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At just 18, Mehar Malhotra moved to Mumbai to chase a career in film. The dream came with a price. As a student at the Film and Television Institute of India, she faced erratic work schedules that triggered insomnia, depression, and a steady erosion of her mental health. 

On Wednesday, that lived experience found global recognition. Malhotra’s Punjabi short film _Parchaave Massiah Raatan De_ (Shadows of the Moonless Nights), which portrays the same struggles, has been officially selected for ‘La Cinef’ at the 2026 Cannes Film Festival.

La Cinef is Cannes’ competition section dedicated to films from film schools worldwide. It highlights emerging voices and new cinematic language. Malhotra’s selection places her among a small group of student filmmakers whose work will be screened on one of cinema’s biggest stages.

_Parchaave Massiah Raatan De_ draws directly from her battle with sleepless nights and emotional burnout after entering the industry as a teenager. The film traces the quiet, often invisible toll that unpredictable hours and performance pressure take on young creatives. Through stark visuals and intimate storytelling, it examines how mental health deteriorates when rest becomes a luxury and deadlines never sleep.

For Malhotra, the project began as catharsis. “I was living what I was writing,” she said in a statement from FTII. “The camera became the only way to explain what 3 AM felt like when your mind refuses to shut off.”

Faculty at FTII called the selection a testament to personal storytelling’s power. The institute has a strong history at Cannes, but Malhotra’s entry stands out for its raw focus on mental health in creative professions — a topic still under-addressed in Indian cinema.

The 2026 Cannes Film Festival will run in May, with La Cinef screenings drawing producers, critics, and distributors scouting new talent. For Malhotra, the journey that began with sleepless nights in Mumbai now leads to the Croisette.

Her story is a reminder: sometimes you build a film while living inside it. And sometimes, the world watches. 

In a major push toward digital learning and assessment reform, the Central Board of Secondary Education (CBSE) has introduced the On-Screen Marking (OSM) system for Class 12 board examinations starting 2026. The move marks a significant shift in how answer sheets are evaluated, aiming to improve accuracy, speed, and transparency in one of India’s largest examination systems.

While students will continue writing exams in the traditional pen-and-paper format, the evaluation process will transition to a fully digital workflow—bringing CBSE in line with global trends in tech-driven education.

What is CBSE’s On-Screen Marking System?

The On-Screen Marking (OSM) system is a digital evaluation method where answer sheets are scanned after the examination and converted into high-resolution digital copies. These scripts are then uploaded to a secure CBSE portal, allowing examiners to assess responses directly on computer screens instead of handling physical copies.

Each examiner logs in using authorised credentials and is assigned answer sheets through a controlled, randomised system. Marks are entered question-wise on screen, and totals are calculated automatically—eliminating manual errors in addition.

Importantly, the original answer sheets are preserved for verification, ensuring accountability in the evaluation process.

How the Digital Evaluation Process Works

After exams are conducted, answer sheets are transported to designated scanning centres. Every page is digitised carefully to capture handwritten responses, diagrams, and rough work with clarity.

These scanned scripts are uploaded to CBSE’s secure digital platform. The system then distributes them among trained evaluators. Using an interactive interface, teachers can zoom, navigate, and assess answers page by page.

Marks are awarded directly within the system, which automatically compiles total scores. Authorities can also monitor evaluation progress in real time, making the process more efficient and trackable.

Why CBSE Introduced OSM

CBSE’s decision to adopt On-Screen Marking stems from long-standing challenges in manual evaluation, especially given the scale of board exams involving millions of answer sheets.

The digital system is expected to:

• Reduce logistical delays in transporting and handling physical copies
• Improve consistency and uniformity in marking
• Minimise human errors in totalling marks
• Enable centralised monitoring of evaluation progress

By standardising the evaluation interface, CBSE aims to ensure fairer and more reliable assessment outcomes.

What It Means for Students

For students, there is no change in the exam pattern, syllabus, or marking scheme. They will continue writing answers as before. However, the shift to digital evaluation brings subtle but important implications.

Since examiners will read scanned copies on screens, clear handwriting and well-structured answers become even more critical. Illegible writing or poorly organised responses may be harder to interpret digitally.

On the positive side, automated totalling and uniform evaluation practices are expected to reduce discrepancies in marks and improve fairness.

The Bigger Picture: Digital Learning and Assessment

The introduction of On-Screen Marking reflects CBSE’s broader focus on integrating technology into education. As digital learning tools expand across classrooms, assessment systems are also evolving to match the pace.

With Class 12 as the starting point, OSM could soon reshape evaluation practices across other grades, setting a new standard for board examinations in India.

Ultimately, this reform is less about changing how students write exams—and more about transforming how their performance is assessed in a fast-digitising education ecosystem.

In a major step toward digital transformation in higher education, the University of Allahabad has introduced an online system for issuing key academic documents, eliminating the need for students to visit campus repeatedly. The move is expected to significantly ease the process of obtaining provisional degrees, final certificates, and migration documents, benefiting both current students and alumni.

The decision to implement the digital service was approved during a recent Academic Council meeting chaired by the Vice-Chancellor. Officials believe the initiative will streamline administrative processes and provide much-needed convenience, particularly for students residing outside Prayagraj or those who have already relocated for jobs or higher studies.

Until now, students often faced long queues, multiple verification steps, and bureaucratic delays while trying to secure their academic documents. The process could take weeks, requiring visits to several university offices. With the launch of the new system, students will be able to apply for these documents through an online portal, complete the payment digitally, and download their certificates from the comfort of their homes.

One of the most notable features of the initiative is the automation of the ‘No-Dues’ clearance process. Earlier, students had to manually obtain clearance from various departments such as libraries, hostels, and administrative offices—a time-consuming and often frustrating exercise. Under the new system, these checks will be conducted digitally, ensuring that by the time students complete their courses, their ‘No-Dues’ status is already updated, allowing for faster issuance of documents.

The university has also emphasised that the digital platform will improve transparency and accountability. Students will be able to track the real-time status of their applications, reducing uncertainty and minimising the chances of delays or irregularities. This added layer of visibility is expected to strengthen trust between students and the administration.

The initiative is particularly advantageous for outstation students who previously had to travel back to Prayagraj solely to collect documents. With the new system in place, certificates can be accessed online or delivered directly, saving both time and travel expenses.

The move reflects a broader shift among Indian universities toward digitisation and student-centric services. By simplifying administrative procedures and leveraging technology, the University of Allahabad is taking a significant step toward modernising its operations and improving the overall student experience.

A father and a college student clashed in Pune after a video spread online, raising questions about online abuse, how schools handle it, and whether people take justice into their own hands. The student from DY Patil College was accused of bothering a young woman online for about two weeks. Her father then met the student near MIT ADT University and hit him during the fight.

Bystanders recorded the scene. The clip went viral fast, stirring strong opinions. People saw the father ask questions before pushing the student, at the same time others tried to stop it. Now many are talking about how families and colleges deal with online bullying. Some believe parents feel forced to act when kids face repeated abuse and schools dont respond fast enough.

Apparently, some people believe it is quite normal for families to intervene if they perceive something as wrong. However, the matter keeps raising questions whether it is the right thing to do or not.

On the other hand, some have disparaged the incident as a classic case of vigilante justice. They have even cautioned that taking ones own law could result in more violence and the erosion of the principle of due process. Besides that, some have wondered whether the issue could have been resolved at the college level through the authorities or the police before it led to a physical confrontation.

Thankfully, the authorities have verified it happened and that they are investigating it. However, they have not made any statements concerning formal charges as of yet. The law enforcement will likely look into the background of both activities: the alleged harassment as well as the assault that followed.

This particular incident has once again led to the highlighting of a serious issue, the increasing menace of online bullying among the youth, along with the requirement for tougher systems in educational institutions which would enable the prompt and effective handling of complaints.

According to experts, this event serves as an excellent example of the significance of well defined reporting procedures, the institution taking appropriate action without delay and the understanding of the online conduct so that conflicts that result in confrontation can be tackled by the use of lawful means.

The 57th Convocation Ceremony of the Indian Institute of Mass Communication (IIMC), now a deemed-to-be university, was held on Friday at its New Delhi campus. This marks the first graduating batch since IIMC was granted deemed university status in January 2024 — a significant milestone in the institute’s academic journey.

Vice President C. P. Radhakrishnan graced the occasion and laid the foundation stone for a new academic block, signalling a major infrastructure expansion at one of India’s leading mass communication institutes.

VP C. P. Radhakrishnan on Media Responsibility and Nation-Building

Addressing the gathering, the Vice President emphasised the responsibility of journalists and communicators in shaping national discourse. He said media professionals must not ignore challenges but should also highlight progress and nation-building efforts.

Speaking directly to graduating students, he noted that communicators shape aspirations, amplify national priorities, and craft narratives that inspire development. Creativity, he stressed, is not merely a commercial instrument but a catalyst for social transformation.

The Vice President further underlined that while technology and digital platforms continue to evolve, the core values of journalism — accuracy, fairness, integrity, and accountability — must remain non-negotiable. He urged graduates to practise purpose-driven communication and contribute towards building a confident and inclusive India.

Ashwini Vaishnaw Announces Fellowship Programme at IIMC

Union Minister for Information & Broadcasting, Electronics & IT, and Railways, Ashwini Vaishnaw, described IIMC as one of India’s premier media institutions with a strong placement record and graduates widely sought after in the industry.

He announced that from the next academic session, IIMC will introduce a Fellowship Programme for journalists. The initiative aims to enable specialisation in emerging and critical domains such as technology, economy, and strategy, thereby strengthening research capabilities and domain expertise in Indian journalism.

The Minister also highlighted the establishment of an incubator at IIMC, encouraging innovation and media entrepreneurship. He appreciated startups emerging from the institute, including one that is transforming Indian folk tales into technology-driven storytelling formats. Vaishnaw further stressed the importance of “Gen Bharat” in shaping India’s future trajectory.

IIMC Convocation 2026: Graduation Highlights

At the ceremony, 509 students from nine postgraduate diploma programmes across six campuses were awarded diplomas. A total of 35 medals, including 23 accompanied by cash prizes, were presented to toppers.

Currently, IIMC offers eight PG Diploma programmes along with multiple MA programmes. The institute is set to expand further, with three new MA courses scheduled to begin from the 2026–27 academic session.

With its new deemed university status, expanded academic offerings, infrastructure development, and industry-focused initiatives, IIMC is positioning itself as a key hub for journalism and mass communication education in India.

What we feed the present is what we sow in the future. When we involve young minds to

interpret, analyse and educate, we are setting a strong foundation for the future. The young

minds bring pragmatism, progressiveness and passion into the debates; something that the media today is lacking behind.

When journalistic scholars and schools collaborate, news stops being passive consumption

and becomes civic education. The fragmented, informal exposure students receive through

headlines and feeds can be transformed into a structured understanding. Instead of reacting to

events, students can learn to analyse them — to question sources, interpret data, and

understand institutional processes.

Such partnerships are not optional add-ons. In a digital age saturated with information, they

are necessary safeguards for informed citizenship.

Collaboration between newsrooms and schools must move beyond token workshops. It

requires structured, intentional models.

First, modular lesson kits. Newsrooms can co-create concise, topical modules that integrate

directly into civics or social studies classrooms. These should not be passive explainers, but

interactive frameworks — short briefings, guided discussions, source-tracing exercises, and

verification tasks. Students must learn not just what happened, but how information is

constructed.

Second, sustained classroom partnerships. Journalists can work with a class over a term —

not as guest speakers, but as mentors. Weekly discussions, feedback on student reporting, and

exposure to real editorial constraints can demystify journalism. It teaches accountability,

deadlines, and ethics — not as theory, but as practice.

Third, student bureaus. Schools can host student-run news desks under the guidance of

professional editors. When students report on local issues, they move from consumers to

contributors. Media literacy deepens when responsibility is shared.

Finally, teacher training in media literacy. News organisations must invest in equipping

educators with tools to teach fact-checking, bias recognition, and verification methods. If

Teachers are empowered, the classroom becomes the first newsroom of democratic thinking.

These models are not innovations. They are necessities in an age where information is

abundant, but understanding is fragile.