Education Leaders | Top Interviews

A recent broadcast by Iranian state television accused the Netherlands-based online university Iran Academia of engaging in what authorities described as “soft subversion”. The report, citing the intelligence arm of the Islamic Revolutionary Guard Corps (IRGC), claimed that authorities had identified “400 core members” connected to the institution and alleged that the platform functions as a training network for activists, separatist groups and gender-rights advocates.

Iran Academia rejected the allegations the same day, describing the broadcast as an attempt to intimidate students and scholars. The institution emphasised that it operates transparently as an independent academic initiative and maintains no offices or organisational members inside Iran.

To understand the broader implications of the controversy, we spoke with Roohola Ramezani, who holds a PhD in philosophy from Shahid Beheshti University in Tehran and previously served as a research fellow at the IFK International Research Center for Cultural Studies in Vienna.

Q: Iranian state television recently accused Iran Academia of “soft subversion”. What exactly were the allegations?

Roohola Ramezani:
The broadcast claimed that Iran Academia operates as a network supporting activists and political groups. It cited the intelligence branch of the Islamic Revolutionary Guard Corps and stated that around 400 “core members” were connected to the institution.

However, according to Iran Academia’s response, that number simply refers to public scholar profiles listed on its website—people who voluntarily contribute lectures or publish work through its open-access platforms. These contributors are not members of a political organisation.

The institution rejected the accusations and described the broadcast as a political attempt to intimidate scholars and learners.

Q: For readers unfamiliar with it, what exactly is Iran Academia?

Ramezani:
Iran Academia is an online educational initiative founded in 2012 by scholars based in Europe and North America. Its aim is to provide university-level education in the humanities and social sciences in the Persian language.

The platform offers certificate programmes, graduate-level courses, public lectures and an academic publishing platform. Many instructors are established researchers in fields such as sociology, political science, anthropology, philosophy and history.

A distinctive feature is that most instruction takes place in Persian, which is relatively rare for international online universities offering humanities courses.

Q: Why was such an initiative considered necessary?

Ramezani:
The founders saw it as a response to structural limitations within Iran’s higher education system. In many cases, certain academic materials or research topics—especially in the humanities—face restrictions related to censorship, curriculum design or admissions policies.

Iran Academia describes its approach as a “democratised model of education.” Its courses and materials are open access, there is no ideological vetting of participants, and core resources are available without tuition fees.

Importantly, the platform operates through volunteer academics and public donations, and contributors are not financially compensated.

Q: How does this controversy connect to the broader academic environment in Iran?

Ramezani:
To understand the reaction, you have to consider the history of higher education in Iran. Since the early 1980s—particularly after the 1980–1983 Cultural Revolution—universities have operated under varying degrees of ideological supervision.

Faculty appointments, curricula and research topics have often been monitored. Humanities and social sciences have been especially sensitive areas because they deal with political theory, social change and cultural analysis.

In recent years, especially after the 2022–2023 protests following the death of Mahsa Amini, pressures on universities intensified. There were more disciplinary cases involving students and scholars, and several academics faced suspension or legal action.

Q: Iranian authorities argued that some Iran Academia courses—especially those on political thought or gender studies—pose a threat. Why?

Ramezani:
In Iran’s political context, subjects such as civil liberties, social movements, gender equality or minority rights are often treated as politically charged.

When an independent educational platform presents these topics through global academic literature—without state-imposed limits—it can be interpreted by authorities as bypassing domestic oversight.

The digital structure of the platform also complicates regulation. Governments can control physical universities through faculty appointments or campus supervision, but online institutions operating abroad are much harder to restrict.

Q: How do digital platforms change the relationship between states and higher education?

Ramezani:
This is a global transformation. Digital education has created transnational knowledge networks that extend beyond national borders.

In the Persian-speaking world, there are now many forms of online academic activity—diaspora lecture series, Persian-language MOOCs and independent research collaborations.

States can filter websites or attempt to control internet access, but educational material often circulates through mirror sites, messaging apps or user-generated uploads.

This means that knowledge production is becoming harder to monopolise.

Q: Does this case have implications for students and scholars?

Ramezani:
Yes, particularly in terms of perception and risk. When a state frames an academic institution within a national-security narrative, it can discourage students from engaging with educational resources—even if those resources are legal and openly available.

We have seen cases where participation in workshops, lectures or international conferences has been interpreted as political activity.

That creates uncertainty for students who rely on online platforms for professional development.

Q: What does this dispute reveal about the future of academic freedom?

Ramezani:
It illustrates a fundamental tension.

As higher education becomes more global and digital, traditional tools of control—such as curriculum approval, faculty vetting or campus monitoring—become less effective.

Some governments respond by reframing academic activity itself as a security issue.

But at the same time, digital education expands opportunities for students who face restrictions at home.

The case of Iran Academia shows how new educational channels are emerging outside state oversight, while also generating new political friction.

Q: What do you think will happen next?

Ramezani:
Iran Academia has stated that it will continue operating normally and maintain its commitment to academic independence and open access.

More broadly, we are likely to see more conflicts of this kind. As digital education grows, states with restrictive academic systems will face increasing challenges in regulating knowledge flows.

For students, scholars and international institutions, the key issue will be how to protect open educational spaces while ensuring that learners are not placed at risk.

Conclusion

The dispute surrounding Iran Academia reflects a broader shift in global higher education. As learning increasingly moves online and across borders, universities are no longer confined to national systems of control.

For many learners, especially in restrictive academic environments, digital platforms provide new opportunities for intellectual engagement. At the same time, these platforms challenge established political boundaries around knowledge.

The conversation, as Roohola Ramezani suggests, is not only about one institution. It is about the future relationship between education, technology and state authority in a rapidly globalising academic world.

As artificial intelligence is revolutionizing economies, educational institutions and governance models globally, it is the opinion of some experts that India, in the first place, must build its own techno backbone and not be fully reliant on global platforms. In this dialogue, V Kamakoti, Director of the Indian Institute of Technology Madras, shares his thoughts on a sovereign AI in India, the role of native models and the impact of AI on education.

Q: You have emphasised the need for sovereign AI. Why is this important for India?

Kamakoti: AI is not just a mere technology but a strategic power. If a nation solely relies on foreign AI systems, those systems might indirectly dictate the way decisions are made, the manner of knowledge creation and even the operations of national systems. Hence, India should create a sovereign AI that is in harmony with our societal value, languages, governance style and developmental goals.

Q: Does this mean India should reduce dependence on foreign AI models?

Kamakoti: Absolutely! To some degree, at least. International cooperation is vital but we should not let external models influence our thinking, learning or running of essential national processes. Creating local AI not only leads to technological self, reliance but also preserves integrity of our data and policy directives.

Q: You mentioned the role of Sarvam AI in this context. What makes it significant?

Kamakoti: Sarvam AI is an example of how Indian innovation can compete globally. The platform has developed strong capabilities in understanding Indic languages and has set benchmarks in large-scale language processing. This is crucial because India’s linguistic diversity cannot always be adequately handled by models trained primarily on Western datasets.

1. Artificial intelligence is also changing education. How should students approach AI tools?

Kamakoti: AI can become an excellent learning partner, but students should also find out if it really helps them understand the concepts better. Technology should be there to stimulate our critical thinking instead of doing the thinking for us. When used properly, AI can help speed up research, tailor learning and foster innovation.

1. What role can universities play in building India's AI future?

Kamakoti: Institutions like IITs should prioritise research, talent creation and partnership with industry. Universities can train the AI scientists and engineers of the future who will develop systems that are appropriate for India's requirements. We, however, have to make sure that the discussion about ethics and the consideration of the social consequences stay at the centre of AI development.

Experts believe that as artificial intelligence becomes part of everyday life from classrooms to governance, the capability of India to develop trusted, home grown AI systems may be what ultimately determines the extent to which the country is able to shape its digital future.

India enjoys a tremendous demographic advantage by having one of the world's youngest populations.

The attention in India's education policy has further shifted towards not only enabling the students to grasp large, scale ideas in theory but also to implement those ideas as their actions.

Talking at the ThinkEdu Conclave 2026, former chairman of UGC, Mamidala Jagadesh Kumar, stated that changes in India's educational system are necessary to prepare the succeeding generation.

During a session on 'Dreamers and Doers: The Next Gen Student', where author Shankkar Aiyar was the moderator and former chief secretary of Tamil Nadu Girija Vaidyanathan was among the panelists, Prof Kumar talked about the future of education, interdisciplinary study, and the concept of being able to study from anywhere.

Q: India has the world's youngest population. How can the education system prepare students for the future?

Prof Mamidala Jagadesh Kumar:

The key to India's development is its young population, and we will be able to benefit from this demographic dividend only if our students are ready to convert their ambitions into real actions. Our education system must identify and nurture both dreamers and doers. We should set up scenes for our students to think out of the box, innovate and solve the world problems through applying their knowledge.

Q: You mentioned old educational models. Which lessons can India get from them at present?

Prof Mamidala Jagadesh Kumar:

As a matter of fact, the educational system during the Madras Presidency era almost 200 years ago, was very socially inclusive, accessible and there was a high demand for its quality. There were a lot of things in that model from which we can learn now as well. Our traditional knowledge systems also focused on comprehensive learning. Works such as Thirukkural talk about the knowledge which changes the character and gives rise to good deeds.

In the present day context, we should not simply adhere to the inflexible Western paradigms. Rather, India should bring back and modify its own educational methods, especially those involving cross, disciplinary learning.

Q: How does current education policy support this shift?

Prof Mamidala Jagadesh Kumar: National Education Policy 2020 advocates a lot for multidisciplinary education. It is one of its features that it offers students the freedom to learn not only one subject area but a few different ones also.

Such an approach will have a step wise effect i.e. students develop broader thinking and diverse skill development along with acquiring knowledge while eventually becoming a team of thinkers and problem solvers.

Q: What advice would you give to the next generation of students?

Prof Mamidala Jagadesh Kumar:

Students must not hesitate to dream, but they should also be prepared to work towards turning those dreams into reality. Education should not only deliver degrees—it must empower students to innovate, build, and contribute meaningfully to society.

For more than three decades, environmentalist Jadav Payeng has been quietly transforming a barren sandbar along the Brahmaputra River in Assam into a thriving ecosystem. Today, the once lifeless land has grown into the sprawling Molai Forest, a 550-hectare forest rich in biodiversity. In this interview, the Padma Shri awardee speaks about his journey, the inspiration behind planting thousands of trees, and why environmental conservation must begin with young people.

Q: Your friends moved to cities, but you chose to stay back on a river island. Why?

Jadav Payeng: I grew up close to nature in the Mising tribal community, where forests and rivers are part of everyday life. While many of my friends moved to cities for careers, I felt a deeper connection with the land. Planting trees gave me purpose. Over time, the forest became my home and my life’s work.

Q: What inspired you to start planting trees on the sandbar?

Payeng: In 1979, after a severe flood along the Brahmaputra, I saw hundreds of snakes lying dead on a treeless sandbar. They died because there was no shade to protect them from the heat. That sight disturbed me deeply. I decided to plant bamboo saplings so that animals and birds could survive in the future.

Q: How did the forest gradually grow over the years?

Payeng: I initially worked in a social forestry project in Aruna Chapori near Kokilamukh. When the project ended after five years, others left, but I stayed behind and continued planting trees alone. Slowly, bamboo, arjuna, silk cotton and other native species began to grow, and the barren land gradually turned into a dense forest.

Q: How large is the forest today and what wildlife does it support?

Payeng: The forest, now known as Molai Forest, spreads across nearly 550 hectares. It is home to deer, rabbits, monkeys, birds and vultures. Even elephants and rhinos visit the forest. Every year, herds of elephants come and sometimes stay for months.

Q: What is Molai Forest 2.0 and how is your family involved?

Payeng: My daughter Munmuni is now leading the next phase of the project. Through Molai Forest 2.0, we are restoring eroded river islands along the Brahmaputra. So far, more than a million saplings have been planted to protect the fragile river ecosystem.

Q: You received the Padma Shri in 2015. What does the recognition mean to you?

Payeng: Awards are encouraging, but they are not my real motivation. The greatest reward is seeing trees grow and wildlife return to the land. That gives me happiness.

Q: What message would you like to share with young people?

Payeng: If every child plants and nurtures just two trees, the planet can become greener. Environmental protection begins with small actions.

No rule forces a girl to choose beauty.
No order stops her from choosing coding.
Yet by Class 9, many already know what they are “supposed” to pick.

The education policy promises skills. The classroom reveals expectations. On paper, it is about employability. On the ground, it is becoming a social experiment.

In classrooms across Madhya Pradesh, the vocational choice is not made in a single moment — it is shaped by marks, distance, confidence, money and family advice. When students explain their decisions in their own words, a pattern emerges: subjects are being selected less by interest and more by practicality.

For some girls, the decision begins with academics.

“We have many subjects to choose but our school is providing only IT and beauty. I will be able to score more marks in beauty compared to IT so I chose beauty and wellness”- Kritika Bansal

“My home is nearby so I do not get bus services. I need to cover the distance by walking. If I take tough subject, I will not be able to score good marks so I chose beauty,”- Jyoti Uikey

Others describe how confidence and familiarity influence their choice.

“My father told what will I do studying IT, like other girls if I take up beauty or stitching then I can get help if I do not understand the subject,” Simran Prajapati

For some students, the classroom is directly linked to income.

“I am already a mehendi artist and run a small venture besides studies. Here in MP we wear mehendi in every festival. People from every religion wear mehendi. So I keep getting calls and support my family this way. Our school will give me a certificate and I don’t need to do an additional beauty course to open a salon, which is my dream”-Saadia Akhtar

"We are receiving hands-on training about products and how to handle customers. Besides, we are also learning how to grow a skill into a business at a very young age." - Monika Chacko, class 12

Meanwhile, students who opt for IT often see it as long-term mobility.

“In the IT course we are learning basic computer skills and handling applications. We will graduate to using AI once we complete these. It's interesting to come to school and have our sir who explains us whenever there is any doubt.” - Pallav Mahovia, Class 12

“I have not chosen beauty courses. I am more interested in computers. I like using different applications and learning AI. In future I will make software that helps a larger section of farmers in Madhya Pradesh.” -Pooja Soni

“Plumbing and masonry are skills that will not fetch me good money if I ever take it forward. My father works on a farm and while helping my father I can learn the craft as a plumber. But learning IT in school as a subject will help me to take it forward later on in life and get me good money for the future. So my parents wanted me to take up an IT course. ”- Mahadeo Masure

Economic reality shapes choices as well.

“I need to help my family and most of the time I miss school. So I wanted to take up an easy subject that I already know. Hence I took plumbing and not IT. In this subject I can get help from my cousins as they are plumbers”- Gaurav Ahirwar

Together, these voices suggest vocational education is not merely offering options. Students are weighing effort, accessibility and earning potential. The subjects differ, but the reasoning is similar: choose what feels manageable today and useful tomorrow.

The Policy Behind the Classrooms

A quiet shift is underway in 324 Sandipani Vidyalayas across the state. From the new academic session, government schools have introduced Beauty and Wellness courses alongside Information Technology under an expanded vocational education drive beginning in Class 9.

The syllabus has been developed by Pandit Sundarlal Sharma Vocational Institute and offered from Classes 9 to 12 as part of 56 vocational programmes intended to integrate job-oriented skills with regular academics.

At Sandipani Vidyalaya, Bilkisganj, early enrolment data offers a snapshot: 40 students in Beauty and Wellness and 49 in IT. Officials say students are free to choose, and vocational subjects carry examination marks reflected in report cards.

"There are about 40 students enrolled in Beauty courses and 49 in IT. We have beauty and wellness courses for girls from class 9-12 who get trained by industry professionals. In 2026 we had our first batch of students enrolled from class 12 who are currently undertaking the IT and beauty training courses. The syllabus is decided by the government," said the principal.

He added, “There is a free choice given to all the boys and girls for picking their vocational subject. IT courses are getting filled easily by both boys and girls. There are very few girls taking interest in IT while a major chunk is opting for beauty and wellness.”

A Question Beyond Numbers

The programme includes courses in agriculture, plumbing, retail, electronics and more, and certifications are awarded after examinations. The state describes it as skill integration.

Yet experts warn about unintended messaging.

Former NCPCR chairperson Shanta Sinha said, “The proposal to introduce courses such as beautician training in Classes 9 to 12 is deeply troubling. It evokes an earlier era when “Home Science”, with its modules on cooking, laundry, stitching, and domestic accounting was offered to girls in high school, ostensibly to “prepare” them to become good wives. That model of education was withdrawn as being discriminatory and was confining girls. “

She added, “The introduction of gender-coded vocational options today is no different in its underlying logic. It reinforces the stereotype that girls are naturally suited for appearance-based, care-oriented, or domestic roles, while boys are expected to pursue technology, engineering, and higher-paying professional pathways.”

The classrooms show no formal barriers.
Yet choices are clustering.

Not because students lack freedom —
but because freedom operates within familiarity, family advice and survival logic.

In these schools, vocational education is doing more than teaching skills.
It is revealing how aspirations are formed long before careers begin.

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.