Education Leaders | Top Interviews

In a higher education landscape crowded with titles and designations, true institution-builders are rare. Rarer still are leaders who not only envision transformation but roll up their sleeves to create it, brick by brick, system by system, strategy by strategy. Prof. Minal Pareek belongs to this rare breed.

Over the last two decades, she has redefined what it means to be an academic leader, shaping universities not as administrative structures but as living, breathing ecosystems of creativity, technology, and global ambition. From establishing media labs, production studios, and communication departments from the ground up to scripting the branding journeys of major institutions, Prof. Pareek’s work has consistently stayed ahead of its time. Whether she is conceptualizing digital television platforms, leading international collaborations, or steering university governance, her footprint is unmistakable: she builds, scales, and inspires.

Her achievements from completing the elite US State Department’s IVLP Fellowship on Media Literacy to winning respected honours such as the Femina Women Achievers Award and the Women Leadership Award only underscore a career dedicated to excellence. Today, as the head of SNU SURGE, a dynamic 20-member consultancy division offering end-to-end digital and brand solutions, she continues to bridge academia and industry with uncommon clarity and conviction.

This conversation with Edinbox brings you the mind behind the milestones, one of the East’s most influential academic architects, a strategist with global perspective, and a leader whose work quietly powers the institutions we admire.

1. With short-form content and influencer-driven storytelling dominating today’s media space, how must curriculum and pedagogy evolve?

The media ecosystem is changing faster than ever, and our curriculum must move beyond traditional theory-heavy models. At SNU, we are consciously shifting toward creator-centric learning, where students learn to not only understand media but actively participate in it.

This means hands-on content production, real-time analytics, platform literacy, and data-driven storytelling. We integrate the principles of virality, audience behaviour, and influencer ecosystem dynamics into our teaching.

Students today must be industry-ready storytellers—agile, innovative, and able to adapt instantly to evolving digital formats. That is the future we are preparing them for.

2. How does Sister Nivedita University integrate digital marketing training across disciplines?

Through SNU Surge, internships, certifications, live projects, and consultancy assignments, we ensure every student, irrespective of their school, graduates digitally fluent and industry-ready.

• Digital marketing at SNU is intentionally cross-disciplinary.
• Media students learn digital storytelling, platform strategy, and analytics.
• Management students explore digital consumer behaviour and performance marketing.
• IT students work hands-on with MarTech systems, automation tools, and AI-driven platforms.
• Design students deep-dive into digital branding, UI/UX, and visual strategy.

3. What steps has SNU taken to ensure strong ‘Campus-to-Corporate’ readiness?

Our students don’t just graduate with degrees, graduate with experience, professional confidence, and a market-ready portfolio. Job-readiness is at the heart of our academic philosophy. We ensure this through:

• Work-integrated learning and mandatory internships
• Industry-aligned curriculum and real client briefs
• Live consultancy projects through SNU Surge
• Skill-building modules in communication, teamwork, presentation, and interview readiness
• Portfolio development, mentorship, and placement preparation

4. How important is student-generated content in building trust and credibility for the university?

Student-generated content is one of the most powerful trust-building tools today.

When students share their experiences, class projects, studio work, and campus life, it creates an authentic narrative that no advertisement can match. They become natural brand ambassadors, and their content establishes credibility, relatability, and transparency.

Prospective students believe students, not brochures. That is why SNU encourages, trains, and amplifies student-led content across platforms.

5. What is your long-term vision for the future of media education at SNU?

Our vision is to transform SNU into one of India’s most future-driven media education ecosystems. Over the next 3–5 years, we are expanding into:

• AI-powered content creation and newsroom automation
• AR/VR, mixed reality, and immersive storytelling
• Creator economy, influencer branding, and digital entrepreneurship
• Advanced media analytics and audience intelligence
• Social impact communication and sustainability narratives

Media of the future will be hybrid, for example creative, technological, analytical, and global.
Our goal is to ensure our students lead that future.

On the occasion of Children’s Day, Edinbox had a special conversation with Dr. Rakesh Singh, an experienced and thoughtful educator in the field of education. With over two decades in teaching, Dr. Singh has not only closely observed the ways children learn but has also deeply understood the changes that have evolved over time. In this interview, he shared his insights on the modern education system, the impact of technology, the importance of curiosity and emotional intelligence. He believes that education today should not be limited to just marks but should focus on developing children’s ability to think, question, and learn by connecting with life.

1. What is the biggest change you have observed in how students learn and think over the past two decades?

A teacher today must play a role beyond being just a source of knowledge; they need to be a companion in the learning journey. Their job is no longer just to “teach” but to assist students in “thinking and connecting.” If teachers create a learning environment by understanding students’ experiences, digital spaces, and emotions, they will always remain relevant because no technology can replace the human touch.

2. Has technology truly empowered today’s students or caused more distractions?

Technology has definitely empowered students in new ways but also posed challenges. Its impact depends on how teachers guide its use. Technology supports thinking development when students engage constructively, interactively, and critically, rather than becoming mere consumers.

3. If you could bring back one aspect of the old education system, what would it be and why?

I would bring back the culture of "slow but deep and natural learning." Earlier, learning involved time, reflection, and practice. Today’s fast-paced system focuses on "results," not the "process." Deep learning happens when children have the freedom to make mistakes, think, and experience personally.

4. What is the biggest secret to keeping children’s curiosity alive?

The secret is giving children permission to ask questions. When we say, “That’s a good question, let’s explore it together,” it ignites the flame of learning. Curiosity thrives when teachers let students explore, imagine, and think before providing answers.

5. How has the definition of a "good student" changed from when you started teaching to today?

Earlier, a "good student" was disciplined, responsible, and scored well. Today, a good student understands, shares, connects with society, and creates something new. The modern good student is not just a "book expert" but a "life explorer" somewhat like a startup founder who has creativity and innovation running in the veins.

6. Do you think India’s schools and classrooms are evolving fast enough with global change?

Positive changes like child-centered learning and inclusive education are happening in many schools. But this change is uneven, with resource gaps between schools. Urban schools move faster, while rural and government schools still need structural and mindset shifts. Schools must shift from "curriculum-centered" to "life-centered" education.

7. How can teachers stay relevant when students learn more online and less offline?

Teachers must become learning companions rather than mere knowledge sources. Their role is to support thinking and connecting ideas. If teachers create learning environments understanding students’ experiences, digital spaces, and emotions, they will remain relevant because human connection cannot be replaced by technology. However, using AI cautiously is vital to preserve critical thinking.

8. Is emotional intelligence more important than academic intelligence for students’ success today?

Definitely. Success today depends not just on "what you know" but on "how you behave and feel." Emotional intelligence makes children sensitive, empathetic, and cooperative citizens. Academic intelligence may get you a job, but emotional intelligence connects you with humanity.

9. What can parents and teachers do today to encourage curiosity instead of competition in children?

We must cultivate a culture of dialogue, not comparison. Ask children, “What new did you see or learn today?” instead of “What marks did you get?” Encouraging children to ask questions, fail, and try again naturally fosters curiosity.

10. How would you describe the ideal classroom of the future?

The ideal classroom of the future will have no walls but open spaces for free-flowing ideas. Children will learn at their own pace, engage in group thinking, and use technology as a tool for creation not just for entertainment or as a shortcut for thinking. Teachers will act as guides, co-learners, and motivators. Both teaching and learning will happen side by side, in parallel journeys. In such a classroom, education will not just prepare students for the future, but celebrate life itself, teaching them how to observe, live, and learn from it.

Since Children’s Day makes us consider what the future of education might become, the thoughts of Dr. Rakesh Singh provide us with a certain appeal: it is necessary to develop the curiosity, empathy and holistic thinking to form the learners of the future. This intellectual discourse by a long time educator offers a relevant guide on how to help children in a fast evolving world not only in their studies but in other ways

Prominent scientist and head of the Centre for Artificial Intelligence and Robotics (CAIR), Dr. S. P. Panigrahi  at the Defence Research and Development Organisation (DRDO) in India explained about the 'Army of None' on the future of warfare in a media interview.

According to him, the 'Army of None' reflects a future wherein warfare would no longer be strictly anchored around human soldiers physically fighting on the battlefield; instead, robotic-centered autonomous systems would dominate conflicts-smart machines which could operate independently without direct human intervention.

"From land, sea, and air, warfare has grown into the new domains of space, cyberspace, and electromagnetic spectrum. The objective too is different. It used to be territorial gain. Now we have 'cognitive warfare', wherein the idea is to affect cognition, thinking and decision-making of human beings to shape their perception in order to influence outcomes without necessarily a physical confrontation," he explained.

Speaking about such autonomous systems and their work he mentioned, "These autonomous machines are fitted with advanced sensors and AI capabilities which enable them to sense, detect and engage the adversary in real time. For instance, underwater vehicles can operate for extended periods independently, intelligent tanks can go across battlefields and make decisions on firing on their own, and drones can conduct missions of surveillance as well as attack without human pilots. In general, they go through cycles of detection, decision-making, and action-all on their own."

Explaining on how does such a change portend for military strategy and defense, Dr. Panigrahi said,"Needless to say, the military needs to evolve toward multi-domain warfare-integrating space and cyber, and the cognitive domain with traditional battlefields. Command structures will evolve to manage fleets of autonomous systems, their ethics framework of operation, and retain control if necessary. This too requires state-of-the-art research and development of advanced artificial intelligence and robotics technologies within the Indian defense ecosystem."

Human creativity, intuition, and moral judgment are unmatched, even though robots are superior in terms of processing speed, pattern recognition, and autonomous operations. "Seeing humans push boundaries, create technologies that improve defense capabilities, and open up new frontiers for innovation is fascinating."   

So far, our challenge has been to synergize human cognitive capabilities with AI and robotics in building smarter and ethical systems. The 'Army of None' is representative of a paradigm shift toward reducing human casualties and redefining how security will be maintained globally.

What began in 2001 as a fledgling tutorial in the basement of a Jodhpur building has today grown into one of the most impressive EdTech success stories for India. That classroom belonged to Sagar Joshi, a young lawyer who believed law deserved the same kind of structured preparation and professional respect akin to medicine or engineering.

From being a small coaching centre catering to the aspirations of local students in preparing for law entrance exams, LPT Edtech has grown into a pan-India education brand, with 40-plus centres in 17 states mentoring thousands of aspirants seeking admission to CLAT, Judiciary, CAT, IPMAT & CUET.

Legal education in India was still looking for its moorings two decades ago, and most students did not look at law as the first choice for a career. But not so for Sagar Joshi, who had done his B.Sc. and LLB.

He started taking classes of a few students in a basement rented in Jodhpur with limited resources but an unlimited determination.

It was the year 2008 that brought a turning point in Sagar Joshi's life when the CLAT was introduced-a common entrance test for all NLUs.

Whereas many educators were still coming to grips with the new format, Law Prep Tutorial had already begun to actually prepare students to meet the challenges of CLAT. It was amongst India's first specialized coaching centres for CLAT, offering structured material, mock tests, and mentorship to meet the demands of this innovatively framed examination.

The results started pouring in from then onwards. Students from Law Prep Tutorial repeatedly secured top ranks and started getting into the best law schools in the country. What had started as a small coaching class at home now had gained national recognition.

But then, after the phenomenal success in Jodhpur, Sagar Joshi opened his second centre in Jaipur. Scaling was not the aim; maintaining quality was. Every new centre had to adhere to the same teaching standards, mentoring system, and student-care model that made Jodhpur successful.

Results from Jaipur further validated the model. Students there, too, started achieving top ranks in CLAT, proving that the approach could work anywhere. That confidence laid the foundation for nationwide expansion.

When the pandemic hit in 2020, traditional coaching faced a crisis. Many institutes closed their doors. Sagar Joshi flipped that challenge into an opportunity.

He oversaw a number of investments in technology for the company LPT, building an effective Learning Management System, a mobile learning application, and an AI-driven test analytics platform.

This service allowed students from all over India to prepare for CLAT and other exams using interactive online sessions, video lectures, and intelligent test analysis tools.

What began in a basement classroom would eventually become a fully thriving national EdTech ecosystem.

Beyond the Law

While CLAT remained its core focus, Law Prep Tutorial did not stop at that. In 2023, the Institute started Law Prep Judiciary, a specialized program catering to civil judge exams in various states like Rajasthan, Uttar Pradesh, Delhi, Gujarat, and many others.

The results turned out to be phenomenal: more than 100 aspirants cleared the RJS 2024 exam in the very first year and set a new benchmark for judicial preparation.

Building on that momentum, Sagar Joshi diversified further in 2024 into coaching for CAT, IPMAT, and CUET under LPT Edtech. And within the very first year itself, the platform produced some stellar results —

• CAT 2024 Rajasthan topper Ayush Biyani (99.70 percentile)

•  Himanshu Agarwal (99.64 percentile)

• Top ranks in IPMAT 2025: AIR 9, AIR 22, AIR 24

These achievements proved that the LPT model worked beyond law-it worked anywhere excellence mattered.

Sagar Joshi has obtained several prestigious honours such as the Education Excellence Award, International Glory Award-IGA, Pride of Rajasthan Award, Marwar Gaurav Samman, and Academic Excellence Award 2024 for the contribution of Law Prep Tutorial in Indian education.

But more than the awards, it's the consistent results-a total of five All India Rank 1s in CLAT in the past eight years and over 1000 NLU selections every year-that prove a testimony to the brand's credibility and result-oriented commitment. A True National Success Story The journey of Sagar Joshi from a small classroom to becoming a nationwide EdTech brand is indeed a great example of how great ideas don't need big cities but big vision. Today, Law Prep Tutorial stands out as one of the most trusted names in India for legal and management exam preparation, and its story continues to inspire educators and entrepreneurs across the country. What began in the heart of Jodhpur has reached every corner of India … and it's only the beginning.

Madan Dilawar on crumbling infrastructure in the state's schools, on changes in the syllabus and also on some schools opposing the government's decision to have the same uniform across educational institutions

A few days ago, a Class 4 girl reportedly committed suicide in a private school. You sent education department officials to investigate, but they were not allowed in. The report of the committee is awaited and further action against the school body depends on it.

You earlier mentioned that the uniform would be similar in private and government schools, while recently some of the private schools have opposed it.

Colours of the school uniform will be the same so that a differentiation between private and government schools is not made. In fact, thousands of private schools are in support. All over Rajasthan, I have received support. If some schools oppose it, we will consider their objections if they are genuine. But if schools think that because of their status they can oppose government rules, that will not be acceptable.

Recently, opposition leader Tikaram Jully raised the issue of state government providing Rs 600 for school uniforms to SC/ST students in Rajasthan. He said that is not enough and the state discriminates against poor students.

Somebody should ask the Congress leaders how much they distributed during their tenure. For most of their tenure, they didn't give any money, and even when they did, it was Rs 600. Clothes are priced from Rs 50 per meter to Rs 5,000 per meter. It is about necessity and affordability. We have already transferred the money to the parents' accounts, and no one has raised a complaint.

There had been visuals of teachers selling milk powder and milk that were supposed to be given to the students in mid-day meals. What steps has the government taken?

After receiving information, some teachers were suspended, and then action was taken. Corruption will not be tolerated in the department.

The collapse of the building of a government school in Jhalawar killed thirteen students. What steps has the government taken so far, with what money allocation, to repair dilapidated buildings?

We have sanctioned Rs 1.5 crore for a new building in Jhalawar, and the school's rooms will be named after the children who died. A monument will also be made in their memory. The previous government should have taken measures to repair these buildings. According to our report, about 85,000 classrooms in Rajasthan's government schools are dilapidated. We are gradually repairing them. 

Also, we have introduced new guidelines to mark each building with its construction date and the expected period after which it will require maintenance again. This will help the authorities to repair them on time. There is speculation about the reshuffle of the Rajasthan cabinet. Do you think that your portfolio will change? 

A decision would be taken by Chief Minister Bhajan Lal Sharma and whatever he decides, we would follow. Anta bypoll on November 11: Do you expect a win in this by-election as the BJP candidate is not known? 

Our candidate is a pradhan with a clean image. It doesn't matter if he is not a mass leader. The public will vote for the party and on the basis of his image select him as a leader. Popularity can be gained in later stages. When I contested elections, I didn't know anyone, my community doesn't have many voters, but I still won the seat. It's all about the work you are doing. The Election Commission is going to carry out SIR of the voter list in Rajasthan. The Congress terms it a method of ‘Vote Chori’. "Vote chori" is the most pathetic excuse made by opposition leaders. They have no proof. SIR is a routine process… Why should Bangladeshi and Rohingya get voter ID cards and vote in our elections? 

This is a way to filter non-Indians and include the names of deserving Indians. Is it not a waste of state resources that in Rajasthan, both Congress and the BJP change the school syllabus according to their ideology whenever they come to power? If you buy poison by mistake, will you drink it knowing it is poison? 

I know the costs for changing the syllabus are very high, but we must give our children the right education. Akbar was a rapist, a lootera, and a robber who kidnapped Hindu women… Why should he be glorified in our textbooks? We should teach children about the real contributions of our heroes. We will make changes whenever necessary, no matter the cost.

Prof Dibyendu Das from IISER Kolkata, the Shanti Swarup Bhatnagar Award-winning Scientist, is pushing the envelope in the Systems Chemistry world by doing something incredible: giving "life-like" behaviour to lifeless chemicals. This recognition, he says, is not just a milestone in his life but an acknowledgement of his department and the fast-emerging field of Systems Chemistry per se.

Das works with simple chemical substances that, in their natural form, show no signs of life. However, under specific chemical processes, these inert molecules start to act like living organisms — they grow, self-organize, divide and eventually break down. This is reminiscent of how life is presumed to have first taken root on Earth. The experimental materials his team creates are essentially “life-like matter”, made from simple chemical building blocks.

During the next 15 years, his aspiration is to significantly progress this work to understand in much greater detail the chemical origins of life. The field he leads, Systems Chemistry, is at the junction between chemistry, physics, biology, and engineering. Indeed, such a goal is basic and philosophical: to learn about how life arose, how living systems evolved into the complex organisms that populate the world today. This is an approach which requires that a scientist be a polyglot of many scientific languages.

While artificial intelligence is rewriting the future of work and cognition, Das believes in a natural convergence between AI and artificial life. While artificial life originally comes from chemistry and AI from technology, he thinks that the two will complement each other in times to come: the chemical design of life-like systems may one day underpin novel forms of AI, and AI in turn will be required for further advances in chemical life-modelling. However, he points out, the dream of actually replicating human-like emotional intelligence or behavior still remains far away. Human emotions are deeply rooted in the complex architecture of the brain, and artificial life research stands only at its foundational stage.

Even so, he foresees powerful medical applications well before that. One day, these life-like materials could act as smart therapeutic agents inside the body, recognizing biological needs and delivering active drugs only when necessary. Unlike today's conventional medicines, which flood the body and produce side effects, these could store excess medication and release it precisely where and when it is needed, improving treatment and reducing drug toxicity. Das also comments on the research infrastructure and funding in India. In fact, government support for scientific research had increased, and funding from the Anusandhan National Research Foundation managed to strengthen the ecosystem. Where once financial constraints prevented experimental research, Indian scientists-who have been pushing the boundaries of discovery-now see conditions improving.