Education Leaders | Top Interviews

In wide-ranging conversation, with Edinbox Communication PR Head Pooja Khanna, Associate Professor of Journalism and Mass Communication and Assistant Registrar (Helpdesk) at the Centre for Distance and Online Education, Manipal University Jaipur. Dr. Amit Verma reflects on misconceptions around career success, the gaps between education and industry, the growing importance of human skills in the age of AI, and the responsibility of education media platforms.

Besides being the Vice Chair of the Participatory Communication Research (PCR) section of the International Association for Media and Communication Research (IAMCR), Dr. Verma is the Editor in Chief of two international peer-reviewed journals, Journal of Communications and Management and Health and Humanities. Over the course of his twelve years of academic and professional career, he has created five MOOCs for the SWAYAM platform, published more than thirty, five research articles, written five books, and been awarded seven Indian patents. His works cover media literacy, community media, digital communication, and participatory social empowerment practices.

Q.1 From your experience working closely with students and institutions, what do you

think is the biggest misconception students have about building a successful career

today?

Answer: One of the biggest misconceptions I see among students is the belief that a degree

alone guarantees success. Many students assume that once they enroll in a reputed institution

or complete a professional course, their career will automatically fall into place. In reality, a degree is only a starting point, not the destination. Another misconception is that success

comes quickly. Social media has created an illusion of overnight achievements, which makes

students are impatient with the learning process. Careers, especially in media and communication, grow through consistent effort, experimentation, failures, and self-reflection.

Students often underestimate the value of curiosity, adaptability, and long-term commitment.

I also feel that many students focus too much on job titles rather than skills. They chase designations without understanding what competencies those roles require. A successful

career today is built by continuously learning, unlearning, and relearning not by following a

fixed formula.

Q.2 Education is often described as “industry-driven,” yet many graduates still feel

unprepared. Where do you believe the real disconnect lies?

Answer: The disconnect does not lie in intent but in execution. Institutions genuinely want to

align education with industry needs, but the challenge is that industries evolve faster than

academic systems. By the time after introducing National Educational Policy 2020 all

curriculums are revised and implemented, the industry may have already moved ahead.

Another major issue is the limited exposure students get to real-world problem-solving. Many

programs emphasize theory without sufficiently integrating practice, reflection, and

application. Industry readiness is not only about technical knowledge; it is also about

understanding workplace culture, teamwork, communication, and decision-making under

pressure. Additionally, students are rarely trained to think independently. They are taught

what to think, not how to think. When graduates enter the professional world, they struggle

because real workplaces demand initiative, adaptability, and critical judgment skills that

cannot be memorized from textbooks.

Q.3 You’ve seen education from multiple angles. What changes in the system are urgent,

not optional, if we truly want student outcomes to improve?

Answer: One urgent change is shifting the focus from content delivery to learner engagement.

Education should move beyond lectures and exams to include discussion, reflection, project-

based learning, and mentorship. Students must be active participants, not passive receivers.

Second, assessment methods need serious reform. Marks and grades should not be the sole

measure of learning. Portfolios, practical projects, community work, and internships should

carry real academic value. Third, we must invest in faculty development. Teachers need

continuous training not only in subject knowledge but also in digital tools, pedagogy, and

student psychology. A strong education system depends on empowered educators. Finally,

institutions must create safe spaces for failure. Students should be encouraged to experiment

without fear. Learning improves when mistakes are treated as part of growth, not as

weaknesses.

Q.4 In a time when AI and digital tools are everywhere, what human skills do you

believe will matter more, not less, for students?

Answer: As technology advances, human skills become even more important. Critical

thinking is at the top of that list. Students must learn how to question information, verify

sources, and make ethical judgments especially in a time of misinformation and algorithm-

driven content. Communication skills will also matter more than ever. The ability to express

ideas clearly, listen actively, and engage respectfully across cultures cannot be replaced by

machines. Empathy is another key skill. Whether in media, education, or any profession,

Understanding human emotions and social realities is essential. Technology can process data,

but it cannot replace human sensitivity. Lastly, adaptability and emotional resilience will

define successful professionals. Change is constant, and students who can manage

uncertainty with confidence will thrive in any environment.

Q.5 How important is honest communication in education, and how can platforms like

Edinbox maintain credibility while working with institutions?

Answer: Honest communication is the foundation of trust in education. Students and parents

make life-shaping decisions based on the information they receive. If that information is

exaggerated or misleading, the consequences can be long-lasting. Platforms like Edinbox

play a crucial role as bridges between institutions and learners. To maintain credibility, they

must prioritize transparency over promotion. This means presenting both strengths and

limitations of institutions, courses, and career paths. Credibility is built when platforms ask

critical questions, verify claims, and focus on student interests rather than marketing

narratives. Long-term trust is far more valuable than short-term visibility.

Q.6 Students are overwhelmed with choices, rankings, and advice. From your

perspective, how should they filter what actually deserves their attention?

Answer: Students should begin by understanding themselves before looking outward. Instead

of chasing rankings or trends, they should ask: What am I genuinely interested in? What

What kind of work energizes me? Rankings and reviews can be referencing points, but they are referencing the deciding factor. Students must look deeper at curriculum relevance, faculty engagement, learning support, and opportunities for practical exposure. I also advise students

to limit the number of voices they listen to. Too much advice creates confusion. A few trusted

mentors, combined with self-reflection, are far more effective than endless online opinions.

Q7. As an academic leader and administrator, what subtle but impactful challenges

have you encountered in your professional journey, and how have you addressed them?

Answer: In my journey as an academic and administrator, some of the most impactful

challenges were not always visible or openly discussed. One such challenge was balancing

multiple roles teaching, research, administration, and student support without allowing any

one responsibility to suffer. This often-required long hours, careful prioritization, and the

ability to make difficult decisions. Another subtle challenge was managing expectations from

different stakeholders. Students, faculty members, and institutional leadership often have

varying perspectives and priorities. Navigating these differences demanded patience, clear

communication, and a strong sense of fairness. Many times, leadership is less about authority

and more about listening, mediating, and building consensus. There was also the challenge of

change management. Introducing new systems, digital processes, or learner-centric

approaches is not always immediately accepted. Resistance to change can slow progress. I

addressed this by focusing on dialogue, explaining the purpose behind decisions, and

involving colleagues and students in the process. Overall, I believe these challenges

strengthened my leadership approach. They taught me the importance of empathy,

transparency, and consistency. Leadership in education is not about visibility or position; it is

about responsibility, trust, and the ability to serve the academic community with integrity.

Q.8 What role do storytelling and real-world narratives play in helping students make

better academic and career decisions?

Answer: Storytelling makes education relatable. When students hear real stories of struggles,

failures, and gradual success they gain a realistic understanding of career paths. This is far

more powerful than idealized success stories. Real-world narratives help students see that

careers are non-linear. They learn that uncertainty is normal and that growth often comes

from unexpected directions. Stories humanize learning and reduce fear. In media education

especially, storytelling builds connection and critical awareness. It helps students understand

society, culture, and responsibility beyond textbooks.

Q.9 Looking ahead, what kind of conversations should education media portals lead to

stay relevant and responsible?

Answer: Education media portals should move beyond rankings and admissions-focused

content. They need to lead conversations on learning quality, mental well-being, digital

ethics, media literacy, and employability in a changing world. They should highlight diverse

learning journeys, not just elite success stories. Voices from rural, marginalized, and non-

traditional learners deserve space and visibility. Most importantly, education portals must

encourage dialogue not just consumption. Responsible platforms should help learners think,

question, and engage meaningfully with education.

Q.10 If you had to offer one piece of advice that students rarely hear but truly need,

what would it be?

Answer: My advice would be this Do not rush to become successful; focus on becoming

capable. Success follows capability, not the other way around. Take time to understand

yourself, build strong foundations, and develop habits of learning. Do not compare your

journey with others everyone’s path is different. In a fast-moving world, patience, integrity,

and continuous growth are rare but powerful qualities. Students who cultivate these will not

only build careers but also meaningful lives. I would like to conclude this discussion with a

thought that strongly resonates with my understanding of education today. As John Dewey,

one of the most influential thinkers on learning, rightly observed:

“Education is not preparation for life; education is life itself.” (Dewey, 1916)

This quote reminds us that education is not merely about degrees, jobs, or rankings, but about

shaping thoughtful, responsible, and engaged individuals who can contribute meaningfully to

society. 

Careers, courses, colleges, and futures—everything seems urgent, everything seems permanent. Surrounded by rankings, viral success stories, social media advice, and endless comparisons, today’s students are not lacking options—they are lacking clarity. Through this edition of Edinbox’s Voices That Educate series, Pooja Khanna, Vertical Head – PR and Communications, Edinbox, engages in a reflective conversation with special interaction, Founder Principal of BCM School, Ludhiana, Vandna Shahi. She is a National Awardee (2022), and CBSE District Training Coordinators. Known for her deeply student-first approach, she blends leadership with compassion, realism, and wisdom.

Q.1 From your experience working closely with students and institutions, what do you think  is the biggest misconception students have about building a successful career today?

Many students believe that securing admission to a reputed institution or choosing a fashionable

stream is a guaranteed passport to success. The truth, however, is far more nuanced. Careers today are fluid, unpredictable, and relentlessly skill-driven. The world no longer rewards static

qualifications alone; it values agility of mind, depth of competence, emotional intelligence,

problem-solving ability, and an enduring hunger to learn. Employers today look beyond degrees and designations; they seek individuals who can think independently, adapt swiftly, collaborate meaningfully, and add value in real time. In this evolving landscape, success belongs to those who cultivate broad exposure with deep mastery in one chosen domain—professionals who connect ideas across disciplines while standing firmly on a foundation of expertise. Ultimately, a meaningful career is shaped not by early labels or linear paths, but by purpose, perseverance, ethical grounding, and the courage to evolve with change.

Q.2 Education is often described as “industry-driven,” yet many graduates still feel

unprepared. Where do you believe the real disconnect lies?

The real disconnect lies not in intention, but in execution. While education is increasingly

labelled as industry-driven, it often focuses on content alignment rather than capability

development. Curricula may reflect industry trends, but classrooms still prioritise rote learning,

right answers, and exam performance, whereas the workplace demands critical thinking,

collaboration, decision-making, adaptability, and ownership.

Education today frequently prepares students to clear assessments, not to navigate ambiguity.

Industry, on the other hand, operates in uncertainty, where problems are undefined, solutions are evolving, and accountability matters more than memorised knowledge. The rapid pace of change further widens this gap, as static syllabi struggle to keep up with dynamic professional realities.

True alignment will emerge when education shifts from being exam-centric to experience-

centric—when learning emphasises application, reflection, mentorship, ethical reasoning, and

emotional intelligence. Only then will graduates step into the world of work not feeling

underprepared, but empowered to learn, unlearn, and lead with confidence and purpose.

Q.3 You’ve seen education from multiple angles. What changes in the system are urgent,

not optional, if we truly want student outcomes to improve?

To genuinely improve student outcomes, the education system must embrace changes that are

urgent, not optional. First, we must move away from a marks-centric approach to a learning-

centric culture. When examinations dominate definitions of success, students prioritise grades

over understanding, creativity, curiosity, and real-world application. Assessment should support

growth and reflection, not merely rank performance.

Second, teacher empowerment and continuous professional development are critical. No reform

can succeed if educators are expected to deliver 21st-century learning outcomes with outdated

training. Teachers need time, trust, autonomy, and structured opportunities to learn, collaborate,

and innovate, as empowered teachers inspire deeper student engagement.

Finally, education must integrate experiential learning, interdisciplinary thinking, and essential

life skills into the core curriculum. Students should be prepared not only for examinations or

employment, but for complexity, uncertainty, and lifelong learning. These systemic shifts can

transform education from a rigid structure into a responsive ecosystem that nurtures confident,

capable, and future-ready learners.

1. 4 In a time when AI and digital tools are everywhere, what human skills do you believe

will matter more, not less, for students?

When intelligence can be automated, the true measure of education shifts from what students

know how they think and who they become. In an era dominated by AI and digital

acceleration, the skills that will matter more—not less—are profoundly human. Critical thinking

and ethical reasoning will be indispensable for discerning truth, questioning algorithms, and

making value-based decisions in a world of overwhelming information. Creativity and original

thought will define innovation, as machines can replicate patterns but not purpose.

Equally vital are emotional intelligence, empathy, and articulate communication, which sustain

leadership, collaboration, and trust beyond screens and systems. As disruption becomes the

norm, adaptability, resilience, and reflective self-awareness will determine long-term relevance.

Technology may amplify capability, but it is human judgment, conscience, and curiosity that will

ultimately guide progress and give direction to intelligence itself.

Q.5 How important is honest communication in education, and how can platforms like

Edinbox maintain credibility while working with institutions?

Honest communication in education is not optional; it is foundational to credibility, trust, and

meaningful learning. In an era of information overload and heightened expectations, students and institutions alike seek clarity over claims and truth over reassurance. Transparent communication builds confidence, encourages reflective dialogue, and aligns expectations with reality—without which education risks becoming transactional rather than transformational.

Platforms like Edinbox play a critical role in this ecosystem by acting as ethical intermediaries

between learners and institutions. Credibility is sustained when such platforms prioritise

accuracy, editorial integrity, and learner-centric narratives over promotional noise. By presenting

verified information, balanced perspectives, and purpose-driven content, Edinbox can maintain

trust while collaborating with institutions. Ultimately, when communication is honest, consistent,

and value-led, it elevates not just individual decisions, but the culture of education itself.

Q.6 Students are overwhelmed with choices, rankings, and advice. From your perspective, how should they filter what actually deserves their attention?

In an age of excess information and constant comparison, the greatest skill students must develop is discernment. Rankings, trends, and well-meaning advice can inform decisions, but they should never replace self-reflection and purpose. Students must learn to filter choices by asking not “What is popular?” but “What aligns with my strengths, values, and long-term growth?”

What truly deserves attention is that which builds depth over display—programs, mentors, and

experiences that cultivate thinking, resilience, ethical grounding, and transferable skills. Rankings measure reputation at a moment in time; they do not measure personal fit, curiosity, or

readiness for change. In a noisy educational marketplace, clarity comes from within. Students

who anchor their decisions in self-awareness, credible guidance, and a willingness to evolve will

navigate choices wisely—not by chasing certainty, but by committing to meaningful growth.

Q.7 As a professional woman in leadership, what challenges were subtle but impactful in

your journey, and how did you navigate them?

As a professional woman in leadership, some of the most impactful challenges I faced were not

overt barriers, but invisible expectations and silent trade-offs. There was an unspoken pressure to prove competence repeatedly, to balance empathy with authority, and to carry emotional labour without acknowledgement. At times, ambition in women was subtly misread as assertiveness, while composure was mistaken for compliance—nuances that quietly shape leadership journeys.

I navigated these realities by developing strategic self-awareness and inner resilience. I learned

when to speak firmly and when to let outcomes speak for themselves, how to set boundaries

without guilt, and how to sustain ambition without self-doubt. Mentorship, reflective practice,

and a strong value system became anchors. Ultimately, I learned that effective leadership is not

about fitting into inherited frameworks, but about reshaping the space—thoughtfully, ethically,

and with enduring purpose.

Q.8 What role do storytelling and real-world narratives play in helping students make

better academic and career decisions?

Storytelling and real-world narratives serve as cognitive bridges between abstraction and lived

reality. While data, rankings, and frameworks inform decisions, it is stories that humanise

choices and reveal the subtle complexities behind success, failure, and reinvention. Through

authentic narratives, students understand that careers rarely follow predictable or orderly

trajectories; they are shaped by context, courage, missteps, and sustained effort.

Stories cultivate emotional resonance and reflective insight, enabling students to imagine

possibilities beyond conventional benchmarks. They expose learners to complexity—ethical

dilemmas, uncertainty, and adaptation—that no syllabus can fully capture. When students engage with real journeys rather than idealised outcomes, they develop discernment, resilience, and self- awareness. In this sense, storytelling does not merely inspire; it educates the intuition,

empowering students to make academic and career decisions grounded not in illusion, but in

informed aspiration and purposeful realism.

Q.9 Looking ahead, what kind of conversations should education media portals lead to stay relevant and responsible?

Looking ahead, education media portals must move beyond information dissemination to

become curators of conscience and catalysts of thoughtful dialogue. To remain relevant and

responsible, they should lead conversations that interrogate not only what students learn, but why and to what end. This includes examining the evolving purpose of education in an age of

automation, inequality, and rapid social change. Such platforms should foreground discussions on ethical use of technology, mental well-being, equity of access, lifelong learning, and the future of work, while amplifying diverse, credible voices from classrooms, industry, and policy. Equally important is fostering evidence-based discourse rather than sensationalism or rankings-driven narratives. When education media encourages reflection, critical inquiry, and value-led perspectives, it does more than report trends—it shapes an informed, responsible, and forward-looking educational culture.

Q.10 If you had to offer one piece of advice that students rarely hear but truly need, what

would it be?

Amid constant noise about achievement and acceleration, students are seldom reminded that

purpose must precede progress. In a world driven by rankings, rapid decisions, and constant

In comparison, many move forward without fully understanding themselves.

Not everyone blooms early, and not every contribution is immediately visible. Growth matures

in silence, and purpose reveals itself through reflection, informed mistakes, and quiet perseverance. From a logical standpoint, sustainable success emerges when aptitude, values, and effort are aligned—not rushed.

True success is not only about personal achievement or global recognition, but about using one’s abilities to create meaning, impact, and good in the world. When students anchor their ambitions in compassion, integrity, and a desire to serve beyond themselves, growth becomes sustainable and success becomes significant. In nurturing both excellence and humanity, they don’t just build careers—they help shape a more thoughtful, responsible, and hopeful world.

In a time when education is becoming increasingly siloed—split between technology, management, and mental health—Professor Shyam Sundar Bali stands out as a rare interdisciplinary voice. Currently teaching at APJ University, Sohna, Prof. Bali blends management studies, computer analytics, psychology, and Indian knowledge systems into a unique pedagogical framework that bridges ancient wisdom with modern challenges.

A former CEO of a Japanese multinational and a seasoned corporate trainer for institutions like Power Grid Corporation of India, Prof. Bali today works as a counselling psychologist, educator, yoga instructor, and Mahabharata scholar. Trained in modern therapeutic techniques such as CBT (Cognitive Behavioral Therapy), EMDR, and sports psychology, he also draws extensively from the Bhagavad Gita and Hindu philosophical traditions to address issues of identity, purpose, and resilience among young people.

In this exclusive conversation with EdInbox, Prof. Bali reflects on his unconventional journey, the mental health crisis among Indian youth, the dangers of excessive dependence on AI, and why ancient texts remain deeply relevant in the digital age.

1. You have worked deeply in engineering, management, psychology, spirituality, and corporate leadership. How did this multidimensional journey of your life take shape?

I was born in a time in India when scarcity of resources and the struggle for survival were a natural part of life. This environment cultivated in me a deep curiosity, self-discipline, and psychological resilience. I never lived life as a pre-planned blueprint; instead, I embraced it as an organically evolving journey. Whatever opportunity came my way, I accepted it wholeheartedly.

The expansion from engineering to management, from psychology to spirituality, and then to corporate leadership happened naturally. My intense desire to learn and my aspiration for excellence in every field added new dimensions to my life. One opportunity gave birth to another, and each opportunity deepened my self-reflection. Ultimately, every setback, by God’s grace, took me to a much better place. I can only call this divine grace.

2. Moving from the position of CEO of a Japanese multinational to the academic world must not have been an easy decision. What was the thought process behind this shift?

It was certainly not an easy decision, but it was the natural next phase of my life. My journey began not with leadership but with training—I was a trainer first. Even today, I actively work as the number-one faculty in the field of live-line installation at Power Grid Corporation.

It was time to give back to society the knowledge, experience, and perspective that life had given me. At the same time, my learning process has never stopped. Identifying the hidden potential within young minds, igniting their thinking, and watching them become confident gives me deep satisfaction.

3. You are also a practicing counselling psychologist. What do you see as the biggest mental challenge among Indian youth today?

This is an extremely important question. While people see AI as a massive opportunity, I also view it as a serious psychological threat for future generations. The biggest challenge is the erosion of independent thinking.

Excessive information overload has drastically reduced the attention span of young people. Their capacity to think, reason, and deeply understand is gradually declining. The constant availability of information has weakened decision-making ability.

Alongside this, what Greek philosophy calls “hedonia”—the tendency toward instant gratification—is pushing young people away from purpose, patience, and self-discipline. This trend is a serious warning sign for the mental health of future generations.

4. Do you see any common thread between modern therapies like EMDR and CBT and ancient texts like the Mahabharata and the Gita?

Absolutely. There is a deep common thread between modern therapies and our ancient scriptures. The Bhagavad Gita itself is the longest and most complete counselling session in history, where Lord Krishna guides Arjuna from confusion, fear, and emotional crisis toward clarity and purposeful action.

In fact, the Gita can be considered one of the finest examples of Cognitive Behavioral Therapy (CBT), where thoughts are challenged and transformed into constructive action. Similarly, techniques like EMDR, which are still being fully understood, have parallels that can be traced back to ancient Indian wisdom.

The core objective of both is the same: to enhance self-awareness, understand emotions, cognitions, and behavior, and enable individuals to make the best choices for themselves.

Students these days are under so much pressure from the educational and social environment to follow the "popular" career paths, get perfect marks, and keep up with everyone in the social comparison game that making the right career choice has become more confusing than ever. To offer students some guidance in this convoluted situation, EdInbox Communications Vertical Head PR and communications Pooja Khanna has released another edition of its Voices That Educate series special interview with Ms Pooja Khanna, Founder of Find Your True North, Assistant Professor at the School of Liberal Studies & Humanities, UPES, and North India Representative of the Asia Pacific Career Development Association (APCDA).

This is a great opportunity for all students and parents who wish to get their career related queries solved by a true professional. Pooja Khanna has immense practical and theoretical knowledge in the domain of career development as well as personal growth. For instance, Ms Khanna explains that only marks are not a gauge of your abilities and you can figure out who you are by taking a deep dive in yourself and finding the areas that feel natural or good to you. Similarly, the parents also need awareness about the career decisions of their children so that they do not try to control the child's desires through inappropriate ways).

Q.1 What is the most common mistake students make while choosing a career, and why does it happen so often?

The most common mistake students make is confusing visibility with suitability. They choose careers that are popular, highly discussed, high-paying  or socially rewarded, rather than ones aligned with who they are.

This happens because students grow up in an ecosystem driven by comparison, marks, rankings, social media success stories, and parental anxiety. According to OECD and World Economic Forum insights, young people today are making career decisions in a far more volatile and uncertain world, but with decision-making tools that haven’t evolved at the same pace.

When choices are made out of fear—fear of falling behind, fear of disappointing parents, fear of being “average”- clarity gets replaced by pressure.

Q.2How can students identify their real interests and strengths amid parental expectations and social pressure?

Self-awareness is not discovered overnight—it is built through exposure and reflection.

At Find Your True North, we encourage students to:

Explore before committing: internships, short-term projects, volunteering, shadowing professionals, and informational interviews.

Allow boredom: Some of the best self-insights come when students are not constantly stimulated by social media. Boredom creates space for curiosity.

Observe energy, not just performance: Ask- What activities make me feel engaged, even when they are hard?

Research-backed career development models globally emphasise career exploration as a process, not a one-time decision. Interests become clearer through experiences, not assumptions.

Q.3How important are academic marks in shaping a student’s long-term career, according to your experience?

Marks matter—but they matter less over time.

Academic performance may open the first door, but skills, adaptability, learning agility, and values determine how far a student goes. The research consistently highlights skills like critical thinking, collaboration, and resilience as future-proof capabilities.

I often tell students: Marks are a snapshot, not your full story. Long-term success depends on how well you can learn, unlearn, and reinvent yourself.

Q.4 At what age or stage should students begin thinking seriously about their career, and what should their focus be then?

Career thinking should begin early, but career fixing should not.

Ages 12–14: Focus on self-awareness—interests, values, personality, and curiosity.

Ages 15–17: Exposure—subjects, industries, role models, real-world work.

Post-school: Skill-building, experimentation, and reflection.

Global career frameworks, including those supported by National Career Services and APCDA, emphasise career readiness over career certainty. The goal is not to decide “what I will be forever,” but to understand what I want to explore next. Career is a journey; be ready for detours.

Q.5 Students today fear making the “wrong” choice. How can they approach career decisions with clarity and confidence rather than anxiety?

Students must shift from a fixed mindset to a navigation mindset. There is no single “right” choice—only well-informed next steps.Practical strategies include:

Breaking big decisions into small experiments

Using “Yes, and…” instead of “If… but…”

 (For example: Yes, I want security, and I also want meaningful work.)

Focusing on skills and experiences that transfer across roles. Career confidence grows when students realise that careers are built, not chosen, once.

Q.6What role should parents play in guiding career decisions, and where should they allow students to lead?

Parents should move from being decision-makers to decision-enablers.

Their role is to:

-Provide exposure, perspective, and emotional safety

-Share experiences without imposing outcomes

-Encourage effort, not just results

Students should lead when it comes to interests, learning preferences, and aspirations. Clear, respectful communication between parents and children, grounded in facts rather than fear, creates the healthiest outcomes.

Q.7 In today’s changing landscape, how should students balance degrees, skills, and practical exposure?

Think of careers as a three-legged stool:

• Degrees provide foundational knowledge and credibility
• Skills provide employability and adaptability
• Practical exposure provides clarity and confidence

Global platforms like OECD, APCDA and WEF emphasise that employability is no longer degree-driven alone. Careers are no longer about climbing one ladder; they’re about building a lattice of skills that grows with you. Students who combine learning with real-world exposure, internships, projects, freelancing, and research are better prepared for uncertainty.

Q.8 What is one piece of advice you would give to students who feel confused, average, or unsure about their future? 

You are not behind, you are becoming. Confusion is not a weakness; it is often the beginning of self-discovery. Build experiences, choose your peer group wisely, follow people who educate rather than impress, and remember:

Happiness is not something you arrive at after success; it is something you create through meaningful experiences.

Your career does not need to look like anyone else’s. It needs to make sense to you.

India’s medical regulator, the National Medical Commission (NMC), has recently tightened rules for Indian students pursuing medical education abroad. While these changes have triggered anxiety among aspirants and parents, the regulator insists the intent is not to restrict mobility but to ensure that every doctor practising in India meets uniform standards of training, ethics, and clinical competence.

In an interview with EdinBox, NMC Secretary Dr Raghav Langer, a senior IAS officer, explained the rationale behind the reforms, the lessons from COVID and the Ukraine crisis, and what students must now prepare for.

Q: Why did the NMC feel the need to tighten regulations for foreign medical graduates?

Dr Raghav Langer:
Medical education across countries varies enormously in curriculum design, clinical exposure, duration of training, language of instruction, and internship requirements. In some places, students receive very limited hands-on clinical exposure. In others, courses are shorter than India’s mandated duration. These inconsistencies raised concerns about whether returning graduates were adequately prepared to work in India’s complex and high-burden public health system.

The NMC’s norms are meant to ensure that any doctor entering practice in India, regardless of where they studied, meets minimum standards of training, competence, and ethical practice. This is about standardisation, not exclusion.

Q: Students say the new rules are harsh. How does the NMC respond?

Dr Langer:
We understand that any regulatory change creates uncertainty. But these rules are not sudden. Many of these requirements existed earlier too. What we’ve done is make them clearer, more structured, and more enforceable.

Our message to students is simple: you have global mobility, but Indian accountability.

Q: Was the Ukraine crisis a turning point for the NMC?

Dr Langer:
Absolutely. The COVID-19 pandemic and later the Russia–Ukraine war tested our regulatory system. Thousands of Indian students were forced to abandon their education mid-way due to safety concerns or university shutdowns. Many returned with incomplete degrees and no clarity about their future.

Following Supreme Court directions and student petitions, the NMC introduced a one-time “academic mobility” framework for those affected by the Ukraine conflict. This allowed them to complete their remaining training at recognised foreign institutions instead of restarting their education from scratch.

But these were exceptional relaxations. They are not precedents.

Q: Who must clear the FMGE or NExT to practise in India?

Dr Langer:
Any Indian citizen or Overseas Citizen of India (OCI) who obtains a medical degree from a foreign institution must qualify the Foreign Medical Graduate Examination (FMGE), which is currently the licensing test. Eventually, this will be replaced by the National Exit Test (NExT).

Foreign nationals are not eligible for FMGE.

Additionally, students who joined foreign medical colleges after 2018 must have qualified NEET-UG. Without NEET eligibility, their degree will not be recognised, no matter how well they perform abroad.

Q: What do the current FMGL rules mandate?

Dr Langer:
The Foreign Medical Graduate Licentiate (FMGL) Regulations, 2021, apply to students admitted after November 18, 2021. They require:

• A minimum of 54 months of academic and clinical training
• A 12-month compulsory internship at the same foreign institution
• Training entirely in English
• Mandatory coverage of core subjects like Medicine, Surgery, Paediatrics, Psychiatry, Orthopaedics, Anaesthesiology, and Community Medicine
• Degree certificates attested by the Indian Embassy
  
  

After this, graduates must clear India’s licensing pathway. To address concerns about limited exposure abroad, they must also complete an additional one-year internship in India.

Q: Why is this additional internship in India necessary?

Dr Langer:
India has a very specific disease profile, patient load, and public health challenges. This internship familiarises graduates with Indian treatment protocols, healthcare systems, and ground realities.

Patient safety cannot be compromised.

Q: How many Indian students study medicine abroad, and where do they go?

Dr Langer:
Every year, an estimated 15,000–20,000 Indian students go abroad to study medicine. Popular destinations include Russia, Georgia, Kazakhstan, Uzbekistan, the Philippines, and parts of Eastern Europe. These countries attract students due to lower fees, English-medium instruction, and simpler admission processes.

China was once a major destination, but regulatory and language concerns have reduced its appeal.

Q: Students say implementation remains confusing. What is being done?

Dr Langer:
We acknowledge that communication gaps exist. That’s something we are working on. Clearer guidelines, better coordination with state medical councils, and transparent digital systems will go a long way in reducing confusion.

Q: What does the NMC want students to know going forward?

Every rule is made to ensure a smoother transition. Some may seem stringent, but they apply to all. Foreign students must clear NEET-UG, complete 54 months of training, followed by a 12-month internship, and be registered in their home country. In the NExT screening test, they will also be asked why they wish to practise in India.

COVID-related concessions granted in 2023 were temporary. Online classes meant minimal physical exposure. Students were issued certificates to compensate. But if they lack proper documentation, they must undergo an additional year of training. Ukraine students were given special concessions, but these were exceptional.

A conversation with Prof. Sandeep K. Shukla, Director, IIIT Hyderabad with Raish Ahmed Laali

As artificial intelligence (AI) rapidly reshapes classrooms, assessment methods, and career pathways, engineering institutions across India are being compelled to urgently rethink how they teach and evaluate students. In this conversation, Prof. Sandeep K. Shukla, Director of the International Institute of Information Technology, Hyderabad (IIIT-H), explains how AI is dismantling long-held assumptions in engineering education, putting pressure on traditional evaluation models, and why institutions must reinvent themselves through research-driven learning, projects like the Vyuh Labs in cybersecurity, and deeper industry collaborations to remain relevant in an uncertain technological future.

How is AI reshaping engineering education and assessment today?

Prof. Sandeep K. Shukla:

AI, especially generative and agentic tools, has completely transformed how students learn and produce outputs. Writing code, drafting essays, or generating structured answers has become much easier with AI assistance. This creates a major challenge for teachers: how to ensure that a student hasn’t just produced an answer, but has actually understood the concept and can apply it in real-world contexts.

This is why traditional assessment models are under immense pressure—not just in India, but globally. Institutions are now being forced to rethink not only curriculum design but also the very methods of evaluation.

What changes should Indian engineering colleges make in their curriculum and assessments?

Prof. Shukla:

Some institutions are experimenting with allowing the use of AI in exams and assignments, while also asking students to submit their prompts. The focus of questions is shifting toward conceptual clarity and creative application.

There is no single solution yet, but the direction is clear: moving away from rote learning toward experiential, hands-on, and concept-driven education. In the coming years, AI will become a powerful tool for personalised learning and adaptive assessment. As AI evolves, curricula will need continuous updating.

How is IIIT-H contributing to national cybersecurity through Vyuh Labs?

Prof. Shukla:

Cybercrime has become a major concern in India, and the problem is worsening each year—especially fraud driven by social engineering. Vyuh Labs aims to research different dimensions of cybercrime so we can better understand criminals’ strategies and methods.

These crimes are complex because perpetrators hide their tracks in vast oceans of data, while victims struggle to explain the nature of the highly targeted and sophisticated attacks they face.

The Cybercrime Navigator is a tool that helps law enforcement agencies map crimes based on victim inputs. Through data analytics, police can better understand trends and hotspots.

The lab is also working on technologies to transcribe cybercrime helpline calls in multiple languages and convert digital evidence into text for easier analysis. Additionally, it is developing indigenous forensic tools and training law enforcement agencies to tackle cybercriminals more effectively.

How does IIIT-H balance research, teaching, and student outcomes?

Prof. Shukla:

IIIT-H is structured around research labs rather than traditional departments. Faculty integrate their active research directly into teaching, and students begin engaging with research or translational centres from their second year itself.

This early exposure enables strong research output, innovation, intellectual property creation, and global academic competitiveness.

What skills will students need in a rapidly changing technological world?

Prof. Shukla:

Technical skills have a limited shelf life. The most important skill is the ability to continuously learn, adapt, and reinvent oneself. Flexibility, communication, teamwork, and the ability to work through change without panic will define success in the future.

How important are industry partnerships in engineering education today?

Prof. Shukla:

Industry engagement is critical. It keeps curricula relevant, ensures research focuses on real-world problems, and gives innovation practical impact. Strong industry partnerships don’t just prepare students for today’s jobs—they equip them for the challenges of tomorrow.