Education Leaders | Top Interviews

According to UNICEF India representative Cynthia McCaffrey, climate change has forced one out of seven children to stay out of school in 2024. During the Mumbai Climate Week, Jennifer healthy, Climate and Environment in our Global Context, Program Officer of the UN Children's Fund India Country Office, held a conversation with The Indian Express about the adverse effects of climate change on children's health, the Government's mitigating actions, and climate finance.

India is 26th on the Children's Climate Risk Index. Besides working with the Government of India, how are you cooperating with the state governments to make schools and educational institutions more climateresilient, especially given air pollution and heatwaves?

Our report shows that globally there are one billion children living in areas that are climate extremely high, risk areas, and India is no exception here as we are talking about children from India too. As a result, climate change is impacting education, it's interrupting learning, and one in seven children in 2024 were out of school because of a climate incident. In addition to this, climate change is also impacting nutrition and health, so we're working with the government as they're looking to cut across all sectors, and one of the things we want to be careful about is that it's not just addressing climate on education, but it's about looking at the child at the centre of everything, and making sure that we think through nutrition. If a child is poorly nourished, that will affect their learning as well, so we want to solve the problem of nutrition as well as keep schools open. If we keep schools open and we stop the floods, but we haven't been able to stop the droughts and the floods that impact the food system, then a child will be poorly nourished and still won't be able to learn. As a result, we are working with several ministries, including health, education, women and child development, and not just the environment.

How is climate change uniquely affecting children in India compared to other regions around the globe?

I think part of the issue here is that the climate doesn't have any borders. So the climate change that's happening around the world is having a similar impact on children in India. So one is that it's important that the Governments that are accountable anywhere in the world are continuing to build those protective systems, as well as those systems that promote the future and well-being of children, including in India. But I think the challenge of climate mitigation requires the world to continue to come together, because climate adversaries don't stop at a border. Food systems are being shifted or interrupted. And so the ability to have reliable, healthy food is therefore impacting a child's diet. And we're seeing that in India. So India is, like many countries around the world, dealing with the triple burden of nutrition. Malnutrition, so you're looking at the malnutrition. You're looking at increased micronutrient deficiencies because the diet is being impacted by climate.

What are the most critical, immediate gaps in child protection that you see in rural, vulnerable communities owing to climate change?

When children are out of school for extended periods, that leads to child labour. Maybe they have to go to work. It exacerbates and may lead to child marriage. So those are issues that can be definitely contributed to by adverse climate conditions when creating long-term interruptions forcing people out of school. And those would be the issues to look at: child protection, keeping children in school, and all of the issues that might kick a child out of school, including climate. Therefore, a primary way to counter this challenge is to maintain a strong nutrition system to ensure that the child is healthy to learn in school, and at the same time making sure that there is no interruption in their livelihood forcing them out of school.

In recent years, we have been witnessing record-breaking heat levels coupled with heatwaves. So what impact do these have on a child's mental and physical health in the longer term?

So if, and again, you go back to the beginning of a child's life, extreme heat is impacting mothers' health while they're pregnant. Therefore, there is a need to make sure that we also identify how to protect the mother so that the child is born healthy. Low birth weight or early birth of children are some of the impacts that we are seeing globally. When a child is born, the first thousand days remain important. So it does have an impact if they're in extreme heat, or in a place where there's extreme heat, where the diet may be impacted. Therefore, stimulation during those first thousand days, which include the child being able to go out and play, is a major contributor to a child's brain development. And as you know, the first thousand days, a child's brain develops, it's 80 per cent of their brain. So being able to have that holistic approach to a safe place, which means safe from floods, safe from heat, is extremely important for a child's formative years.

Is climate financing adequately prioritising children's needs?

Unicef is not a financial expert, but we're trying to be at the table with those financing experts that come up with those instruments to say, think about the child. It will make your investment have a higher return, because if you invest in children, it's much more economical. It will have a much more lasting impact. We've looked at different financing instruments. We could help you figure out the ways that you could do that.

In India, standing where we are now, what do you think is required in education policies to raise climate awareness?

The Government of India is doing things in the right way by looking at both how you reach children. India has adopted an inclusive system through teachers and teen clubs. So I think one thing that becomes important is giving children access to both the facts and the learning about it, but also a very tangible approach in understanding the environment through green clubs. This would not just enable learning but also lead to brainstorming solutions together. Another aspect is to continue to share knowledge so that you've not only got literacy, but also climate literacy. That would result in a community level of understanding of climate adversities.

At a time when truth is increasingly contested and journalism finds itself entangled with power, writer and former journalist K.R. Meera issues a stark warning: information has been weaponised. Speaking at the 20th annual national meeting of the Network of Women in Media, India (NWMI), Meera reflected on the erosion of public trust, the moral collapse of media institutions, and the growing influence of PR-driven narratives. In this conversation, she speaks candidly about democracy under strain, the courage of women journalists, and why journalism today must reclaim its ethical spine

Q: You described today’s media environment as precarious. What worries you the most about journalism right now?

What worries me deeply is that information has been weaponised. We live in a time when truth is increasingly difficult to discern, not because facts don’t exist, but because narratives are manufactured to serve power. Journalism was meant to illuminate, but it is now often used to confuse, polarise, and manipulate.

Q: You said democracy is failing in many parts of the world. How is that linked to the media?

Democracy depends on trust—trust in institutions, trust in facts, trust in each other. Extreme polarisation has shattered that trust. When the media becomes partisan, PR-driven, or fear-based, it accelerates democratic decay. Journalism should challenge power, not amplify it unquestioningly.

Q: You made a striking statement that “journalism is meant for women.” What did you mean by that?

I meant that journalism requires courage, empathy, and moral clarity—qualities women reporters have consistently demonstrated. Women journalists often question authority without compromise and bring ethical depth to storytelling. That courage is essential today.

Q: You urged journalists to evaluate their work through a moral lens. What should that lens be?

Every journalist should ask: Does my work serve the poor or their predators? If reporting strengthens the powerful at the cost of the vulnerable, it has failed its purpose. Journalism cannot be value-neutral in an unjust society.

Q: You also spoke about social media’s role. How has it changed journalism?

Social media has created what I call a “cancer culture”—where speed overrides verification and PR narratives masquerade as news. It rewards outrage over insight and visibility over truth. This environment is deeply damaging to public discourse.

Q: During the panel discussion, filmmakers spoke about the cost women pay for speaking up. Does this mirror what happens in the media?

Absolutely. Whether in media or cinema, power structures remain punitive. Women who question them often lose work, credibility, or mental peace. Internal committees exist, but systems rarely care about justice—only damage control.

Q: Actor Rima Kallingal mentioned that systems don’t really care if women get justice. Do you agree?

Sadly, yes. Many systems are performative. They exist to signal reform, not to deliver it. That is why sustained pressure—from the media, from collectives, from public discourse—is crucial.

Q: Has anything changed at all?

Yes, the way these issues are reported has changed. Women journalists have played a huge role in that shift. Stories are no longer buried or sensationalised in the same way. That is progress, even if slow.

Q: What gives you hope in this difficult moment for the media?

Women in the media give me hope. So do young journalists who are still asking uncomfortable questions. As long as there are people willing to risk comfort for truth, journalism is not lost.

Q: What would you tell journalists at the start of their careers today?

Do not measure success by access or applause. Measure it by integrity. Journalism is not a profession to gain power—it is a responsibility to question it.

As Madhya Pradesh accelerates its push towards skill-based education and employability, government schools across the state are introducing vocational courses in Beauty and Wellness for girls and Information Technology (IT) for boys from the new academic session. Rolled out from Class 9 onwards, the initiative aims to bridge the gap between school education and job-ready skills, allowing students to earn academic credits while receiving industry-aligned vocational training.

Emerging as a regional hub for vocational education, Sandipani Vidyalaya, Bilkisganj, is setting a benchmark by successfully implementing the programme and attracting students from government schools within a five-kilometre radius. The school’s early adoption and structured delivery of skill-based courses have positioned it as a model government school under Madhya Pradesh’s education reforms, particularly in rural and semi-urban areas.

The initiative reflects the state government’s broader focus on integrating skill development into secondary education, reducing dropout rates, and improving employability outcomes for students from government schools. Courses in Beauty and Wellness and IT are designed to provide hands-on training, practical assessments, and certification, ensuring students graduate with both board-recognised marks and market-relevant skills.

In an interview with Pawan Sharma, the Principal of Sandipani Vidyalaya, Bilkisganj, explains how the vocational courses are being implemented at the school level, the growing demand among students, and how Sandipani Vidyalaya is outperforming neighbouring government schools by offering structured vocational pathways without compromising academic learning.

Q: What is the idea behind introducing Beauty and Wellness and IT courses in government schools?

Principal, Sandipani Vidyalaya, Bilkisganj: The main objective is to ensure that students do not see education as limited to textbooks alone. Through Beauty and Wellness courses for girls and IT courses for boys, the government wants students to start building practical, job-oriented skills from Class 9. This helps them become confident, self-reliant, and better prepared for future careers.

Q: How are these vocational courses structured within the school system?

Principal: These courses run alongside regular academic subjects. The curriculum has been developed by the Pandit Sundarlal Sharma Vocational Institute and is implemented by the School Education Department. Students can continue these vocational subjects from Classes 9 to 12 without compromising their core studies.

Q: Can you explain the duration and certification process of the Beauty and Wellness course?

Principal: The Beauty and Wellness programme is designed as a two-year vocational course, beginning in Class 9 and concluding in Class 10. At the end of the course, students appear for examinations, and successful candidates receive a government-recognised certificate. Currently, the programme is being introduced as a pilot project and will be expanded further based on student response.

Q: What kind of training do students receive under this initiative?

Principal: Students are trained by industry professionals, which makes the learning process very practical and relevant. In 2026, we enrolled our first batch of Class 12 students who are now undergoing IT and Beauty training. The syllabus and assessment pattern are decided by the government to maintain uniform standards.

Q: Are there other vocational options available for students?

Principal: Yes, government schools already offer courses in Banking and Financial Services, Healthcare, Physical Education and Sports, Travel and Tourism, Telecommunications, Food Preservation, and Agriculture. From the new session, Class 9 students can choose from Agriculture, Plumbing, Sewing Machine Operator, and Automotive trades. For Class 10, five trades—IT, Beauty and Wellness, Electronics and Hardware, Retail, and Security—are available.

Q: How are these courses evaluated academically?

Principal: Vocational subjects in Classes 9 and 10 carry 100 marks, including practical assessments. These marks are added to students’ report cards, ensuring that skill-based education receives the same academic importance as other subjects.

As banking rapidly moves away from branch-led interactions towards seamless digital ecosystems, product managers have emerged as the silent force driving this transformation. Abhinav Srivastava operates at the intersection of technology, regulation, and customer-centric innovation. With over seven years of experience across India’s banking and financial services sector, he has been instrumental in converting complex business objectives into secure, scalable, and user-friendly digital products.

Currently serving as Senior Product Manager at RBL Bank, Abhinav owns the end-to-end product roadmap and execution for the bank’s web and mobile platforms. Working closely with engineering, UX, marketing, compliance, and operations teams, he ensures that innovation aligns with regulatory and security requirements. His approach spans the full product lifecycle—from ideation and prioritisation to delivery governance and post-launch optimisation—grounded in data-driven decision-making.

Abhinav’s career includes key roles at IndiaLends, ICICI Bank, and Kotak Mahindra Prime, where he gained deep exposure to digital lending platforms, customer acquisition journeys, SaaS and CRM implementations, and enterprise-wide digital adoption. Backed by an MBA and PGPM in Marketing from ICFAI Foundation for Higher Education and a BBA in International Business from the University of Lucknow, he offers valuable insights into building impactful digital products in highly regulated environments.

1. How has your formal education (MBA, PGPM, BBA) shaped your approach to product strategy and decision-making in the highly regulated banking sector? What advice would you give students who believe that degrees alone guarantee success in tech and fintech careers?

Answer: My education definitely played an important role, but more as a foundation than a differentiator. My BBA helped me understand how businesses operate at a global level, while the MBA and PGPM sharpened my thinking around consumer behavior, strategy, and decision-making. In banking, especially in regulated environments, that structured way of thinking helps, you’re constantly balancing growth, customer experience, and compliance.

That said, very early in my career I realized that degrees don’t prepare you for real-world complexity. No classroom really teaches you how to handle ambiguous requirements, stakeholder pushback, or last-minute regulatory changes. Those things only come with experience.

To students who believe degrees guarantee success, I’d say, your degree might get you into the room, but it won’t help you stay there. What really matters is how fast you learn, how well you adapt, and how effectively you execute once you’re inside the system.

2. As a Senior Product Manager owning multiple digital platforms (web, mobile, CRM, lending journeys), how would you prioritize investments when resources are limited? What criteria would you use to decide between improving existing features vs. launching new ones?

Answer: When resources are limited, I focus on where the biggest customer or business pain exists. I start by looking at data—high-traffic journeys, drop-offs, and platforms directly linked to revenue or compliance. If an existing feature is creating friction in a critical flow, I usually prioritize fixing that before launching something new.

My decision criteria are simple: customer impact, business value, regulatory urgency, and effort versus return. In a regulated environment like banking, improving existing journeys often delivers faster and lower-risk value, while new features are prioritized only when they unlock new revenue, meet compliance needs, or provide clear competitive advantage.

For me, prioritization is about making practical trade-offs and being transparent with stakeholders about why certain investments matter more at that time.

3. What gaps do you see between what management education teaches and what the industry actually demands from digital product leaders today?  

Answer: Management education does a good job of teaching frameworks and structured thinking, but the industry expects digital product leaders to operate comfortably in ambiguity and deliver outcomes under real constraints. In the real world, requirements are rarely complete, priorities change quickly, and decisions often need to be made with imperfect information.

Another gap is practical technology understanding. Product leaders don’t need to code, but they do need to understand how systems, APIs, and platforms work to make realistic decisions with engineering teams.

Lastly, the industry demands strong stakeholder management and execution skills- balancing business, tech, UX, compliance, and timelines which is something that is learned far more through hands-on experience than in classrooms.

4. In a digital lending or banking product, what KPIs would you track across the full lifecycle—from acquisition to onboarding, engagement, retention, and monetization? How would you use these metrics to drive continuous optimization?

Answer: I track KPIs across the lifecycle to understand how customers move through the product and where friction exists, not just to report numbers.

At acquisition, I look at traffic quality, CTR, and lead-to-application ratios to ensure we’re attracting the right users.

During onboarding, drop-offs at each step, time to complete the journey, and STP rates are critical because that’s where most losses happen.

For engagement, I track active users, feature usage, and journey completion to see if customers are actually finding value.

In retention, repeat usage and return rates help gauge trust and stickiness.

Finally, for monetization, I track conversion to funded accounts or loans, revenue per customer, and cross-sell or upsell uptake.

I use these metrics to continuously prioritize the backlog, fixing high drop-off points, validating A/B tests, improving messaging or UX, and deciding where to invest next. Metrics guide decisions and help the product evolve based on real customer behavior.

5. How important is continuous learning in your field, and what role should universities play in preparing students for rapidly evolving digital ecosystems?

Answer: Continuous learning is absolutely critical in product management, especially in fintech and banking where technology, regulations, and customer expectations keep evolving. What worked a couple of years ago can become irrelevant very quickly, so staying curious and adaptable is essential.

Universities should focus less on teaching specific tools and more on building strong fundamentals like  problem solving, critical thinking, and comfort with ambiguity. Exposure to real-world projects, industry case studies, and internships can help students understand how fast-paced and interconnected digital ecosystems really are. The goal should be to prepare students to keep learning, not to assume they’re done once they graduate.

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.