Sustainability

The proposed ₹92,000-crore Great Nicobar mega infrastructure project has sparked fresh concern among educationists, linguists, and anthropologists, who warn that the development could trigger a “linguicide” — the extinction of living indigenous languages — alongside ecological and cultural loss.

Great Nicobar, a UNESCO Biosphere Reserve, is home to the Nicobarese and Shompen communities, among India’s most isolated and ecologically attuned indigenous groups. While environmental and social impacts of the project have been widely debated, experts say its consequences for indigenous languages and education-linked knowledge systems remain dangerously overlooked.

Researchers point out that the Nicobarese language family alone includes six distinct tongues — Pu, Sanenyo, Luro, Mout, Lamongse and Takahanyi Lang — many of which survive with only a handful of speakers. The Shompen language, classified as a linguistic isolate with no known relatives, faces an even greater risk. If lost, it would erase centuries of ecological knowledge, oral history, medicinal science, and cultural memory that are not documented in written form.

Education scholars argue that indigenous languages are not merely communication tools but repositories of place-based learning. From disaster preparedness to biodiversity classification, these languages encode sophisticated systems of environmental understanding. During the 2004 Indian Ocean tsunami, indigenous communities in the Andaman region reportedly survived by interpreting early warning signs embedded in their traditional vocabulary — a powerful example of language as life-saving knowledge.

The Great Nicobar project’s first phase is expected to consume over 166 sq km of land, much of it within protected tribal reserves. This could displace communities from forests, coastlines, and sacred spaces that form the foundation of their cultural education systems, informal learning, and intergenerational knowledge transfer.

Experts caution that forced displacement, demographic influx, and cultural disruption often accelerate language loss. Similar patterns have been observed globally where megaprojects override indigenous educational ecosystems in favour of urban-centric development models.

From an education policy perspective, the issue raises fundamental questions: Can development coexist with indigenous learning systems? How should India balance infrastructure growth with linguistic diversity and knowledge preservation? And what is lost to national education when ancient, ecologically rich languages disappear?

As India pushes toward its Viksit Bharat 2047 vision, scholars argue that safeguarding indigenous languages must be seen not as cultural nostalgia but as an educational imperative — vital for biodiversity conservation, sustainability education, and the preservation of diverse ways of knowing the world

With the onset of winters, schools in various parts of North India are again being compelled to make changes, not because of examinations and holidays, but because of poor air quality, dense fog, and cold wave. During the past few weeks, various state administrations and district authorities have come out with a list of directives concerning attending schools, particularly in areas where pollution and adverse weather patterns are most prevalent.

GRAP limitations on online classes in the Delhi-NCR region, to the cold-wave notified school closures and timetables in Uttar Pradesh and Bihar, this is how the education sector is coping in response to different circumstances.

Delhi/NCR: Schools go online/hybrid as Delhi’s AQI enters 398

Given the dipping air quality in the national capital entering the severe zone, the government had to enforce the GRAP Action Plan’s Stage IV, the most severe of the lot.

As per the directions issued by the Delhi Directorate of Education, physical classes in nursery up to Class V are temporarily halted and all classes are conducted online, as reported by TNN. For Class VI to IX and Class XI students, the directions issued are to conduct classes through the hybrid system; in other words, both online and offline classes are possible, considering feasibility. These are applicable to all government and recognized Private Schools.

The same has been repeated in other district administrations in Noida and Ghaziabad, where schools up to class V began online learning, and seniors attended combined classes. These steps were taken based on guidelines issued by the Commission for Air Quality Management (CAQM) under GRAP IV.

Alongside these emergency steps, the Delhi government has also planned a medium-term intervention. According to reports by TNN, under the ‘Breathe Smart’ campaign, the education department has confirmed the installation of air purifiers in 10,000 government school classes, starting with the top 10 worst-hit areas with respect to pollution levels during the winter months.

Uttar Pradesh: Cold wave and fog cause district-level shutdowns

In the state of Uttar Pradesh, school closings have been influenced primarily by IMD warnings regarding dense fog and cold-wave situations, as ordered by district magistrates.

In Bareilly, schools for classes up to eight were shut by the administration due to low visibility and cold, as reported by PTI. This includes government as well as private schools, but excludes examinations.

A comparable measure was taken in the city of Kanpur as the district magistrate directed the shutdown of all schools from Nursery to Class XII for two days as an official weather warning was issued.

The other districts that have ordered the temporary closure of educational institutions for the young students include Rampur, Shahjahanpur, Pilibhit, Budaun, as well as Gonda. All of the above are due to the prevailing cold and fog conditions.

Bihar: New school hours introduced for the protection of school-going children

However, instead of complete closure of schools, some districts of Bihar decided to modify the timing of schools with official district notifications.

As per reports in PTI, a directive was issued by the district magistrate of Madhubani regarding not conducting any academic activities prior to 11 am and after 3:30 pm for a fixed period of time, including schools, pre-schools, and anganwadi centers. This was a bid to cut children's interface with extreme cold.

The Patna District Administration also changed the timing to suit the needs of the schools, which can now function from a late morning to earlier afternoon.

As reported by the media, the Buxar district ordered the closure of schools from Class 1 to 8 till December 25 owing to cold weather.

Why these decisions are being made

It has been emphasized by the authorities that children are some of the most susceptible groups affected by air pollution and cold. In this case, schools are supposed to restrict physical attendance based on hazardous levels of air quality under GRAP IV. In cold wave conditions, the decision to close schools or change timing is done based on orders from the IMD.

Although it differs from place to place – online classes for children living in pollutant cities, closure of schools in areas affected by fogs, and changed timings for colder areas – the motive remains unchanged: taking care of children's health and limiting disruptions.

What parents and students need to bear in mind?

However, authorities made it clear that these are only temporary and adaptive, and may change depending on AQI scores and meteorological conditions on a daily basis. Parents are advised to: Follow official guidelines from district administrations as well as education departments. Be aware of school notifications and local announcements Prevent exposure of kids to early morning outdoor conditions during times of high pollution and low temperatures.

Plastic waste in the popular natural sites can be regulated through the Green Deposit Scheme initiated by the government of Meghalaya, whereby consumers are responsible for plastic waste they introduce in the state.

The state government in Meghalaya has introduced a unique “Green Deposit" system, under which the amount deposited for the disposal of plastic waste at different tourist destinations in the state shall be refunded. This initiative was launched on Sunday, the 14th of December.

As per the initiative, individuals who are interested in accessing the identified eco-tourist spots with plastic bottles, wraps, and bags will be needed to pay a fee of ₹100 as a deposit at the entry points. This will be refunded once this plastic waste is disposed of at the pay points upon exit.

As reported in PTI, the move will help in ensuring that the plastic waste brought to these protected areas does not bring in pollution to these protected areas. The Green Deposit Scheme has also been started in some of the most popular natural sites in the state of Meghalaya, which are Cherrapunjee, Dawki, and Living Root Bridges.

These destinations have experienced a sudden rise in the level of visitors within the last few years and have given rise to the creation of non-biodegradable waste. A warning had been sent to the respective governments regarding the harm caused by plastic waste to the rivers, forests, and ecologies of the mentioned destinations. According to officials, the purpose of this project is to help develop eco-tourism and alter the behavior of tourists in this manner. The government will watch this project closely and, if it proves to be effective, might develop it at other sensitive sites in the state also.

Persons will now need previous consent from the forest department in order to possess turtles as well as birds as the government tightens controls in a move to curb illegal holding of wildlife.

Now, the special licenses to raise animals and birds would also be obtained from the interface of the Forest Department. From now onward, it won't be required to travel to Kolkata to get the licenses for having a pet. At the same time, the Forest Department is also very strictly acting against the reckless dumping of caged birds into the jungle. In short, a set of persons unlocks the caged birds and releases them into the jungle to get recognition as a group of environment activists. This happens in the Lataguri and Gorumara forests.

Recently, a video snapped a youth releasing some foreign birds in the Lataguri forest, which spread across several social media sites. Forest officials have stated that the foreign birds brought from other countries can adjust to a cage environment. But they cannot adjust to the forest surroundings and eventually die because of that. Therefore, the Forest Department has decided to take action, as mentioned in the Wildlife Protection Act, to stop the incident.

"In the future, if anyone is found to be guilty of this kind of case, then actions will be taken according to the law. Along with that, fines will also have to be paid," said Rajib De, ADFO of the Gorumara Wildlife Division.

On the other hand, the special license for keeping Schedule-IV animals and birds will be possible through the environment portal of the Forest Department itself. The ADFO told that there has been a launch of a website by the Forest Department. Prior to this, people who loved animals and birds had to go to Kolkata to get this license.

The list pertaining to Schedule IV consists of cockatoo birds, macaws, African Grey parrots, brown finches, along with various birds and a number of animals, which also comprises radius guider species of turtles. Every procedure, starting right from procurement to sale, and then births and deaths, will have to be recorded online compulsorily.

Following COP30 in Brazil, higher education institutions in India are translating the articulation of sustainability into reality. The new learning environment, curriculum, and engaging industry partnerships are accelerating the country’s move towards a low-carbon economy.

Curriculum and Policy Reforms

Sustainability is now a "collective vision" in the National Education Policy 2020 guidelines established by the University Grants Commission in the last thirty-two months, shifting it "from optional modules to mandatory interdisciplinary courses incorporating climate science, policy, and project implementation." The Life missions have translated sustainability into reality in campuses related to energy, water, waste, and mobility. "Leading lights," including IITs, TERI School of Advanced Studies, and Azim Premji University, have incorporated specialized courses in green hydrogen, climate finance, resilient agriculture, and circular economies.

Campus Innovations Lead the Way Major green transformations: Green campuses are bordering on Mega solar power stations producing megawatts of green energy; smart resource management through IoT technology; a zero waste system with biogas production plants and composite-units for making compost; and rainwater conservation systems with a focus on ensuring water sustainability. 

The LiveGreen@Ashoka initiative in Ashoka University has a 0.9 MW capacity in solar power generation, 1,664 indigenous trees planted to support biodiversity, and work in the area of electric mobility. In the Amrita Vishwa Vidyapeetham institution, 80% water is recycled; "plastic-free campuses" are in practice; and students take active lead roles in conducting "carbon audits" in villages. Other exemplary project work involves solutions in operating "E-buses", 'Footpath-Cowpath designs', and "Regional Climate Problems in Flood Resilient Agriculture labs".​ Global Rankings & Industry Synergies Times Higher Education Impact Ranking 2025 is bright with a shining "Sparkling India", where four campuses are among the global Top 100 Institutions making an impact in achieving SDG Targets: "On an equal pedestal with these were Amrita Vishwa Vidyapeetham, 41; Lovely Professional University, 48; JSS Academy of Higher Education; and Shoolini University." Collaborations with industries light up a burning need for "State-of-the-art research in Electric Vehicles, Carbon Sequestration, or Green Supply Chains to make available Indian talent in achieving Net-Zero targets in 2070."​ 

Such campuses function as "replicable models despite setbacks of faculty shortages in a particular area of research and sometimes in acceptance in villages with increased pressure in climate situations. Their campuses manifest a 'Future-ready, Green-ready' and green-minded "India among nations with a green mindset in carrying a seamless interface among academia, governance, and implementation for a Green Tomorrow."

Education for Sustainable Development (ESD) emphasizes the need to endow learners with knowledge, skills, and values necessary to promote sustainability. It increasingly becoming a core agenda in education globally, especially since the adoption of the Agenda 2030 for Sustainable Development. While both basic education and higher education institutions have started incorporating ESD themes into education programs and strategic plans, their implementation is fragmented and primarily in pilot projects. 

Schools struggle with making sustainability models practical in class, and higher education institutions are under pressure to endow practicing professionals with the necessary know-how to bring about a paradigm shift in society and make it more sustainable. Emerging learning paradigms such as experiential learning, project learning, and inter-disciplinary learning present some potential breakthroughs. Yet, studies comparing ESD practices in different levels of education are too limited to date. The current special issue will address these issues.

The objective of this Research Topic is to respond to the existing gap existing between the ambitions within the 2030 Agenda for Sustainable Development and the current implementation of Education for Sustainable Development in educational systems. While existing global governance frameworks highlight the challenges of developing sustainability education capabilities, most institutions experience difficulty in aligning these policies into coherent learning programs, teaching methods, and institutional commitments. Disconnected programs, a lack of teacher and faculty capacity-building efforts, assessment methods, and a lack of alignment between programs in schools and higher education institutions pose some of the existing challenges.

In order to better respond to this challenge, this Research Topic encourages submissions of innovative educational strategies, evidence-based practices, institutional solutions, and policy analysis with the potential to improve ESD implementation. Through a combination of comparative research, theoretical work, research studies, and case studies, this topic is intended to facilitate the production of knowledge useful in educational curriculum change, teacher capacity building, and students' sustainability learning capabilities. Overall, this topic is meant to fill existing gaps in ESD integration.

The Research Topic embraces all work focusing on integration, challenges, and innovations in Education for Sustainable Development in both school education and higher education institutions. Examples of themes include curriculum change for sustainability, designing and assessing sustainability competences, teacher and faculty education, educational strategies attuned to the 2030 Agenda, education for climate change, sustainability projects in higher education institutions, e-learning solutions for Education for Sustainable Development, and transdisciplinary research projects.