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

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

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

Kerala Plus Two pass percentage trends

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

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

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

Official websites to check Kerala Plus Two Result 2026

Students can access their results through the following official portals:

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

How to check Kerala DHSE Plus Two Result 2026

Students can follow these steps to access their scores:

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

Results available on DigiLocker and Saphalam app

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

To access results through DigiLocker:

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

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

Scottish Church College has applied to the University Grants Commission (UGC) for autonomous status as the historic Kolkata institution plans a major academic overhaul focused on curriculum redesign, interdisciplinary learning and emerging technology-driven courses.

The 196-year-old college submitted its application on Monday following recommendations made by the National Assessment and Accreditation Council (NAAC) in 2022. The institution has also approached the University of Calcutta for a no-objection certificate (NOC), a key procedural requirement for autonomy.

Principal Madhumanjari Mandal said the college acted on NAAC’s recommendation before the end of the current accreditation cycle.

College authorities said autonomous status would provide greater academic flexibility, enabling the institution to redesign syllabi and introduce new major programmes aligned with evolving industry and student demands.

Among the proposed academic expansions are major programmes in sociology, psychology and statistics, alongside growing emphasis on contemporary fields such as artificial intelligence and data science.

Officials stated that curriculum reforms and introduction of new-age courses would begin only after formal approval from the UGC.

The institution is also undertaking infrastructural expansion through a second campus at the Ogilvie campus near its main premises in Kolkata. Departments such as commerce and BBA are expected to shift to the new facility after construction is completed, while additional future-oriented programmes may also operate from the expanded campus.

The move reflects a broader shift among higher educational institutions in Kolkata towards autonomous governance structures that allow colleges to introduce flexible, industry-oriented and multidisciplinary curricula more rapidly than under traditional university systems.

Recently, Loreto College also applied for autonomous status after receiving an NOC from the University of Calcutta. Meanwhile, Behala College secured autonomous status last year and subsequently launched programmes in cyber security, multimedia, web development, design and Bachelor of Computer Applications (BCA).

Education experts believe the growing push for autonomy among colleges reflects increasing pressure on institutions to modernise academic offerings and equip students with skills suited to changing employment markets shaped by digital technologies, artificial intelligence and interdisciplinary industries.

For Scottish Church College, autonomy could mark a significant transition from its traditional academic structure towards a more flexible and innovation-driven educational model while preserving its longstanding legacy in higher education.

The Healthcare Sector Skill Council (HSSC) has signed a memorandum of understanding with Chaudhary Brahm Prakash Ayurved Charak Sansthan (CBPACS) to introduce skill-based training programmes in Ayurveda, yoga and allied traditional healthcare disciplines.

The agreement was signed in the presence of Pankaj Kumar Singh and is expected to strengthen employment and skill development opportunities in the Ayush sector in Delhi, according to an official statement issued on Monday.

HSSC functions under the Ministry of Skill Development and Entrepreneurship and works to promote industry-relevant healthcare training across the country.

Under the partnership, the institutions will introduce training programmes aligned with the National Skills Qualifications Framework (NSQF) through the HSSC sub-council dedicated to Ayush education and skilling.

The collaboration will focus on specialised training in areas such as Ayurveda Ahar and Poshan, Ksharakarma, Ayurved Diet, Yoga Wellness Trainer, Ayurveda Masseur, Prakriti Parikshan, Panchakarma Assistant and Panchakarma Technician.

Officials said the initiative aims to bridge the gap between traditional healthcare education and evolving industry demands by combining HSSC’s skilling ecosystem with CBPACS’s academic and clinical expertise.

Speaking during the event, Health Minister Pankaj Kumar Singh said traditional healthcare systems hold significant potential for both employment generation and wellness promotion. He stated that the partnership would help create a future-ready and professionally skilled Ayush workforce aligned with national development priorities.

The initiative is also expected to support entrepreneurship and career opportunities in alternative and traditional healthcare sectors, which have witnessed growing public interest in recent years.

According to the statement, the partnership will additionally focus on certification, placement assistance and employment support for students undergoing training in various Ayush disciplines.

Education and healthcare experts believe such collaborations could play a larger role in formalising skill-based training in India’s traditional medicine ecosystem while improving the employability of students pursuing alternative healthcare careers.

The move also reflects broader efforts to integrate vocational education, wellness industries and traditional medical systems into India’s expanding healthcare and skill-development landscape.

Indian Institute of Technology Madras has opened admissions for its BS programmes in Data Science and Applications and Electronic Systems without requiring JEE Main or JEE Advanced scores, creating a new pathway for students to access IIT education.

Applications for the programmes are open until June 5, 2026, through the institute’s official admission portal. The initiative is aimed at expanding opportunities for students who may not have pursued or qualified through the highly competitive JEE route.

Instead of entrance through national-level engineering examinations, applicants will undergo a four-week online foundation course that covers basic mathematics, English and coding skills. Students who successfully clear the qualifying examination after the course will gain direct admission into the BS programmes.

The institute has also stated that there is no cap on the number of seats, making the programme significantly more accessible compared to traditional IIT undergraduate admissions.

The initiative aligns with the vision of the National Education Policy 2020, which emphasises flexible, inclusive and multidisciplinary higher education models. The programme structure allows multiple exit options depending on the duration of study completed.

Students can receive a foundation certificate after one year, a diploma after two years, a bachelor’s degree after three years, or continue for the complete four-year BS programme that grants IIT Madras alumni status.

Eligibility extends to all Class 12 graduates from recognised boards, while even Class 11 students can apply in advance and begin the preparatory process early. The BS in Electronic Systems requires students to have studied Physics and Mathematics, whereas the Data Science programme is open to students from all streams with a basic mathematics background.

Education experts believe the initiative could significantly diversify the student demographic at IIT Madras by attracting learners from smaller towns, remote regions and non-traditional academic backgrounds. The flexible online structure is also expected to benefit working professionals and students unable to relocate for conventional campus-based programmes.

Observers note that if the model proves successful, it may encourage other IITs to introduce similar non-JEE admission pathways in emerging technology domains such as artificial intelligence, electronics and data science.

At the same time, traditional JEE-based admissions are expected to remain the primary route for flagship BTech engineering programmes across the IIT system.

Researchers at the Indian Institute of Technology Guwahati have developed an advanced nanomaterial-based technology aimed at strengthening protection against counterfeit currency, forged documents and fake products.

The breakthrough, published in Advanced Optical Materials, uses specially engineered perovskite nanocrystals that produce highly secure light-emitting patterns resistant to heat, chemicals, and environmental damage.

Scientists say the innovation could significantly improve anti-counterfeiting systems at a time when modern forgery techniques are becoming increasingly sophisticated and capable of replicating conventional security features with high precision.

The IIT Guwahati team designed the nanocrystals using a unique double-layer protective coating that preserves their optical performance while improving stability. The material emits highly pure and intense colours with narrow emission ranges, creating precise optical signatures that are difficult to duplicate.

Researchers explained that these properties allow the technology to function as a “4D anti-counterfeiting” system, adding an extra layer of authentication complexity beyond visible security markings.

Using direct laser writing technology, the team successfully created microscopic security patterns without requiring lithographic masks. The process achieved resolutions between 10 and 40 micrometres, enabling highly detailed patterns capable of storing encoded information for secure identification and verification.

According to the researchers, the intricate designs and specialised material behaviour make replication extremely challenging for counterfeiters, as they would need to reproduce not only the visible patterns but also the unique optical and environmental responses of the nanocrystals.

Beyond security applications, the technology may also find use in next-generation consumer electronics. Scientists noted that the same nanocrystal-based approach could support the development of micro-LED displays for smartphones, wearable devices and augmented reality systems.

Experts believe the innovation has the potential to transform authentication systems across sectors such as banking, pharmaceuticals, luxury goods and official documentation. If adopted widely, it could contribute to establishing more advanced global standards for anti-counterfeiting technologies.

However, researchers also acknowledged that large-scale adoption may depend on manufacturing costs, industry integration and regulatory support. Industry observers suggest that collaboration between research institutions, policymakers and private companies will be essential for translating the laboratory breakthrough into commercial and public security applications.

Pushkar Singh Dhami on Friday distributed appointment letters to 483 selected candidates for posts in the irrigation and agriculture departments during a programme held at Chief Sevak Sadan at the Chief Minister’s camp office in Uttarakhand.

According to the state government, 473 candidates were appointed to the irrigation department, while 10 candidates received appointments in the agriculture department.

During the event, the chief minister paid tribute to former Uttarakhand chief minister Bhuvan Chandra Khanduri and recalled his emphasis on providing opportunities to youth through merit and hard work.

Addressing the newly appointed candidates, Dhami said the appointment letters reflected their dedication and perseverance. He expressed confidence that the recruits would contribute to the state’s development through public service and administrative work.

The chief minister also highlighted the state government’s focus on transparent recruitment practices and merit-based selection processes. Referring to measures taken against irregularities in recruitment examinations, he said the implementation of Uttarakhand’s anti-cheating law had strengthened confidence in government hiring systems.

According to Dhami, nearly 33,000 youths have received government jobs in Uttarakhand over the past four-and-a-half years.

He further stated that the government has been working to strengthen key sectors such as irrigation and agriculture in line with broader national development priorities under Narendra Modi.

Discussing the state’s economic performance, the chief minister said Uttarakhand recorded a Gross State Domestic Product (GSDP) growth rate of 7.23 per cent. He added that per capita income in the state had increased by approximately 41 per cent over the last four years and noted that the state budget had crossed the ₹1 lakh crore mark.

Dhami also referred to a decline in unemployment rates and spoke about increasing reverse migration trends in hill regions, which he said reflected improving economic opportunities within the state.

Satpal Maharaj said the recruitment drive represented growing youth participation in the state’s development process. He noted that the irrigation department contributes not only to canal and water management projects but also to agricultural productivity, water conservation and the rural economy.

Meanwhile, Ganesh Joshi described the appointments as the beginning of a new professional journey for the selected candidates. He also highlighted emerging employment opportunities through startups, innovation and agriculture-linked initiatives in the state.

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

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

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

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

Copa de Campeonas to bring together students and families

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

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

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

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

Focus on girls as changemakers

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

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

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

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

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

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

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

Growing digital dependence, rising concerns

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

Data cited by UNESCO showed that:

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

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

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

Media literacy beyond technology use

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

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

Youth-centred digital citizenship initiatives

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

Among the key initiatives:

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

Building safer digital environments

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Driven by the belief that education remains the foundation of social progress, Shaurya Welfare Society has expanded its grassroots educational initiative, Project Arohon, across remote regions of Darjeeling and Bankura to strengthen digital learning access in underserved schools.

The initiative, conducted between July 2025 and January 2026, focused on schools struggling with declining enrolment, poor infrastructure, teacher shortages and limited digital access. The word “Arohon,” meaning ascent or rising upward in Bengali, reflects the project’s larger aim of empowering children and communities through education.

Before launching the intervention, a four-member survey team from the organisation visited seven institutions in the Rongmukh-Sonada belt of Darjeeling and parts of Bankura. The survey documented infrastructural limitations, digital exclusion, low student-teacher engagement and the socio-economic hardships faced by tea estate workers and Lohar tribal communities.

Among the schools surveyed were Jai Bharat Primary School, Vidyaratna Primary School, Proletarians Academy, Chandraman Dura Nursery School and Ramkrishna English School.

The findings revealed a severe shortage of resources. Some schools operated without electricity, while others functioned from fragile hillside structures divided by cardboard partitions and furnished with broken benches and worn-out blackboards. Several institutions relied almost entirely on community-appointed teachers and nominal student fees to survive.

In Bankura, Dhansimla Junior Girls High School, once home to more than 400 students, now has only 34 girls enrolled despite having government-appointed teachers and infrastructure. Teachers cited social pressures, economic hardship and gender-based responsibilities as major reasons for declining attendance among girls.

The outreach also extended to Ma Brahmamoyee Seva Ashram, a community-run educational shelter supporting children from the Lohar tribal community through academic tutoring and co-curricular learning activities.

As part of the Rongmukh intervention conducted in October 2025, Project Arohon installed electrical infrastructure, introduced computers and digital learning tools, organised teacher and guardian workshops and enabled remote desktop support systems for continued technical assistance. The initiative also distributed books donated by Julien Day School.

In Bankura, volunteers conducted extempore sessions, quiz competitions and puzzle-based learning activities while distributing winter clothing, books and educational kits to students.

The project highlighted how digital learning infrastructure could help bridge educational inequality in geographically isolated and economically distressed communities. Organisers believe computer-aided teaching can improve student engagement, reduce dropout rates and encourage fresh enrolment by connecting learners to broader educational resources beyond their immediate surroundings.

At the same time, the survey underscored deeper structural challenges facing rural education, including poor sanitation, lack of trained teachers, unsafe school environments and limited parental awareness regarding long-term educational outcomes.

Project Arohon’s interventions reflect a growing effort among grassroots organisations to combine digital inclusion with community-based educational support in regions where conventional schooling systems continue to struggle.

Amid growing anxiety and frustration among NEET-UG aspirants following the controversy surrounding the examination, Dadaji Bhuse urged students to remain patient and trust the ongoing investigation into the alleged paper leak case.

Speaking in Mumbai on May 25, the Maharashtra School Education Minister described the incident as “most unfortunate” and assured students that the Central Government was treating the matter with utmost seriousness.

“While it is undeniably the most unfortunate incident, the Central Government has intervened with the utmost seriousness. As we are aware, an inquiry into the matter is currently being conducted by the CBI,” Bhuse said.

He added that several individuals linked to the alleged irregularities had already been arrested and that the probe agency was carrying out a detailed investigation into the issue.

“Several individuals have already been incarcerated, and the CBI is conducting a thorough, in-depth investigation into the matter,” the minister stated.

Addressing lakhs of students preparing for medical admissions across the country, Bhuse made an emotional appeal asking aspirants not to lose hope amid uncertainty surrounding the examination process.

“I would like to make a humble appeal to all students: have faith that the arduous effort you have invested in your studies will ultimately receive the justice it deserves,” he said.

The remarks come at a time when concerns over transparency and fairness in national-level competitive examinations continue to dominate public discourse. The alleged NEET-UG paper leak controversy has sparked protests and demands for accountability from students, parents, and education activists across several states.

The Central Bureau of Investigation (CBI) has been probing the matter after allegations surfaced regarding irregularities in the conduct of the examination. Authorities have maintained that action is being taken against those involved while efforts continue to safeguard the integrity of the examination system.

NEET-UG remains one of India’s largest entrance examinations, serving as the gateway for admission to undergraduate medical courses across government and private institutions.

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

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

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

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

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

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

Top Online Entrance Tests for Computer Science

Students exploring computer science admissions may come across:

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

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

What Is GCSET?

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

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

Why GCSET Can be an Ideal Choice

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

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

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

Courses Via GCSET 

Undergraduate Programmes

Students may investigate programmes like:

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

Postgraduate Programmes

Candidates can also choose to study:

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

What Will Computer Science Look Like in 2027?

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

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

Should You Take GCSET?

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

What Should Aspirants Know?

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

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

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

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

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

What Is Biotechnology?

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

It blends subjects like:

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

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

Why Is Biotechnology Becoming More Popular?

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

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

What Can You Do After a Biotechnology Degree?

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

Pharmaceutical Companies

Developing medicines, vaccines and therapeutic products.

Biotech Research Laboratories

Conducting research in genetics, molecular biology and biotechnology applications.

Healthcare and Diagnostics

Supporting diagnostic technologies, laboratory operations and healthcare innovation.

Agricultural Biotechnology

Improving crop productivity, disease resistance and sustainable farming practices.

Bioinformatics

Using computational tools and data analysis to study biological information.

Environmental Biotechnology

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

Clinical Research

Supporting drug development and clinical trials.

Higher Education and Research

Pursuing postgraduate studies, doctoral research and academic careers.

What Is the Scope of Biotechnology in India?

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

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

Biotechnology Salary: What Can Students Expect?

Salary in biotechnology depends on several factors:

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

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

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

Who Should Choose Biotechnology?

Biotechnology is suitable for students who:

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

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

Biotechnology After Class 12: What Are the Course Options?

Students can pursue several programmes after Class 12, including:

Undergraduate Courses

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

Postgraduate Courses

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

Course structures vary between universities and institutions.

Is Biotechnology a Good Career for the Future?

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

What should Students Know?

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

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

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

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

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

AIFSET: Entrance Test For Forensic Science

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

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

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

Why Are Students Choosing AIFSET?

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

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

Forensic Science is Becoming a Popular Career Option

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

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

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

What makes AIFSET stand out compared to other admission routes?

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

1. Online Exam Convenience

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

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

1. One Exam, 180+ University Choices

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

1. Scholarship Opportunities (if eligible)

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

1. Free Career Consultation

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

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

Courses Available Through AIFSET

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

Undergraduate Programmes  

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

Postgraduate Programmes  

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

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

Who Can Apply for AIFSET 2026?

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

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

How to Register for AIFSET 2026?

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

What Should Forensic Science Aspirants Know?

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

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

Not every student dreams of becoming an engineer, doctor or civil servant. Some notice how a restaurant feels more welcoming than another. Some wonder why one office encourages collaboration while another feels exhausting. Others spend hours redesigning rooms, sketching layouts or saving interior ideas online without realising that these interests can become a profession.

For such students, interior design is no longer an unconventional career choice. It is becoming one of the most practical creative professions in India. 

Driven by growth in housing, hospitality, retail, commercial real estate and premium lifestyle sectors, the profession is expanding well beyond traditional home décor. At the same time, design education is becoming more structured, making it easier for students to enter the field through dedicated entrance examinations such as the All India Design Aptitude Test (AIDAT).

Here are five reasons why interior design deserves serious consideration in 2026.

Interior Design Is About Solving Problems, Not Decorating Rooms

The popular image of an interior designer choosing paint colours and furniture tells only a small part of the story. In reality, interior designers solve spatial problems. They determine how people move through a space, how natural light is utilised, how storage is integrated, how accessibility is maintained and how functionality can coexist with aesthetics.

Whether designing a hospital waiting area, a co-working office, a classroom or a compact urban apartment, the objective remains the same: create spaces that work better for the people using them. This practical dimension is one reason the profession continues to attract students who enjoy both creativity and analytical thinking.

Demand Is Coming From Multiple Industries

One of the strongest indicators of career stability is industry diversity. Interior designers are no longer limited to residential projects. Today, opportunities exist across architecture firms, real estate companies, hospitality groups, retail brands, furniture manufacturers, exhibition design agencies and workplace consulting firms.

The rapid growth of organised retail, premium housing projects, flexible office spaces and experiential hospitality has increased demand for professionals who understand user-centred design. Many graduates also pursue independent practice, allowing them to build their own client base and creative identity over time.

Technology Has Changed the Profession

Students entering interior design today will work in a very different environment from designers who started their careers twenty years ago. Three-dimensional modelling software, virtual walkthroughs, digital rendering platforms and AI-assisted visualisation tools are increasingly becoming part of everyday design workflows. Clients often expect to see realistic representations of a project long before construction begins.

As a result, modern design education combines traditional design principles with digital skills, preparing graduates for a profession where creativity and technology operate together rather than separately.

Design Careers Offer Visible Impact

Many professions contribute to society in important ways, but their outcomes are not always immediately visible, but interior design is different as its impact is visible. 

 A well-designed classroom can improve concentration. A thoughtfully planned healthcare environment can reduce stress. A workplace can support productivity simply through better spatial organisation. This ability to shape everyday experiences is one of the profession's most rewarding aspects.

AIDAT Creates a Structured Entry Route Into Design Education

The biggest challenge for many aspiring designers is not talent. It is understanding where to begin. The All India Design Aptitude Test (AIDAT) provides a national-level admission pathway for students interested in design programmes. Through the platform, candidates can explore opportunities across 100+ design colleges and more than 300 design courses offered by participating institutions.

The examination is conducted online and includes an aptitude-based assessment, followed by portfolio evaluation, counselling support and interview stages for shortlisted candidates. Students can also access career guidance and counselling resources while exploring different design specialisations.

For students uncertain about which institution or design discipline to choose, this structured process can simplify decision-making significantly.

What Should Aspirants Note

Interior design sits at a unique intersection of creativity, technology, business and human behaviour. It offers opportunities to solve practical problems, influence how people experience spaces and build a career across a wide range of industries.

For students who enjoy creative thinking but also want a profession with tangible outcomes and growing demand, interior design remains one of the most promising options after Class 12. The profession begins long before the first project is designed. It begins with choosing the right educational pathway. 

For many aspiring designers in 2026, that journey may start with AIDAT. But career confusion can become a hurdle. So, connect team AIDAT for free career consultation today @ 08035018542.

Whether you aspire to be a journalist, news anchor, content creator, filmmaker, radio jockey, public relations professional, or a digital media expert, GMCET 2026 might be the stepping stone to some of the top media universities in India.

GMCET (Global Media Common Entrance Test) is a national level media entrance exam for students who wish to pursue journalism, mass communication, media studies, film, animation and related courses. The exam is organized by the Global Media Education Council (GMEC) and powered by Edinbox.

Why Is GMCET Important?

Students can take one exam and explore admission opportunities in 50+ participating universities and institutions, rather than applying to multiple colleges. The test assesses communication skills, logical reasoning, analytical ability and aptitude for media related careers.

Courses Offered by GMCET 

Students can apply for programmes such as:

• BJMC (Bachelor of Journalism and Mass Communication)
• BA Journalism and Mass Communication
• BMS (Bachelor of Media Studies)
• Bachelor of Mass Communication (BMC)
• BMM (Bachelor of Mass Media)
• B.Sc Animation & Graphics
• B.Sc Film & Television
• B.Sc Media Technologies
• B.Sc VFX Film Making
• B.Sc Visual Communication
• MJMC and MAJMC programmes

Eligibility Criteria

The candidates should have passed or be appearing for Class 12 (10+2) with 50% marks for General category and 45% marks for SC/ST/OBC category candidates. Recognised institutions may also be able to offer diplomas.

Career Opportunities After GMCET

Careers that a media degree can lead to include:

• Journalist
• TV Correspondent
• News Analyst
• Radio Jockey (RJ)
• Video Jockey (VJ)
• Public Relations Officer
• Photojournalist
• Content Writer
• Feature Writer
• Media Producer

Additional Benefits of GMCET

Students can also get career counselling, internship, education loan assistance and placement support from the participating institutions and GMEC network.

GMCET 2026 provides a one-stop solution for students aspiring to pursue careers in journalism, broadcasting, filmmaking, digital media, and content creation, offering a single entrance exam for multiple media education streams.

Artificial intelligence has transformed the working of the world, but what has dramatically changed is software development. Building an application was a lot more complex a few years ago, requiring a lot of programming expertise, a knowledge of frameworks, and thousands of lines of code to be written manually. With AI tools, you can create websites, mobile apps, databases, and automation workflows with just a written or verbal prompt. 

With this change, two new terms are becoming more popular in the tech world: Vibe Coder and Agentic Coder. These concepts can be encountered by students who are interested in computer science, AI, software development, data science, or any other emerging technology, but they may not know what these concepts are. Are they job roles? Do they constitute coding techniques? Which one has more career prospects? Which courses are needed to go into these professions?

The solutions are found in comprehending the impact of AI on the software developer career and the possibilities it opens for developing digital products.

Who is a Vibe Coder?

A vibe coder is a person who utilizes artificial intelligence resources to produce software, with the help of natural language instructions and not by writing all the code by hand. The developer does not actually construct an application from scratch but rather spells out what they desire to have. Then, the AI generates much of the code.

A user could, for instance, direct an AI assistant: "Build a student attendance management system with login authentication, attendance reports, and a dashboard." 

Much of the code, structure of the interface, and logic are generated by the AI, making the work faster. The human coder then checks the output and makes necessary changes, tests the function, and then goes back to adding more prompts to further improve the app. 

The focus is on creativity, experimentation and speed. A vibe coder is more concerned about articulating the concepts and less about the syntax.

This is one of the methods that is gaining popularity among the start-up founders, product designers, entrepreneurs, students, and professionals who wish to build software in the shortest possible time without spending months in learning advanced programming frameworks.

Who is an Agentic Coder?

The agentic coder collaborates with AI in a sophisticated and formalized way. An agentic coder would not ask AI to write individual pieces of code but rely on AI agents that can plan, code, test, debug, and optimize software systems at various stages of development.

Instead of saying: "Create a login page." An agentic coder may instruct the AI: "Build a complete university admission portal with registration, document upload, payment integration, dashboards, analytics, testing, and deployment support."

The AI agent then decomposes the project into tasks, creates components, verifies the output, detects any mistakes, and keeps moving forward towards the goal. The human remains the one who is in charge of supervision, decision making and quality control, while the AI follows a significant part of the process.

Basically, a vibe coder is someone who completes a project with the help of AI, while an Agentic coder is someone who lets AI complete the objective directly. 

Vibe Coder vs Agentic Coder: Key Differences

Although both approaches use artificial intelligence, their working styles are significantly different.

Why These Roles Matter in the Future

As AI becomes a more integral part of the workforce, tech firms are seeking individuals who can collaborate with it efficiently. The software industry is shifting from tedious coding to more complex roles like problem-solving, system design, product strategy, user experience planning, and AI orchestration.

With increasing capabilities of AI, organisations require professionals who can:

• Define business requirements
• Effective guidance of AI Systems
• Evaluate generated outputs
• Recognize mistakes and hazards
• Design scalable solutions
• Manage AI-assisted workflows

As a result, new skillsets are emerging that combine historical programming expertise with an understanding of AI.

Career Scope for Vibe Coders

With the advent of AI development platforms, there are opportunities available for people who can quickly convert ideas into functional products.

Typical career options are:

• Product Developer: Creating websites, apps, and digital products with AI-powered development tools.
• Startup Founder: Rapid development and testing of business ideas without large development teams.
• No-Code and Low-Code Specialist: Creating business solutions using AI driven automation platforms.
• Digital Product Consultant: Assisting organisations in the creation of tools and workflows with the use of modern technologies from the realm of artificial intelligence.
• Freelance App Builder: Creating applications for clients with the help of AI coding assistants and quick development methods.

With the need for faster innovation cycles, professionals who can easily turn ideas into prototypes are becoming more valuable to businesses.

Career Scope for Agentic Coders

Agentic coding is likely to be a very important coding technique in the future software engineering.

Career options:

• AI Software Engineer: Creating and operating systems with independent AI agents.
• AI Solutions Architect: Creating advanced enterprise systems with AI capabilities.
• Machine Learning Engineer: Creating AI models and intelligent software solutions.
• AI Product Manager: Drive AI product development initiatives.
• Automation Engineer: Developing independent workflows to execute business processes with little or no manual effort.
• Intelligent Systems Developer: Development of Application that can make decisions, reason and behave adaptively.

The need for agents is likely to increase dramatically as organisations implement agent-based systems into health care, finance, education, manufacturing and e-commerce.

Skills AI coders Must Have

While pursuing either of the two fields, students should build solid bases and not solely depend on AI tools.

Important skills include:

• Programming fundamentals
• Data structures and algorithms.
• Python programming
• Database management
• Web development
• Software engineering principles
• Artificial intelligence concepts
• Machine learning basics
• Cloud computing
• Cybersecurity awareness
• Prompt engineering
• Critical thinking and problem-solving skills.

Apart from these, communication skills also are crucial as future developers will have to spend more time setting goals and working with AI systems.

What Courses are Available for Students to Take?

There are several undergraduate programmes that students can follow if they wish to become vibe coders or agentic coders.

Popular options include:

• B.Tech Computer Science Engineering.
• B.Technology, Artificial Intelligence and Machine Learning.
• B.Tech Data Science
• B.Tech Information Technology
• BCA is a Bachelor's degree in Computer Applications.
• B.Sc Computer Science
• B.Sc Artificial Intelligence
• B.Sc Data Science
• B.Sc Cyber Security
• Integrated Computer Science Programmes

These courses will offer the technical background needed for engaging with new AI technologies. The aptitude test for admission to AI and Technology Course.

Which Entrance Exam Should One Take?

There are several national and state level entrance exams through which students can get admission in top universities. The most popular ones are:

• JEE Main: Recognized by NITs, IIITs and other engineering institutes in India.
• JEE Advanced: Essential for getting admission into Indian Institutes of Technology (IITs).
• CUET UG: Used by many central and participating universities offering computer science and technology programmes.
• GCSET: Global Computer Science Entrance Test  is becoming popular for its convenient and online entrance test format for seamless admission into 100+ top universities offering relevant courses. 

State Engineering Entrance Exams

• MHT CET
• WBJEE
• KCET
• AP EAMCET
• TS EAMCET
• University-Specific Entrance Exams

Entrance Test for Engineering and Computer Science admissions in many private universities are held by themselves.

Students should check eligibility requirements and admission criteria of their preferred institutions before applying.

What Career Path to Take?

The question isn't whether or not students should be vibe coders or agentic coders. The real question is whether they have the depth of understanding of technology needed to leverage AI effectively.

Vibe coding is an easy way to get into software development and product creation. Agentic coding is a more advanced type of AI coding that lets it perform more complex tasks with human oversight.

Future technology professionals will probably use both methods in practice. They can experiment, prototype and test ideas rapidly using vibe coding. They might use agentic systems for larger applications, enterprise platforms or intelligent automation projects.

What Should Aspirants Know?

The advent of vibe coding, and even more so, agentic coding, is part of a wider shift in the technology sector. The software development process isn't just about coding by hand anymore. Effective problem solving, clear goal setting, and steering AI systems towards valuable results are becoming increasingly essential for success.

This transition opens up promising avenues for students looking into career paths related to artificial intelligence, software development, data science, or new technologies. The ability to use computer science concepts, understand AI concepts, solve problems, and work with tools to build things will always be useful regardless of the future of development tools.

It might not be the code that wins in the future, but it will be the intelligent use of AI to create solutions that address real-world problems. So, if you think you can do that, take the first step today. Feel free to connect at  9124572780 for free career counselling. 

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

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

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

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

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

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

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

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

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

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

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

The Internet has finally given a name to Emotional Exhaustion

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

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

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

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

The ‘Cockroach Janata Party’ Is Not About Politics

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

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

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

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

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

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

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

But WHO pays for emotional survival? 

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

Fear has become a way of life: 

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

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

Gen Z Uses Humour the Way Previous Generations Used Protest

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

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

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

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

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

Universities Cannot Ignore This Emotional Shift Anymore

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

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

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

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

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

Policymakers Need to Understand That Anxiety Is Becoming Structural

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

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

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

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

The Most Disturbing Part Is How Normal This Exhaustion Has Become

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

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

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

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

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

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

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

Why Contemporary Leadership Has Entered the Curriculum

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

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

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

Learning Becomes Thinking

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

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

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

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

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

The Core Tension

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

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

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

Where the Debate Turns Real

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

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

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

Role of Teachers, Professors & Stakeholders

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

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

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

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

What This Means for the Future

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

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

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

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

Strong Focus on Career Guidance and Competitions

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

Platform for Dialogue and Collaboration

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

Exploring Trends in Higher Education

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

Building Future Pathways

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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