Education Leaders | Top Interviews

To explore the minds shaping educational communication in India, Edinbox scribe Pooja Khanna spoke to Dr. Arunesh Kumar Dwivedi, a media professional turned academician with over 18 years of experience in journalism, broadcasting and education. Having worked with institutions like IIMC, Jamia Millia Islamia, Sharda University, and news networks such as Zee News, ETV and IBN7, Dr. Dwivedi brings a rare industry-academic perspective to India’s evolving learning ecosystem.

“NCERT uses a multi-layer model to reach every student – urban or rural”

According to Dr. Dwivedi, NCERT follows a multi-format, multi-platform strategy to reach students and teachers across the country.

“NCERT prints millions of affordable textbooks every year. These are distributed through regional centres and adopted by several state boards, ensuring a uniform standard of education,” he explains.

Speaking on Digitalization of NCERT from print he emphasized, "Digital platforms like e-Pathshala provide free e-books, videos and audio lessons, while DIKSHA offers QR-based learning resources in multiple languages. For students with limited internet access, the government relies on SWAYAM Prabha educational TV channels, All India Radio and community radio."

“These tools ensure that a child in a remote village has access to the same quality content as one in a metro city,” Dr. Dwivedi adds.

Educational Communication as Nation-Building

Speaking on the importance of educational communication, he says it is not just a profession but a responsibility towards the country.

“When we design learning material, we are shaping India’s future citizens. Educational communication builds scientific thinking, critical awareness and social values. It supports NEP 2020 and strengthens national development,” he says.

How EdTech Platforms Like Edinbox Can Complement NCERT

Dr. Dwivedi believes that platforms like Edinbox and NCERT can work together to modernise education.

“NCERT provides academic strength and Edinbox brings creative storytelling and digital reach. Together, they can train students in content creation, curriculum design and digital education,” he explains. He also highlights the importance of regional language content so that every student can see themselves represented in learning material.

Advice for Young Media and EdTech Professionals

To young aspirants, his message is clear: accuracy, ethics and inclusivity must come first.

“Education doesn’t need to go viral. It needs to go deep,” he says.

In an exclusive conversation with Edinbox Editorial Head Nibedita on the relevance and revival of the Indian Knowledge System (IKS), West Bengal Education Minister Bratya Basu reflected on how India’s ancient intellectual traditions can meaningfully shape modern education. 
According to him, the real challenge today is not a lack of knowledge, but a lack of structured integration. “We definitely need to understand modern science in global frameworks,” he said. “What we need is a balanced fusion where students can learn Newton and Aryabhata, molecular biology and Sushruta, governance and Kautilya, not as competing ideas but as complementary streams.” With a touch of humour, the minister added, “Had we paid attention in our classes, we would remember these names. We wouldn’t need a separate subject just to remind us.”

The minister also admitted that IKS has become a politically charged subject in recent years. However, he insisted that knowledge must rise above ideological divides. “A civilisation that produced breakthroughs centuries before the West deserves academic recognition,” he said. “But revival must be rigorous, research-driven, and historically accurate. Romanticism has no place in serious education reforms.” Basu advocated for peer-reviewed scholarship, multilingual translations of classical texts, and training teachers to avoid superficial or tokenistic implementation.

 “Universities must not treat IKS as a decorative elective. It should contribute to inquiry, innovation, and identity,” he noted, adding that Bengal with its legacy of reformers, scientists, and Renaissance thinkers has a natural advantage in leading this movement.
Basu also stressed that students respond positively when IKS is taught as applied knowledge. Examples like ancient water management models, musical mathematics, traditional architecture, early ecological wisdom, and logic systems enrich their understanding. “Education must give students confidence that India has been a contributor to global knowledge—not just a consumer.”

When asked about global perception, Basu believed that India has an opportunity to position itself as a knowledge leader again. “Countries are looking for diverse epistemologies. Yoga, Ayurveda, classical literature, they have already found global homes. Now it’s time for our scientific and philosophical heritage to receive international academic legitimacy.”

Closing the conversation, he underscored that the goal is not to look backward but to move forward with cultural self-assurance. “IKS is a reminder that our past is not a burden; it is an asset. If we integrate it wisely, we can build an education system that is modern, rooted, and globally respected.”

IIMA leads BT-MDRA’s 26th annual ranking of India’s Best B-Schools, reaffirming its status as the country’s premier management institution. For its Director, Bharat Bhasker, the real story is the race to keep management education relevant amid tectonic shifts in technology and global business. Edited excerpts from an interview with BT:

Q: How would you describe the state of management education in India?

A: Our management education ecosystem is in good shape, but the kind of changes that happen are quite drastic in nature. Technologies in AI, blockchain, robotics and autonomous systems will immensely impact workplaces. Management education has to start reflecting on what's going on in the real workplace right now, because after all, you are creating leaders of the future.

The challenge remains how fast we can switch from the current curriculum to the new one, which will reflect and incorporate the dynamically changing reality. Graduates must also be prepared for uncertainty in world trade practices and shifting supply chains.

Our management schools need to start accelerating adaptation forthwith. We're in good shape, trying to keep pace with the technology that's changing over time, but the pace needs to be accelerated if we are going to remain relevant.

Q: IIMA's syllabus sees a sea change. What has changed?

A: Our curriculum is designed to turn graduates into business leaders and reflects industry realities. A major mechanism is the case study method, which truly reflects real scenarios; adopting the latest cases brings industry reflection right into the classroom.

More importantly, often technology moves quicker than the industry does. We prepare our students to be business leaders who drive forward the use of technology in the industry.

During the past year, we have introduced technology-oriented courses in AI in human resources, AI-driven fintech, and technology-driven global supply chain management.

These are all shifts we're integrating, and our students are being prepared to absorb all that information and be ready for the future business environment. Sometimes industry leads us; sometimes we lead industry by preparing students who will take new technologies into organisations.

Q: Overall, would you say Indian management education is poised well for the transition underway?

A: There are layers in the system. The top institutes are preparing well and transforming fast. Others are lagging and would take longer to adapt. We are well-positioned, but the transition needs to include the entire ecosystem. Top institutes must help bring others along so the broader economy benefits, not only high-end industry.

Q: What is your sense of job placements this year, and how can industry and academia respond to any dips?

A: Industry engagement should not just be about the placements; it's an outcome. The engagement has to be at a transformation stage where the understanding of the current industry practices needs to be there. That is why our core curriculum is taught by faculty and the electives by numerous industry practitioners.

Faculty must stay current with respect to practice. Research is a key driver of knowledge, but faculty also must know how new technologies impact organisations. We interact significantly with industry through our executive education and consulting activities. In consulting, faculty work closely with companies, understand their problems and develop solutions—thus developing practical insight on applying the theory.

In executive education, I don't think industry people come to learn from us. We do impart education to them, but we learn a lot from industry people as well because in interactive discussions in classrooms, they bring out the nuances of what is happening in the industry.

Industry engagement thus needs to be holistic-from teaching to consulting to executive education-with the knowledge flowing back into the curriculum. If there is integration of the institute with industry in a comprehensive manner, then placements as an outcome will occur automatically.

Oftentimes, technology evolves faster than the industry does. We prepare our students to be business leaders that lead the industry in adopting the technology and creating change. We've introduced courses like AI in human resources.

Q: What will the management classroom of the future look like?

A: Even prior to Covid, technology made blended and online classrooms feasible. The pandemic accelerated the adoption. Blended learning will grow for two reasons.

First, any growing economy cannot depend solely on fresh graduate training, but people already in the industry also need to be trained for newer technologies, newer management practices, and transition from technical to managerial roles. Second, working with mid- and senior-management professionals has always been critical, and technology now removes many of the physical-meeting constraints. Increasingly, Executive Education uses hybrid formats where leaders spend some time on campus and learn the rest while working.

Second, blended learning is a force multiplier. A leap from a $5-trillion to a $30-trillion economy would need a many-fold increase in managerial capacity. This scale cannot be met by residential programmes alone.

That is why we launched the Blended Post Graduate Programme in Management  - a blended MBA-equivalent programme for working professionals, which is now in its second batch.

We are also launching an MBA in Business Analytics and AI because, increasingly, the modern manager needs to be tech-savvy.

Blended learning is indispensable to achieve the scale and leadership needs of India.

Q: What kind of student is ideally suited for IIM Ahmedabad? Which profile, background, skills, and work experience is most relevant?

A: Ideal work experience is easier to define: a couple of years in industry, so that they understand organisational dynamics. Fresh graduates generally struggle with this.

Graduates of Indian Institute of Technology (IIT) are welcome; they have proven ability, but the ideal student is not limited to IIT. Today, you don't need to go into the depths of a technological development. Today, technology is accessible; what matters is one's ability to apply it.

Our motto Vidya Viniyoga Vikasa means development through the application of knowledge. The ideal student has an open mindset, willing to engage with technology and apply knowledge for development. Students may come from commerce, science, or an arts background.

Q: Does the Common Admission Test (CAT) examination help you select such students?

A: Only to an extent. The exam acts as a filter. After shortlisting, the mindset is assessed through interviews, group discussions, and case study writing. CAT tests analytical and verbal abilities; basically, the key requirement for solving business problems is an analytical mindset.

Blended learning is a force multiplier. A leap to a $30-trillion economy would need a many-fold increase in managerial capacity. Residential programmes alone cannot meet this scale.

Q: How do you view the multiple-campus model now that IIMA has a Dubai campus?

A: India has to show its capabilities and lead the Global South; our philosophy lays emphasis on collective development.

When the Global South grows, India grows. Dubai fits into a deliberate strategy: enabling the Global South to benefit from our capabilities while strengthening India through shared education and future trade. Multi-country campuses allow us to understand regional business contexts, write case studies from those markets, and bring that learning back to India. We aim to prepare leaders for global business, not only in India. Q: How do you look at the entry of foreign universities in India under the new education policy? A: I welcome them. India's education capacity cannot match the scale of growth we envision. We require many more engineering and management graduates than Indian institutions can supply. Foreign universities increase the pool and help train the talent for the new economy. Considering the deficiency of quality seats, many students go abroad for studies. If foreign universities operate here, then students get similar education in lesser cost, the currency stays within India, and the parents benefit. But quality must match that of the parent campus. Regulators must ensure only strong institutions and faculty enter. If quality is maintained, foreign universities are a win-win.

At a time when global challenges demand new thinking, Indian Knowledge Systems (IKS) offer time-tested solutions rooted in India's rich heritage. Prof. (Dr.) A.M. Sreedharan, Director of the Centre of Excellence in Indian Knowledge Systems (CoE IKS) at Alliance University, Bengaluru, and former Professor and Head of the Department of Malayalam at Kannur University, shares insights on blending ancient wisdom with modern needs. In this exclusive interview by Kanishka from Edinbox, he explains why IKS matters for students, professionals, and India's future under NEP 2020.

Q1: How do you define Indian Knowledge Systems in today’s academic context, and why is it important for modern India to revisit these knowledge traditions?

Prof. Sreedharan says: "Indian Knowledge Systems... refer to the vast and interconnected intellectual traditions that evolved in India over thousands of years, covering fields such as philosophy, arts, sciences, ecology, linguistics, governance, architecture, and medicine." He adds, "rather than viewing them as relics of the past, IKS today is understood as a living framework that offers alternative ways of thinking which are holistic, sustainable, ethical, and contextually rooted." On importance: "Revisiting these traditions... helps India articulate its own intellectual narrative while enriching global scholarship with diverse epistemologies."

Q2: Many students assume IKS is purely historical. Could you explain how IKS contributes to contemporary fields like technology, management, ecology, psychology, or architecture?

“Many students consider IKS entirely historical, but the reality is that its principles are deeply relevant to contemporary disciplines. In technology, concepts from Panini’s Ashtadhyayi influence modern computational linguistics and machine learning. Indian logic systems like Nyaya contribute to reasoning models and pattern structuring used in AI. In management, texts such as the Arthashastra provide frameworks for leadership, ethics, diplomacy, and economic governance. Ecological sciences draw from traditional water harvesting, biodiversity management, and sustainable agriculture practices. Indian psychology, shaped by the Gita, Yoga Sutras, and the Natyashastra, informs emotional regulation, motivation theory, and stress management. Architecture and design adopt vastu principles and indigenous materials for climate-friendly structures.”

Q3: What are some lesser-known but powerful examples from ancient Indian texts or practices that young learners should explore for practical insights?

Prof. Sreedharan recommends: "The Śulba Sūtras... present sophisticated geometric principles that predate many modern formulations." On farming: "Texts like Krishi-Parashara and Vrikshayurveda offer insights into sustainable farming, soil care, seed preservation, and climate adaptability." For health: "Ayurveda’s Dinacharya and Ritucharya highlight preventive health strategies that align with modern lifestyle management."

Q4: How can today’s students and working professionals integrate IKS methodologies, such as holistic thinking... into their academic or corporate projects?

“Students and professionals can integrate IKS by adopting holistic thinking, valuing context, and approaching problems through interconnected lenses. Indigenous research methodologies encourage fieldwork, oral histories, community engagement, and experiential learning via methods particularly effective in social sciences, anthropology, and ecology.” He further added, 

“Frameworks such as the Panchakosha model provide holistic perspectives for health, wellbeing, and organisational behaviour. The Triguna concept offers a psychological lens to assess human tendencies and decision-making. Indian logic systems help structure arguments and refine critical thinking. Architecture students can refer to vastu-based spatial harmony; designers can draw from traditional aesthetic theories; managers can integrate Gita-based leadership values; and corporate sectors can embed yoga and mindfulness into wellness programs.” Prof. Sreedharan also emphasized, “the essence lies in using IKS not as a decorative add-on but as a functional tool in real-world problem-solving.”

Q5: IKS often requires interdisciplinary understanding. Which subjects or skill sets should students prioritise to build a strong foundation in this domain?

“A strong foundation in IKS requires an interdisciplinary mindset, as the domain bridges humanities, sciences, and creative disciplines. Students benefit from introductory exposure to Indian philosophical systems, especially darshanas like Nyaya, Samkhya, and Vedanta, as these form the conceptual backbone of Indian epistemology. Basic familiarity with Sanskrit or classical regional languages helps engage with primary texts and commentaries.” He explained further, “research skills like qualitative techniques, field immersion, documentation, and comparative analysis are essential. Equally important are creativity, cultural literacy, ethical awareness, and the ability to synthesise ideas across domains. A grounding in subjects like history of science, aesthetics, ecology, psychology, linguistics, and heritage studies helps students place IKS within the larger global intellectual context.”

Q6: How are universities in India currently using IKS-based approaches, and what future opportunities do you foresee?

"Under NEP 2020, higher education institutions are introducing courses on Indian philosophy, traditional sciences, arts, and society," he observes. "The future demands professionals who can merge traditional wisdom with cutting-edge technologies and global standards."

Q7: Many learners worry about career clarity. What career pathways can emerge from studying Indian Knowledge Systems?

"IKS opens multiple career possibilities within and beyond academia," highlights Prof. Sreedharan. "In academic settings, one may become a researcher, educator, manuscript specialist, conservator, linguist, or cultural historian. Interdisciplinary roles include psychologists drawing from yoga and Indian mental models, architects using Vastu, environmental scientists specialising in traditional ecological knowledge, and performing arts scholars exploring classical frameworks." He adds: "Outside academia, IKS supports careers in heritage tourism, museum curation, traditional arts entrepreneurship, wellness industries, yoga therapy, nutrition, corporate leadership training, policy consulting, and sustainable rural development. With digital humanities expanding rapidly, new roles emerge in data-driven cultural studies, digital archiving, and AI-assisted knowledge mapping. Thus, IKS is not a narrow field but a platform for diverse and meaningful career outcomes."

Q8: With the rise of AI and digital humanities, how can technology support the preservation of India’s traditional knowledge? 

"AI and digital humanities are transforming how IKS is preserved and disseminated. Modern OCR engines are now capable of reading Sanskrit and regional scripts," explains Prof. Sreedharan. "Technology thus becomes a bridge reviving ancient wisdom while enabling its reinterpretation for modern research, policy, and innovation," he added. 

The insight by Prof. Sreedharan has shown how IKS under NEP-2020 is the intersecting point, marrying ancient smarts with AI, green technologies, and jobs for millions. Students blending holistic thinking with modern skills lead sustained growth, cultural pride, and global innovation. Thus, students, researchers and professionals can find some great research topics and solutions to modern challenges by integrating the Indian Knowledge System in their brainstorming sessions.

In an intensely insightful interview, international mental health specialist, Montube Setlhiku, of South Africa talks of the drastic increase in suicide amongst Indian students, the factors contributing to it, and the immediate action plan. The interview, taken by the respected journalist Raish Ahmad of Edinbox, illuminates socio-economic, psychological and systemic issues that young minds go through nowadays and how mental health awareness and institutional preparedness are of vital importance.

According to Setlhaku, college life is a sensitive transition that most students struggle with due to severing contact with their families, unfamiliar social settings, and academic challenges. These conflicts usually come along with new mental health problems that remain unaddressed, increased by the absence of trained staff to support these needs in the educational establishments. Mental health care should be considered inclusive since stress and risk factors are further compounded by socio-economic status, race, religion, and disability.

Setlhaku indicates that academic pressure would not only be detrimental to the mental health of students but also to emotional intelligence, the important skill of recognizing and controlling emotions, proving that higher emotional skills such as emotions and resilience can contribute to resolving stress in students.

He points out the destructive aspect of parental expectation and culture of comparison which creates emotional misery, withdrawal, anxiety, and depression. Likewise, social media contribution to mental health problems also enhances unrealistic standards, bullying, and fear of missing out (FOMO).

The mental health specialist reminds that the early intervention should follow warning signs like the inability to regulate his or her emotions, impulsivity, sadness, and problems in relationships. However, stigma is a tremendous obstacle that students cannot overcome in order to help them. In response to this, Setlhaku recommends that mental health conversations should be normalized, more young people should have access to counselling, and young people should be equipped with knowledge and skills.

He emphasizes the dire necessity of more powerful, concerted actions in India, which he proposes as compulsory counsellors in schools, teacher training, the inclusion of mental well-being in the school curriculum, and efficient surveillance, which would allow the protection of young lives.

As suicide rates among students in India have surged 65% in the past decade and mental health issues are becoming increasingly critical, the views of Montube Setlhaku highlight an urgent need to transform the situation by using the tools of empathy and systemic transformation to safeguard the emotional and mental wellbeing of students. His insightful views create the avenue towards a caring approach to mental health issues of the increasing number of youth in India.

This exclusive interview of mental health specialist, Montube Setlhiku, is an indispensable resource to teachers, policy makers, parents, and students dedicated to the implementation of safe and supportive academic environment and reducing the tragic rise of student suicides through awareness, intervention, and care. 

The first batch of students from of Himalayan University studying B.Sc. have completed a 120-hour NEP-2020 experiential internship at ZSI. They have earned skills in biodiversity science. These B.Sc. Zoology and Life-Science at Himalayan University, who have completed an internship for 120 hours at the Zoological Survey of India, Arunachal Pradesh Regional Centre, under the experiential learning component of NEP 2020. The program thus marks an important milestone in strengthening hands-on scientific training for undergraduate learners in the state.

A valedictory function was organized at ZSI, APRC, wherein D. Dalai, IFS, APCCF (WP&IT, NO CONS), Department of Environment, Forest and Climate Change, was the Chief Guest. In his keynote address, he congratulated the students for completion of the intensive training and also urged them to apply the scientific competencies acquired during the programme in emerging challenges related to biodiversity documentation and conservation.

Emphasizing that the internship forms the bedrock for early careers in wildlife biology, ecological research, and conservation policy, Dalai asked them to "compete with yourself," underlining continuous upskilling as part of the requirements within the fast-changing methodologies and technologies in the field. HoD, Department of Zoology, Himalayan University, Dr. Feroz A. Shergojri congratulated the students on their performance and thanked the scientists at ZSI for providing quality training to the students. 

According to him, this programme reinforces the academic-research linkage envisaged under NEP-2020. Dr. S. D. Gurumayum, Scientist-E & Head of Office, while emphasizing the role of experiential learning during his welcome speech, said that structured internships equip the students with research orientation and technical capabilities relating to wildlife study in the Eastern Himalayas, considered one of the richest biodiversity zones in the country. 

The welcome address was given by Smt. Ilona J. Kharkongor, Scientist-E. A technical overview presented the major skills imparted in the internship, such as field-survey protocols, scientific collection methods, specimen preservation techniques, and introductory DNA analysis, by Dr. Vikram Delu, Scientist-B. A Vote of Thanks by Dr. Temjenmongla, Scientist-D, concluded the programme, anchored by Mr. Yumto, Senior Research Fellow. Scientists, faculty, museum staff, research fellows, and students participated in it. This internship completion thus marks an important stride for Himalayan University in operationalizing the NEP-2020 emphasis on practical and research-driven education.