Digital Education News | Expert Analysis and Commentary - Edinbox Editorial

Over the last two decades, pre-schooling in India has quietly turned into a booming industry. From high-end chains in metros to tiny lane-level centres in Tier-II towns, early childhood education has become a business model with franchises, marketing playbooks and glossy brochures.

The language is strikingly similar across cities:

• “Inspired by Reggio Emilia”
• “Montessori-based learning”
• “Finnish pedagogy”
• “IB early years approach”
• “Multiple intelligences curriculum”

“Montessori-based,” “Reggio-inspired,” “Finnish pedagogy” and “IB Early Years” are no longer rare phrases — they dominate hoardings and brochures, promising parents an international advantage for their children before the age of five.

Play-based learning is replaced by worksheets, colourful walls substitute meaningful documentation, and the concept of “multiple intelligences” is reduced to periodic music or art classes.

If we strip away the logos and labels, the research on early childhood is clear and surprisingly simple. For children between 2 and 5, the most powerful learning happens through:

• Warm, responsive adult–child relationships
• Rich language and conversation
• Play—physical, social, imaginative, exploratory
• Predictable routines that build security and independence

At 2–3 years, the real goals are emotional security, attachment to at least one familiar adult, a burst in vocabulary, sensory exploration (pouring, squeezing, climbing), and parallel play slowly turning into simple cooperation. A good “playgroup” in Kolkata or Indore is less about worksheets and more about songs, stories, sand and water play, push toys, simple matching and sorting, and helping children manage separation from parents.

At 3–4 years (Nursery), children are ready for longer sentences, basic turn-taking, early problem-solving and fine motor practice. A developmentally appropriate classroom might have:

• A dramatic play corner (home, shop, doctor)
• Blocks, puzzles and loose parts to build and sort
• Daily storytelling and picture talks
• Pre-writing through big strokes on vertical surfaces, tracing in sand, not rows of letters on ruled pages

At 4–5 years (KG/LKG), the focus shifts gently to:

• Self-regulation: waiting, sharing, negotiating conflict
• Strong oral language: asking “why” and “how”, retelling events
• Foundational literacy and numeracy through games and meaningful print, not drill
• Simple inquiry projects on themes like “rain”, “vehicles”, “animals around us”

This rapid commercialisation has outpaced public understanding of what quality early childhood education really looks like. Instead of nurturing emotional security, creativity and language development, many centres sell early academic results — reading by age four, writing by three and a half — disregarding a child’s developmental readiness. In a market driven by anxiety and competition, what is most visible is often least appropriate.

It is not marked by homework, exams or rote memorisation, but by curiosity, conversation and care. As this sector expands, the question of regulation becomes unavoidable. However, India’s regulatory framework risks focusing more on paperwork than pedagogy. 

At its heart, the future of early childhood education in India must answer one simple question: are we designing systems around adult ambition or around children’s needs?

a) Regulate processes, not just papers

The non-negotiables should be what children experience and what keeps them safe:

• Child–teacher ratios and group sizes

o 2–3 years: about 1 adult for 6–8 children (max group size ~15)

o 3–4 years: about 1 adult for 10–12 children (max group size ~20)

o 4–6 years: about 1 adult for 15 children (max group size ~25)

• Warm, responsive interactions; no corporal punishment or humiliation
• Daily play-based routines with outdoor time
• Inclusion and emotional safety

Instead of twenty different registers, require a short annual self-declaration plus a few pieces of evidence: a sample weekly plan, photos of learning areas, and a short anonymised video of classroom practice.

b) Simple but serious licensing

A two-stage system can balance ease of entry with accountability:

• Provisional licence (Year 0–1) once safety norms are met (basic building checks, child-safe spaces, toilets, water, child-protection policy).
• Full licence (from Year 2) renewed every 3–5 years based on ratios, staff qualifications, evidence of play-based learning and complaint history.

All of this should run through a single digital portal rather than sending small pre-school owners from door to door for different NOCs.

c) Staff norms with real training support

Regulation that simply orders “all preschool teachers must have a diploma” but provides no affordable training path will either be ignored or drive up fees. A more realistic strategy:

• Minimum qualification for lead teachers: Class 12 + 1-year ECCE certificate (transitioning to 2-year diplomas over a decade), or D.El.Ed/B.El.Ed with early childhood specialisation.
• Assistants: Class 10 + short government-provided orientation.
• Mandatory 30 hours per year of ECCE-related professional development—delivered through DIETs, NGOs, universities and good online providers.

This way, regulation raises the floor while the system simultaneously builds capacity.

d) Curriculum and assessment: some “no-go” zones

Rather than imposing a single textbook or brand, the state can draw clear lines:

• Prohibited in preschool (3–6): heavy written homework, formal exams and ranking, large amounts of rote drilling of A–Z and 1–100, cursive writing and small-line handwriting practice.

A truly progressive pre-school ecosystem will not be defined by foreign labels, elite branding or rigid control. Instead, it will be shaped by safe spaces, trained and compassionate educators, meaningful play, inclusive practices and the joy of learning. If India can shift its focus from “how early can a child read” to “how happily a child learns”, this booming industry may yet become the foundation of a more humane and equitable education system.

The Indian higher education system is suffering with less enrollments. With the GER (Gross Enrollment Ratio) at just 28.4% of the 18-23 age group as per the All India Survey on Higher Education (AISHE) 2023-24, the NEP 2020 GER target of 50% feels challenging. However, as the era is transforming and the skills are demanded over degrees, vocational integration provides exactly what's needed to boost enrollments . University deans scurrying to adopt NEP should centre their attention in blending skills training and degrees to attract a pool of youth orphaned by hopeless growth. This is not policymaking talk but saving Indian universities in 2026 and beyond. 

GER Crisis: Why Vocational Push is Urgent

The call is urgent because being the most populous country, current GER lags behind global peers. Talking about this, the GER of China is 59% while Brazil is at 52%, and we are still hoping for GER 50% by 2035!

NEP is demanding admissions of 4 crore students by 2035 and for this it requires 1.5 crore seats per year. Class 10 dropout rates stand at 12.6% with young people in the rural areas (70% of the population) avoiding colleges and resorting to fast employment. Vocational education from Class 6, as NEP mandates, can reverse this. After 5 years of NEP, 23 states have reported multidisciplinary frameworks, yet only 10% of colleges have skills credits. Ignoring this part results in vacant chairs and declining NIRF rankings.​

Best Practices: Blueprints on Vocational Integration

1. Credit-Based Skill Embedment: Launch ABC-linked vocational modules like ITI tie-ups for BVoc degrees. The 20% credit in plumbing and EV repair is integrated in Parul University in Gujarat to increase admissions 25 percent in 2024. By 2027, deans are to have 40% vocational credits, based on the NSQF 4-6 levels.​
2. Industry Hubs on Campus: Partner with MSMEs through Skill India hubs. The IBM collab of Chandigarh University gave a placement of 2,000 CSE-Vocational students at an average of ₹9 LPA.. Make 50 centres in each state; 4000 Cr by the government through PMKaushal Vikas Yojana 2.0.​
3. Rural Outreach through Digital + Local Skills: Hybrid BVoc on Agriculture drones and solar tech. SWAYAM can be used to boost GER 15% in Assam Down Town University tribal skill programmes. Goal 1 million rural enrollees through ODL modes -UGC approved 50% online credits.​
4. Incentives to the Dropouts: Multiple entry-exit with ABC allows Class 12 dropouts to obtain certificates, diplomas and degrees. The model at LPU transformed one-third of the diploma graduates into graduates and had an increment of 10,000 seats. Deans: Provide 10,000 stipends through apprenticeships.​
5. Teacher Upskilling: Certificate 10 lakh faculty under NISHTHA 2.0 for vocational delivery. As per the latest data, states such as Karnataka and Tamil Nadu have achieved the highest percentage of trainer certification.​

Challenges of Deans, and their Fixes

• Funding? Avail ₹1 lakh Cr HEI corpus. 
• Faculty resistance? Connect promotions with vocational KPI. 
• Rural infra gaps? Cash in on 14,500 model schools of PM SHRI.

That reminds me, FLN increased but GER remained without vocational scale-up.​ Thus, adhering to the aforementioned fixes can help meet the GER target. 

The Payoff: Economic, Employment, Country.

Graduates of vocational programmes have salaries that are 20% higher; 1 crore GSK youths can contribute 500 Bn to the GDP by 2030 (NITI Aayog). Universities such as Amity, LPU record 85 percentage points improvement in placements after integrating. In the case of deans, it is NIRF gold: best 100 unis averaged 35% GER increase through skills focus.​

Indian universities cannot afford to sit hand-in-hand. Vocational integration is needed for the GER 50% target of NEP 2020. Deans, do it: redesign, build partnerships, monitor via UDISE+. Remember, it's better to fail while trying, and see competitors fly instead of letting your university be forgotten. Use the given strategies for boosting enrollment from 28.4% to 50% and make your university one of the best universities.  Achieve, and create an employable India. The clock to 2035 ticks louder, take the step NOW!

America’s accounting pipeline is collapsing at a pace that can no longer be ignored. Between 2019 and 2023, 340,000 accountants and auditors left the profession, while three-quarters of the remaining CPA workforce is expected to retire within a decade. What was once dismissed as a dull, dependable profession has become a pressure point in the country’s financial infrastructure, threatening everything from tax returns to corporate audits. Yet amid this crisis, an unexpected generation is stepping in: Gen Z. Their arrival isn’t a quirky twist—it’s a data-driven career pivot reshaping one of America’s most essential fields.

Gen Z’s interest in accounting begins with economic realism. After watching millennials pursue enthusiasm-driven careers in tech, media, and creative industries—only to face layoffs and instability—Gen Z is choosing predictable demand over precarious dreams. Universities are reporting astonishing outcomes: Oklahoma State University’s accounting program boasts a 98% job placement rate, with many young graduates crossing into six-figure salaries within a few years. In an age of rising rents, student debt, and economic uncertainty, accounting’s stability is not boring—it’s smart.

Technology has further changed the equation. Automation is eliminating routine tasks, allowing young accountants to focus on strategic advisory work, forensic analysis, risk assessment, and decision-making. Nearly two-thirds of Gen Z accounting students say they feel prepared to use AI tools, and 31% expect automation to enhance—not threaten—their roles. To this generation, accounting is no longer a ledger-bound chore but a tech-enabled discipline that blends analytics with problem-solving.

The profession’s entrepreneurial potential is another draw. A striking 75% of Gen Z accounting students in the UK say they plan to start their own business, viewing CPA credentials as a launchpad for independence. 

As one young accountant put it, “Accounting isn’t just calculations; it’s helping businesses perform better.” For a generation that grew up through financial crises, that sense of impact matters.

What strengthens Gen Z’s position further is the sheer magnitude of opportunity. With a 17% workforce decline, soaring job postings, and a retirement wave about to hollow out the profession, Gen Z is entering a labour market with minimal competition and maximum leverage. Firms are offering higher salaries, signing bonuses, flexible schedules, and rapid promotions—not out of generosity, but necessity.

Gen Z isn’t “saving” accounting. They’re strategically seizing an undervalued profession at the exact moment it needs them most. They have recognised that accounting offers what the modern economy rarely does: stability without stagnation, technology without displacement, and entrepreneurship grounded in expertise. The shortage may be a crisis for America’s financial system—but for Gen Z, it is a perfectly timed advantage.

About the Author

Bio: Nibedita is an independent journalist honoured by the Government of India for her contributions to defence journalism.She has been an Accredited Defence Journalist since 2018, certified by the Ministry of Defence, Government of India.  With over 15 years of experience in print and digital media, she has extensively covered rural India, healthcare, education, and women’s issues. Her in-depth reporting has earned her an award from the Government of Goa back to back in 2018 and 2019. Nibedita’s work has been featured in leading national and international publications such as The Jerusalem Post, Down To Earth, Alt News, Sakal Times, and others

When the blind teenager of Andhra Pradesh chose to sue the education system just to learn science, he was not only fighting on his behalf, he was secretly redefining the meaning of inclusive education in India. As a successful entrepreneur, Srikanth Bolla is a live case study, an epitome of how one court battle can reveal the gaping holes between policy commitments  and ground reality.​

Who is Srikanth Bolla?

Srikanth Bolla is an entrepreneur with a vision of a multi-million dollar company, Bollant Industries, in Andhra Pradesh who is visually impaired and hires numerous persons with disabilities. Being born blind, he was raised in a world of discrimination even starting with his primary school years when he was often made to sit alone and deemed as lesser humans due to his impairment. Class 11-12 was his turning point as the state board did not allow him to major in science and maths because he was blind! Seriously, that was the excuse he was given! 

The boy who sued the system

Under the Andhra Pradesh State Board rules then, blind students were simply not allowed to study science and mathematics at senior secondary level; they were pushed only towards arts and humanities, citing diagrams, graphs and visual elements as excuses. This rule was disputed in court by Srikanth, with the help of his school and a teacher, who claimed that blindness was no reason to deprive a student of studying science. Six months later, the court ruled in his favour after a legal battle and this allowed blind students to choose science and maths in the schools of AP state board.​

What Happened Next?

The next thing that happened next was a turning point both in the life of Srikanth Bolla and inclusive education in India. His story caught the attention of Dr. APJ Abdul Kalam, former President of India, who became his mentor and collaborator on several projects at the National Remote Sensing Centre (NRSC) and Lead India 2020 movement. With the inspiration and determination, Srikanth became the first visually impaired international student in MIT and another trail-blazing path was created for the disabled students in higher learning. 

Additionally, his life story inspired a biographical film titled “Srikanth,” which brought his journey from adversity to achievement to wider audiences, spreading awareness about disability rights and inclusion.  

Where is Srikant Bolla?

Today, Srikanth Bolla is the chairman and founder of Bollant Industries, a Hyderabad based company, producing eco-friendly products such as recycled paper and packaging, and that has hundreds of employees with disabilities. Bollant Industries has substantially increased, its present valuation stands at around Rs 500 crore and the company is expected to emerge as a unicorn organization in the near future. The success of Srikanth does not just demonstrate what can be accomplished despite disability but also demonstrates how inclusive businesses can have a significant social and economic effect together. 

Was he right in this action?

From an ethical and constitutional perspective, the decision of Srikanth to sue was not an act of rebellion but an assertion of a fundamental right to equal education. The decision of the court recognized that blanket academic bans based on disability are discriminatory and contrary to equality and dignity guaranteed under the Constitution and disability rights law. In fact, recent judgments pronounced by the Supreme Court in medical education have spoken to the same logic, criticising overbroad disability-based exclusions and asking regulators to adopt a more inclusive, case‑by‑case approach.​

What this teaches today’s students

For students, Srikanth's story is a reminder that: Saying “system aisa hi hai” is a choice but using legal and democratic routes to question unfair rules is also a choice and it can change policy for thousands, not just for one person.​

Students must remember that good marks are important but talent matters more and so does awareness of rights, courage to document injustice and readiness to seek expert help (from teachers, lawyers or rights groups) instead of silently accepting bias.​ His case also shows that activism doesn't always mean a protest in the street; a well-argued petition, supported by evidence, can permanently change the way boards and universities frame the eligibility rules.​ 

What colleges and universities need to know

NEP 2020 speaks strongly of “equitable and inclusive education” and devotes an entire section to disability inclusion, assistive technologies, and barrier-free campuses. However, ground studies show that even today, large numbers of mainstream teachers are not trained to manage students with disabilities, and their institutions struggle with basic accessibility, from the format of reading material to physical infrastructure. 

Colleges and universities need to go beyond token ramps and scholarships to actually redesign curricula, invest in assistive technology, train faculty, and establish transparent grievance redressal mechanisms for students with disabilities.​ 

Do gaps remain in the promises of NEP? 

Research on inclusive education within the framework of NEP 2020 notes that although the vision of the policy is progressive, the implementation is inadequate and financially unequal, especially in regards to children and youth with disabilities. The entire burden of inclusion is usually on the special educators, regular teachers are inadequately trained and the special schools receive low grants per-capita even though their work is demanding. Even with favorable policy wording on paper, students such as Srikanth continue to face practical challenges in the form of restricted subject selection, unavailable examination, and staff low-awareness in the admissions department.​ 

From “special case” to systemic change

The legal battle that Srikanth Bolla won should not be looked upon as a feel-good exception but as an indication that when systems are not responsive to the rights of individuals, courts are the school of last resort. The framework of inclusive education developed by NEP 2020 is only successful, as boards, colleges, and regulators take the initiative to eliminate the barriers that exist behind the scenes rather than waiting until the next student lodged a case.

To the readers and students in India, I have some questions you need to ask yourself: Will you be a silent beneficiary of bad rules, or will you be the next student to change the system not only for yourself but for all the students who will follow? 

About The Author

Kanishka, a versatile content writer and acclaimed poetess from Jabalpur, Madhya Pradesh, combines her passion for creativity with a strong commitment to education. Beyond crafting compelling narratives, she is dedicated to enlightening readers by sharing insights and knowledge they often don’t encounter elsewhere. She has been featured in several national and international online magazines, and anthologies. Her talent and dedication to literature have earned her two national records— one for composing the longest reverse poem and another for compiling an all-female anthology that celebrates women’s voices. Her love for storytelling, philosophies, and mythologies fuels her mission to inspire and educate, shaping minds through the power of words and knowledge.

Indian higher education stands at a moment of profound transformation. For decades, “international collaboration” meant little more than a ceremonial MoU, an annual foreign delegation photo-op, or a handful of students travelling abroad. That era has quietly ended. A new global order has emerged—one in which internationalization is not a decorative flourish but a strategic necessity for survival and growth. Today, it is as fundamental to a university’s identity as curriculum, faculty, or infrastructure.

What Internationalization Really Means for India

In India, internationalization is often misunderstood as Westernization, or as an obsession with global rankings. But its true meaning is far more grounded and far more ambitious: it is the deliberate effort to connect an Indian university with the world through its people, pedagogy, research, culture, and policies. This happens through four intersecting pathways.

The first is internationalization abroad—the familiar route of student and faculty mobility, semester-abroad programs, twinning and dual degrees, and the newer phenomenon of Indian institutions setting up overseas campuses, such as IIT Madras in Zanzibar and IIT Delhi in Abu Dhabi.

The second is internationalization at home, an often overlooked but crucial dimension in a country where 99% of students may never travel abroad. This is where global content enters classrooms, COIL (Collaborative Online International Learning) reshapes assignments, and a multicultural campus culture exposes students to international peers, festivals, clubs, and visiting faculty.

The third is research and knowledge collaboration through joint centres like the IIT Bombay–Monash Research Academy, multi-country research consortia, co-authored publications, and South–South partnerships addressing shared challenges in health, climate, food security and low-cost innovation.

The fourth is enabling policy and institutional architecture, activated by the NEP 2020 reforms—Academic Bank of Credits, multiple exits, twinning and joint degrees, the Study in India program, and the regulatory sandbox at GIFT City. Together, these reforms position India not merely as a participant but as a future hub in the global higher education marketplace.

Why Global Exposure Is No Longer Optional

Three major shifts have made internationalization an imperative rather than an aspiration.

The first is the changing ambition of young Indians. Whether they come from metro cities or small towns, students now want global skills, exposure, mentors and networks—even if they never leave India. They expect courses aligned with international benchmarks and opportunities that prepare them for multicultural teams and multinational workplaces. If universities cannot offer this, students simply vote with their feet or their motivation.

The second shift stems from the nature of 21st-century challenges. Climate change, AI disruption, pandemics, supply chain fragilities and global migration are all transnational problems. A curriculum that is only inward-looking, however rigorous, is incomplete unless it equips students to navigate global systems and apply Indian knowledge to global questions—and vice versa.

The third shift is the sweeping policy overhaul under NEP 2020. Portable credits, joint degrees, global mobility options at a fraction of overseas costs, and greenfield opportunities at GIFT City have fundamentally altered the landscape. Institutions that act now can shape the new global higher education order; those that wait will be forced to follow.

The Institutional Journey: From Regional College to Global University

Internationalization is not a single office’s job—nor is it a one-time project. It evolves with the institution.

Early-stage regional universities should start small but strategic: selecting a few anchor partners, building blended learning capacity, investing in COIL pilots, embedding global case studies, and joining international networks. The shift must be from symbolic gestures to meaningful, living partnerships.

Mid-stage universities move the responsibility to middle leadership—HoDs, student affairs, hostels, HR, exam sections. Virtual exchanges expand, international student support systems take shape, and green, gender-sensitive campuses signal global readiness. A single-window international centre becomes the heart of the university’s global interface.

Mature universities extend this into deep research alliances, joint PhDs, global studios, dual degrees and even international branch campuses. Alumni networks, industry links and faculty exchanges create a sustained global ecosystem.

The Enabling Conditions: Infrastructure, People and Purpose

Meaningful global engagement requires enabling conditions, best captured in frameworks like the “10Square” model—integrating leadership, digital infrastructure, interdisciplinarity, sustainability, pedagogy, scholarships and assessment reform into one coherent system.

Several Indian institutions illustrate this:

• Symbiosis uses “Vasudhaiva Kutumbakam” as a lived campus philosophy, creating organic cultural spaces for international students.
  
  
• Manipal aligns leadership training, research networks and a strong Office of International Affairs to drive global engagement.
  
  
• O.P. Jindal Global University activates hundreds of MoUs into real mobility and curriculum partnerships and hires international faculty at scale.
  
  
• IITs like Madras and Delhi expand India’s academic footprint abroad through branch campuses, enabling South–South academic collaboration.
  
  
• Virtual partnerships like the COIL course between Ambedkar University Delhi and University of Washington Bothell show how digital platforms democratize global learning.
  
  

A Playbook for the Next Three Years

A practical roadmap for Indian universities includes:

1. Create a Global Relations & Scholarship Centre with a clear mandate and strategic role.
   
   
2. Develop a university “foreign policy”—a limited set of regions and anchor partners for deep, sustained collaboration.
   
   
3. Move from MoUs to MoUs-with-action—each with COIL modules, faculty exchanges, funded projects and yearly reviews.
   
   
4. Redesign 10–20% of all courses to include global and comparative content.
   
   
5. Scale COIL so every student has at least one cross-border virtual project.
   
   
6. Invest in “phygital” infrastructure with classrooms and platforms that support global teaching.
   
   
7. Build green, humane campuses that double as living labs for international research and student recruitment.
   
   
8. Strengthen support for international students through single-window centres, safe housing, buddy programs, pre-arrival orientations and anti-bias protocols.
   
   
9. Empower faculty with seed grants, exchange opportunities, conference funding and curriculum-development workshops.
   
   
10. Celebrate diversity through student-led festivals, clubs and cultural programs that build everyday intercultural competence.
    
    

The Real Rewards—and the Real Risks

Internationalization enriches students through global exposure, enhances faculty scholarship, boosts institutional reputation, and naturally improves metrics across NAAC, NIRF and global rankings like QS and THE.

But there is a trap: the rankings obsession. Chasing numbers—MoUs, foreign enrolments, international hires—without the necessary support system leads to student dissatisfaction, dropouts and reputational harm. True global engagement is measured not by the number of flags on a website, but by lived experiences, academic outcomes and community impact.

The Larger Promise: A Global Agora for the Global South

The real opportunity before Indian higher education is profound: to build universities that are globally connected but locally rooted, internationally engaged but socially committed. Universities that function as global agoras—spaces where Indian and international students meet as equals, co-create knowledge and build solutions for the Global South and the wider world.

If Indian universities combine visionary leadership, purposeful partnerships, humane campuses and smart technology, they can move from being consumers of global knowledge to producers and shapers of it.

That is the deeper promise of internationalization—and it is a moment India cannot afford to miss.

Edutainment means learning while getting entertained. Sounds like a self-made word,  right? Well, it’s not. Education + entertainment is the most trending method of teaching and learning in India and beyond. Be it GenZ, Gen Alpha or even millennials who are still studying, they all prefer youtube channels and courses in which the educator teach while keeping the students entertained via a blend of meme references, movie scenes, rhetorically relatable cases, and the “mummy esa hi krti hain” scenarios. Let’s take a closer look at it. 

Who created the term edutainment?

Walt Disney Company

The term edutainment was made popular by the Walt Disney Company in 1948.

Is It Just Disney Who Did It? 

The answer is NO! 

There were many people, many institutes and some legends like Benjamin Franklin, J.A. Komenský (Comenius), and KRS-One,  who promoted this type of learning in the 17th century and more. So, it would be wrong to say there was just one individual or company that endorsed this term. 

How Did People Learn in the Past? 

Learning used to be bland, painful, forced, and obligatory from the early 19th century,  as much as I could comprehend. However, because this pattern and struggle was hyped as a luxury, people continued to let the education system decide how students learned. This pattern prevailed until GenZ stepped into adolescence. Now, edutainment has changed everything. 

We, genZ, didn’t ask if learning could be as enjoyable as playing our favourite game or watching an interesting story unfold. We told the world subtly that is what real education is! Edutainment is all about-mixing education with entertainment to make learning exciting, effective, and memorable. And believe me, it is not a fad but the future of education in India and across the world. Traditional rote learning is dead for Gen Z. Those who don’t adapt to edutainment will be left behind in the education race. 

Edutainment: Making Learning Fun and Powerful

Why struggle with dry lessons when you can learn through playing interactive games, watching colorful videos, or exploring virtual worlds? With the help of AI, Virtual Reality, and gamification, education is now personalized and engaging. BYJU’S, Physics Wallah and many youtube teachers have changed learning for millions by using gamification and interactive videos that make even tough subjects like physics feel like a fun challenge. And guess what? Many students feel motivated enough to study late into the night because they actually enjoy it; not because they have to, but because they want to!

The scientific studies prove it too: edutainment enhances knowledge retention and grants students much more motivation to learn. In India, where accessibility and attention may be a challenge, edutainment is a lifesaver; it breaks through barriers and makes education accessible, interesting, and at every learner's pace. Just like transforming the time of study from an unpleasant chore into a thrilling adventure.​

The Psychology Behind Why Edutainment Works

The magic behind it is real science. Key psychological ideas are integrated into edutainment for interactive learning, such as spacing out lessons, using a variety of senses, and encouraging learning to be enjoyable and emotional. When you make learning fun, your brain releases dopamine which is a "feel-good" chemical that keeps you wanting more. Moreover, breaking tough topics into small interactive pieces means your brain can absorb and hold on to information longer.

For instance, teaching health habits through videos made kids hold onto good routines more than just listening to teachers. That proves how play and emotion turn lessons into lifelong learning and help students think critically, solving problems faster.​

Teachers Are Important for Interactive Learning

Some people worry that gamification in education and AI in learning  can replace teachers, but that’s something I believe is not possible unless the teachers are useless. That’s a bold statement to make but it’s better to say it as we all agree with it deep inside.  Don’t we? 

Also, they won’t be replaced because educators are the ones who turn into guides and writers of fantastic learning journeys. They make use of smart data tools in order to identify what students need and then devise lessons that are engaging yet challenging. The best edutainment is balanced: it entertains but keeps standards high.

Still, there’s a big question India must ask itself: Will every child, even in remote villages, get to experience this leap? The digital divide is real. But if we can learn from platforms like Vedantu, which brought live, interactive classes even to small towns, we can ensure education is not a privilege of cities alone.

Edutainment Is a revolution reshaping education system

Already, top Indian schools and coaching centres use VR lessons, AI tutors, and game-based learning to attract and help Gen Z and Alpha learners who don't think like past generations. For students, this is the time to turn study time into an exciting experience filled with curiosity and discovery. For teachers, it opens doors toward creativity and better results. 

For India's future, it means more skilled and motivated learners ready for a fast-changing world. Edutainment brings to life that age-old dream: learning that is painless, but joyful and meaningful. India can lead in this new form of education, leading to a smarter, brighter tomorrow where each learner will reach her fullest potential. 

So, here is a question for every parent, student, and educator reading: Are you ready to let go of old ways that don't work and embark on a learning journey that feels like an adventure? Since the future of education in India is not about studying harder but studying smarter and happier, this is what Edutainment is all about. Remember, edutainment is not just a tool, it is the new way to learn, grow, and succeed while gaining as much knowledge as possible.