Sustainability

As universities all over the world incorporate more and more sustainability studies to prepare for climate change, energy transitions, and social development, one crucial aspect keeps being overlooked: mental health. Students are quite thoroughly trained in how to solve environmental problems through science, policy, and innovation, however, very little attention is given to their emotional exhaustion when they work in fields which are characterized by urgency, uncertainty, and slow progress.

On top of being the challenge to the environment, climate change is also a challenge to the human psyche. When natural habitats change, people's behaviour, their level of stress and emotional health also change. Terms like eco, anxiety, climate grief, and activist burnout have become widely used, especially among young people. Though, in the majority of sustainability programmes, students hardly ever get prepared to face such issues.

Most of the time, sustainability jobs are portrayed as ones that are full of purpose and compelling and rightly so, they are. However, these jobs are also emotionally draining. Personnel are constantly facing situations such as political stalemates, insufficient financing, natural disasters happening over and over, and community suffering. Many young professionals, especially those from Generation Z entering the field, find themselves in a situation where the above- mentioned circumstances result in stress overload, emotional exhaustion, and a feeling of powerlessness. Nevertheless, university courses are still geared almost wholly towards the development of technical and analytical abilities.

It is said that experts are of the opinion that this gap is not sustainable anymore. Mental health must not be something that is at the disposal for extra hours and occasional counseling only. Emotional resilience should be the defining professional competency especially of those who are expected to be the social and environmental leaders in the long run.

Embedding mental health in sustainability education would be an extension of psychological literacy in all aspects of learning. Students will be equipped with knowledge on the effects of stress on their decision making, the role of emotions in inspiring leadership and negotiation, and how they can carry out emotional regulation and boundary setting even when they are under high pressure. When students go on fieldwork and community projects, they can be allowed some time for a reflection session that focuses on emotional experience as well as the technical outcome. Offering interdisciplinary courses that merge environmental studies with psychology would be another way to help students learn how human behaviour impacts environmental outcomes.

Besides, this change could be seen as opening the door to new possibilities for psychology professionals. In fact, psychotherapists and counselors are no longer finding their only employment opportunities inside clinics or hospitals as they extend their collaboration to climate organisations, NGOs, research institutes, and corporate sustainability teams. Their tasks vary from formulating resilience programs and performing behavioural studies to helping professionals getting burnt out and those suffering from distress caused by the current climatic changes. Mental health counselling careers are finding their way back to the forefront of sustainability, oriented sectors.

Institutions and policymakers should take the lead. Universities might identify mental well being as one of the learning outcomes, the accreditation bodies could require psychological competencies to be part of the programme standards, and the funding agencies may facilitate interdisciplinary research. Further, training faculty in mental health awareness and leveraging digital tools for counseling and peer support can help consolidate this ecosystem.

In the end, when mental health is included as part of sustainability education, it is a very strong statement that caring for the earth and caring for the people are totally interconnected. We cannot think of building a sustainable future if the minds are tired and the emotions are burnt out. Hence, emotionally resilient leaders might well be one of the greatest investments for the long term sustainability.

First vocational training, greater industry involvement, performance, based funding, extending apprenticeships, and digitally enabled tracking systems are some of the measures that will support India's skilling ecosystem to satisfy the changing needs of the labour market and achieve the dream of Viksit Bharat by 2047, Economic Survey 2025, 26 has mentioned.

The survey notes that India's workforce size of more than 560 million is inherently a strength, but it is also very important to enhance its quality because the growth of the economy depends on the size as well as the capabilities of the labour force. It adds that “opportunities for vocational education at all levels are vital for strengthening the skill ecosystem and realising the Viksit Bharat’s vision.”

Flagging that only 0.97% of 14-18-year-olds have received institutional skilling, while nearly 92% have had none, the survey calls for embedding structured skilling pathways in secondary schools (Classes 9 to 12). It says early exposure to market-relevant skills can boost employability, reduce dropouts, and help convert India’s demographic advantage into productive human capital.

The Central Board of Secondary Education (CBSE) offers skill and vocational education from Class 6 to Class 12, aiming to equip students with practical, industry-relevant skills. It offers short-duration (12-hour) skill modules through National Council of Educational Research and Training (NCERT)’s ‘Kaushal Bodh’ books in Classes 6 to 8. Students can choose skill subjects as electives in secondary (9 to 10) and senior secondary (11 to 12) levels.

Highlighting persistent gaps between training and employability of youths, the survey says that “local skilling remains inadequately aligned with industry needs”, while “weak technical and vocational education and training (TVET) quality” and limited practical exposure often result in certified candidates failing to meet employer expectations.

The survey states that evaluation of skilling initiatives must move “beyond compliance-based metrics such as enrolments and certifications” and instead focus on “whether skilling programmes generate sustained labour-market value in terms of employability, earnings, and job retention.”

To address these challenges, the survey calls for a shift from supply-driven to industry-driven skilling with industry involvement in training, apprenticeships and assessments. The survey also lays strong emphasis on apprenticeships. Apprenticeships should be opened up to the new, age and gig economy sectors such as green manufacturing, logistics, and digital services to meet the evolving industry demands, the survey states together with its recommendations of unified governance of apprenticeship schemes, more outreach at the district level, and bigger incentives for MSMEs (micro, small and medium enterprises) to increase their participation.

On the institutional front, the survey points out the changes that need to be made in order to bring Industrial Training Institutes (ITIs) up to date such as smart classrooms, modern labs, digital content, and courses that are aligned with the industry. These measures aim to “reposition ITIs as modern, industry-integrated institutions that deliver high-quality, demand-driven vocational training.”

On financing, the survey proposes moving towards outcome-based funding models to encourage closer employer partnerships and counselling of trainees.

According to the survey, digital infrastructure is another critical enabler. The integration of Skill India Digital Hub (SIDH), National Career Service (NCS) and the e-Shram portal (national database of unorganised workers) has created “a robust digital infrastructure that can be leveraged for real-time monitoring and assessment, linking training records with employment outcomes, employer demand, and individual skilling trajectories,” the survey explains. This will enable continuous tracking of trainees and support evidence-based policy decisions, it said.

The Economic Survey 2025, 26 review highlights a transition in education from input, based to "learning outcome" assessment framework that evaluates real competencies rather than simply years of schooling or course completion.

It states that, even though the enrolment in schools at all levels has increased, "learning outcomes are still very different among regions, social groups, and institutions, " which is a factor that lowers employability and productivity

In order to meet this challenge, the survey proposes that the National Achievement Survey (NAS), which tests the learning competencies of students in grades 3, 5, 8, and 10, be further empowered, and that "a PISA, like competency, based assessment at the end of Class 10" be introduced to compare the learning of students on a global scale.

The Programme for International Student Assessment (PISA), established by Paris, based Organisation for Economic Co, operation and Development (OECD), measures the proficiency of 15 year, olds in reading, mathematics, and science and their ability to apply these in real, life situations.

Moreover, the survey suggests "a NIRF, like ranking system for schools" along the National Institutional Ranking Framework (NIRF) as one of the ways to ensure transparency, accountability, and performance- driven improvement.

It is the objective of the learning outcome framework to establish measurable benchmarks for a range of skills that include literacy, numeracy, digital skills, problem solving, communication, and job, specific skills. The survey quotes that "assessment systems must change radically if they are to measure cognitive, technical and behavioural skills, " such as through the use of continuous evaluation, practical testing and workplace based assessments. Furthermore, it stresses the need for curriculum design to be aligned with industry standards in order to keep the education system relevant.

Skilling India's youth in combination with bringing changes in the educational sector so that it can meet the needs of the industry for a job creation drive were the key points of a Yuva Shakti, inspired Union Budget 2026, 27, which was presented by Finance Minister Nirmala Sitharaman on Sunday.

The government, announced Sitharaman, will support various professional institutions like the Institute of Chartered Accountants of India (ICAI), Institute of Company Secretaries of India (ICSI), and Institute of Cost and Management Accountants of India (ICMAI) to come up with short, term, modular courses and practical tools that will help create a group of "Corporate Mitras", mainly in Tier, II and Tier, III towns. These "Corporate Mitras" will be the ones helping MSMEs (micro, small, and medium enterprises) to continue their compliance work.

The government, with a special emphasis on learning and creation of jobs in the services sector, will establish a high- powered "Education to Employment and Enterprise" standing committee to give recommendations, identify high growth sub-sectors, remove policy and regulatory gaps, and look into the possibilities of services export.

“The committee will prioritise areas to optimise the potential for growth, employment and exports. The panel will also assess the impact of emerging technologies, including artificial intelligence (AI), on jobs and skill requirements, and propose measures thereof,” Sitharaman said.

“The creation of this committee presents an excellent opportunity to identify and prioritise critical areas that can optimise growth, enhance employment opportunities, and boost exports. By focusing on skill development and aligning educational outcomes with industry needs, we can ensure that our workforce is well-prepared to meet the challenges and demands of the modern economy,” said Suchita Dutta, executive director of Indian Staffing Federation (ISF).

In another initiative, to promote employability in the new economy, Sitharaman proposed to support the Indian Institute of Creative Technologies in Mumbai to create animation, visual effects, gaming and comics (AVGC) content creator labs in 15,000 secondary schools and 500 colleges.

Additionally, a new National Institution of Design will be created to boost design education and development in the eastern region of India. Also, five university townships will be set up near major industrial and logistics corridors, which will host multiple universities, colleges, research institutions, skill centres, and residential complexes.

“These planned academic zones will host multiple universities, colleges, research institutions, skill centres, and residential complexes,” said Sitharaman.

“As hiring momentum builds across infrastructure, manufacturing, services, and emerging technologies, employability will increasingly be defined by role-based skills and the ability to continuously reskill. Aligning academic curricula with industry demands can not only considerably lessen the gap between education and employment but also prepare youngsters to the workforce entry at the level of job, ready without much post, hire training, as per Aditya Narayan Mishra, managing director and chief executive officer (MD&CEO) of CIEL HR.

The Ministry of Skill Development and Entrepreneurship (MSDE) was given a budget of 9, 886 crore, which is a 62 percent increase from 6, 100 crore in the previous budget.

In addition, Sitharaman declared an experimental program for reskilling 10, 000 tourist guides at 20 world famous places through a standardized, high quality 12, week training course in hybrid mode, done in partnership with an Indian Institute of Management (IIM).

“The strong focus on demand-linked training, sector-specific skilling, and alignment with national qualification frameworks will be critical in ensuring quality, mobility, and employability at scale. This integrated approach provides a strong foundation to support inclusive growth, enterprise expansion, and India’s long-term competitiveness,” said Veenu Jaichand, partner-skill and employability, government and public sector, EY India.

Additionally, she announced the creation of a National Destination Digital Knowledge Grid to digitally document all places of cultural, spiritual, and historical significance. “This initiative will create a new ecosystem of jobs for local researchers, historians, content creators, and technology partners,” she added.

“With initiatives like AHP (allied health professionals) institutions, multi-skilled caregiver training, medical tourism hubs, and a National Institute of Hospitality, India is building the workforce backbone the world increasingly needs. This positions India strongly to meet both domestic demand and global talent requirements in care and services. This is a decisive shift towards investing in vocational and applied skills. By scaling care, health, and hospitality talent, India is positioning itself as a reliable workforce partner for the world’s growing service and care needs,” said Mayank Kumar, CEO and cofounder of BorderPlus.

Highlighting the role of the sports sector in employment generation, Sitharaman announced the launch of a new, revitalised Khelo India Mission to transform sports over the next decade. This initiative will be supported by training centres, training of coaches and support staff, and development of sports infrastructure.

The Ministry of Labour and Employment received a record allocation of ₹32,666 crore, up from an allotment of ₹32,646 crore in the 2025-26 Budget. Notably, only about 39 per cent of this was utilised as the Revised Estimate for the ministry amounted to ₹12688.05 crore. The ministry also received its first allocation for its flagship employment scheme Pradhan Mantri Viksit Bharat Rozgar Yojana (PM-VBRY), announced in August 2025, at ₹20,083 crore.

Arni University has revealed a new official logo that represents a significant stage in the university's progress. At the Alumni Meet, the updated logo of the university was presented as a manifestation of their redefined vision, character, and commitment to offering quality higher education.

Dr. Vivek Singh, the Chancellor, explained that the new logo reflects the university's fundamental values, the variety of academic programs, and the university's innovative spirit. He further said, "Along with depicting our visual refinement, the logo is a symbol of our values, our educational excellence and our dedication to nurturing capable and innovative professionals of the future."

Knowledge and Growth

Besides explaining the symbols in the logo, Dr. Singh stated that they represent knowledge, enlightenment, discipline, and professional education. The sun rising is a symbol of a new beginning and enlightenment. An open book stands for continuous learning. A mortarboard is an indication of the achievement of academic excellence. The caduceus is a symbol of the university's dedication to healthcare education.

The shield shape stands for power, integrity, and the safeguarding of academic principles. The golden color indicates the university's desire for excellence and worldwide recognition.

A Modern Identity for Future Aspirations

Referring to the fresh logo, Dr. Singh said it reflects Arni University's reputation in the academic world, research, and industry oriented programs. "As we extend our range and influence, it is necessary that our image reflects the feelings of our students, alumni, faculty, and international partners. This logo is a link between our rich heritage and our future goals, " he explained.

Launching the new logo during the Alumni Meet gave the whole event a new meaning, it felt almost like a gathering of former students, teachers, and the university leaders. The alumni reacted positively to the updated image of the university, they saw it as a sign of pride for the progress and future of their alma mater.

 University authorities stated that the new logo would feature on academic certificates, websites, official correspondences, campus signages, and it will also be the face of all events to come thus providing a consistent and trendy look for the whole institution. Strengthening the Brand of Arni University Arni University is geared to leverage its brand visibility with the new logo release as well as re-establish its pledge to quality education, innovation, and holistic student development. Dr. Singh summed up, "This logo is a symbol of our commitment to our students, alumni, and the community that Arni University will keep on transforming, pioneering, and leading with impact."

Beijing scientists discovered that carbon quantum dots recognized as carbon dots obtained from apple leaves that have been discarded can give a complete protection of metal to a very eco-friendly, low segregated, and long lasting method. Corrosion is a major industrial challenge that is persistent around the world broadly. This research points out that it is possible to replace harmful, cheap toxic corrosion inhibitors that are used in the sectors of infrastructures and manufacturing by the new method.

The main authors of the cooperative publication, Ambrish Singh, Professor, Nagaland University, and Yujie Qiang, Professor, University of Science and Technology Beijing, demonstrated that the newly fabricated apple, leaf carbon quantum dots (ACDs) are capable of inhibiting copper corrosion in acids with inhibition efficiency of 94.0 per cent at low concentrations, which can go up to 96.2 per cent after extended use. These results are just at the level of Figuring out highly industrial applications of metals that are usually exposed to chemical environments being harsh.

The outcome was confirmed in a peer- reviewed journal, the Journal of Alloys and Compounds, that is committed to articles on synthesis, structure, properties and applications of metallic alloys and advanced compounds. The work also sheds light on waste, to, wealth benefits besides industrial ones. By converting agricultural residue into high-value functional nanomaterials, the research supports circular economy models and opens potential income opportunities for farming communities.

Highlighting the technical aspects, University of Science and Technology Beijing, Professor, Yujie Qiang, said the team used a green hydrothermal process to convert apple leaves into nanoscale carbon particles doped with sulphur and nitrogen. Such components generate many active sites that will be able to anchor metal surfaces very tightly. Electrochemical tests showed that the ACDs deposit a neat and firm protective layer on copper, thus completely preventing the passage of corrosive ions. Moreover, theoretical modelling revealed that the nitrogen, containing groups are mainly responsible for holding the protective layer tightly.

Although the findings are at present supported only by laboratory, scale experiments, the scientists are considering pilot, scale experiments and subsequent field testing, e.g., the combination with the existing protective coatings, as the next steps.

For 162 youngsters of India's Northeast, the following couple of days will not simply be a competition. Besides that, it is going to become a time packed with pride, hope, and recognition which these people have been waiting for a long time. The North East Regional Competition of IndiaSkills 2025, 26, a Ministry of Skill Development and Entrepreneurship (MSDE) initiative, will be held at Gauhati University from January 19 to 22, 2026. It will mark an important milestone in the country's skill development journey.

This is the first time that a separate IndiaSkills regional competition has been held exclusively for the Northeast, thus consolidating the efforts and talents of participants from all eight states, Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, and Tripura, at one national, level platform.

Almost all the contestants live in dusty towns, secluded villages, and quarters, where the chance for national opportunities has always been considered as a distant dream.For such communities, IndiaSkills is way beyond winning medals, it is about getting recognized, heard, and appreciated.

More Than a Competition

IndiaSkills is the largest platform for vocational and technical excellence in India. It is also a major pillar of the Skill India Mission. The regional rounds serve as the gateway to the national finals, and the winning teams are the ones who get to represent their country at international competitions such as WorldSkills.

Nevertheless, every participant has a story that is entirely their own, for example, learning a trade, practicing late at night, managing family expectations, and daring to dream beyond geographical boundaries.

Skills That Carry Dreams

Competitors will go head to head in an extensive range of twofold future, ready skills such as IT, electronics, fashion technology, graphic design, web technologies, hospitality, automotive services, beauty and wellness, plumbing, and electrical trades. These are not just skills, they are doors to livelihoods, liberty, and self respect.

Choosing Gauhati University as the venue for the competition will contribute to bridging education, industry, and regional talent in the Northeast. Besides creating such strong links, mentorship, training, and employment opportunities will also be made available.

A Stage for Togetherness

Youngsters from the Northeast have been expressing their feeling of being overlooked in national dialogues for a long time. This initiative aims at altering the narrative. The government, thus, by putting Northeastern strengths at the core of India's largest skills platform, is issuing a very straightforward message: Every area is significant. Every wish is valid.

As India intends to be a world center of skills, these 162 youngsters are more than just contenders they are the creators of their futures. Moreover, for some of these young people, this platform might be the first step towards a life they had considered beyond their reach.