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The Tibetan Institute of Performing Arts (TIPA), a major cultural institution under the Central Tibetan Administration, has accused China of attempting to erase and distort Tibetan identity during a landmark cultural programme held in Prague after nearly two decades.

The event, organised at the Senate Garden in Prague, brought Tibetan opera, music and traditional dance performances to a European audience while drawing attention to concerns surrounding Beijing’s policies in Tibet related to religion, language and cultural freedom.

According to TIPA, the programme was jointly organised by Czech Senate Vice-President Jitka Seitlova, the Tibet Bureau Geneva and the Sinopsis Foundation.

Representatives of the institute said the event was not merely a cultural performance but also a peaceful expression of resistance against what they described as increasing restrictions imposed by China on Tibetan cultural and spiritual life.

Through performances of classical Tibetan opera, known as Ache Lhamo, along with traditional folk dances and music, artists sought to highlight Tibet’s distinct civilisational identity and long-standing spiritual and artistic traditions.

TIPA stated that the programme challenged narratives portraying Tibetan culture as simply an extension of Chinese civilisation, instead presenting Tibet as an independent cultural entity with a unique heritage spanning centuries.

Thinlay Chukki said the event symbolised solidarity and truth at a time when Tibetan identity continues to face pressure under Chinese governance.

The programme took place shortly after the Czech Senate passed a resolution supporting the right of Dalai Lama to independently determine his succession, rejecting interference from the Chinese government in Tibetan religious matters.

The Czech Republic has historically been among Europe’s vocal supporters of the Tibetan movement. TIPA referred to the longstanding friendship between former Czech President Vaclav Havel and the Dalai Lama as a reflection of shared commitments to democracy, compassion and human rights.

The institute also noted that former Czech President Petr Pavel met the Dalai Lama and the Sikyong of the Central Tibetan Administration in Ladakh last year, describing it as a significant diplomatic gesture toward the Tibetan cause.

More than 300 people, including senators, students, NGO representatives, members of the Tibetan diaspora and Czech citizens, attended the Prague event. Organisers said many participants expressed support for Tibet’s non-violent movement and concern regarding China’s policies in the region.

Two student-led innovation teams from Galgotias University will represent India at the Global EDVentures Startup Competition 2026 hosted by The Education University of Hong Kong, where young founders from across Asia will showcase technology-driven ideas focused on transforming education under the framework of the United Nations Sustainable Development Goal 4 (SDG 4): Quality Education.

The selected teams are developing solutions centred on immersive learning design and accessibility-focused educational technology. One startup is using Virtual Reality (VR) to redesign how students engage with complex academic concepts, while the second is creating tactile coding systems aimed at improving access to programming education for visually impaired learners.

The initiative comes amid growing global interest in experiential learning design, inclusive technology and AI-driven educational innovation.

One of the selected ventures, Tekurious Pvt. Limited, includes students Akash Kumar, Yash Vardhan and Anoop Maurya. The startup is building a VR-enabled immersive learning platform that replaces passive textbook-based learning with interactive simulations designed to improve conceptual understanding and student engagement.

Speaking about the project, Akash Kumar said the idea emerged from the belief that students understand subjects more effectively when they can experience concepts rather than simply memorising them. He noted that participation in the Hong Kong competition would allow the team to demonstrate how immersive technologies can reshape classroom learning and educational accessibility.

The EDVentures competition will bring together student innovators from institutions including Nanyang Technological University, National Institute of Education Singapore, King Saud University, East China Normal University, Universitas Indonesia and Ajman University.

Dhruv Galgotia, CEO of Galgotias University, said such international platforms help students engage with global educators, researchers and founders while building confidence as innovators solving real-world challenges.

The university has been expanding its startup ecosystem through incubation support, industry-linked Centres of Excellence and advanced technology infrastructure. Galgotias has incubated more than 135 startups and launched a ₹10 crore innovation fund to support student ventures.

The institution has also established collaborations with companies including Intel, Cisco, Apple, Salesforce, Tata Technologies and Capgemini to strengthen applied learning and emerging technology research.

The participation of the two teams highlights how student-led innovation in India is increasingly focusing on design-driven, accessible and globally scalable education technologies.

The Zayed Education Foundation has concluded a major international leadership initiative aimed at strengthening long-term collaboration between the United Arab Emirates and India, with 60 Emirati professionals and university students returning from immersive learning journeys across India to develop policy and innovation-focused capstone projects.

The UAE–India Leaders Program, designed to nurture globally minded and purpose-driven leaders, seeks to deepen understanding between the two nations through experiential learning, cross-cultural engagement, and strategic collaboration across sectors shaping the future of both countries.

Participants were divided into three cohorts of 20, each focusing on a specific theme — international relations; science, technology and sustainability; and arts, culture and architecture. The programme combined field visits, academic interaction, policy discussions, and dialogue with experts from government, industry, civil society, and cultural institutions.

During the initiative, participants travelled to major Indian cities including New Delhi, Mumbai, Jaipur, and Bangalore. The group engaged with leading institutions such as Indian Institute of Technology, Indian Institute of Management Bangalore, and the Bombay Stock Exchange.

The participants also explored India’s cultural and historical landscape through visits to the Jaipur Literature Festival, Taj Mahal, and local marketplaces, gaining broader exposure to India’s social and cultural diversity.

As part of the diplomatic engagement component, the Emirati delegation met representatives from the UAE Embassy in New Delhi and the UAE Consulate General in Mumbai, reinforcing the programme’s emphasis on international dialogue and people-to-people connections.

According to the foundation, participants developed a deeper understanding of India’s political, economic, and cultural landscape while also building professional networks and long-term collaborative relationships.

A spokesperson from the Zayed Education Foundation said the initiative combines immersive learning with practical outcomes through strategic capstone projects designed to address real-world challenges and strengthen bilateral cooperation.

The projects, currently being developed by participants after returning to the UAE, are expected to focus on areas such as innovation, public policy, cultural exchange, sustainability, and economic collaboration, aligned with the UAE’s broader international partnership goals.

Abdulnasser Jamal Alshaali described the programme as a reflection of the “depth and ambition” of the growing UAE–India partnership. He noted that the participants’ engagement across diplomacy, science, technology, and culture positioned them to contribute meaningfully to future collaboration between the two nations.

Education and diplomacy experts say programmes based on immersive international exposure are increasingly becoming important tools for leadership development, particularly as countries seek stronger educational, cultural, and innovation partnerships in an interconnected global environment.

A new global report on higher education has highlighted how technological disruption, demographic shifts, geopolitical tensions, and the long-term effects of the COVID-19 pandemic are rapidly reshaping universities and tertiary education systems worldwide. Titled Higher Education Global Trends Report: Towards Inclusive, Equitable and Quality Higher Education in an Internationally Mobile Landscape, the study calls for stronger international cooperation and policy reforms to build more inclusive, resilient, and future-ready higher education systems.

The report, developed by UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO-IESALC), examines major global trends affecting higher education across 146 countries. Drawing data from UNESCO-IESALC’s Higher Education Policy Observatory along with extensive policy research, the report aims to support governments, institutions, and policymakers in understanding the evolving challenges shaping tertiary education worldwide.

According to the report, higher education has reached a critical turning point as institutions struggle to adapt to rapid digital transformation, artificial intelligence, shifting labour market demands, and growing inequalities in educational access. The study notes that while enrolment in higher education has expanded globally, disparities linked to geography, income, gender, migration status, and digital access continue to affect millions of learners.

The report is divided into two major sections. The first explores the structural dimensions of higher education, including participation and completion rates, governance systems, financing models, quality assurance mechanisms, legislative frameworks, digital transformation, AI integration, and the role of academic staff.

A major focus is placed on the increasing digitalisation of higher education. Researchers argue that while digital technologies and AI are transforming teaching, assessment, and research, they also risk deepening inequality if access to technology and digital literacy remains uneven across countries and communities.

The second part of the report focuses on international student mobility and cross-border education. It examines global inbound and outbound mobility patterns, challenges surrounding the recognition of foreign qualifications, and the educational inclusion of refugees and displaced populations.

The report stresses that internationally mobile students, refugees, and displaced learners often face administrative, financial, linguistic, and legal barriers that restrict access to higher education opportunities. Experts argue that recognition of qualifications and more flexible education systems are becoming increasingly important in a world marked by migration and displacement crises.

Researchers also warn that higher education systems must become more adaptive and collaborative to respond to future global disruptions. The report calls for stronger public investment, equitable digital infrastructure, inclusive policymaking, and improved international cooperation to ensure that universities remain accessible and socially relevant.

By identifying long-term systemic trends rather than isolated statistics, the report aims to encourage dialogue among governments, universities, and global education stakeholders on how to make higher education more equitable, internationally connected, and resilient in the years ahead.

ExxonMobil has reiterated its commitment to supporting sustainable development and strengthening STEM education in Guyana through a series of partnerships and long-term initiatives.

Speaking at Tuschen Secondary School on Friday, Alistair Routledge said the company, together with co-venturers Hess Corporation and CNOOC Guyana, continues to invest in programmes aimed at creating sustainable and lasting developmental impact across the country.

Routledge explained that ExxonMobil Guyana has been collaborating with organizations such as Recover Guyana and the Ministry of Education through initiatives including Project FLOW, which focuses on improving access to clean drinking water in schools while reducing plastic waste.

According to Routledge, the company is also working closely with the education ministry to expand science, technology, engineering, and mathematics (STEM) learning opportunities nationwide. This includes teacher training programmes designed to help educators deliver more practical and engaging STEM instruction in classrooms.

Earlier this year, ExxonMobil launched the Guyana STEM initiative, described as a major investment aimed at strengthening STEM education from the primary school level through tertiary education.

Routledge noted that the initiative will support the establishment of a dedicated STEM centre at University of Guyana, envisioned as a hub for STEM development, educator support, and ongoing scientific learning across the country.

“We’re super excited to advance that project in parallel with the Greater Guyana Initiative to bring enhancements to the education system for science, technology, engineering and math,” Routledge said during his address.

As part of the programme, STEM kits are already being distributed to schools throughout Guyana to encourage hands-on learning and improve student engagement in science and technology subjects.

The remarks came during the commissioning ceremony of the FLOW water purification system at Tuschen Secondary School, a project aimed at promoting clean water access and environmental sustainability within schools.

Gulf Organisation for Research and Development (GORD) has signed a Memorandum of Understanding (MoU) with Barzan University College (BUC), a leading higher education institution in Qatar affiliated with Swinburne University of Technology, to advance sustainability practices, research, and capacity building within the academic sector.

The agreement was signed during a ceremony held at the BUC campus in Doha by GORD Founding Chairman Yousef Alhorr and BUC Vice Chairman Hassan Rashid Al Derham.

The partnership reflects a shared commitment to the goals of the Qatar National Vision 2030 and the United Nations Sustainable Development Goals (SDGs) by embedding sustainability into Qatar’s higher education ecosystem and preparing future leaders to address global environmental challenges.

Speaking about the collaboration, Dr. Yousef Alhorr emphasized the important role universities play in building sustainable societies through education, operational leadership, and community engagement.

“Universities and higher education institutions play a vital role in shaping sustainable societies, not only through academic excellence but also through operational leadership and community engagement. By collaborating with Barzan University College, GORD aims to cultivate a culture of environmental responsibility that starts within the learning environment,” he said.

He added that the partnership is intended to enhance BUC’s sustainability performance, strengthen environmental, social, and governance (ESG) awareness, and encourage innovation aligned with Qatar National Vision 2030.

Dr. Hassan Rashid Al Derham stated that the collaboration with GORD would help Barzan University College further integrate sustainability into its academic environment and institutional practices.

“Sustainability is not only a core value that shapes our vision and academic environment at Barzan University College, but also a lens for innovation and a pathway to flourishing that we embed in all our teaching and training for our students,” he said.

He further noted that GORD’s international expertise would enable the institution to adopt globally recognized sustainability standards and accelerate its long-term sustainability mission.

Under the terms of the MoU, GORD will work closely with BUC to explore the implementation of the Global Sustainability Assessment System (GSAS) standards across the college’s facilities. The collaboration is also expected to support sustainability-focused research initiatives, knowledge-sharing activities, and educational programs aimed at promoting environmentally responsible practices within the academic sector.

The partnership highlights the growing emphasis on sustainability-driven higher education in the Gulf region, where universities are increasingly aligning academic development with climate action and sustainable growth objectives.