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Indian contingent of six students who represented India at the 66th IMO held in Sunshine Coast, Australia (Photo courtesy Homi Bhabha Centre For Science Education)

Indian contingent was placed 7th amongst 110 nations in 66th International Mathematical Olympiad (IMO) held in Sunshine Coast, Australia. India's 2025 squad consisted of six students and accumulated six medals, three of which were gold, two of which were silver, and one of which was bronze. Its un-official ranking based on result is 7th rank, and the team also broke the new national record with 193 out of a maximum of 252 marks, the highest ever achieved by an Indian squad in the IMO.

Indian students are shortlisted and groomed for the IMO by the Homi Bhabha Centre for Science Education (HBCSE), TIFR. HBCSE is also the nodal agency to conduct the National Olympiad Examinations in the various disciplines encompassing Mathematics, Physics, Chemistry, Biology, and Astronomy.

This is the third occasion when India has reached 7th position, reducing last year's effort in 1998 and 2001, an official release stated. The nation has now reached a top-10 position seven times in 35 IMO performances since its first in 1989.

India scorecard at IMO 2025 based on HBCS

India was represented this year by Aarav Gupta, Kanav Talwar, and Adhitya Mangudy, who all emerged with gold medals. Abel George Mathew and Aadish Jain took silver medals and bronze was attained by Archit Manas. The six are from different parts of the country and four of them work in Delhi.

The Indian IMO 2025 team was led by Prof Shanta Laishram, Indian Statistical Institute, Delhi, and Deputy Leader Dr Mainak Ghosh, ISI Bengaluru. Observers were Mr Atul Shatavart Nadig, BS student of MIT, USA, and Dr Rijul Saini.

The performance of India at the IMO year by year has been superb, according to the announcement by HBCSE. It is the second time three gold medals have been achieved by the country in the Olympiad, the first being 1998. India achieved its highest ever 4th and four gold medals in 2024. The Indian students have collected 12 gold medals overall between 2019 and 2025, nine of them within the last three years alone (2023, 2024, and 2025).

The International Mathematical Olympiad has six problems chosen from study fields like algebra, combinatorics, number theory, and geometry. Six problems are submitted by each country participating and then screened and narrowed down through a Problem Selection Committee for the host country by the IMO Board. The IMO's highest individual score is 42 and highest team score of 252 out of six competitors.

There were 630 students from 110 countries that participated in the IMO this year.

The Jammu and Kashmir Students Association (JKSA) has written to Chief Minister (CM) Siddaramaiah, requesting urgent action on an alleged incident of religious discrimination at Sri Soubhagya Lalitha College of Nursing in Banashankari, under the Rajiv Gandhi University of Health Sciences (RGUHS).

The association says some Kashmiri female students have been prohibited from attending classes for wearing the hijab or burkha.

In a letter to the CM on Tuesday, July 15, the JKSA accused the students of having been repeatedly harassed over the course of several days, being refused entry into classrooms and practical sessions and warned of expulsion if they kept wearing their religious attire, according to a report by The New Indian Express.

Nasir Khuehami, the JKSA National Convenor, reported that the college chairman allegedly went into a classroom and instructed hijab-wearing students to vacate the class at once. Students, when challenged by the directive, were apparently informed, "This is our college; only our rules apply." The chairman and principal apparently threatened the students with further disobedience leading to dismissal and denial of academic records.

The college allegedly defended itself by invoking "university rules" against wearing hijabs or burkhas, a contention the JKSA denies since no such prohibition exists in Indian law or policy of the university. In the letter, JKSA pointed out that this was a gross violation of basic rights such as the right to religion (Article 25), protection from discrimination (Article 15), and the right to education (Article 21A) of the Indian Constitution, The New Indian Express report stated.

Khuehami went on to charge that college authorities asserted that hijabs were forbidden for medical students across the entire nation, including Kashmir, and denied constitutional safeguards, purportedly saying, "No article or fundamental right is applicable in our college."

The JKSA called upon the CM to make arrangements for the students to be permitted to go to classes without being compelled to take off their religious uniform. It also called for a proper investigation to be conducted by the state education department, RGUHS, and the State Minority Commission, and also for disciplinary action against any officials who are proven guilty of infringement of constitutional rights.

The institute could not be contacted for comment by The New Indian Express.

India made history by winning 3 gold medals and ranking 7th Globally in 110 participating countries in the 66 the International Mathematical Olympiad (IMO) 2025 held in Sunshine Coast, Australia. This remarkable achievement shows the increasing capabilities of India in mathematics and the efforts of young Indians.

IMO 2025 Medal Winners from India

• Kanav Talwar (Gold)
• Aarav Gupta (Gold)
• Adhitya Mangudy (Gold)
• Abel George Mathew (Silver)
• Aadish Jain (Silver)
• Archit Manas (Bronze)

A total of six medals were achieved by the Indian team. India performed exceptionally well as it not only beat its previous records but also regained the image of being a mammoth in mathematics in the whole of Asia and the world.

The International Mathematical Olympiad (IMO) is the most well renowned mathematics competition worldwide in the pre-university category. Its 2025 edition was in Sunshine Coast, Australia between 10 July and 21 July. More than 600 students from 110 countries participated in this competition with each of them spending two days solving tough problems on algebra, geometry and combinatorics. 

India has steadily improved its performance at IMO over the recent years that demonstrates the high level of concern that the country has devoted towards math education and development of talent. India has an amazing medal tally of three gold, two silver and one bronze this year, its most successful collective performance at IMO since IMO 2019. It is actually noteworthy that each member of the team came back with a medal.

It is also much more impressive taking into account the close competition with classical mathematical giants (China, the United States, South Korea and Russia) that had occupied the leading places in the world ranking.

The intensive training and selection of the Indian team of the IMO starts at the institution of the Homi Bhabha Centre for Science Education (HBCSE), Tata Institute of Fundamental Research, where several rounds of competitions are held on a national level called Olympiads, prior to the final team being selected. This will make sure that the best mathematical minds will be the one representing India on the international stage. 

Global Results & India’s Ranking

1. China
2. United States
3. South Korea
4. Russia
5. Vietnam
6. Hungary
7. India
8. United Kingdom
9. Japan
10. Taiwan

India’s gold medallists placed among the individual top scorers, while the team’s overall score ensured its top 10 finish for the third consecutive year. 

The result at the IMO reflects an increasing ability to develop skills in the key STEM (Science, Technology, Engineering, Mathematics) subjects by India. Good performances at a global stage such as the IMO are the testimony of the increase of the standard of maths education and able caring nature of the schools and coaching centres and the various government programmes.

The success of IMO is seen by the education gurus as a hope to lakhs of the students in the country who are inclined to mathematics and solving problems. The attainments just mentioned also stimulate additional spending on STEM education both at the school and college level.

With such consistent global performance, India has been considered to be one of the top mathematics countries on the pre-university level due to its stable results on international tests. India ranks higher and higher at the International Mathematical Olympiad, thanks to the constant help of coaching institutions, the work of the teachers and the desire of the students

Indian Air Force finally opened the window for AFCAT 2 application form to correct so that candidates can check and make changes in their details. You have already submitted your application form for Air Force Common Admission Test (AFCAT) 2 and wish to correct your application prior, now is your turn.

Deadline: July 14-15, 2025

Correction centre till July 15, 2025, 11:30 PM IST. Don't miss to login your account and correct the same, if any, before deadline.

AFCAT 2 Exam Details: What to Expect

Within a few days, AFCAT 2 exam will be organized, whose date Indian Air Force has not yet declared. Exam will be followed by AFSB interview, document verification, and medical test.

Eligibility Criteria: Are You Qualified?

For Eligibility for AFCAT 2 test, you must possess the following:

Age Limit: 20-24 years for Flying and 20-26 years for Ground Duty (Technical/Non-Technical)

Educational Qualifications: Branch-wise differential qualifications i.e. 10+2 with Physics and Maths, Bachelor's Degree, or Engineering/Technology Degree

Vacancies: 284 Posts Available

Indian Air Force released an advertisement for 284 vacancies in various wings like Flying, Ground Duty Technical, Ground Duty Non-Technical, NCC Special Entry, and Meteorology Entry.

Application Process: Bare Essentials

You are a fresher, these are the bare essentials:

Application Fee: ₹550 + GST (Nil for NCC Special Entry candidates)

Mode of Payment: Online (Debit Card, Credit Card, Net Banking, UPI)

Application Window: June 2 - July 1, 2025 (11:30 PM IST)

If you are already filling up the AFCAT 2 exam form, then once again verify your form and correct wherever required. Now corrections window is open, now you can fill up your form without any problem. Don't lose this opportunity to join Indian Air Force!

In a sudden twist of events that left Odisha in shock, Chief Minister Mohan Charan Majhi on Tuesday ordered ₹20 lakh compensation to the family of the 20-year-old B.Ed student of Fakir Mohan Autonomous College in Balasore who had self-immolated. The student died at AIIMS Bhubaneswar on Monday evening, after fighting for three days to sustain her life with 95% burn injuries.

The episode has sparked a national outrage, and most have been demanding that the system be altered so that campuses are safe. The young woman is reported to have taken the drastic step after college administration ignored repeated complaints of sexual harassment against one of their assistant professors.

In her public speech, CM Majhi described the incident as "deeply painful and unacceptable." Chief Minister asked for a proper investigation so that all the culprits receive full punishment as per law. "No one will be spared," the Chief Minister's Office statement read.

Odisha State Governor Prof. Ganeshi Lal too had spoken out in disbelief. "Shocked to hear the unfortunate demise of a young student of Fakir Mohan College. Not only a tragedy—it is a wake-up call for the unprecedented necessity to make our campuses secure," he tweeted on X. "Their perpetrators will be given uncompromising justice."

While the nation mourns the loss of such a brilliant young life, arrest of the college principal and the secretary of the Education Department are some sort of accountability first. And yet, students and activists are demanding more—and demanding means in general to tackle sexual harassment in the education system.

The murder of the young woman has caused controversy throughout the state, with students organizing candlelight vigils and calling for justice—not only for her, but for all the silenced voices.

For the 2025-26 academic session, the National Council of Educational Research and Training (NCERT) has released revised Class 8 Social Science textbooks, titled 'Exploring Society: Indian and Beyond' for history, alongside resources for geography and civics. These updated books are aligned with the latest CBSE curriculum and the National Curriculum Framework for School Education (NCF-SE), aiming to offer students a comprehensive and factual understanding of India’s past under different rulers as well as during the colonial period.

What does the new Class 8 history textbook contain?

The Class-8 syllabus of history has the following chapters:

1. Introduction: How, When, and Where
2. From Trade to Territory: The Company Establishes Power
3. Ruling the Countryside
4. Tribals, Dikus, and the Vision of a Golden Age
5. When People Rebel (1857 and After)
6. Civilising the “Native”, Educating the Nation
7. Women, Caste, and Reform
8. The Making of the National Movement: 1870s – 1947

In these chapters, the textbook discusses the Mughal reign, the emergence of the British east India Company and social and political improvement. The curriculum aims at developing the critical mind and objective comprehension of the complicated events in history.

Description of Mughals and British in the Revised Text

As opposed to viral headlines, the new NCERT history textbooks don’t use the direct words, and adjectives like, loot, looters or other extreme adjectives to describe Mughal emperors like Babur, Akbar and Aurangzeb. The textbooks however, characteristically mention in a factual manner important events and policies as in the cases of conflict, changing alliances, administrative actions and indications of the religious and societal influences of their reign.

Mughal Rulers: Brutality and Realities of History

This new textbook adopts a critical lens on some of the most important Mughal emperors Babur, Akbar, and Aurangzeb. The textbook presents Babur as a “ruthless conqueror,” highlighting the violence and warfare common in the period of his invasions. It discusses the role of conflict and power in Mughal expansion, while encouraging students to understand the context of the times.

The Reign of Akbar; Brutality and Tolerance

His reign is called a mixture of brutality and tolerance in the chapter about Akbar. It particularly alludes to the notorious ambush of Chittorgarh in 1568 when, as various historical evidence and the textbook reveals, The textbook recounts the siege of Chittorgarh in 1568, describing historical accounts that state Akbar ordered the killing of many inhabitants after his victory. It also notes that later in his reign, Akbar was known for promoting policies of religious tolerance and administrative reforms, reflecting a complex legacy..

The book however also highlights that later in his reign Akbar was influenced more by war and policy of peace and historians too agree on this aspect because there was indeed a shift towards efforts by Akbar on Hindu Muslim divide later in his life. 

Aurangzeb: Temple Demolitions and Religious Edicts

The textbook discusses Aurangzeb’s religious policies, including his orders to demolish certain temples and reimpose the jizya tax on non-Muslims. It recognizes historical sources documenting temple destruction and highlights the differences between his reign and those of earlier Mughal rulers regarding religious policy. 

According to the book, the temples in Banaras, Mathura, Somnath and even Jain temples and Sikh gurdwaras were destroyed during his reign and the book is keen on mentioning instances of persecution of Sufis and Zoroastrians by the Mughals. History proves that Aurangzeb, too, issued farmans that had the effect of destroying some of the most significant temples, and the policies he followed indicated a sharp departure of any effort to promote religious coexistence as Birbal Akbar had done earlier.

Mantra of Multidisciplinary Learning and Relevance

The curriculum of social science in 2025-26 promotes cross-disciplinary learning, project centered activities, art, and other activities to improve engagement. Chapters about civics make the students get acquainted with the Indian Constitution, Parliament, judiciary, and other significant topics inherent thereto, such as social justice and public facilities, and provide them with a more realistic connection to the situation in the present day.

There is no mention of any directive to portray communities or historical figures in an unduly negative way; instead, the focus is on facts, context, and balanced narratives, accompanied by classroom discussions, activities, and skill development.

NCERT also included a note for all the students asking them to see historical events as history and as per their context, and to engage critically, rather than emotionally, with the past. The textbooks stress that present generations should not be judged by the actions of their ancestors. This basically is to direct students away from the feeling of hatred. 

How to Access the New NCERT Books? 

These Updated 2025-26 textbooks have been published in both PDF and print format, they can be downloaded through the NCERT website, and can be accessed in bookstores all over India. Solutions and guides that are fully complete on the basis of the new syllabus will be provided to enable the teachers and the students to adjust well to the changes.

This new Class 8 NCERT textbook is one of the first changes in the way the Mughal and colonial legacies of India have become presented to young learners. These NCERT textbooks aim to present Indian history in a balanced way, helping students analyze events critically and understand multiple perspectives. This aligns with the National Education Policy’s (NEP  2020) emphasis on developing analytical skills and an unbiased understanding of history.