation of India's fertility laws, the Calcutta High Court has permitted a 49-year-old woman to undergo in vitro fertilisation (IVF) under the Assisted Reproductive Technology (Regulation) Act, 2021, even though her husband is 57 years old—two years above the statutory age limit prescribed for men.

The judgment reinforces the principle that a woman's eligibility for assisted reproductive treatment should not automatically be denied because of her spouse's age, particularly where donor gametes are being used and the husband has no direct physical role in the treatment.

What the Court Held

Justice Krishna Rao ruled that the woman's eligibility under the ART Act should be assessed independently.

The court observed that in the proposed IVF procedure, the husband would have no physical involvement because the treatment would use donor gametes obtained through a registered ART bank. Therefore, his age alone should not become an obstacle to the woman exercising her reproductive rights.

The court directed the hospital to proceed with the IVF treatment in accordance with applicable legal and medical requirements.

Reliance on Earlier Precedent

In reaching its decision, the High Court relied on its earlier judgment in the 2024 Shyamoli Saha case, where similar relief had been granted despite the husband exceeding the prescribed age limit.

Justice Rao observed that while age restrictions under the ART Act were introduced to prevent misuse and regulate assisted reproductive technologies, those provisions should not be interpreted in a manner that defeats the very purpose of the legislation.

The judgment also interpreted the definition of "patient" under the ART Act to mean that an individual partner may seek assisted reproductive services independently, provided the statutory requirements applicable to that individual are satisfied.

Background of the Case

The couple, married since 2014, had reportedly struggled with infertility for several years.

They approached the High Court after a hospital declined to provide IVF treatment because the husband had crossed the maximum age of 55 years prescribed under Section 21(g)(ii) of the ART Act.

According to their counsel, both spouses were medically fit for treatment, and the husband's age was the sole reason for the refusal.

The State opposed the petition, arguing that the ART Act expressly prescribes upper age limits for both men and women seeking assisted reproductive treatment.

Why the Judgment Matters

The ruling could have important implications for fertility treatment in India.

It suggests that, in certain circumstances, one partner's statutory ineligibility may not necessarily prevent the other from accessing assisted reproductive technologies, particularly where the treatment method does not require that partner's biological participation.

Legal experts believe the judgment may encourage ART clinics to examine applications more carefully rather than adopting a blanket interpretation of age-related provisions.

However, the decision is based on the facts of this specific case and does not automatically remove the age limits prescribed under the ART Act for all applicants. Broader changes to the legal framework would require either legislative amendments or further judicial clarification.

Balancing Regulation and Reproductive Autonomy

The judgment reflects the continuing effort of Indian courts to balance regulatory safeguards governing assisted reproductive technologies with individuals' reproductive autonomy.

As demand for fertility treatments continues to rise, the ruling is likely to become an important reference point in future cases involving the interpretation of age eligibility under the ART Act, particularly where questions of reproductive rights and access to medical treatment intersect.

A viral Reddit post by a US citizen has triggered a fresh debate about the quality of international schools in India after the parent described their family's experience at an expensive Bengaluru school as "harsh and toxic", alleging excessive academic pressure, bullying, rote learning, and religious influence despite the institution projecting itself as secular.

The post, which has gained widespread attention online, comes at a time when many Indian families living abroad are considering returning to India and enrolling their children in international schools offering International Baccalaureate (IB) and IGCSE curricula.

Parent warns NRIs to research schools carefully

The parent, who said the family lived in India for four years before moving back to the United States, urged prospective parents—particularly NRIs—to speak directly with families whose children currently study at international schools instead of relying solely on marketing material or university placement records.

According to the post, the children only opened up about their experiences after returning to the US, revealing the stress they had endured while studying in Bengaluru.

"The general atmosphere in school was harsh and toxic and not respectful to students," the parent wrote.

'IB curriculum relied on memorisation'

One of the strongest criticisms centred on classroom teaching. Despite the school advertising an IB and IGCSE-based curriculum, the parent alleged that learning remained heavily dependent on memorisation rather than conceptual understanding or project-based education.

"The curriculum relied a lot on information to be memorised than on projects or true understanding, especially in science," the post stated.

The parent also claimed that parents had to constantly monitor their children's studies to keep pace with the academic workload, particularly for students who were not naturally organised.

Bullying complaints allegedly ignored

The Reddit user further alleged that bullying was a persistent issue and that complaints were not adequately addressed when students from influential families were involved.

According to the post, the younger child experienced bullying, but teachers allegedly failed to take effective action because the students accused of bullying belonged to well-connected families.

The allegations have reignited discussions around accountability, student welfare, and grievance redressal mechanisms in premium private schools.

Concerns over religious influence

Another issue highlighted in the viral post was the alleged promotion of Christianity within the school.

Although the institution was perceived by parents as secular, the Redditor claimed that regular Bible readings were conducted and that Christian teachings were more prominent than expected.

The parent said their children felt Christianity was promoted more actively in the Bengaluru school than in the public schools they attended in the United States.

'Robotics taught through rote learning'

The parent also questioned the school's practical learning approach, claiming that science laboratories and hands-on activities were largely absent.

Comparing the experience with schools in the US, the Reddit user said American middle-school students regularly participate in field trips, scientific experiments and dissections, while the Bengaluru school allegedly offered limited practical exposure.

The post further claimed that robotics education relied on rote learning, with students reportedly memorising programming code for written examinations instead of building or programming robots through practical exercises.

University admissions remained a positive

Despite the criticism, the parent acknowledged that the school delivered strong university admission outcomes.

According to the post, the family's elder daughter secured admission to a reputed university abroad along with a substantial scholarship, which the parent attributed partly to the school's academic reputation and international university network.

However, the parent argued that strong college placements should not overshadow concerns relating to student well-being, classroom culture and learning quality.

Viral post fuels wider discussion

The Reddit post has generated significant discussion on social media, with many users sharing similar experiences while others defended international schools, saying standards vary considerably between institutions.

Education experts have often advised parents to evaluate factors beyond curriculum labels such as IB or IGCSE, including teaching methodology, student support systems, anti-bullying policies, faculty quality, extracurricular opportunities and overall school culture before making admission decisions.

As increasing numbers of Indian families seek globally recognised school education, the viral account has once again highlighted that international curricula alone may not guarantee a positive educational experience, underscoring the importance of thoroughly assessing individual schools before enrolment.

A viral Reddit post by a US citizen has triggered a fresh debate about the quality of international schools in India after the parent described their family's experience at an expensive Bengaluru school as "harsh and toxic", alleging excessive academic pressure, bullying, rote learning, and religious influence despite the institution projecting itself as secular.

The post, which has gained widespread attention online, comes at a time when many Indian families living abroad are considering returning to India and enrolling their children in international schools offering International Baccalaureate (IB) and IGCSE curricula.

Parent warns NRIs to research schools carefully

The parent, who said the family lived in India for four years before moving back to the United States, urged prospective parents—particularly NRIs—to speak directly with families whose children currently study at international schools instead of relying solely on marketing material or university placement records.

According to the post, the children only opened up about their experiences after returning to the US, revealing the stress they had endured while studying in Bengaluru.

"The general atmosphere in school was harsh and toxic and not respectful to students," the parent wrote.

'IB curriculum relied on memorisation'

One of the strongest criticisms centred on classroom teaching. Despite the school advertising an IB and IGCSE-based curriculum, the parent alleged that learning remained heavily dependent on memorisation rather than conceptual understanding or project-based education.

"The curriculum relied a lot on information to be memorised than on projects or true understanding, especially in science," the post stated.

The parent also claimed that parents had to constantly monitor their children's studies to keep pace with the academic workload, particularly for students who were not naturally organised.

Bullying complaints allegedly ignored

The Reddit user further alleged that bullying was a persistent issue and that complaints were not adequately addressed when students from influential families were involved.

According to the post, the younger child experienced bullying, but teachers allegedly failed to take effective action because the students accused of bullying belonged to well-connected families.

The allegations have reignited discussions around accountability, student welfare, and grievance redressal mechanisms in premium private schools.

Concerns over religious influence

Another issue highlighted in the viral post was the alleged promotion of Christianity within the school.

Although the institution was perceived by parents as secular, the Redditor claimed that regular Bible readings were conducted and that Christian teachings were more prominent than expected.

The parent said their children felt Christianity was promoted more actively in the Bengaluru school than in the public schools they attended in the United States.

'Robotics taught through rote learning'

The parent also questioned the school's practical learning approach, claiming that science laboratories and hands-on activities were largely absent.

Comparing the experience with schools in the US, the Reddit user said American middle-school students regularly participate in field trips, scientific experiments and dissections, while the Bengaluru school allegedly offered limited practical exposure.

The post further claimed that robotics education relied on rote learning, with students reportedly memorising programming code for written examinations instead of building or programming robots through practical exercises.

University admissions remained a positive

Despite the criticism, the parent acknowledged that the school delivered strong university admission outcomes.

According to the post, the family's elder daughter secured admission to a reputed university abroad along with a substantial scholarship, which the parent attributed partly to the school's academic reputation and international university network.

However, the parent argued that strong college placements should not overshadow concerns relating to student well-being, classroom culture and learning quality.

Viral post fuels wider discussion

The Reddit post has generated significant discussion on social media, with many users sharing similar experiences while others defended international schools, saying standards vary considerably between institutions.

Education experts have often advised parents to evaluate factors beyond curriculum labels such as IB or IGCSE, including teaching methodology, student support systems, anti-bullying policies, faculty quality, extracurricular opportunities and overall school culture before making admission decisions.

As increasing numbers of Indian families seek globally recognised school education, the viral account has once again highlighted that international curricula alone may not guarantee a positive educational experience, underscoring the importance of thoroughly assessing individual schools before enrolment.

In a significant development for healthcare professionals seeking careers beyond traditional clinical practice, Academically Global has announced 100% placement for the inaugural batch of its executive programmes in Clinical Drug Development and Medical Affairs & Medical Science Liaison.

According to the organisation, every participant in the four-month programme secured employment in high-demand non-clinical healthcare roles, highlighting the growing demand for professionals with clinical knowledge in the pharmaceutical, biotechnology and healthcare industries.

Graduates Placed Across High-Growth Healthcare Sectors

The first batch of participants has reportedly been placed in a range of specialised roles, including:

• Pharmacovigilance
• Drug safety
• Medical affairs
• Clinical research
• Regulatory affairs
• Medical writing

The organisation stated that annual salary packages ranged from ₹8 lakh to ₹32 lakh, depending on candidates' qualifications, experience and job profiles.

Addressing a Growing Skills Gap

Despite ongoing discussions about shortages of healthcare professionals in India, many graduates from MBBS, BDS, PharmD and AYUSH programmes continue to face limited career progression and intense competition for clinical positions.

According to Dr. Akram Ahmad, the challenge often lies not in academic qualifications but in limited awareness of emerging career opportunities and the lack of industry-specific skills required for non-clinical roles.

The executive programmes were designed to bridge this gap by equipping healthcare graduates with specialised knowledge relevant to pharmaceutical companies, contract research organisations (CROs), medical communications firms and regulatory agencies.

Expanding Career Options Beyond Clinical Practice

The success of the placement drive reflects the growing scope of non-clinical careers within the healthcare ecosystem.

Industry demand continues to rise in areas such as:

• Pharmacovigilance
• Medical science liaison
• Clinical trial management
• Regulatory compliance
• Medical communications
• Drug development
• Healthcare consulting

In addition to these specialised fields, healthcare experts also point to expanding opportunities in allied disciplines including physiotherapy, nursing, radiology, laboratory technology, hospital administration, biotechnology, nutrition, genetics, bioinformatics and clinical psychology.

Global Academic Collaboration

The programmes received academic support from international experts, reinforcing their focus on industry relevance.

The inaugural session was launched by Rajesh Balkrishnan, while certificates were presented by Zaheer-Ud-Din Babar at the programme's conclusion.

According to the organisation, both academics contributed to curriculum development and emphasised the importance of aligning healthcare education with evolving global workforce requirements.

From International Licensing to Domestic Workforce Development

Founded in 2022, Academically Global initially focused on preparing healthcare professionals for international licensing examinations and overseas career opportunities.

After supporting more than 10,000 healthcare graduates pursuing global pathways, the organisation identified increasing domestic demand for professionals trained in non-clinical healthcare functions.

This led to the launch of intensive executive programmes combining industry-oriented training, mentorship and placement assistance through its recruitment platform.

A Growing Trend in Healthcare Employment

The reported 100% placement outcome highlights the increasing importance of non-clinical healthcare roles in India's expanding pharmaceutical and life sciences sectors.

As healthcare technology, drug development, regulatory science and clinical research continue to grow, professionals with medical and allied health backgrounds are finding opportunities beyond hospitals and direct patient care.

However, experts note that sustaining such outcomes will depend on continued industry demand, regular curriculum updates and close collaboration between academic institutions and employers to ensure graduates remain equipped with skills relevant to a rapidly evolving healthcare landscape.

As India accelerates its digital education mission under the National Education Policy (NEP) 2020, the Digital Infrastructure for Knowledge Sharing (DIKSHA) platform has emerged as the country's "One Nation, One Digital Platform" for school education. Developed to provide equitable access to quality digital learning resources, DIKSHA is helping millions of students and teachers across states and Union Territories access curriculum-aligned educational content anytime, anywhere.

Launched in 2017, DIKSHA is led by the National Council of Educational Research and Training (NCERT) in collaboration with the Central Institute of Educational Technology (CIET). The platform caters to learners from the foundational stage to senior secondary classes while allowing individual states to customise content in regional languages according to their respective school curricula.

The platform hosts a wide range of interactive learning resources, including educational videos, animations, virtual laboratories, simulations, augmented reality (AR)-based content, and Indian Sign Language (ISL) videos. These digital tools are designed to make classroom learning more engaging, accessible and inclusive for students with diverse learning needs.

A key highlight of DIKSHA is its QR-coded Energised Textbooks, which bridge printed textbooks with digital learning. By scanning QR codes embedded in textbooks, students can instantly access explanatory videos, teacher manuals, practice exercises, and interactive learning materials, creating a blended learning experience.

To promote inclusive education, DIKSHA also offers text-to-speech functionality, DAISY-format learning resources, and sign language content, ensuring students with visual, hearing, or other learning challenges can benefit from accessible educational materials.

Beyond student learning, DIKSHA has become a major platform for teacher professional development. Through flagship programmes such as NISHTHA (National Initiative for School Heads' and Teachers' Holistic Advancement), educators can enrol in online training courses, upgrade their teaching competencies, and earn digital certificates.

The platform follows a decentralised model, enabling state governments and educational institutions to develop and manage their own digital content while maintaining quality standards through CIET-NCERT review mechanisms.

Students can also download study materials for offline access, while many schools are integrating DIKSHA resources with smart classroom boards to ensure uninterrupted learning.

With its multilingual content, technology-enabled learning tools, and teacher capacity-building initiatives, DIKSHA is playing a pivotal role in strengthening India's digital school education ecosystem and expanding equitable access to quality education nationwide.

In a significant move to strengthen traditional medical education, the Uttar Pradesh government is planning to establish specialised Ayurveda gurukuls that will allow students to begin their journey towards becoming Ayurvedic doctors immediately after completing their Class 10 board examinations.

The proposed initiative seeks to revive the ancient gurukul system while integrating it with modern medical education, creating a unique pathway that culminates in a Bachelor of Ayurvedic Medicine and Surgery (BAMS) degree.

Integrated Pathway from Class 10 to BAMS

Under the proposed model, five Ayurveda gurukuls will be established across the state, each offering 100 BAMS seats.

Admission will be based on an entrance examination conducted after Class 10. Selected students will complete their higher secondary education alongside specialised Ayurveda training before progressing into the integrated BAMS programme.

Officials say the initiative is aimed at nurturing students at an earlier stage, allowing them to build a deeper understanding of Ayurveda throughout their academic journey.

Ancient Gurukul Tradition Meets Modern Medical Education

The proposed institutions will closely follow the traditional residential gurukul system of ancient India, where students (shishyas) live and learn under the guidance of their teachers (gurus).

According to Uttar Pradesh Principal Secretary (AYUSH) Ranjan Kumar, the objective is to produce practitioners who understand Ayurveda from its foundational principles, including classical Sanskrit texts that form the basis of the traditional medical system.

The curriculum will combine:

• Traditional Ayurvedic knowledge and Sanskrit learning
• Modern medical education leading to a BAMS degree
• Hands-on clinical training
• Holistic wellness and healing practices
• Ethical values and disciplined residential learning

The government believes this comprehensive approach will prepare graduates who are proficient in both traditional Ayurvedic philosophy and contemporary healthcare practices.

Focus on Holistic Learning

Unlike conventional medical education, the proposed gurukuls will emphasise holistic development alongside academic excellence.

Students from diverse social and economic backgrounds will live together on campus, sharing daily responsibilities and participating in community-based activities designed to promote equality, discipline and character building.

Officials say the institutions aim to produce well-rounded practitioners who understand not only Ayurvedic medicine but also India's long-standing traditions of preventive healthcare and wellness.

Cabinet Approval Awaited

The proposal is expected to be placed before the Uttar Pradesh Cabinet for approval. Once cleared, the state government will begin identifying land for the first five gurukuls and initiate the process of designing the academic curriculum.

If the pilot project proves successful, the government plans to establish additional Ayurveda gurukuls across the state in the coming years.

Boosting India's Traditional Healthcare Ecosystem

The initiative aligns with the broader objective of promoting India's traditional systems of medicine under the AYUSH framework. By introducing students to Ayurveda immediately after secondary school, the Uttar Pradesh government hopes to create a new generation of practitioners with a stronger grounding in classical knowledge, clinical practice and holistic healthcare.

If implemented, the programme could become one of India's first large-scale attempts to blend the centuries-old gurukul model with structured medical education, potentially reshaping the future of Ayurveda training in the country.

The All India Institute of Medical Sciences (AIIMS), New Delhi has introduced a comprehensive social media policy that prohibits students, faculty, staff and affiliated bodies from using the institute's name, logo, emblem or branding on social media platforms and promotional material without prior written approval.

The new guidelines are aimed at regulating the use of AIIMS' institutional identity across digital platforms while ensuring that official communication remains accurate, responsible and aligned with the institute's values.

Who will be covered by the new AIIMS policy?

The social media policy applies to:

• Undergraduate, postgraduate, doctoral and super-speciality students.
• Student associations, societies and recognised bodies such as ASA, RDA and SYS.
• Faculty members, researchers and administrative staff communicating on behalf of AIIMS.
• Departments, centres and institutional bodies operating official or semi-official digital platforms.
• Third-party collaborators and individuals granted temporary access to AIIMS communication channels.

Approval mandatory before using AIIMS branding

Under the revised guidelines, no individual or organisation associated with AIIMS can use the institute's name, logo, emblem or official branding in digital or print formats without obtaining prior written permission from the concerned department.

The restriction covers a wide range of communication materials, including:

• Social media accounts on platforms such as Instagram, Facebook and X.
• Event posters, banners and promotional creatives.
• Videos, reels, podcasts and blogs carrying AIIMS branding.
• Publicity material prepared for institutional events or collaborations.

New registration and content approval process

Student organisations and departments operating official social media accounts must now comply with additional administrative requirements.

They will be required to:

• Register official social media accounts with the concerned department.
• Submit the names, contact details and institutional email IDs of account administrators.
• Appoint a designated Media Coordinator responsible for content approval.
• Clearly state whether content is student-generated or department-generated unless officially endorsed by AIIMS.

The institute has also instructed users to avoid posting confidential institutional information, politically sensitive or religious content, defamatory material, or any communication that could harm the institute's reputation.

Sponsored posts, promotional collaborations and partnerships with external brands will require separate institutional approval.

AIIMS warns of disciplinary and legal action

The institute has warned that misuse of its name, logo or institutional identity, or violations of the new social media policy, may invite both disciplinary and legal consequences.

Possible disciplinary measures include:

• Written warnings.
• Suspension of institutional privileges or association.
• Derecognition of student organisations or societies.
• Restriction or denial of permission to organise institutional events.
• Legal action in cases involving unauthorised use of AIIMS branding or serious policy violations.

Why the new policy matters

The latest guidelines reflect a growing trend among higher educational institutions to strengthen governance over their digital identity as social media becomes an increasingly influential communication platform.

By introducing a structured approval process, AIIMS aims to prevent unauthorised use of its brand, reduce the risk of misinformation, and ensure that official communication maintains professional standards while protecting the institute's reputation.

Students who are interested in pursuing a career in healthcare but do not wish to appear for NEET exams consider courses that provide stable employment opportunities, skills and growth potential. One of these is B.Sc Nursing Ayurveda. This four year undergraduate course is a blend of modern nursing and Ayurvedic healthcare, equipping students for careers in hospitals, wellness centers, community health initiatives, and research.

A career in healthcare is not limited to MBBS or BDS for many Class 12 Science students. With the focus shift on preventive healthcare, wellness and AYUSH sector in India, the demand for professionals with knowledge of modern nursing practices and traditional healthcare systems has been on the rise.

Among the emerging healthcare courses, B.Sc Nursing Ayurveda is attracting attention for its multidisciplinary curriculum and expanding career opportunities.

What is B.Sc Nursing Ayurveda?

B.Sc Nursing Ayurveda is a four year undergraduate course which is a combination of nursing science and Ayurveda. Students are provided with the training in clinical nursing and also the traditional knowledge of healthcare like dosha assessment, ayurvedic pharmacology, panchakarma, therapeutic diet planning and preventive healthcare.

The programme is designed to equip the graduates to deliver patient care, by incorporating evidence-based nursing practices and Ayurvedic healthcare principles wherever applicable. Unlike MBBS or BDS, the course is for those who want to pursue a career in nursing and patient care instead of being doctors.

Does B.Sc Nursing Ayurveda require NEET?

In most institutions, NEET is not required for the admission to B.Sc Nursing Ayurveda. Generally, the admission is done based on the marks obtained in class 12 examination or the entrance test organized by the University or College. The admission process may vary depending on the institution and state.

However, before applying to any college students should always check the eligibility criteria and admission guidelines of their preferred college.

Who Is Eligible for B.Sc Nursing Ayurveda?

Candidates who are interested in applying for B.Sc Nursing Ayurveda generally need to meet the following requirements:

• Completed Class 12 with Physics, Chemistry and Biology (PCB)
• 50% marks in the aggregate in a recognised board
• Meet the admission criteria set by the institution

Some colleges may also have an entrance test and counselling session.

B.Sc Nursing Ayurveda Curriculum

The curriculum is a mix of classroom instruction, laboratory and clinical training and internships, which are spread out over four years. Students generally study:

• Anatomy and Physiology
• Pathology
• Medical-Surgical Nursing
• Community Health Nursing
• Ayurvedic Fundamentals
• Ayurvedic Pharmacology
• Panchakarma
• Dietetics and Lifestyle Management
• Preventive Healthcare

Some institutions also offer a clinical internship program that lasts for six months, where students can obtain hands-on experience in hospitals and healthcare environments.

Why is B.Sc Nursing Ayurveda becoming more relevant?

There is a growing emphasis on prevention as well as treatment in healthcare. Lifestyle diseases like diabetes, hypertension, obesity and stress-related diseases have made it necessary for the professionals to be knowledgeable about preventive health, nutrition and patient counselling.

B.Sc Nursing Ayurveda equips students with the skills needed for healthcare settings where contemporary nursing care is integrated with traditional wellness practices. The programme is also in line with the thrust of the Government of India on integrative healthcare under the AYUSH sector.

Career Options After B.Sc Nursing Ayurveda

Some career paths are:

• Ayurvedic Nurse
• Panchakarma Therapist
• Community Health Professional
• Hospital Nursing Professional
• Wellness Centre Executive
• Research Assistant
• Teaching Assistant
• Healthcare Counsellor

There are employment opportunities in Ayurvedic hospitals, wellness centres, rehabilitation centres, community healthcare programmes and Ayurvedic pharmaceutical companies. Students can also go for further studies or specialized training in nursing, Ayurveda or public health.

What is B.Sc Nursing Ayurveda Salary?

After B..Sc Nursing Ayurveda, the starting salary generally ranges between ₹2 lakh and ₹3 lakh per annum, depending on the employer, location and experience.

Those who work in specialised wellness centres, private hospitals or international healthcare organisations can expect to make more money as they become more experienced and obtain more qualifications.

Communication skills and ongoing professional development are also important to career progression, along with clinical skills.

What skills are gained by the students in the course?

In addition to nursing knowledge, students acquire practical healthcare skills that can be applied to various healthcare settings.These include:

• Patients’ care
• Clinical observation
• Health assessment
• Preventive healthcare planning
• Counselling on lifestyle and diet.
• Interprofessional working in health care settings
• Documentation and patient record management.

These skills are becoming increasingly appreciated in traditional and integrative health care systems.

For whom B.Sc Nursing Ayurveda is Idea

B.Sc Nursing Ayurveda may be suitable for students who:

• Are interested in holistic healthcare
• Interested in a healthcare career but do not have NEET
• Be happy to work directly with patients
• Interested in a career in a hospital, wellness centre or community health program?
• Desire to help in the promotion of preventive health and public health

The programme integrates scientific nursing education with traditional healthcare knowledge, catering to students with an interest in clinical practice and wellness.

Is B.Sc Nursing Ayurveda a good career option?

For students looking to B.Sc courses without NEET, B.Sc Nursing Ayurveda is an alternate route to the healthcare field. The programme is a blend of nursing practice, Ayurvedic principles, and clinical training, equipping graduates for a wide range of healthcare careers. 

With the increasing significance of preventive healthcare and integrative medicine, a nurse and an Ayurvedist might have prospects in the hospital sector, wellness centres, research institutes, community healthcare initiatives and the wider AYUSH sector.

“Can I Become a Lawyer Without CLAT?” That’s the first question any average law aspirant asks. With all the entrance exams controversies, and apparently low self-confidence, students are seeking to pursue law without taking its most difficult exam. This is one of the most searched law entrance questions, and one of the most misinterpreted. However, the answer is simple:  Yes, it is possible to become a lawyer without appearing for CLAT. 

The Common Law Admission Test (CLAT) is one of the most popular law entrance exams in India but it's not the only path to studying law.Different universities follow different admission procedures  which allow students to have multiple ways to enter a legal education program.

The decisions students make about this can affect their choices, and it's important they understand all of their options rather than thinking that missing one exam means they lack skill or interest in pursuing and following a career in the legal profession.

Is CLAT Compulsory to Become a Lawyer?

No. CLAT is a test accepted by the National Law Universities (NLUs) and a few selected institutions. But cracking CLAT is not mandatory for becoming a lawyer in India. Students may study law at universities that organize their own test, or at universities that accept national-level law entrance exam scores.

The most important requirement is completing a recognised law degree from an approved institution and fulfilling the professional requirements applicable to legal practice.. 

What Law Courses Can You Pursue After Class 12?

If students are interested in studying law right after 12th, the ideal choice today are programs of five years duration like:

1. BA LLB
2. BBA LLB
3. BCom LLB
4. BSc LLB

Such courses are integrated courses that combine undergraduate education with legal education so that students can pursue law courses immediately after Class 12th. Based on the requirement of the University, students who have already earned a bachelor's degree may be admitted to a three-year LLB programme as well.

Can You Get Admission to a Law College Without CLAT?

Yes, there are many universities in India which do not rely on CLAT scores for admission because admission eligibility could be determined by one or more of the following:

• University-level entrance examinations
• National -level law entrance examination
• AICLET Score
• Academic performance
• Interviews
• Counselling processes
• University Specific admission criteria 

Different institutions have different admission policies and students need to check the eligibility criteria of each university before submitting their application.

It is always better to look at different admission options to improve the likelihood of being accepted to an appropriate law program.

What Skills Do All Successful Lawyers Need?

There is a misconception among many students that getting into law school is all about the entrance exam score. The truth is that the legal academy cares far more about skills than grades.

Successful lawyers have the following skills:

• Critical thinking
• Logical reasoning
• Research ability
• Communication
• Public speaking
• Problem-solving
• Negotiation
• Ethical decision-making

These are some of the non-negotiable skills that decide whether the student can actually build a successful legal career.

Career Opportunities after a Law Degree

Today, graduates work across diverse industries, including: 

• Corporate Law
• Criminal Law
• Civil Litigation
• Cyber Law
• Intellectual Property Rights (IPR)
• Constitutional Law
• Arbitration and Mediation
• Legal Journalism
• Public Policy
• Government Legal Services
• Judiciary Preparation

Lawyers are not just wanted in courtrooms, they are highly in demand outside it as businesses, tech firms, healthcare organizations, media houses and government institutions seek qualified legal professionals.

What Do Students Need to Do for Law Admissions?

Students should develop solid fundamentals either through CLAT or any other way because this is what builds a lucrative career.

Students should read newspapers regularly, develop their English comprehension ability, build logical reasoning ability, cultivate legal awareness, and cultivate analysis ability to improve their ability to pass many law entrance exams.

It also becomes crucial to conduct research on the universities, know the eligibility criteria and stay abreast of the deadlines for admission. It is important to keep in mind that passing a law exam is not the end of the way to become a lawyer; it's about developing the right attitude to become one.

The Biggest Misconception About Law Admission

The misconception that most students have is that without CLAT they would not be able to become a lawyer. This is not the case. As mentioned above, students should not just be worrying about one test; they need to be concerned with selecting the right law program, developing the skills they need to be successful, and choosing a university that will help them achieve their academic and career objectives.

To conclude, choosing law is not a one-step effort, it's a decision that will take a long time to sprout and become fruitful. While CLAT continues to be a significant entrance test among students, it is not the sole means of entry to the law school.

Remember,critical thinking, logical reasoning, research, communication, analytical ability, negotiation, and ethical decision-making are among the most important skills for aspiring lawyers that you must have along with the willingness to pursue justice with dedication. 

From UX design and animation to fashion, interior, and graphic design, the creative industry is evolving faster than ever. As new career opportunities emerge, students are increasingly looking beyond conventional professions and choosing design as a future-ready career. The first step to study at a renowned institute via AIDAT, a Design Entrance Test.

In today's time, entrance tests for the design that’s held online, provides ease to the students across the country. Every aspiring genZ designer should think about taking one for the following reasons. 

Why Take National-Level Entrance Test for Design Admission

1. Be eligible for multiple universities with a single entrance test.

Multiple applications to various universities can be time-consuming and costly. There are many national level design entrance tests which offer students the chance to explore admissions to multiple institutions of their choice in a single examination. This has made the admission process easier and students are able to make an informed choice prior to all universities.

1. Find out if Design is the Career for You

A design entrance test isn't simply a test to see if you can get into college. It also provides students with an understanding of whether or not they have the creativity, observation, logical thinking and visual communication skills necessary to be successful in the design field.

Students can take a design aptitude test, even if they have not finalized their career path after class 12, as it will help guide their choices.

1. Take an online exam with the convenience of home!

The greatest benefit of an online design entrance exam is the accessibility. Students may appear for the examination without having to travel extensively, and can concentrate on preparing for the examination rather than on travel. This makes it easier to get into, especially for students from different parts of the country.

1. Designed to prepare for diverse design careers.

Today, the design industry doesn’t imply one saturated field. Students have the option of studying UX/UI Design, Product Design, Animation, Interior Design, Fashion Design, Visual Communication, Digital Media, Game Design and Industrial Design.

A national-level entrance test provides students with access to undergraduate design programmes across participating institutions.

1. Develop confidence prior to university applications

AIDAT’s preparation boosts the creative thinking, problem-solving, observation, and aptitude skills of the students. The student's experience of taking a competitive examination also familiarises him/her with the structured admission process and builds confidence as he/she starts higher studies.

1. Take the first step towards a creative career

If you are passionate about creativity, innovation and using design to solve real-world problems, you should definitely apply for professional education through an entrance exam. The goal of becoming a graphic designer, fashion designer, animator, interior designer, user experience specialist, and so on is achieved through a national-level design entrance test, which offers a structured starting point.

Which entrance exam should one take for gaining admission into a top design school?

AIDAT, also known as All India Design Aptitude Test is the one entrance exam that is revolutionising admission into top design institutes in India. It is a 100% online entrance test that offers the convenience of taking the test from anywhere in India, making it genZ friendly. It also has over 100 top universities as its partners that makes one AIDAT score a key to 100+ top design schools. 

What must students know?

As companies continue to rely on creativity, technology and user-centred innovation, there is a growing demand for designers who know how to succeed in this field. Taking a Design Entrance Test is not just about gaining admission to a design school, it's also a chance for Gen Z students to evaluate their abilities, discover top universities, and start their creative careers.

As online examinations have been making higher education more accessible, clearing a national level design entrance test can be an important first step to long-term career goals in the design industry.

So, if you are a passionate soul, register for the AIDAT entrance Test or call for free career consultation @ 08035018542.

Forensic science is a trending career chosen by high caliber students. This field is an emerging lucrative sector that needs experts. But many of the students have no idea about where to start, how to make a career or what to do next after class 12th. 

A national-level entrance exam is your first step. For forensic science, AIFSET (All India Forensic Science Entrance Test) conducted by Edinbox, is the most recognized option. But clearing the exam is just the beginning. Here’s what you need to know before you apply.

What is a Forensic Science Entrance Test?

The Forensic Science Entrance Test is a kind of test that is used to determine a student's aptitude for being able to take up undergraduate or postgraduate courses in Forensic Science. These tests assess the candidate's scientific knowledge, logical reasoning, analytical thinking, and problem-solving skills that are essential for a job in Forensic Investigation.

All India Forensic Science Entrance Test (AIFSET) is a national level entrance test for students to secure admission to participating universities for pursuing a course in forensic science.

Who is Eligible for AIFSET?

Students who have passed or are appearing for their class 12th exam (Science stream) can apply to various undergraduate forensic science courses offered by various institutions through AIFSET.

The basic requirements include:

1. Science background 
2. Pass out of recognised board
3. 50% minimum aggregate 

Candidates are advised to read eligibility criteria, academic qualification and admission guidelines carefully of their desired course before applying for the registration, or consult expert counsellors of AIFSET for free @08035018480.

What is the AIFSET Exam Testing?

The examination will test the basic skills and knowledge needed to pursue Forensic Science. The syllabus comprises of:

• Physics
• Chemistry
• Biology
• Logical reasoning
• Analytical ability
• General scientific aptitude

How do students contribute to their preparation?

The preparation for a forensic science entrance exam should be conceptual instead of memorative. Students should revise NCERT science books properly, practice reasoning questions from time to time and practice time management skills by taking mock tests.

It is important for students to learn about recent advances in forensic science, criminal investigation, DNA analysis, cyber forensics, toxicology and forensic technology in order to develop a grasp of the field they choose to pursue.

There is a general rule that extends over many weeks, rather than last minute revision, practice will be more successful.

Why is AIFSET Important?

The AIFSET test is a common entrance test for admission to the top universities in India offering Forensic science courses, without the hassle of taking different tests and being puzzled with the options. This eases the admission process and enables students to showcase their forensic science aptitude.

The test also helps students test and reflect their analytical skills, scientific curiosity and observation skills to see if they have a scientific bent of mind and if this field will suit them.

Potential Career Paths in Forensic Science

Graduates of the forensic science program have career prospects in the government and private sectors. Graduates can find employment in a forensic laboratory, police force,cybercrime unit, hospitals, legal consultation firms, insurance firms, research institutes and private forensic agencies.

Some of the more popular specialisations are forensic biology, forensic chemistry, DNA analysis, toxicology, fingerprint examination, questioned document analysis, ballistics and crime scene investigation.

As more and more importance is laid on science in the criminal justice system, the need for trained forensic experts is rising in India.

What Must Students Know?

The first step to a successful career in forensic investigation is to select the right Forensic Science Entrance Test. While preparing diligently for Class 11 and 12 Science, students should have knowledge of the eligibility criteria, exam pattern, syllabus, and selection process before appearing before AIFSET.

With a keen curiosity for scientific research and problem solving, a strategic preparation plan can help prospective forensic professionals kick-start a successful career in one of the most vibrant scientific fields in India.

If you already have an audience on Instagram, YouTube, or other social media, you're not a content creator, you're already a communicator. As the creator economy becomes increasingly competitive, many potential  influencers are wondering whether it's worth pursuing a degree when they are already making money from social media.

Yes, of course, but if you're looking to build a career out of content creation and not just the latest algorithm or brand partnership, then the answer is yes.

A Degree is still Important for Influencers

Making viral content is just one aspect of being successful in the media business. Today's creators need to know how to brand, tell a story, know how to work with the audience, know digital marketing, know media ethics, and know how to communicate professionally. These skills can be applied to creating content that is more effective and useful, and can also lead to jobs outside of social media.

A professional media degree educates you on how communication works on television, news, digital, advertising, public relations and corporate media. It also boosts hands-on abilities such as scriptwriting, video creation, interviewing, public speaking, and content strategy, which are essential for influencers.

What Degree Should You Pursue?

The BA Journalism and Mass Communication (BAJMC) is one of the best choices for most creators. The programme will be a mix of journalism, digital media, broadcasting, storytelling and multimedia production, which is perfect for aspiring media professionals, podcasters, Instagram creators and YouTubers.

Other great options are the Bachelor of Mass Media (BMM), Bachelor of Media Studies (BMS), and the BA Media & Communication, all of which specialize in advertising, branding, content, and strategic communication. For students who are interested in visual storytelling, there are also BSc Animation & Graphics and BSc Media Technologies.

Create A Career Outside Of Content Creation

A degree in media does not diminish your online presence, it enhances it. You can also pursue a career as a journalist, television correspondent, public relations officer, digital content strategist, news analyst, creative producer, social media manager, or communication consultant, in addition to building your personal brand. These opportunities offer a sense of security while still helping you to grow your creator brand.

Where to Get Started?

Selecting the right university is as crucial as selecting the right degree if you're going to study journalism or mass communication. With edInbox as its powerhouse, the Global Media Common Entrance Test (GMCET) provides admission to undergraduate media courses in 100+ participating universities.

GMCET assesses communication ability, analytical ability and logical reasoning skills in the programmes like BA Journalism & Mass Communication, Bachelor of Mass Media, Bachelor of Media Studies, BA Media & Communication, and BSc Media Technologies. Students can learn about several universities and make a first step towards a professional career in the media world through a single entrance examination.

What Must Students Know?

Being a micro influencer proves you know how to engage an audience. With a media degree, you will learn the reasons behind that engagement and how to make it a career that lasts a lifetime. With the ongoing advancement of digital media, the fusion of the real world's creator experience and professional education can provide you with a competitive edge in the media industry.

Every year, thousands of Commerce students in India ask the same question after Class 12: Is it possible to make a career in healthcare without studying PCB (Physics, Chemistry and Biology)?

Yes, but there are some conditions. Although not all healthcare-related courses will accept Commerce students, there are a number of allied healthcare courses and healthcare management courses that do.

The healthcare sector in India is growing, with the rise in hospitals, diagnostics, health insurance, digital health, and healthcare administration, the need for professionals with expertise in healthcare operations, management, technology, and patient services is also on the rise.

If you are a Commerce student who is interested in the healthcare sector, here's everything you need to know.

Is it possible for Commerce students to do B.Sc. Healthcare courses?

Yes, Commerce students can take admission in some of the B.Sc. courses, but it will depend on the university and the course. There are numerous traditional B.Sc. medical courses like:

• B.Sc. Nursing
• B.Sc. Medical Laboratory Technology
• B.Sc. Radiology
• B.Sc. Operation Theatre Technology
• B.Sc. Dialysis Technology

For these, Physics, Chemistry and Biology (PCB) is a compulsory subject. But there are also a number of universities that provide undergraduate courses in healthcare that will accept students from Commerce backgrounds. These programs emphasize more on healthcare management, administration, public health, digital health, nutrition, hospital operations, and allied healthcare services, than on clinical treatment. Students are advised to always review the University's eligibility requirements prior to applying.

Why Healthcare is the No. 1 Career Choice for Commerce Students?

In today's hospitals, there are many jobs that need to be done that involve finance, administration, operations, insurance, digital systems, medical records, supply chains, and patient services. This is why commerce students are actively choosing jobs in the healthcare sector.

The rapid growth of:

• Corporate hospitals
• Health-tech companies
• Medical insurance
• Telemedicine
• Digital healthcare
• Hospital chains

has developed a need for graduates who have business, management and analytical skills and also knowledge of healthcare. This is a great reason for Commerce students to consider a career in healthcare.

Best Healthcare Courses For Commerce students

Commerce students may be eligible for the following programmes:

• B.Sc. Healthcare Management
• B.Sc. Hospital Administration
• B.Sc. Health Information Management
• B.Sc. Public Health
• Bachelor of Hospital Management (BHM)
• Bachelor of Healthcare Management
• BBA in Healthcare Management
• BBA in Hospital Administration
• Health Insurance and Medical Coding programmes

The courses are designed for students who are interested in non-clinical careers in the health care field.

Career scope after Healthcare Courses

Today's healthcare graduates can be found in hospitals, pharmaceutical companies, diagnostic centres, insurance companies, healthcare startups, NGOs and government health organisations.

Some popular career options include:

• Hospital Administrator
• Healthcare Manager
• Medical Records Manager
• Health Information Executive
• Healthcare Operations Executive
• Patient Relationship Manager
• Health Insurance Executive
• Medical Coding Specialist
• Healthcare Quality Executive
• Public Health Coordinator
• Healthcare Consultant

These positions are likely to increase with the growth of India's healthcare system.

Are These Jobs High Paying?

Salaries vary by course, employer, geographic location and experience. Hospital administration and healthcare management entry-level jobs pay a competitive salary, while experienced professionals in corporate hospitals, multinational healthcare firms, health-tech companies, and insurance companies tend to have higher packages.

Those who pursue postgraduate courses in management or public health will have the opportunity to further enhance their career prospects.

Skills required for a successful career in healthcare

• Communication skills
• Problem-solving ability
• Leadership
• Teamwork
• Data management skills
• Basic computer knowledge
• Analytical thinking
• Customer service skills
• Time management

Interpersonal skills are as critical as technical skills in the healthcare industry, which is a people-centric business.

How to Get Admission After Class 12 Commerce

The requirements for admission to a university vary from one to another. There are institutes that accept students on the basis of class 12 marks and others that have their own entrance process or accept marks from the national level entrance exams.

Is Healthcare a good career for Commerce Students?

Yes, if students select a course that is appropriate for their eligibility and career plans. The health care field requires workers with a variety of educational backgrounds, not just doctors and nurses. The importance of management, administration, digital health, hospital operations, insurance and healthcare technology in delivering quality healthcare services is growing to be equally important.

Healthcare can be a stable career path, with ample opportunities for growth and the chance to make a difference in one of India's fastest-growing industries, for students with an interest in working with people, solving problems, and managing organisations.

What Must Students Note?

If you thought that Commerce students couldn't make a career in the healthcare industry, you should think again. Most clinical courses will require a Science background with Biology, but there are numerous allied healthcare and healthcare management courses that can pave the way to a successful career in hospitals, healthcare firms, insurance companies, and health-tech startups.

Make sure to read the requirements for your university of choice, the course structure and select a course that you are interested in and have future career aspirations. With the healthcare industry expanding in India, skilled and educated professionals will continue to be in demand for years to come.

Development has been on a predictable course for over 100 years. Villages created people and cities created opportunities. The creator economy was a myth until a decade ago. Each generation was urged to work hard, leave home, get a job in an urban centre and send money home to the family. Migration was the criterion for success, and villages were sometimes considered as the places that people outgrew. However, the digital economy is starting to question that belief and Village Creator Economy is starting to take shape.

Internet Has Changed the Economy

With the dawn of the creator economy, affordable internet, and Artificial Intelligence changing the life of every existence, one question needs to be addressed: What if India's villages didn't have to lose people? What if they could share knowledge instead? What  if they could earn more there?

It seems like a bold claim today, but gen alpha, the ones who've been born into the age of AI, smartphones and digital-first education, may be the first to make it possible for every village to become a creator economy. When this happens, poverty can no longer be addressed solely by industrialisation or migration, but by a much simpler means: by letting people make money from what they know, even if it’s waking up in a shabby home!

What is the Creator Economy?

The creator economy is often misunderstood as a world of influencers, viral videos and social media celebrities. In fact, it's much wider. An economic system in which people make money from sharing their knowledge, creativity, expertise, or experiences on a digital platform.

The creator economy is defined as anyone from a math teacher designing online courses to a doctor educating the public about health to an engineer explaining robotics to a chef teaching recipes. They are not just selling products, they are generating value from information.

One economic rule has been transformed by the Internet: Knowledge is no longer bound by geography. One lesson filmed in one village can be viewed in another country in mere minutes. Without going through traditional media, a local story can reach millions. The production and dissemination of knowledge is one of the world's fastest growing industries.

What is a Village Creator Economy?

Knowledge can create wealth, and villages might have much more wealth than we think. Each village has its own teachers, farmers, artisans, story tellers, cooks, mechanics, musicians, healers and craftsmen whose knowledge has been developed over decades, and sometimes centuries. Unfortunately, most of this knowledge does not get passed on beyond the village itself. It's here that the concept of the Village Creator Economy starts.

A Village Creator Economy is a concept in which local knowledge, culture, traditions and skills are used to produce sustainable income for rural communities through the creation of digital content, educational products, tourism experiences and creative businesses, with the rural community retaining ownership of the value created.

This model is based on the premise that villages are not consumers of development, but producers of intellectual capital! Take a moment to re-read it– intellectual  capital. 

Think of it once, a village becoming globally known for its traditional farming techniques. Another could become famous for handmade crafts. One might be the hub of preserving disappearing dialects through educational content, while another could document local biodiversity for researchers around the world. Every community already has a story; the creator economy simply gives that story an audience. And of course, money. 

Is Generation Z already creating this future?

In many ways, yes. In India, thousands of young village creators are already capturing the village life on YouTube, Instagram and other digital platforms. Millions of subscribers are drawn to rural cooking channels, farmers describing contemporary farming methods, people who are sharing their villages’ story, travel vloggers showing the world places that were never known existed, and artisans sharing their traditional artistry with the rest of the world.

These creators have shown one thing: People are definitely interested in rural life! But, the majority of these are single successes.They are created around one creator, around one family or by one channel. They don't yet change whole communities. THIS is an unexplored earning opportunity that could actually end poverty (not completely but significantly). 

Generation Alpha can do so much more. Instead of creating individual creator brands, they can create village creator ecosystems, in which students and teachers, local entrepreneurs and community organisations collaborate to develop a digital economy around the local area.

How Can Gen Alpha Help End Poverty Through the Village Creator Economy?

Gen Alpha will be equipped with tools that were not available to previous generations. They will be able to edit video, translate content into dozens of languages, generate subtitles, create websites and design educational material in just minutes with the help of Artificial Intelligence. The cost of creating content will be significantly lower with technology.

This will not revolve around technical skills, they will be most successful when they are original. Rather than making content on trends, Gen Alpha could make content on their own villages or a nearby village. Each community has their own history, architecture, local heroes, traditional recipes, festivals, medicinal plants, farming practices and cultural heritage. What has been hidden for centuries may suddenly be available around the world.

Think of aa village where kids make documentaries about the history of their village. Online classes are provided by teachers in the regional languages. Agricultural university educators create educational material for farmers. Digital craft marketplaces are managed by women-led self-help groups. Oral history is recorded for the elderly residents before it is too late. Young entrepreneurs create tourism guides about places that have not been explored.

Every activity generates jobs and together they form an economy. The income is no longer solely dependent on agriculture or local work. It is also derived from education, media, tourism, culture and digital entrepreneurship.

The Startup Opportunity Nobody Is Talking About

India has given birth to startups that have revolutionized the way people order food, book taxis and shop online. The next billion dollar opportunity could be something other than the next urban convenience app. It could be the result of supporting villages to become knowledge hubs in the digital era.

Envision businesses collaborating with villages to establish creator studios, safeguard cultural heritage, nurture local talent as storytellers, promote rural experiences, create educational platforms, and directly engage global audiences. This content could be organised, translated and distributed by Artificial Intelligence at a scale that was not possible a few years ago.

Rather than encourage villagers to go to cities, these businesses would bring the world to the villages. This is not some charity, but entrepreneurship.

Can Villages Become Richer Than Cities?

That question may sound unrealistic today, but it depends on how we define wealth. Apparently, money is the major aspect but how much? That depends on the definition of being rich. 

Cities are designed to be fast, efficient and large. Villages are a place of authenticity, community, tradition and human connection, qualities that are becoming more and more scarce in the digital age. In the age of AI, real-world experiences are still priceless and valuable. 

People already pay to experience slow living, organic food, traditional crafts, local culture and rural tourism. These are not regressive lifestyles, these are new industries, waiting to be monetised.

There can still be green fields rather than skyscrapers, slower mornings than traffic jams and communities rather than anonymous apartment blocks in a prosperous village of the future. The difference is that people wouldn't have to leave that lifestyle behind to earn a living.

A Different Future Is Possible

The debate on poverty for decades has been about factories, industries and migration. Those solutions are still relevant, but the digital economy is another avenue that needs to be considered.

Generation Alpha will inherit a world where knowledge will outpace people. With the help of governments, schools, entrepreneurs and tech companies, young people can help rural India create Village Creator Economies, making it one of the world's largest producers of educational content, cultural media, digital tourism and creative entrepreneurship.

The biggest mistake we have been making is to think that villages are waiting for opportunity. Perhaps opportunity has been in the villages all the time waiting for someone to recognize her!?

The future of rural India or any village in the world might not be out of villages if gen Alpha succeeds; it could be a matter of bringing the world to them. Because poverty hurts everyone, and only together can we end it.

Bio: Miss Kanishka is an award-winning Indian poet, writer, and content strategist with over five years of experience in writing and digital media. An internationally published poet and author of six anthologies, she writes on perspectives, culture, society, education, and emerging trends, blending research with compelling storytelling that makes complex issues accessible to a global audience.

It's the 21st century and a naked woman is making teens uncomfortable! That’s what the NCERT Dancing Girl controversy tells us. She was naked 4,500 years ago, she made no one uncomfortable until one morning some people sat to decide she was!.

NCERT Madhurima textbook statue covered

The National Council of Educational Research and Training released Madhurima, a brand new arts education textbook for Class 9 students. The Dancing Girl of Mohenjo-daro is found in the first chapter of the book, History of Arts. She is 4,500 years old, 10.5 centimetres tall, oldest and one of the most beautiful things that this civilization has ever produced. And in the new textbook of NCERT, her torso has been digitally shaded over. Just like that, a 4,500-year-old woman was asked, in 2026, to cover up. But critics and social media experts are asking, ‘‘was it really necessary?’’

A Child Has Never Looked at a Woman's Body the Way a Man Does

This is a fact every mother, every sister, every woman who has ever held a child in her arms knows: children don't come into the world seeing women as objects. 

A baby discovers his mother's body and his mother's warmth.  A toddler runs to his mother, buries his face in her chest and feels nothing but comfort and a safe zone. Children don't see bodies but people, love, and intention as they gain consciousness. They find a secure, safe spot.

Indeed, if you observe carefully, it is often men, strangers (again men), that small children instinctively recoil from, not women or their bodies, and of course not lusted towards women. Children are born knowing that a woman's body is a vessel of life, a space of care, a beginning. We teach them all the rest.

Why did NCERT cover Dancing Girl statue

As per the reports, the covering of ‘Dancing-Girl” statute was done to make the image "age appropriate," NCERT said. Let's pause and contemplate that phrase for a moment… “Age appropriate.”

Apparently, a 14-year-old student is not grown up enough to sexualize a bronze figurine from 2300 BC. However, the covering of her? Perhaps, that’ll make kids become men faster by triggering the lust factor. That's what this whole “step” by NCERT actually teaches: A bare torso is something that should be covered by a woman. It is something that requires management. It is something that will harm if it is shown, isn’t it? 

What Did Michel Danino Say?

Historian Michel Danino, who headed the development committee for NCERT's new textbooks, said he had been told that the Dancing Girl figurine was considered "not age-appropriate". He also said, "The modification misrepresents the original artefact just as the Church's addition of a fig leaf to Michelangelo's statue of David in the Middle Ages misrepresented that beautiful work of art”.

Such prudishness, he said, is not warranted unless we want to go back to Victorian morality. He is right. However, the lesson that prudishness teaches is worse than prudishness: it is the lesson that the body of whom is to be managed, and it is never a man's.

When the Government of India presented her in 2023 as a mascot for the International Museum Expo, she was dressed up in a larger-than-life size version of the same Dancing Girl, in a pink outfit. For thousands of years she was the original in her own skin. She was dressed and then presented to be seen. This is not protection, this is a pattern, and NCERT is not the only one contributing to this shameful  pattern. 

The Most Advanced Civilisation in History Is Afraid of Woman’s Body in Stone

Medical Science, yoga, zero, the decimal system, kama sutra were all invented in India. All postures that the human body can assume are plastered all over Indian temples, such as Khajuraho, Konark, Belur. Our ancestors used their bare hands to make them and named them divine.

We are airbrushing a 10cm bronze figure in a school textbook today and saying there is something wrong with it because it’s naked! Make it make sense! NCERT Dancing Girl controversy is indeed not something we, as a society, should dismiss. 

Every day, women in India are fighting for the right to exist. The right to walk away without being viewed as a problem, the right to wear what they want without it being an invitation, the right to be in a history book, without being quietly erased. The issue of the veil, the issue of dress codes, the issue of what a woman can and cannot wear in public , these are not old issues. They are noisy, they are here and they are tiring.

Every time an institution such as NCERT chooses to cover over a torso "for children" it gives one more subtle message: a woman's body is the issue. Cover it, manage it or just make it disappear.

Children Learn Exactly What Adults Teach Them

The boy who sees a woman's bare shoulders on TV, but blurs them out, learns that it is something to be kept from him. Forbidden. But what we forbid, we make dangerous. We make what we make dangerous desirable in the worst way.

The boy who learns that a 4,500-year-old statue must be covered before he can look at her, learns that there is something wrong with the female form. Something that needs to be controlled. An action that requires authorization.

This is not protection but grooming. It's training him, slowly, steadily, through a thousand little things, to think of women as bodies first, problems second, people never. And women pay for it. On every street, in every city, every day.

What We Owe the Dancing Girl

She remained steadfast for 4,500 years without apology. Confidence. Arms at her side. Head tilted. A girl perfectly confident of herself and the world , that is what the archaeologist John Marshall wrote when he first saw her. That statue didn't need our protection, she needed our honesty and that was all.

After the backlash, NCERT has announced that it will restore the original image. Good. But that someone sat in a room and decided that a 4,500-year-old girl was too much for a 14-year-old to see is enough to tell us where we are.

We were the most advanced civilization in history, and we're still afraid of a woman in her own skin. Let’s just stop being so narrow minded and rooted in toxic patriarchy. There are bigger issues than worrying about making naked statues and sculptures ‘age-appropriate’. Perhaps, just perhaps, then we will produce a generation that will see a woman as a human being, and not a questionable object.

Are YouTube Teachers Teaching for Fame, or Because They Remember What It Felt Like to Struggle? The recent controversy between journalist Anjana Om Kashyap and some of the top YouTube educators has once again put the online education landscape in India under the spotlight. 

The debate has been mostly about whether YouTube teachers value views over knowledge, but a more profound and intriguing question has emerged:Why did YouTube teachers become so reliable in the first place? 

It's not the number of subscribers, viral videos or social media trends; the reasons why millions of students trust online educators is not something that can be understood from the screen but rather from the realities of Indian education itself, where access has often been based on geography, affordability and circumstance.

YouTube teachers are not just teachers for many students, they are opportunities that were not available to previous generations. And this is why these teachers are being chosen over anyone else. 

The Students Who Could Not Afford Coaching

In India, quality education for decades was often expensive and many families could not afford it. Coaching institutes started to be associated with competitive exams, special study material and costly classroom programmes, leaving a divide between students who could afford these and those who could not.

A student from Delhi, Kota or Hyderabad would have more opportunities than a student from a remote village or small town. There was talent everywhere, but access was not.

YouTube education in India changed all that. A student who was studying for UPSC, NEET, JEE, SSC or Banking exams could suddenly learn from experienced teachers without paying coaching fees sometimes in the tens of thousands of rupees. What began as free educational videos gradually evolved into one of the largest learning movements the country has witnessed.

Why do students feel a personal connection with online teachers?

YouTube teachers are so beloved because many students see themselves in the struggles of these teachers.

Many of India's most popular online teachers are from humble beginnings. There are many who have openly discussed learning with meager resources, travelling far for learning, borrowing books or preparing for exams without elite coaching institutes.

These experiences affect their teaching, either intentionally or unintentionally. They frequently teach as if they were talking to a friend. Their guidance is not just academic, it's about motivation, confidence and perseverance. Students are not just consumers of content, they are creators of trust. This trust is what makes it so easy to get a response to criticism of an online educator, compared to criticism of a regular internet personality.

Fame Was a Result, Not the Starting Point

There's little doubt that fame is a factor in the current digital education landscape. Some teachers have emerged as national celebrities, with millions of subscribers and brands that rival the big media. But it was not always the beginning of fame.

The majority of effective learning pathways started with a simple concept: to make knowledge available to learners who needed it. Many popular teachers' earliest videos were recorded with little equipment, poor production quality and little assurance of success. But they were not sophisticated, they were accessible. Students responded because they felt these teachers were addressing real problems rather than merely creating content. The fame came later.

The Criticism Is Not Entirely Wrong

Meanwhile, the controversy over Anjana Om Kashyap's comments should not be ignored. With the growth of online learning, the commercial potential grew as well. The educational channels turned into businesses. The number of subscribers became marketable assets. Free lessons evolved into paid courses, subscription models and large-scale learning platforms.

Educators who started with free content now charge up to, and sometimes more than, coaching institutes for premium programmes. Some critics say that the industry has become more marketing, branding and revenue oriented. 

That's a fair statement. As with all successful industries, commercial interests have been drawn to the growth of online education. But is it wrong? Of course not, because if there’s no money, people would be compelled to not take such good-cause initiatives. Additionally, it is not harming students. 

The Bigger Story Is Still About Access

While the emphasis on commercialisation is important, it is essential to not forget the bigger change that YouTube teachers have introduced in Indian education. Thousands of teachers keep uploading free lectures, revision classes, current affairs discussions and exam strategies to the site every day, and students who may never buy a paid course are still benefiting from it. Many of these teachers work outside the spotlight, but their content is delivered to learners in areas where educational resources are scarce.

A free YouTube lecture can be more useful to a student who is studying for a government exam in a rural area than any discussion about the business of online learning. That's why so many students still stand up for digital educators even in the face of criticism.

The distinction between influence and impact

The debate also brings up a key difference. Views, subscribers and social media engagement are used to measure influence. The impact is measured by lives changed, examinations cleared and opportunities created.

There are some YouTube teachers who clearly have influence. The real question is if they make an impact. Based on the millions of students who attribute their admission to universities and competitive exams to online teachers, and their access to quality learning, the answer seems to be yes.

Not all teachers are great, and not all channels are reliable. As with any ecosystem, there are true contributors and opportunists in online education. The difficulty for students is to differentiate between the two. And genz + gen alpha are  smart enough to differentiate, unlike the older generations. 

Perhaps the Answer Is Both

It's not necessarily easy to answer whether YouTube teachers are teaching for fame or because they recall their struggles.

There are definitely some who are driven by recognition, influence and business growth. Others seem to be motivated by a sincere wish to make education more accessible than it was to them when they were students. Most likely, many are somewhere in between those two extremes.

The influence they have had on Indian education cannot be denied.  YouTube teachers are not famous, and that's not why millions of students continue to trust them. It is because for so many students nationwide, these teachers came when they needed someone to guide them at a time when it was hard to find someone to help them.

Maybe that's why this debate is so resonant. For every viral teacher, every trending controversy and every social media argument, there is a student who just wanted a fair chance to learn and make the most out of the accessibility the internet brings. 

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..