Can scoring top ranks in India's toughest examinations prepare someone for life?

According to IAS officer Divya Mittal, the answer is not entirely.

The IIT Delhi graduate, IIM Bangalore alumna, and civil servant has sparked a nationwide conversation after sharing a heartfelt social media post reflecting on what India's education system failed to teach her despite years of academic success.

"IIT Delhi to IIM Bangalore to IAS. I got the best education my country had to offer. It taught me how to crack tough exams and manage big responsibilities. But it never taught me how to quiet my own mind or handle loneliness," she wrote.

Her post has resonated with thousands of students, educators and professionals, reigniting discussions on whether schools should focus more on life skills alongside academic achievement.

"We learn how to achieve, not how to be happy"

Mittal argued that while schools prepare students to excel in examinations, they rarely prepare them for the emotional and practical realities of adulthood.

"We spend many years learning how to achieve, but not a single day learning how to be happy," she wrote.

She listed nine life skills that she believes deserve a place in every classroom.

1. Emotional regulation

According to Mittal, students are often encouraged to suppress emotions rather than understand them.

While schools teach scientific concepts and formulas, they rarely explain how to process grief, disappointment, anxiety or heartbreak. Learning to recognise and regulate emotions, she argues, is just as important as academic success.

2. Honest communication

Students spend years writing essays and answering examination questions but receive little guidance on expressing vulnerability or setting healthy boundaries.

Mittal believes schools should teach young people how to communicate difficult emotions, say "no" respectfully, resolve conflicts and protect their personal and professional boundaries.

3. Critical thinking

Rather than memorising answers, students should be encouraged to ask meaningful questions.

She warns that education focused solely on correct answers may discourage curiosity, making it easier for people to accept information without questioning its source or validity.

4. Financial literacy

One of the strongest points in her post concerns money management.

Although students solve complex mathematical problems, many graduate without understanding budgeting, saving, debt management, investments or financial planning.

Mittal argues that financial literacy is essential for independent adulthood.

5. Self-discipline

Schools provide structured schedules, timetables and constant supervision.

Real life does not.

She believes students should learn how to motivate themselves, build routines and remain disciplined even when no one is monitoring their progress.

6. Handling loneliness

Academic life keeps students surrounded by classmates, teachers and friends.

Adulthood can be very different.

Mittal says schools rarely teach students how to enjoy solitude, build emotional resilience or cope with periods of loneliness in healthy ways.

7. Reading people

Success in life often depends on understanding people as much as understanding textbooks.

She believes students should develop emotional intelligence to recognise intentions, build healthy relationships and identify manipulation or unhealthy behaviour.

8. Mental health awareness

While physical education is part of most school curricula, mental well-being often receives far less attention.

Mittal stresses the importance of recognising stress, preventing burnout and knowing when to seek professional help without stigma.

9. Knowing yourself

Her final lesson focuses on self-discovery.

Students spend years striving to become toppers, she says, but rarely pause to understand their own values, interests and purpose.

According to Mittal, true education begins when individuals discover who they are beyond grades and medals.

Why her message resonates

The viral post has sparked widespread discussion because it echoes concerns increasingly raised by educators and psychologists. Across the world, schools are gradually incorporating social-emotional learning, financial literacy, mental health awareness and critical thinking into their curricula alongside traditional academics.

In India, the emphasis on holistic education under the National Education Policy (NEP) 2020 has also highlighted the importance of nurturing communication, creativity, well-being and life skills alongside academic excellence.

Mittal's reflections have therefore struck a chord with students preparing for competitive examinations as well as professionals navigating life beyond classrooms.

The bigger question

Her post raises an important question for educators and policymakers: Should schools only prepare students to pass examinations, or should they also prepare them for life?

As conversations around mental health, emotional intelligence and practical life skills continue to grow, many believe future classrooms may need to balance academic achievement with lessons that help students build resilience, confidence and self-awareness—qualities that matter long after report cards are forgotten.

The growing preference for English-medium education is reshaping NEET preparation in Gujarat, with the number of students opting for the Gujarati medium in NEET 2026 steadily declining over the past decade. Education experts believe the trend reflects changing academic priorities, the dominance of English in medical education, and the limited availability of quality Gujarati-language study resources.

According to recent data, nearly 60,000 candidates chose Gujarati as their exam language in NEET 2016, but that number has fallen to less than 50,000 in NEET 2026. Despite the decline, Gujarati continues to remain the second most preferred regional language for the medical entrance examination after Hindi. This year, registrations in Gujarati exceeded those in Bengali, Tamil, and Assamese, while Hindi remained the most popular language with nearly 3.4 lakh registrations.

Educationists say the language shift is driven by practical considerations rather than cultural preferences. Since most medical textbooks, scientific terminology, and competitive exam resources are available in English, students increasingly believe that preparing in English offers a long-term advantage.

Govind Tiwari, a coaching institute owner, observed that admissions to Gujarati-medium schools have been declining while English-medium enrollments continue to rise. He explained that students planning careers in medicine find it easier to study in English because medical education, including textbooks and classroom instruction, primarily uses English terminology.

The shortage of high-quality Gujarati-medium NEET study material has further accelerated this trend. Many coaching institutes also report difficulties in finding experienced teachers capable of delivering Physics, Chemistry, and Biology lessons effectively in Gujarati.

NEET aspirant Prakash Patel said that although students may appear for the examination in Gujarati, most preparation materials—including reference books, question banks, mock tests, and online lectures—are predominantly available in English. As a result, Gujarati-medium students often have to rely on English resources throughout their preparation.

Om Prakash Maheshwari, a biology teacher with over 16 years of teaching experience, noted that even students enrolled in Gujarati-medium schools increasingly study from English textbooks and digital platforms to remain competitive.

The changing language preference comes at a time when Gujarat's NEET 2026 performance has also witnessed a sharp decline. Official figures show that 81,605 students appeared for NEET in 2025, with 50,040 candidates qualifying. In NEET 2026, the number of examinees dropped slightly to 79,190, while the number of successful candidates fell significantly to 38,146.

Although experts caution that there is no confirmed evidence directly linking the decline in Gujarati-medium participation to lower qualification rates, both trends have sparked debate among educators. Many believe improving the availability of Gujarati-language NEET preparation resources, strengthening regional-language coaching, and enhancing bilingual learning support could help students compete more effectively while preserving access to education in their mother tongue.

As NEET 2026 becomes increasingly competitive, the growing dominance of English highlights the need to balance accessibility, language inclusion, and quality educational resources for aspiring medical students across India.

India's rich scientific heritage has the potential to redefine modern education by blending traditional wisdom with contemporary science, according to educationist Prof. Saroj Sharma. She argues that integrating ancient Indian knowledge systems into STEM (Science, Technology, Engineering and Mathematics) education under the National Education Policy (NEP) 2020 can create a more holistic, ethical and innovation-driven learning ecosystem.

Rather than treating ancient knowledge as history alone, Prof. Sharma advocates using it to inspire scientific inquiry, sustainability, critical thinking and multidisciplinary learning—key objectives envisioned under NEP 2020.

Ancient India laid the foundations of scientific thought

Prof. Sharma highlights that India's scientific tradition stretches from the Indus Valley Civilization to scholars such as Aryabhata, Charaka, Sushruta, Brahmagupta, Bhaskaracharya, Varahamihira and Nagarjuna.

She points to achievements including advanced urban planning, metallurgy, astronomy, mathematics and medicine that continue to influence modern scientific disciplines.

Historic centres of learning such as Nalanda, Takshashila and Vikramshila promoted interdisciplinary education centuries before the concept became globally recognised.

According to her, exposing students to these contributions can instil confidence in India's scientific legacy while encouraging innovation rooted in evidence and inquiry.

Ayurveda offers lessons in preventive healthcare

Prof. Sharma believes Ayurveda remains highly relevant in addressing today's lifestyle-related health challenges.

She explains that Ayurvedic principles such as Dinacharya (daily routine), Rtucharya (seasonal lifestyle) and maintaining dosha balance encourage preventive healthcare rather than treating illness after it develops.

With rising cases of diabetes, hypertension, obesity and cardiovascular diseases, integrating Ayurvedic concepts into health education can promote healthier lifestyles among students.

She also notes that Ayurveda's emphasis on balanced nutrition, physical activity and mental well-being aligns with modern preventive medicine and public health objectives.

Yoga supports mental health and holistic development

Mental health is another area where ancient Indian knowledge can enrich modern education.

Prof. Sharma notes that increasing academic pressure, digital distractions and social media have contributed to stress and anxiety among children and adolescents.

Drawing from Patanjali's Yoga Sutras, she explains that yoga and meditation help improve concentration, emotional stability, memory, self-awareness and overall well-being.

She observes that this holistic approach complements NEP 2020, which encourages education systems to support students' emotional, physical and psychological development alongside academic achievement.

The worldwide recognition of International Day of Yoga further reflects the growing acceptance of these practices across cultures.

Sustainability rooted in traditional wisdom

Prof. Sharma also emphasises the environmental lessons embedded in India's traditional knowledge systems.

Ancient Indian texts viewed nature as a living entity deserving protection, encouraging practices such as rainwater harvesting, biodiversity conservation, organic farming and sustainable resource management.

She argues that introducing these principles into school curricula can help students understand environmental stewardship from both scientific and cultural perspectives.

Such an approach, she says, aligns closely with global sustainability goals and climate-resilient development.

Linking traditional science with modern STEM

According to Prof. Sharma, ancient mathematical and astronomical knowledge can complement contemporary STEM education.

She cites contributions by Aryabhata, Bhaskaracharya and Varahamihira, whose work in astronomy, trigonometry and mathematics laid important conceptual foundations for scientific advancement.

Studying these alongside modern scientific theories can encourage students to appreciate the evolution of scientific ideas while strengthening analytical and problem-solving skills.

She also points to India's achievements in space exploration—including ISRO's Chandrayaan and Mangalyaan missions—as examples of how strong mathematical traditions continue to support scientific excellence.

Scientific heritage and sustainable architecture

Prof. Sharma highlights Vastu Shastra as another area worthy of academic exploration, particularly in architecture and environmental design.

She explains that traditional principles focusing on natural lighting, ventilation, energy efficiency and environmental harmony can complement modern concepts such as green buildings, passive cooling, solar energy and sustainable urban planning.

Studying these ideas through a scientific lens, she suggests, can help students understand climate-responsive architecture without compromising evidence-based engineering practices.

NEP 2020 encourages multidisciplinary learning

Prof. Sharma concludes that NEP 2020 provides an opportunity to integrate India's scientific heritage into mainstream education through interdisciplinary teaching, research and innovation.

She stresses that this integration should not promote unverified claims or romanticise the past. Instead, it should encourage students to critically examine historical contributions, understand their relevance in contemporary science and develop solutions for future challenges.

By combining ancient Indian knowledge with modern STEM education, she believes India can nurture scientifically informed, ethically grounded and globally competitive learners capable of contributing to sustainable development and technological innovation.

Zoho Chief Scientist Sridhar Vembu has said that India's vision of becoming "Vishwaguru" should be rooted in reviving a global culture of technology sharing rather than restricting innovation through intellectual property (IP). In a recent post on social media platform X, Vembu argued that advanced technologies should be voluntarily shared with developing nations to help them build self-reliant industrial ecosystems, drawing inspiration from the international cooperation that followed World War II.

His remarks come amid growing global debates on artificial intelligence (AI), open-source innovation, intellectual property rights and technology sovereignty, as countries seek to balance innovation with equitable access to emerging technologies.

Vembu calls for revival of international cooperation

In his post, Vembu contrasted the spirit of international cooperation that characterised the decades following World War II with what he described as the "Wall Street-driven Globalism" that emerged after the collapse of the Soviet Union in the 1990s.

According to him, the earlier model focused on enabling newly independent nations to develop their own industrial capabilities through technology transfer rather than merely creating new export markets for developed economies.

He argued that countries were encouraged to build domestic manufacturing capacity and technological expertise through collaborative partnerships that promoted self-reliance.

Integral Coach Factory cited as an example

To illustrate his argument, Vembu referred to the establishment of the Integral Coach Factory (ICF) in Chennai.

He noted that the railway coach manufacturing facility was developed with technical assistance from Switzerland, enabling India to establish its own manufacturing capabilities instead of remaining dependent on imports.

According to Vembu, such collaborations represented an era when knowledge and industrial expertise were openly shared to strengthen the capabilities of developing nations.

He described "technology transfer" as a widely accepted principle during that period, where the objective was to build local capacity rather than retain exclusive control over technological know-how.

Criticism of intellectual property-driven models

Vembu argued that the global approach has gradually shifted from knowledge sharing to business models centred on intellectual property protection.

According to him, the increasing emphasis on intellectual property has reduced opportunities for collaborative technological development and has altered the nature of international cooperation.

He suggested that excessive dependence on IP-driven models has contributed to unequal access to advanced technologies and limited the ability of developing countries to build independent technological ecosystems.

Linking technology sharing to Bharat as Vishwaguru

Expanding on his vision, Vembu said India's aspiration to become Vishwaguru should involve making advanced technologies accessible to countries with limited technological resources.

He argued that India's global leadership could be strengthened by voluntarily sharing innovations and supporting technological capacity-building in developing nations, similar to the international cooperation witnessed in earlier decades.

Referring to recent developments in artificial intelligence, Vembu pointed to China's release of advanced large language models (LLMs) as an example of how open access to cutting-edge technologies can enhance a country's global influence and soft power.

According to him, such initiatives offer valuable lessons for India as it seeks to expand its role in global technology leadership.

Debate on open innovation gathers momentum

Vembu's remarks come at a time when governments, researchers and technology companies worldwide are actively debating the future of open-source AI, intellectual property rights and responsible technology governance.

As artificial intelligence becomes central to economic growth and national competitiveness, policymakers are increasingly examining how to balance innovation incentives with broader access to transformative technologies.

By advocating greater international technology sharing, Vembu has contributed to the ongoing discussion on how India can combine technological advancement with global cooperation while pursuing its vision of becoming a leading knowledge economy.

Artificial intelligence is steadily reshaping classrooms, and educators are now using Large Language Models (LLMs) to create interactive educational games that make learning more engaging for young students. A unique initiative by the Universal Teachers Academy (UTA), a Tamil Nadu-based teachers' collective, is empowering educators to design simple AI-generated games for primary school classrooms, helping children learn mathematics, language and memory skills through play rather than traditional rote methods.

The initiative reflects a growing shift in education, where AI is no longer viewed merely as a tool for administrative tasks or information retrieval but as a resource that can fundamentally improve classroom pedagogy and student engagement.

AI-powered games for primary classrooms

The games are primarily designed for students in Classes I to III and cover foundational concepts such as basic mathematics, alphabet recognition, vowel identification, picture matching, pattern recognition and vocabulary building.

Using large language models, teachers generate simple HTML-based educational games that can be played on mobile phones, laptops or classroom smartboards. Since the games are saved as HTML files, they can also be accessed without an internet connection, making them suitable for schools with limited digital infrastructure.

According to the organisers, the objective is to transform conventional lessons into interactive learning experiences that encourage participation and improve concept retention.

One example involves a game where letters move across the screen and children must identify and catch only the vowels. Such activities help students remember concepts more effectively while keeping them actively engaged throughout the lesson.

Teachers learn AI and basic coding

The Universal Teachers Academy, which has a network of around 28,000 teachers, is organising a free online workshop to train more than 1,200 educators in designing AI-powered educational games.

The programme introduces teachers to the fundamentals of HTML, prompt engineering and the effective use of large language models.

The process begins with teachers visualising the learning objective and planning the game concept. They then define the number of levels, degree of difficulty, user interface, time limits and classroom objectives. Using carefully designed prompts, the AI generates the required code, which is compiled into an HTML file that can be used directly in classrooms.

Once educators become familiar with the process, they can refine their prompts to add more challenging levels, customise the interface and develop increasingly sophisticated learning activities.

No coding expertise required

Organisers emphasise that even teachers with little or no programming experience can create meaningful educational content using AI.

Teacher and UTA member Gauyathrie shared that she recently designed a picture card matching game for her students using the approach and successfully conducted the activity in class through her laptop.

According to her, the game generated enthusiastic participation from students and demonstrated how AI tools can help educators create innovative classroom experiences without requiring advanced technical skills.

Education experts welcome the initiative

Educationists believe such AI-enabled teaching methods can significantly improve student motivation, especially during the foundational years of schooling.

Experts point out that interactive games stimulate curiosity, strengthen problem-solving abilities and make abstract concepts easier to understand. Since the games are specifically designed for young learners, they also encourage active participation and improve long-term retention of lessons.

Members of parents' associations have also welcomed the initiative, noting that teachers who invest additional effort in developing innovative teaching methods deserve recognition and institutional support.

AI emerging as a classroom partner

The initiative highlights the expanding role of artificial intelligence in education, where AI is increasingly assisting teachers rather than replacing them. By enabling educators to quickly create customised learning resources, large language models are helping make classrooms more engaging, inclusive and student-centred.

As schools continue integrating digital tools into teaching, initiatives like UTA's demonstrate how AI can be harnessed responsibly to enhance learning outcomes, encourage creativity and make education both enjoyable and accessible for young learners.

Artificial intelligence is steadily reshaping classrooms, and educators are now using Large Language Models (LLMs) to create interactive educational games that make learning more engaging for young students. A unique initiative by the Universal Teachers Academy (UTA), a Tamil Nadu-based teachers' collective, is empowering educators to design simple AI-generated games for primary school classrooms, helping children learn mathematics, language and memory skills through play rather than traditional rote methods.

The initiative reflects a growing shift in education, where AI is no longer viewed merely as a tool for administrative tasks or information retrieval but as a resource that can fundamentally improve classroom pedagogy and student engagement.

AI-powered games for primary classrooms

The games are primarily designed for students in Classes I to III and cover foundational concepts such as basic mathematics, alphabet recognition, vowel identification, picture matching, pattern recognition and vocabulary building.

Using large language models, teachers generate simple HTML-based educational games that can be played on mobile phones, laptops or classroom smartboards. Since the games are saved as HTML files, they can also be accessed without an internet connection, making them suitable for schools with limited digital infrastructure.

According to the organisers, the objective is to transform conventional lessons into interactive learning experiences that encourage participation and improve concept retention.

One example involves a game where letters move across the screen and children must identify and catch only the vowels. Such activities help students remember concepts more effectively while keeping them actively engaged throughout the lesson.

Teachers learn AI and basic coding

The Universal Teachers Academy, which has a network of around 28,000 teachers, is organising a free online workshop to train more than 1,200 educators in designing AI-powered educational games.

The programme introduces teachers to the fundamentals of HTML, prompt engineering and the effective use of large language models.

The process begins with teachers visualising the learning objective and planning the game concept. They then define the number of levels, degree of difficulty, user interface, time limits and classroom objectives. Using carefully designed prompts, the AI generates the required code, which is compiled into an HTML file that can be used directly in classrooms.

Once educators become familiar with the process, they can refine their prompts to add more challenging levels, customise the interface and develop increasingly sophisticated learning activities.

No coding expertise required

Organisers emphasise that even teachers with little or no programming experience can create meaningful educational content using AI.

Teacher and UTA member Gauyathrie shared that she recently designed a picture card matching game for her students using the approach and successfully conducted the activity in class through her laptop.

According to her, the game generated enthusiastic participation from students and demonstrated how AI tools can help educators create innovative classroom experiences without requiring advanced technical skills.

Education experts welcome the initiative

Educationists believe such AI-enabled teaching methods can significantly improve student motivation, especially during the foundational years of schooling.

Experts point out that interactive games stimulate curiosity, strengthen problem-solving abilities and make abstract concepts easier to understand. Since the games are specifically designed for young learners, they also encourage active participation and improve long-term retention of lessons.

Members of parents' associations have also welcomed the initiative, noting that teachers who invest additional effort in developing innovative teaching methods deserve recognition and institutional support.

AI emerging as a classroom partner

The initiative highlights the expanding role of artificial intelligence in education, where AI is increasingly assisting teachers rather than replacing them. By enabling educators to quickly create customised learning resources, large language models are helping make classrooms more engaging, inclusive and student-centred.

As schools continue integrating digital tools into teaching, initiatives like UTA's demonstrate how AI can be harnessed responsibly to enhance learning outcomes, encourage creativity and make education both enjoyable and accessible for young learners.