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The Green School project 2.0 is an innovative joint initiative of the Tata Steel Foundation (TSF) and TERI. Its mission is to encourage critical thinking, inter-disciplinary learnings, and hard-core appreciation of environment conservation values among students studying in schools that are running in Tata Steel operational areas. By integrating such challenges as energy, water, forest & biodiversity, and waste into climate change and Sustainable Development Goals (SDGs), The Green School project encourages young people to fight in the interest of the welfare of our planet through the acceptance of behaviour changes.

At present, the program has direct impact on students and teachers of selected schools in six Indian states- Jharkhand, Maharashtra, Odisha, Punjab, Uttar Pradesh and West Bengal. The project further reaches the lives of partner parent-teacher associations (PTAs), school administration members and local communities. It works towards enhancing the skills of middle school students through activity-based teaching-learning programs with a view to generate awareness about environment and sustainable development issues.

A series of teacher training sessions and workshops were conducted, based on transformative learning and collective approach to develop ideas for green practices. Resource materials were prepared to guide the teachers in making learning and teaching environment-friendly, which led to behavior change and student engagement. Having had seven triumphant phases implemented in association with the Tata Steel Foundation, this initiative has built a strong foundation in the field of environmental awareness among school children. The achievement of the project brings an additional load where an amendment is suggested to upgrade the implementation to the empowerment level. The Green School project 2.0, is designed such that will increase the scope of influence by adopting green skills training under a sustainability vision. Some crucial elements of the previous versions shall also be preserved in the direction of consolidation and reinforcement of project footprint.

The Department of Psychology at Chandigarh University, part of the University Institute of Liberal Arts and Humanities, recently hosted a one-day seminar connected to World Mental Health Week 2025. The event was dedicated to using technology in mental health to positively influence its impact on people and bring students, faculty, and mental health advocates together in a day of learning and discussion.

Prof. (Dr.) Shubh Mohan Singh, a prominent psychiatrist of the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, was present at the seminar. Dr Singh is renowned as a community psychiatrician and a pioneer in brain stimulation treatment. His speech emphasised the increasing significance of digital devices like teletherapy services, mental health applications, and digital literacy programs in promoting emotional well-being and expanding access to mental health services.

Respondents addressed questions regarding the use of technology to build stigma-free spaces and encourage inclusive mental health treatment. The seminar closely corresponded with the mission of Chandigarh University of the comprehensive development and sustainability of students, with their mental health being one of the most important educational pillars in modern times.

Some of the points discussed were the advantages of tele-mental health in accessing remote communities, the role of mobile apps in providing emotional support in everyday life, and the effects of technology-based therapies in the clinical environment. This event promoted the discussion of mental health, breaking the old boundaries and emphasising the potential of modern technology.

This is an activity that is being done as Chandigarh University continues to help enlighten mental health awareness and offer practical resources and tools that help in taking care of emotions. The University remains on the leading edge of blending mental health education to modern solutions in a supportive campus atmosphere to both students and the staff.

With the challenges of mental health increasing worldwide, the initiative of Chandigarh University represents a progressive and timely solution in the quest to achieve improved mental health with technology being treated as an important partner.

The 7th International Conference on Sustainability Education (ICSE), organized by the Mobius Foundation, in association with UNESCO, NITI Aayog, and other co-operative organizations, concluded at India Habitat Centre, New Delhi. Educators, policymakers, business leaders, and youth representatives from all over India and the world participated for two days of deliberation under the theme "Sustainability Education for Green Jobs.".

Session also evidenced that professional careers in sustainable renewable energy, agriculture, eco-tourism, biodiversity preservation, and circular economy require a break with conventional learning and training approaches. References also mentioned the blue economy with emphasis on skills and learning that will allow ocean resources to be used sustainably. The stakeholders were concerned to align education with India's National Education Policy (NEP) 2020 and global priorities according to the Sustainable Development Goals (SDGs), i.e. SDG 4 on quality education and SDG 8 on decent work. Issues of equity and inclusion were also raised, prioritizing provision of access to green job opportunities to the disadvantaged groups.

Dr. Benno Boer, Chief, UNESCO South-Asia, underlined: "It's crucial to have proper partnership between governments and private sector for developing and upscaling programmes which create new jobs. Green jobs lead to a more equitable and robust world."

Pradip Kumar Das, CMD, IREDA Limited, added: "India's 2070 net zero journey will necessitate decarbonisation with discipline and increased emphasis on green education. Empowering farmers and scaling up green energy are also part of the journey."

Amit Verma, Director, Green Transition, Environment and Climate Change, NITI Aayog, further added: "To equip a workforce for the green economy, one has to fill the gap between innovation and implementation via education and vocational training."

Prof. Prithvi Yadav, President & Vice Chancellor, Shri Padampat Singhania University, further stated: "Green jobs call not only for technical competency but stewardship."

Universities must create conscience global citizens. Kartikeya Sarabhai, Founder Director of CEE, stated: "Classrooms must be converted to sustainability laboratories.". "Experiential learning empowers youth for green jobs that count". Youth people representatives such as sustainability influencer Anuj Ramatri and Aalekh Kapoor spoke to masses with voices on the ground and climate action plans.

APG Shimla University (Alakh Prakash Goyal Shimla University) is a leading private university located in the scenic environment of Shimla, Himachal Pradesh, which is dedicated to providing quality education in various fields. The university was established in 2012 by the A.P. Goyal Charitable Trust and has fast become an education hub providing a wide range of academic programs and developing international contacts and experiential learning opportunities.

Establishment and Recognition 

The APG Shimla University became operational in 2012, through the APG Shimla University Establishment and Regulation Act. It is recognised by the University Grants Commission (UGC). It is also a member of the Association of Indian Universities (AIU). It has been granted approvals by statutory organisations such as the Bar Council of India (BCI), the Council of Architecture (COA) and the Pharmacy Council of India (PCI). The university campus covers 44 acres on the outskirts of Shimla city, offering students a perfect surrounding without pollution and city noises.

Courses offered

With over 10 departments, the university offers programs tailored to meet industry demands, emphasizing a blend of theory and practical skills. Their academic approach includes international guest faculty sessions from partner universities, enriching the student experience with global perspectives. Following are the courses offered: 

1. Allied and Healthcare Science

1. 1. B.Sc (Hons.) Forensic Science
   2. Bachelor of Optometry
   3. Bachelor of Medical Lab Technology
   4. Bachelor of Physiotherapy
   5. Bachelor of Radiography
   6. B.Sc. Cardiovascular Technology
   7. B.Sc. Medical Microbiology
   8. M.Sc Forensic Science

2. Hospitality & Tourism Management

1. 1. Bachelor of Hotel Management
   2. Bachelor of Kitchen and Culinary Arts
   3. Master of Hotel Management
   4. Diploma in Airline Management
   5. Diploma in House Keeping
   6. Diploma in F&B Service
   7. Diploma in Kitchen and Culinary Arts
   8. Diploma in Tourism Studies

3. Management & Commerce

1. 1. Bachelor of Commerce (Hons.)
   2. Bachelor of Business Administration (Hons.)
   3. MBA HR/Marketing/IB/IT/Finance
   4. Master of Commerce
   5. PhD in Management

4. Engineering and Technology

1. 1. B. Tech Computer Science and Engineering
   2. B. Tech Civil Engineering
   3. Bachelor of Computer Application
   4. Master of Computer Application
   5. M. Tech Computer Science Engineering
   6. M. Tech Civil Engineering
   7. PhD in Civil Engineering
   8. B. Tech Electrical Engineering
   9. B. Tech Mechanical Engineering

5. Humanities

1. 1. Diploma in Yoga

6.Legal Studies & Research

1. 1. Bachelor of Arts - Bachelor of Law
   2. Bachelor of Law
   3. Master of Law
   4. PhD in Law

7.Pharmacy

1. 1. Bachelor of Pharmacy (B. Pharma)
   2. Diploma in Pharmacy (D. Pharma)

8.Media & Mass Communication

1. 1. BA (Hons.) - Journalism & Mass Communication
   2. MA - Journalism & Mass Communication
   3. PhD in Journalism

9.Design

1. 1. B.Sc in Fashion Design

10.Sciences

1. 1. M.Sc. Chemistry
   2. M.Sc. Physics

Faculty of APG Shimla University 

The APG Shimla University has a team of skilled and committed faculty who not only impart theoretical knowledge but also work on the practical skills and the development of a holistic personality. The faculty is supported by visiting experts and guest lecturers from reputed national and international institutions, enhancing the learning experience.

FDPs

The university also participates actively in Faculty Development Programmes (FDPs) on recent developments in the field of education and new research, cultivating a progressive, dynamic academic culture. It is recommended that students study the most innovative courses in AI, Cybersecurity, Data Science, and Machine Learning, which will make APG Shimla University set the trend in the sphere of modern technology education.

Non-academic initiatives

The university enhances a multifaceted development strategy, providing state-of-the-art facilities such as advanced laboratories, computer centres, libraries, hostels, and Wi-Fi-enabled hostels. It also promotes student involvement in sports, cultural activities, and entrepreneurship in the form of special clubs, workshops and innovation hubs. APG Shimla University has also promoted the culture of research and international engagements to incorporate the global academic standards. 

Scholarships and Aid Offered

To help meritorious students, APG Shimla University provides generous scholarships and other financial help, such as the APG सहायता Test, offering discounts on tuition fees upto 50%  depending on high school performance, which increases the accessibility of education.

Placement Opportunities 

The university works hand-in-hand with the industry partners, so there are good placements of graduates in the various sectors with the help of specialised training and career guidance.

Why choose APG Shimla University?

APG Shimla University is an ideal institution for the younger generation that provides a rich academic experience with a combination of up-to-date curricula, international student exchange, and long-term campus life in the picturesque location of Himachal Pradesh. Its dedicated faculty, diverse academic courses, and forward-thinking skills training and research have helped it keep expanding as a student destination seeking a good education and international experience. 

Potential students can see APG Shimla University as a competitive and holistic institution that guarantees academic rigour and quality personal development in the calmness of nature. 

Recently, the University Grants Commission (UGC) announced Amity University as one of 54 state private universities in the country, flagged as defaulters due to non-compliance with the mandatory disclosure requirements under Section 13 of the UGC Act, 1956. This action comes after several reminders and directives by the UGC to institutions of higher education to provide relevant information and public disclosure on their official websites.

According to the UGC directive, all universities must post institutional comprehensive data such as academic programs, faculty, governance details, infrastructure, research activities, and financial reports. The university registrar must attest to this data, and it must be visible on the home page without using login credentials. Further, it should have a search option to facilitate easy navigation of such disclosures.

Amity University and other institutions have not implemented these transparency measures comprehensively, even though there were several follow-ups via emails and online meetings. UGC Secretary Manish Joshi emphasised, “transparency builds trust and ensures accountability. Universities were directed to upload the completed formats along with appendices on their websites to make the information accessible to students and the general public.”

The fact that Amity University is listed as a defaulter specifically refers to campuses like Amity University Patna and Ranchi, among others. The university has been encouraged to fill in the necessary information on time. Non-compliance during the stipulated time can lead to additional notices.

This regulatory tightening is part of the broader attempt by UGC to enhance governance and data transparency among private institutions of higher education in India. Madhya Pradesh has the greatest number of defaulters, which is 10, and then there are Gujarat, Sikkim, Uttarakhand and some of the other states, such as Bihar and Jharkhand, where Amity campuses are flagged.  UGC has provided the complete list of defaulter universities on its official site that can be accessed by the public. Check the official list for the details of the flagged campuses. 

Although the University Grants Commission (UGC) recently declared some of the campuses of the Amity University as defaulters due to their failure in meeting disclosure requirements, it is noteworthy that potential students should pay attention to the entire picture. Amity University is a UGC recognised institution with an A + grade accreditation by National Assessment and Accreditation Council (NAAC). Its enrollment degrees are popular in national and international competitive exams such as GATE, CAT, UPSC, and GRE. 

The university also has numerous campuses both in India and overseas and presents a wide range of approved courses with wide industry networks and placement services. Students who come to Amity have access to the latest infrastructure and an effective academic system that is supported by international accreditation, including WASC (USA) and QAA (UK). 

However, for prospective students and parents, the UGC has appealed to verify the compliance status of universities before admission to ensure enrollment in well-regulated and accountable institutions. Disclosure and compliance with regulations are also a major consideration in determining the general position of any university.

Stay updated and make informed decisions because your college influences your career.

The Organisation for Economic Co-operation and Development (OECD) every-three-years review of the future direction of all education has informed colleges and universities that they need to prepare for change in a world that is being revolutionized by generative AI, as they discuss how to advance the global aspiration of sustainability.

The Trends Shaping Education 2025 report highlights how improvements in artificial intelligence, virtual reality and other technology may revolutionize teaching and learning.

Such concerns are affecting the way education – and even higher education – is looking to build sustainability objectives, the OECD stated, emphasizing that its report is "aimed at provoking reflection and guiding strategic thinking on how global trends may reshape education and how education can make a better future possible".

At a launch event on Thursday 23 January, the OECD's director of education and skills, Andreas Schleicher, discussed in depth the technological and environmental trends that are shaping education today.

He stated the report must be considered as a resource for teachers and countries' education systems to facilitate a sense of 'human flourishing' in the midst of increasing uncertainty about the major disruptors of education – climate change, the pandemic, and the emergence of AI, to name a few.

"Climate change is going to turn our lives upside down much more than the [COVID-19] pandemic and AI is questioning nearly everything that we take for granted about education," he added.

The more rapidly the world is changing, the further ahead we must look, and this is becoming increasingly difficult for individuals to do, Schleicher went on. "All we ask from this publication is to get individuals to think about what are the factors that might form the future in different combinations?"

That encompasses how the world can be rocked to its social foundation by technological transformation, and how youth are responding. The report inquired: "How dramatically will technological advances and sustainability demands affect the demand for human labour and how humans interact with one another?"

Shifting priorities

Changing attitudes signal that, for more and more young people, work is no longer a central part of their self-definition. AI is opening up the ability of robots to collaborate with humans across various industries, so more of us will be working alongside smart machines in the years ahead.".

And while human relationships are still at the heart of caring for others, new technologies have the ability to revolutionize social interaction. With more time spent away from direct human contact, can education assist in preserving a sense of community and in developing socio-emotional learning and well-being?"

AI will certainly change the world, but "humans will stay at the centre", Schleicher argued.

So, the education systems of the future need to enable a transition in skills and lifelong learning, endowing the people with the capacity to learn, unlearn and relearn – capacities that are essential to survive in an uncertain world, he elaborated.

The balance of work and life is obviously changing, and with the growth of technology and AI, we will see it change even further. People will, at some point, be required to spend more of their time on other things than simply creating things for other people," he said.

This change requires us to prepare individuals not merely with information but with the capability to use it in novel ways and, as such, highlights the necessity for education systems to assist learners to develop critical thinking capabilities beyond mere processing of information.

"Our world no longer compensates us for delivering answers; it compensates us for asking the right questions," Schleicher stated.

This will need to involve vision and integrated higher education policies. And learning will need to look ahead to the consequences of future technological change on the way that human beings navigate a sustainable future, added the report.

"The demand for green jobs is increasing, yet a skills gap has the potential to hinder the transition and destabilize local labour markets. Likewise, the diffusion of recent innovations such as artificial intelligence is likely to automate many tasks and produce new ones, with new skill sets demanded."

Higher education and sustainability

In this context, the OECD report conceded that sustainability offers both challenges and opportunities for education systems.

Telling University World News about these matters following the report release, Dr Debra Rowe, president of the US Partnership for Education for Sustainable Development and global champion for the United Nations Sustainable Development Goals, stated one of the concerns was preparing students to utilize technology like AI as a tool for changing societies to become sustainable.

That involves relocating goals and prestige from exclusively material and career personal objectives, to community, voluntary and emotional satisfaction in the activities of consumer, investor and civic participant for political regimes, policies and programmes. Technology will take on more technical and administrative functions that were once performed by trained humans.

"If there isn't as much work as in the good old days, human beings shouldn't be penalized for working hard to find jobs with economic uncertainty tied up in food or shelter or other necessities.".

A fundamental lesson in sustainability must be how the pie of well-being is divided and how it can be remade with the science-based knowledge that there is plenty on this world to enhance the quality of life of all significantly while securing the planet and its life-supporting systems for current and future generations," Rowe said.

"Students and non-students can be taught the possibilities of civic participation and policy influence in achieving human improvements. Tales of success stories of transitioning into sustainability can be presented in learning materials in every academic field."

Solving the biggest problems of our time

Considering that climate change "poses a threat to the stability of societies and economies around the globe, underlining the need for international co-operation", the OECD report wanted to know how education can promote learning about the global, regional and local aspects of these issues.

Actually, research collaborations are increasing and more individuals will be collaborating to address the world's most significant challenges, such as solving the climate emergency, Schleicher stated.

Acquiring skills to work an efficient economy and society is essential, asserted the OECD, posing the question: "How can education systems best help equip individuals with the right skills and support people in switching out of polluting industries so that no one is left behind?"

It went on to state that education may build capabilities and innovations that underpin a greener and more diverse energy sector, "while providing employees in the fossil fuel sector with opportunities to upskill or reskill.".

And the work is there. A sub-group of green 'new and emerging' jobs that make up 14% of sustainability-driven often high-skilled occupations like managers, professionals and technicians have "seen the most growth over the last ten years", the report stated.

In fact, when considering the wider climate agenda, the world needs to appreciate that real progress has already been achieved in this sector, Schleicher added.

He went on to say: "The world is changing. We can see very clearly that jobs in the clean energy industry have now overtaken jobs in the brown energy industry – people are in transition; they have switched careers and have used their skills in various manners. That is the reality and the good sort of forces that we see."

Education's contribution to sustainability

In addition, education can get consumers to improve sustainable behavior through purchasing decisions by promoting environmental literacy and sustainable behavior.

Stated the report: "Education plays a crucial role in promoting sustainability and supporting healthier, environmentally friendly lifestyles. Can it also help reshape attitudes toward consumption, materialism and the value of sharing?"

Education can also indirectly promote behavioral change by making new kinds of political participation and cultural expression possible, increasing innovative climate activism and advocacy, the OECD said. One of the major issues at play here is fighting disinformation and political polarization – routinely pushed by social media – that are "undermining constructive debate".

The report concluded: "How can education foster trust in democratic institutions and responsible citizenship to help societies address complex, systemic challenges?"

Debra Rowe has stated: "Students are frequently requesting and must be given assignments that give the knowledge and skills to empower students to deal with the complication of our societal issues with resilience and effective self and community care."

She added they also require guidance on functioning as change agents "who can facilitate scaling up for systems change at societal scales, including how to form coalitions and identify leverage points for change in society".

That involves abilities of working collaboratively to focus goals and bring about change, which demand effective emotional interpersonal and intrapersonal abilities, strategic thinking, thinking about the future, systems thinking and implementation capabilities.

AI and sustainability education

Presenters at the launch emphasized the promise of generative AI for such work, highlighting the need to approach AI in education empirically and evidence-based to avoid risks such as possible bias, the disproportionate effect it could have on some groups and the effect on students' cognitive and social development.

Anita Lehikoinen, a permanent secretary at the Finnish ministry of education and culture, stated: "Something that we ought to discuss about the deployment of AI is whether it liberates people from various socio-economic backgrounds on an equal level or does it just liberate those individuals who are further empowered due to their background?"

Singapore's deputy director general of the ministry of education, Chern Wei Sng, stated that his ministry had already started testing with AI technology and its potential uses in schools.

There are already AI tools that create teachers' lesson plans and assist in individualized learning, so it's a quite strong technology which can potentially enhance teaching and learning," said Sng. Nevertheless, teachers should evaluate the threat brought about by AI so that it will not become a type of cognitive outsourcing for students, which damages their adaptive learning capability and resilience. 

Sustainability investment, ethics, politics

And regarding sustainability investment, the OECD reported that since "the era of cheap energy is over," schools and other centers of learning will have to struggle with mounting demands on their budgets, and energy bills sucking up resources that would otherwise be spent on staff or learning resources.

Therefore, energy efficiency and conservation not only makes good environmental sense, but it's good business: "Enhancing the energy efficiency of school buildings will save money in the long term and enhance sustainability."

Ethical leadership and political policy in building trading can also assist in enhancing sustainability – driven by empathetic and integrated education, the OECD observed: "While scientific collaboration has expanded, geopolitical tensions and trade dependencies on key raw materials threaten innovation and sustainability."

Observing that although COVID-19 had illustrated the worth of worldwide science collaborations, with diplomatic rivalry increasingly fierce between rival country-based states, "concerns around research security are on the rise.".

Education could assist in making the views run deeper that a globalized approach to resource development and innovation can be fruitful in enhancing sustainability, according to the report: "In constructing ethical frameworks, common purposes, and competencies to guarantee scientific and technological advancement profits humanity and the earth while protecting cooperation and security."

Lastly, the OECD moved to advise that education must lean towards making the elderly acquire sustainability awareness and capacity, as well as youngsters.

"How can this be met in formal, non-formal and informal education and training? How can education and training deliver good environmental literacy for all, and develop specialist skills for some?" the report asked.

'Human flourishing'

In a speech at the launch, Susan Acland-Hood, permanent secretary at the Department for Education in the United Kingdom, observed that it is vital to examine existing and evolving demographic trends when considering the future of education.

[There in the UK] we did take a lot of time last year right across the entire government to look in fact at demographic trends and the focus on learning for life," she added.

Acland-Hood asserted that sustainability will be hand in hand with education in the future, when human development's next phase – economical, ecological, social and cultural – ought to be based on the idea of human flourishing.

I think the most important addition to high-performing education systems, or human flourishing systems, is that humans must thrive and the planet must thrive for humans to truly thrive. It's two easy things: humankind and the planet," she said.

Rowe said to University World News: "With the acceleration in the rate of change with AI and maybe with the declining necessity for human labor, lifelong learning could be and ought to be cherished. That would be new provision for all ages. Students could learn how access to quality education can be expanded.".

"Mis- and dis-information skills should be a fundamental skill. Being able to understand the ways in which we have organized economies up until now and how we can reorganize them in the future gives us a space that is both creative and necessary for all students and community partners to learn about sustainability."