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Ministry of Education to Host AI-in-Education Session at India AI Impact Summit 2026

India AI Impact Summit 2026

The Ministry of Education, India will host a special session on the role of artificial intelligence in education at the India AI Impact Summit 2026 on February 17 at Bharat Mandapam, as part of the government’s push to expand AI adoption in line with long-term national development goals.

Titled “Ministry of Education – Pushing the Frontier of AI in India,” the session will be attended by Union Education Minister Dharmendra Pradhan and Minister of State for Education and Skill Development & Entrepreneurship (Independent Charge) Jayant Chaudhary. The discussion is expected to highlight efforts to embed AI across the education ecosystem, aligned with broader reforms and digital capacity-building initiatives undertaken over the past decade.

As part of these efforts, the government has established a Centre of Excellence in AI for Education at Indian Institute of Technology Madras and undertaken consultations with academia, industry, and civil society to shape a roadmap for responsible AI integration. Recent engagements, including meetings with AI startup founders and the Bharat Bodhan AI Conclave 2026, have focused on translating policy frameworks into practical implementation.

The summit session will explore how public digital infrastructure, teacher training, curriculum innovation, and collaboration with startups and industry can enable large-scale deployment of AI tools in classrooms and research environments.

The panel will include leaders from academia, technology, and investment, such as Sridhar Vembu of Zoho Corporation, Rajan Anandan of Peak XV Partners, and senior representatives from institutions including Indian Institute of Technology Kanpur and Indian Institute of Technology Jammu. The discussion will examine governance frameworks, indigenous innovation, and responsible deployment of AI models in education.

Officials said the initiative reflects a shift from pilot programmes to nationwide implementation, with a focus on building an AI-ready workforce and strengthening collaboration between government, academia, and industry to shape the future of learning in India.

Elets Technomedia Signs MoU with Municipality of Argenta, Italy at WES Dubai

Municipality of Argenta

At the 35th World Education Summit (WES) Dubai, Elets Technomedia Private Limited marked a significant milestone in international education cooperation by signing a Memorandum of Understanding (MoU) with the Municipality of Argenta Emilia-Romagna, Italy. The agreement underscores a shared commitment to advancing cross-border collaboration in education, innovation, and policy dialogue between India and Italy.

The MoU was formally signed by Dr Ravi Gupta, CEO & Editor-in-Chief, Elets Technomedia, and Andrea Baldini, Mayor of the Municipality of Argenta, Italy. The partnership aims to establish a structured framework for the exchange of education ideas, institutional best practices, and emerging innovations across diverse learning ecosystems.

Under the agreement, both parties will collaborate on multiple fronts, including the exchange of best practices in school education, higher education, and skill development, as well as knowledge sharing on digital learning, EdTech, artificial intelligence in education, and innovation-led models. The MoU also envisages joint initiatives such as conferences, seminars, webinars, roundtables, policy dialogues, research collaborations, and thought-leadership publications, creating platforms for sustained engagement between education leaders and institutions from both countries.

Also Read: Elets Technomedia Signs AI Collaboration MoU with Sweden’s AI Institute at WES Dubai

As part of the collaboration, Elets Technomedia will leverage its extensive media and event platforms to curate, document, and disseminate global education insights while facilitating engagement with policymakers, academic institutions, and education leaders. The Municipality of Argenta, in turn, will support participation from Italian educational institutions, experts, and local stakeholders, particularly in the Emilia-Romagna region, fostering deeper institutional and cultural educational exchanges.

The MoU is non-exclusive and non-financial in nature and will remain valid for three years, reflecting a long-term vision for cooperation rather than a transactional partnership. Signed at the World Education Summit, the agreement highlights the growing importance of international collaboration in shaping future-ready education systems and reinforcing global knowledge networks in an increasingly interconnected world.

Elets Technomedia Signs AI Collaboration MoU with Sweden’s AI Institute at WES Dubai

Sweden’s AI Institute

At the 35th World Education Summit (WES) Dubai, Elets Technomedia Private Limited marked a significant milestone in international collaboration by signing a Memorandum of Understanding (MoU) with The AI Institute (AI-INSTITUTET), Sweden. The agreement underscores a shared commitment to advancing cross-border cooperation in artificial intelligence research, education, and best practices, with a focus on responsible and scalable AI adoption globally.

The MoU was formalised by Dr. Ravi Gupta, CEO & Editor-in-Chief, Elets Technomedia, and Hani Raisi Halilovic, Founder of The AI Institute, Sweden. The partnership marks a strategic step toward fostering international collaboration in applied artificial intelligence, governance frameworks, and workforce transformation.

The collaboration establishes a structured framework for the exchange of best practices, applied AI research, and thought leadership, with a strong emphasis on real-world AI applications across education systems, public policy, and industry ecosystems. Key areas of cooperation include joint research initiatives, applied AI use cases, whitepapers, case studies, and global AI reports, aimed at supporting ethical, transparent, and future-ready AI implementation.

Under the MoU, both organisations will also collaborate on AI-focused conferences, summits, webinars, and policy dialogues, creating sustained platforms for engagement among AI researchers, policymakers, academia, and industry leaders across regions.

Also Read: AI Is Not a Moment in Time but a Mirror of Humanity’s Collective History and Future

As part of the agreement, Elets Technomedia will leverage its international media platforms, publications, and global events to provide visibility and dissemination for joint initiatives, while facilitating engagement with governments, universities, education leaders, and EdTech ecosystems. The AI Institute will contribute its research expertise, global perspectives, and insights into ethical and applied AI, supporting future-ready AI skills development and responsible innovation narratives.

Signed at the 35th World Education Summit, Dubai, the non-exclusive, non-financial MoU, valid for three years, reflects a shared commitment to shaping the future of AI and education through global collaboration and knowledge exchange. 

AI Is Not a Moment in Time but a Mirror of Humanity’s Collective History and Future

Hani Raisi Halilovic

I strongly believe it is essential to trace the roots of everything we do if we want to see the full picture. My natural inclination has always been to zoom out rather than zoom in. Humanity has been doing this for centuries, though the timelines differ across regions. I grew up in Sweden, and that background shapes how I look at the world today. The reason I founded the AI Institute comes from a deep concern I observed over time: the lack of nonprofit thinking and long-term vision in the AI ecosystem. What we are witnessing today is unprecedented investment in AI companies, driven largely by what I see as the monetisation schemes of the century. AI is not merely a technological revolution; it represents a profound paradigmatic shift in how we think, learn, and organise society. Over the past six months, I have been intensely focused on mapping what AI actually is, beyond the hype.

I have worked with AI for years. I have trained it, analysed it, studied it, used it, transacted with it, and extracted value from it. I have also studied AI at the university level through postgraduate and advanced courses, covering both technical and ethical dimensions. Despite all this, I am still learning. I consider myself a lifelong learner because we have entered an era of endless learning. In this age, you are never truly finished, and a degree will never define who you are. What matters is what you bring to the table and what you create. This is why I resonate strongly with ideas such as micro-credentials and microlearning. However, I often ask myself what kinds of MVPs we are really building and where our focus truly lies. Is the goal simply to make more money? If so, do we really understand financial literacy, how money is created, and why we pursue it in the first place? What does success truly mean, and what value do we attach to money?

I often find myself drifting across ideas because everything is interconnected. This era is forcing us to see the bigger picture, and that requires us to go back in time. AI did not begin a few years ago, or even a few decades ago. Its roots stretch back far beyond a hundred years. We must go back to the time of Al-Khwarizmi and the House of Wisdom, where scholars from across the world gathered and collaborated. What we now call algorithms were shaped by collective intelligence. Indian numerical systems were refined and transformed into algebra, revealing how deeply interconnected human knowledge truly is. Remembering history is critical. We cannot afford to focus only on what is trending today and forget it a week later. To truly understand the present, we must reconnect with the past.

The greatest inventions in history have always emerged when people came together, just as we are doing now. Through conversation, networking, and shared ideas, we influence one another. People often ask whether it is AI or humans that matter more. I believe the real answer lies in how we impact each other. AI impacts us, and we impact AI. At its core, AI is made of algorithms, and algorithms were created to bring order out of chaos and restore equilibrium. Balance is a natural law that people across cultures can agree upon, yet today we are far removed from it. While I may be speaking from Dubai, this imbalance applies globally. Excess and exaggeration are pulling us away from what human beings naturally seek.

Much has happened since Al-Khwarizmi, and even more before him. When we look at civilisation, we often trace it back to Mesopotamia, then Egypt, Greece, and beyond. But there is so much history we do not fully know. There is deep and ancient knowledge from South America, Asia, India, East Asia, and Africa. African wisdom, pattern-making, and logic have often been suppressed, yet patterns exist in every culture. We carry immense collective wisdom that we have largely forgotten. Now, algorithms are forcing us to rediscover this wisdom by encouraging collaboration and new ways of thinking.

If we fast-forward through history, we see the Renaissance in Europe after the Dark Ages, while other regions experienced their own golden eras. Classical education and liberal arts once nurtured polymaths, individuals who could think across disciplines. Polymaths have always existed, but in recent times we have confined ourselves to narrow specialisations. Expertise in a small fragment of knowledge is not true expertise if one cannot see the broader context or explain its relevance to others. Collaboration is what reveals where each of us fits within the larger equation of collective intelligence.

Also Read: ThrivePoint Academy: Measurable Results, Community Impact, and a New Model for Student Success

Over the last century, computer scientists and neuroscientists, particularly in the United States, collaborated to explore how humans and machines could communicate. Neural networks mirror how our brains function, and over time, we have built massive machine brains trained on vast stores of human knowledge. The internet once made information freely accessible, and when companies like Google began indexing and digitising books, they were effectively building a new digital Alexandria. Knowledge has always been global, and business has always been part of our DNA. Wanting financial stability is not something to be ashamed of. However, business was historically built on trust, and today we must ask where that trust has gone.

At the AI Institute, we think in terms of generations, not quarterly reports. We are borrowing this planet from future generations, and we must ask what we are leaving behind. AI may feel alien to many, but it is ultimately a mirror of humanity, built on our collective intelligence. No single individual or company can solve the challenges AI presents. It will take all of humanity. AI holds the potential to create both the best and worst versions of our future. That is why we must think broadly, ethically, and historically. We cannot focus only on technology or education in isolation. To make sense of this moment, we need a fuller view that connects history, humanity, ethics, and long-term responsibility.

Insights shared by Hani Raisi Halilovic, Founder, The AI Institute (AI-INSTITUTET Sweden), Sweden, at the 35th World Education Summit held on 4-5th March 2026 in Dubai

Union Budget 2026: Reframes Education as a Workforce Enabler

Union Budget 2026

Presenting the Union Budget 2026 in Parliament, Union Minister for Finance and Corporate Affairs Nirmala Sitharaman placed education firmly within the broader employment and services-led growth narrative. Rather than treating education as a standalone social sector, the Budget positions it as a feeder system for jobs across services, healthcare, tourism, design, and technology.

The Ministry of Education has been allocated ₹1,39,285.95 crore for FY27, reflecting an 8.27% increase over the previous year. Of this, school education receives ₹83,561.41 crore, while higher education allocations rise to ₹55,724.54 crore, indicating a sharper focus on post-secondary and skills-linked learning.

Linking Education with Jobs and Enterprise

At the heart of the education reforms is the proposal to establish a High-Powered Education to Employment and Enterprise Standing Committee. The committee will focus on aligning education outcomes with labour market needs, particularly in the services sector, which the government sees as a key driver of India’s long-term growth.

The committee will identify priority sectors for employment and exports, assess the impact of emerging technologies such as artificial intelligence on jobs, and recommend course corrections in skilling and curriculum design. The emphasis, as outlined in the Budget, is on coordination between education, industry and labour rather than the creation of new institutions alone.

Design, Campuses and Industrial Corridors

To address the shortage of trained professionals in specialised fields, the Budget announces the establishment of a new National Institute of Design in eastern India, to be set up through a challenge-based route. The move aims to strengthen regional development while responding to industry demand in the growing design economy.

In another structural intervention, the government will support States in creating five university townships near major industrial and logistics corridors. These townships are envisioned as integrated academic ecosystems housing universities, research institutions, skill centres and residential facilities, reducing the gap between education and employment hubs.

Infrastructure Support for Inclusion in STEM

Recognising persistent barriers faced by women in higher education, particularly in STEM disciplines, the Budget provides for one girls’ hostel in every district, supported through capital assistance and viability gap funding. The initiative is designed to address practical constraints such as long study hours and laboratory access, improving retention rather than relying solely on financial aid.

Boost to Science, Medicine and Tourism Skills

To strengthen advanced science education, the Budget proposes the creation or upgradation of four major telescope facilities, including the National Large Solar Telescope and the Himalayan Chandra Telescope. These investments are aimed at building long-term research and learning capacity in astronomy and astrophysics.

Education is also closely linked to healthcare and tourism in this Budget. A new scheme will support five regional medical hubs, developed in partnership with the private sector. These hubs will integrate healthcare delivery, medical education, research, AYUSH centres, diagnostics and rehabilitation, supporting both job creation and medical tourism.

In hospitality and tourism skilling, the government plans to establish a National Institute of Hospitality by upgrading the National Council for Hotel Management and Catering Technology. Additionally, a pilot programme will upskill 10,000 tourist guides across 20 iconic destinations through a structured 12-week hybrid training module in collaboration with an Indian Institute of Management.

Relief for Overseas Education Expenses

Acknowledging the scale of Indian students pursuing education abroad, the Budget proposes reducing the Tax Collected at Source (TCS) under the Liberalised Remittance Scheme for education and medical purposes from 5% to 2%. While the move does not address the underlying drivers of outward mobility, it reduces the immediate financial burden on families funding overseas education.

What the Budget Signals

Taken together, the education announcements in Budget 2026–27 signal a shift in the government’s role—from expanding access to managing transitions. The focus is now on smoother movement from education to employment, from campuses to industrial corridors, and from degrees to services-led work.

Committees, hubs and institutes, as outlined in the Budget, are tools to enable coordination rather than outcomes in themselves. Their effectiveness will depend on execution and whether they meaningfully reduce uncertainty for students, institutions and employers in the years leading up to 2047.

Growth Must Feel Personal: How STEMROBO Is Redefining Future-Ready Learning for 2026 and Beyond

Anurag Gupta

2025 taught us something very important: growth and personalization must go together. As we expanded our labs and launched new products, we saw that every school has different needs, every teacher has a different style, and every child learns at their own speed. This will guide our focus for 2026, shared Anurag Gupta, co-founder of STEMROBO, in an exclusive interview with Kaanchi Chawla of Elets News Network (ENN). Edited excerpts:

What have been the most transformative milestones for STEMROBO last year?

2025 has been a truly incredible year for us as we reaffirmed our purpose at STEMROBO.  Every milestone felt less like a business target and more like a real step toward changing how children learn, think, and create. 

Our biggest success this year would be the launch of SIL 1.0, that is the STEAM INNOVATION LEAGUE. Here, students from all over the country came together to compete in a competition that showcased their creativity, knowledge, and awareness. Watching these young students present with such pride and confidence was a reminder of what true education looks like.

The next biggest success would be the establishment of our Dubai-registered headquarters, a smart step that will help us grow faster in the Middle East and reach more countries around the world.

And another major highlight of last year would be our collaboration with the Cyient Foundation that sets up Cyient Labs, a state-of-the-art innovation space in 50 schools across Andhra Pradesh, where STEMROBO contributes as the implementation partner. We also expanded ourselves to Narayana Group of Schools, which helped us reach out to more schools. 

Last year, we also introduced Screen – Free Coding Kits for the young learners.

Because we feel that at the present when technology and screens are everywhere, the children of the Alpha generation should learn the concepts through hands-on experiences and not only screens.

This will imply a paradigm shift on how the foundational skills of STEM will be introduced in India.

These important key events reflect our vision and mission to encourage students to express their creativity and realize their potential.

What lessons from 2025 will shape your strategic priorities or product roadmap for 2026?

2025 taught us something very important: growth and personalization must go together.

As we expanded our labs and launched new products, we saw that every school has different needs, every teacher has a different style, and every child learns at their own speed. This will guide our focus for 2026.

In 2026, we will work on:

  • Improving lab models that can be set up quickly and adjusted for different regions
  • Strengthening our screen-free and hands-on learning tools for young children
  • Creating more personalized learning paths through activity-based and maker-style learning

Our plan for 2026 is simple. We want to grow widely, but we also want our impact to feel personal and meaningful to every learner.

What role do you see generative AI playing in personalized learning, assessments, and skill-building for students in 2026?

Generative AI will be an important part of learning in 2026. It will help students learn in the way that suits them best, at their own pace.

In 2026, we want to use GenAI to:

  • Make learning plans that change for each child based on how well they are doing
  • Replace fixed exams with simple, real-time checks that understand how a child is thinking
  • Give students easy tips and guidance while they try robotics, coding, AI, and maker activities

Generative AI can also make learning more fair by giving every child personalized help, no matter their background. 

2025 saw increased emphasis on NEP 2020 implementation. How has STEMROBO aligned its solutions with NEP goals, especially around experiential learning and skill development?

Our entire approach already matches the core ideas of NEP 2020, which focuses on practical learning, multiple subjects, and preparing students for the future.

In 2025, we supported NEP by:

  • Setting up Innovation Labs and Composite Skill Labs that encourage hands-on and inquiry-based learning
  • Helping schools through teacher training programs that improve competency-based teaching
  • Expanding screen-free and early coding tools so young children can start building basic tech skills
  • Bringing AI, robotics, and activity-based learning into classrooms to build important skills like critical thinking, design thinking, problem-solving, and creativity

Our aim is not just to follow NEP. We want every school to truly bring the NEP vision to life inside the classroom.

What new-age skills do you believe Indian students must master by 2026 to stay globally competitive in STEM and AI-driven careers?

By 2026, students will need a mix of technical skills and people-focused skills to do well in a world led by technology.

The most important skills are:

  • Understanding AI and basic computational thinking
  • Learning by making, designing, and building things
  • Screen-free basic coding for young children
  • Knowing the basics of robotics and automation
  • Reading data and solving problems
  • Thinking creatively and from different angles
  • Working together and communicating digitally

These skills are no longer optional. They are the new basics that students need to compete and grow in a global world.

Also Read: Redefining Higher Education Through AI, Skills and Employability

What does “future-ready education” mean to you, and how is STEMROBO enabling that future today?

For us, future-ready education means helping students grow confidently in a world where AI, automation, and global teamwork are normal parts of life.

It means:

  • Learning by creating, not by memorizing
  • Building real-world skills from a young age
  • Using technology in a safe, hands-on, and inclusive way
  • Supporting teachers so they can guide students in new and innovative ways

We make this possible through our Innovation Labs, Composite Skill Labs, Mini Science Labs, screen-free coding tools, and global programs like SIL.

Our main aim is to turn every classroom into a place where imagination connects with engineering and curiosity connects with future skills.

What is your long-term vision for STEMROBO by 2030, and how do 2025–2026 serve as the foundation for that journey?

Our vision for 2030 is very big and clear :-

We want to take this modern and future-ready education to all parts of India and also grow across the Middle East, Africa, and other global markets.

By 2030, we plan to:

  • Build a strong presence in Africa, across our “Africa 2030” plan
  • Use our Dubai office as the main center for Middle East and global growth.
  • Create a full ecosystem of Innovation Labs, Composite Skill Labs, Mini Science Labs, and screen-free learning tools for young kids.
  • Set up strong channel partners and sales teams so that more schools can easily access our innovation programs.

Everything we are doing in 2025–2026, from expanding partnerships to launching new models and products  is preparing us for this long-term plan.

Our goal is simple: to help build a generation that doesn’t just use technology, but also creates it, improves it, and makes it meaningful for the world.

ThrivePoint Academy: Measurable Results, Community Impact, and a New Model for Student Success

Dr. Timothy A. Smith

A support-heavy, innovation-driven approach to engagement, credit recovery, and “Next Big Step” outcomes.

Across the United States and in many education systems globally, schools are confronting the same urgent reality: too many students are falling behind, disengaging, and leaving school without a diploma or a clear plan for life after graduation. In underserved communities, the stakes are even higher. Students are often balancing responsibilities and barriers that traditional school models were never designed to support, work schedules, family care, transportation instability, housing transitions, anxiety, and academic gaps that compound year after year.

ThrivePoint Academy was created to meet this challenge with a different philosophy and a different operating system.

Rather than asking students to fit into a system built for stability, ThrivePoint is built around the realities of at-promise learners. It is a flexible pathway academy designed to increase engagement, accelerate credits earned, and improve long-term outcomes through a Human + AI support model that is measurable, scalable, and community-centred.

ThrivePoint is not a “program.” It is a school model designed to produce results, and to prove those results with data that authorizers, districts, families, and community partners can trust.

Network Growth Demonstrating Community Need

Learning Matters Educational Group and the ThrivePoint Academy network have experienced significant recent growth across multiple states, demonstrating both demand and community need for a flexible pathway model built for underserved student populations. ThrivePoint Arizona currently serves approximately 1,500 students, ThrivePoint California serves 1,000 students, and ThrivePoint Nevada has grown to 500 students in its second year. ThrivePoint Utah launched in year one with 200 students, and the network is preparing to expand further with Oklahoma and Texas launching for fall 2026. This multi-state growth reflects a consistent pattern: when schools combine personalised learning, success coaching, and scalable support systems, students who were previously disengaged re-enter education with renewed momentum and clearer postsecondary direction.

The ThrivePoint Mission: Graduation as a Launchpad, Not a Finish Line

ThrivePoint’s mission is simple and measurable: help at-promise students re-engage, earn credits consistently, graduate on a realistic timeline, and transition into a meaningful Next Big Step.

For ThrivePoint students, graduation is not treated as the end goal. It is treated as a launchpad into a career pathway, a credential, a training program, college, or stable employment with upward mobility.

That future focus is central to ThrivePoint’s identity. Many students disengage not because they cannot do the work, but because school feels irrelevant, overwhelming, or emotionally unsafe. ThrivePoint rebuilds the experience of school around three principles: momentum, belonging, and purpose. This approach aligns with research demonstrating that well-implemented social-emotional learning programs improve both behavioural outcomes and academic performance (Durlak et al., 2011).

Challenging the Traditional Ecosystem: Why Students Disengage

Traditional high school systems often rely on assumptions that unintentionally push at-promise students out: attendance equals learning, content delivery equals engagement, failure triggers intervention, students should “catch up” through increased workload, and one pacing model fits all learners.

These assumptions may work for students with stable routines and consistent support. But for many underserved students, these structures create predictable failure points.

When students fall behind, they don’t simply work harder. They often experience a cycle of overwhelm and avoidance. Missing assignments becomes emotional weight. Logging in becomes stressful. A few missed days become a week. A week becomes a month. And eventually, students disappear quietly, not because they lack ability, but because restarting feels impossible.

ThrivePoint exists to solve that specific problem: the restart problem.

The ThrivePoint Operating System: Human + AI Support

ThrivePoint’s model combines four integrated components that work together to produce measurable outcomes.

Fully Online Learning (Flexibility and Access): Students learn online in a competency-focused structure designed for flexible pacing and personalised pathways. However, ThrivePoint does not treat online learning as content delivery. Research on online credit recovery suggests that outcomes can be limited when online coursework is implemented without strong surrounding supports (Rickles et al., 2024). ThrivePoint addresses this by integrating coaching, resource centres, and rapid re-engagement systems.

Resource Centres (Structure, Stability, Belonging): ThrivePoint uses resource centres to provide stability, structure, and human connection. Resource centres support tutoring, small-group instruction, coaching sessions, quiet workspaces, reliable internet access, testing support, and re-engagement routines.

Student Success Coaches (Accountability and Barrier Removal): At ThrivePoint, student success coaching is not optional; it is the centre of the model. Evidence from structured mentoring interventions shows that consistent adult support paired with monitoring and follow-up can improve attendance and academic outcomes for higher-risk students (Guryan et al., 2020).

AI Support Layer (Speed, Consistency, Personalisation): ThrivePoint uses AI to strengthen the adults in the system, not replace them. AI supports the model by identifying disengagement early, summarising student progress, recommending next steps, and reducing administrative workload so staff can spend more time on instruction and coaching. Humans lead. AI supports.

Also Read: The Use of Systemic Constellations in Systemic Management in Organizations

Innovation That Produces Measurable Results

ThrivePoint’s model is designed to improve results across three categories: engagement, credits earned, and Next Big Step outcomes.

Engagement Results: Detect Drift Early and Respond Fast. Research on early warning indicators shows that attendance, course performance, and credit accumulation, especially in the first year of high school, are highly predictive of graduation outcomes (Allensworth & Easton, 2005, 2007). ThrivePoint operationalises this research through weekly engagement metrics such as weekly active participation, time-to-contact, and time-to-return.

Credits Earned: Micro-Lessons and 10-Minute Comeback Plans. Microlearning research suggests that brief, targeted learning experiences can support retention and performance when designed intentionally and aligned to learner needs (Shail, 2019). ThrivePoint applies microlearning as a structured restart pathway that reduces overwhelm and restores momentum.

Next Big Step Outcomes: Purpose-Driven Planning. ThrivePoint measures success beyond graduation by tracking future readiness. Career academy research shows positive impacts on postsecondary and labour-market outcomes when learning is connected to real opportunity structures (Kemple, 2004).

Community Impact: Strengthening Families, Workforce, and Local Stability

ThrivePoint’s impact extends beyond individual students. When at-promise learners graduate, communities benefit in measurable ways through stronger families, workforce development, reduced dropout-related social costs, and scalable school models that can expand responsibly across underserved regions.

Responsible Innovation: Ethics and Trust Built In

ThrivePoint recognises that AI in education must be implemented with care. Ethical design is not optional, especially in underserved communities. ThrivePoint uses role-based access to sensitive data, transparency with students and families, human review for high-stakes decisions, bias monitoring, and strict guidelines for staff use of AI tools. Trust is the foundation of re-engagement.

A Second-Chance Engine Built for Scale

ThrivePoint Academy is built on a belief that should reshape the education ecosystem: students don’t need more pressure, they need a restart that feels possible.

By combining flexible online learning, resource centres, success coaching, AI-driven early warning, micro-learning comeback plans, and Next Big Step planning, ThrivePoint creates measurable outcomes that move students forward, toward graduation and beyond.

Not just a new program. A new ecosystem. One designed for the students who need it most.

Views expressed by: Dr. Timothy A. Smith, President and CEO, Learning Matters Educational Group, United States of America

Redefining Higher Education Through AI, Skills and Employability

Dr. Akhil Shahani

“AI literacy is going to be non-negotiable not just prompting, but using AI to automate tasks, design workflows and speed up decision-making,” shared Dr. Akhil Shahani, Managing Director, Shahani Group, in an exclusive interaction with Kaanchi Chawla of Elets News Network (ENN). He emphasised that institutions must move beyond viewing AI as a supplementary tool and instead embed it into core academic, administrative and governance processes to remain future-ready. According to him, the real impact of AI in education will be realised when leaders focus on responsible adoption, upskilling educators, and aligning technology with learning outcomes rather than treating it as a standalone innovation. Edited excerpts:

Looking back at 2025, what has been the most significant shift you witnessed in higher education and employability training across India?

2025 was the year when higher education finally admitted what industry has been hinting at for a decade: “Don’t show me your degree, show me what you can do on Monday morning.” Employers became far more selective about real competencies, especially in finance, tech & sales roles.. Students also became more direct, they now walk in asking, “Sir, placement kitna assured hai?” And honestly, that clarity is refreshing.

Institutes that survived this shift were those willing to embrace outcome-based learning, blended formats, and micro-credentials. The old model of four classrooms and one PowerPoint no longer cuts it. If anything, 2025 made career ROI the real syllabus.

What emerging digital skill sets do you believe will become non-negotiable for students entering the job market in 2026?

AI literacy is going to be non-negotiable — not just prompting, but using AI to automate tasks, design workflows and speed up decision-making. I’ve seen students who couldn’t draft an email last year now using AI to create full client pitches. Now, with AI pervading all sorts of enterprise systems like CRM, Excel, Project Management etc, they need to know how to use it well across these areas.

Data skills are becoming the new English, every job needs at least basic analytics and dashboards. Add to that cloud skills, cybersecurity fundamentals and global communication abilities. And yes, the ability to collaborate asynchronously with teams in four different time zones without losing your sanity — that’s a digital skill too!

Could you share key milestones achieved by your institutions this year—whether in placement outcomes, partnerships, or digital learning innovations?

This year we’ve doubled down on hybrid learning & establishing offline centres. We’ve partnered with 8 colleges in Mumbai & launched franchise locations in Gujarat & Madhya Pradesh. Along with Thadomal Shahani Centre For Management (TSCFM) which runs our business courses, we launched Thadomal Shahani Institute of Technology (TSIT) to run our technology courses. This expands the bouquet of courses we run in our partner college locations. In addition, we’ve scaled up our inhouse recruitment firm, Ask Talent Services (ATS) to offer our graduates better job opportunities & also offer mid-level placement services for our corporate clients. 

AI & Data skills have been rolled out across all our courses to enhance our students’ employability. We’ve partnered with some UK Universities to offer our students pathways to global MBAs through them. 

What policy-level reforms or regulatory changes in 2025 do you believe have been most beneficial for skill-focused institutes like Ask.CAREERS?

The National Credit Framework (NCrF) continued to gain traction, making modular learning far more mainstream. For institutes like ours, which thrive on short-cycle, job-ready training, this was a blessing. The government’s encouragement of industry collaboration through apprenticeships, CSR partnerships and practical training also aligned well with our model.

What helped most was the policy push around hybrid and digital learning. The idea that high-quality education can be delivered flexibly without compromising outcomes is something we’ve championed for years. 2025 essentially validated that direction.

With the rise of AI-first job roles, how are you preparing faculty for this next wave of digital transformation?

Frankly, preparing faculty for AI has been quite interesting. Some of our senior professors were initially concerned about how AI helps students cheat on their assignments. However, once they realised it could cut their administration workload and give them creative superpowers, the adoption curve shot up.

We run regular AI training programs for faculty from lesson planning to simulations, content creation and assessment design. Many of them now co-create digital modules with industry mentors. The biggest shift, however, has been mindset: moving from being a “sage on the stage” to a “guide on the side,” helping students use technology to achieve learning outcomes rather than memorise content.

Also Read: India’s New Path to Global Universities

If you had to define 2026 in one theme for the education sector what would it be and why?

For me, the theme of 2026 is “Personalised Employability at Scale.” Students don’t want generic courses anymore; they want personalised pathways that help them achieve specific career goals. And thanks to AI and adaptive learning, we can now deliver that at scale.

As India’s digital economy grows and industry sectors get more sophisticated, employers are expecting job-ready talent, not just degree-holders. 2026 will belong to institutes that combine technology, industry alignment and personalised learning,  the ones that can help an ordinary student become an extraordinary professional. That’s the ecosystem we’re building across our institutions.

 

The Use of Systemic Constellations in Systemic Management in Organizations

Dominika Flaczyk

The competitive advantage of a modern enterprise lies, among other things, in the functioning of its processes, their efficiency, relationships, and a systemic approach to both the internal and external environment of the company. Today’s economy is largely based on intangible values, human capital, and the mutual relationships between people. Knowledge of these factors and the ability to manage evolving systems of interconnections appear to be just as crucial today as the development of modern technologies.

Every organization is a system composed of numerous elements, such as employees, customers, products, services, mission, professed values, networks of partners, suppliers, sales markets, and so on. A system exhibits characteristics that differ from the mere sum of its parts. It can even be compared to a living organism, in which every cell is connected and individual cells influence the functioning of the whole. Individual systems have their own dynamics resulting from the connections and constantly changing relationships among all their components. When one element changes, that change simultaneously affects all the others.

This article presents the specificity of the systemic constellation method in organizations (conceptualization), indicates its possible applications, and highlights its advantages and limitations in the context of organizational management. In the systemic perspective, the fundamental paradigm is a broad and holistic view and examination of the organization. Systems theory was originally a biological theory and was later developed and expanded by cyberneticists and engineers (systems engineering). It also includes strands of social sciences such as sociology and economics. More recently, it has aimed at increasingly broad generalizations under the terms “systemics” or “general systems theory.” Today, this theory aspires to comprehensively explain the functioning of living organisms, societies, and technical/artificial systems. The organizational system that has become the central focus of this school of thought is the enterprise.

The Systemic Approach to Management

Many modern management theories are based on assumptions similar to those of the network (systemic) approach, identifying seven fundamental theoretical foundations:

  • Whole and part – a system is a dynamic whole composed of diverse parts;
  • Networked nature – refers to the relationships between parts or mutual interactions occurring between systems;
  • Openness – no system functions autonomously and must adapt to external circumstances to survive in a dynamic environment;
  • Complexity – systems can assume many different states over a given period in order to survive in a changing and largely unpredictable environment;
  • Order – the whole is described by a known pattern; the system is created through rules that enable people to orient themselves within a given structure, understand the whole, and eliminate errors;
  • Control (steering) – understood as the system’s ability to self-regulate, based on information (control is divided into steering and regulation);
  • Development – understood as the learning process of the system.

At the same time, independently of systemic management theory, the method of systemic constellations in business and organizations has been developing dynamically for over 20 years and has gained popularity worldwide. It has been used by companies such as Daimler-Chrysler, IBM, McDonald’s, Microsoft, and BMW. The method was discovered and refined by the German psychotherapist Bert Hellinger, who applied it in short-term therapeutic interventions. It was later adapted to business needs and further developed by business consultants.

The method refers to the systemic level of organizational functioning, similarly to how an individual functions within a social system. Each of us is connected to various systems. The primary and original one is the family system, in which family members are linked by a range of different relationships and dependencies. The systemic constellation approach in organizations focuses more on managing relationships than actions, illustrating relationships between departments as well as team members, and contributes to the overall effectiveness of the organization.

Systemic constellations emerged from the phenomenological philosophical approach. The phenomenological method consists of observing and describing what is directly given and is characterized by an absence of preconceived assumptions. Therefore, in systemic constellations there is no predefined theory; what is available, such as the basic “laws of the system” are regularities discovered during work with the method.

The essence of the method lies in the fact that after the client defines the topic of the “constellation consultation,” people not directly connected to the situation are “used” to represent individuals or aspects of the enterprise. Bert Hellinger discovered that there is a phenomenon whereby people in no way connected to the constellation topic can access information about hidden dynamics, emotions, and events within the system. Hence, the method uses representatives, individuals who agree to represent people or aspects of the organization.

A trained consultant, also known as the facilitator, using verbal and non-verbal information from the representatives, reveals the image of the system, provides insight into operating mechanisms and hidden dynamics, and, with the client’s consent, initiates a process of change conducive to resolution. The systemic approach to management ensures greater clarity and simplicity of processes and relationships within the organization, creating a coherent and integrated management system.

The systemic constellation method is based on principles similar to those of systemic management theory. Knowledge of the laws governing a system is crucial for management. The first step in systemic consultation is to verify whether the laws that create order in the system are being respected. The most common source of problems in a system is precisely the violation of one or more of these laws.

According to systemic constellation theory, every organization functions properly if three fundamental laws (assumptions) are fulfilled:

  • Everyone has an equal right to a place in the system – the principle of respect and recognition of competence;
  • Within the system, there is an appropriate order/hierarchy of positions based on length of membership;
  • In every exchange, a balance between giving and taking (costs and benefits) must be maintained.

Possible Applications of the Systemic Constellation Method

Organizational constellations make it possible to obtain essential information about a system in a surprisingly short time. The size of the system plays little role. The topic of a constellation may concern cooperation among numerous companies within a holding structure, as well as seeking answers to questions related to a small team with high staff turnover.

Examples of applications of the systemic constellation concept and method include:

  • A diagnostic instrument – the method helps find solutions to complex situations within the enterprise system and its environment, clarify goals, avoid pseudo-goals, and develop new perspectives for action; it also provides systemic and often surprising insights into situations requiring solutions and/or decision-making;
  • An instrument of change – effective when major organizational changes are required, such as creating a new organizational structure in which all managers have their place and work in harmony;
  • Establishing new enterprises or making merger decisions – useful as a tool in designing new ventures and in negotiations;
  • A recruitment tool, for example when hiring for key positions;
  • A significant decline in employee engagement;
  • Long-term difficulties with company profitability;
  • Conflicts or stagnation in the development of company boards, partners, or management teams;
  • Identifying and analyzing bottlenecks, such as departments being overloaded with work, understaffed, unclear organizational structures, blurred role boundaries, or insufficient coordination and communication;
  • Organizational leadership and improving information flow;
  • Behavioral change – the method helps change behaviors that generate unnecessary tension, such as lack of respect, coalition-building and deadlock, arrogant or rebellious behavior, or high employee turnover;
  • Searching for realistic goals and aligning team members toward them, creating action strategies;
  • Designating a successor in a family business;
  • Examining one’s position within the organization;
  • Creating a positive workplace atmosphere;
  • Clarifying issues related to marketing, introducing new products and services, sales, and customer relationships;
  • Testing or searching for new areas of business development.

Systemic constellations have been used for nearly 40 years in psychotherapy, psychological support, career counseling, and business. They are an “ultra-short-term” method, meaning that usually a single constellation is sufficient to reach the root cause of a problem and reveal a solution. Example applications include company restructuring, mergers and acquisitions, leadership changes, personnel changes, recruitment, marketing decisions, and organizational dysfunctions that are difficult to explain logically—such as high turnover, declining revenue/profits, low employee morale, customer issues, communication problems, internal conflicts, and burnout.

During a constellation, collective intelligence operates, helping to unravel highly complex issues in a transparent way—often too complex to be solved through analytical thinking alone. Furthermore, constellations facilitate identification of the authentic root cause of a problem without wasting resources on secondary issues. Crucial here is insight into where to begin, who in the system needs to change and to what extent, and which problems are primary versus secondary. Knowledge of the system as a network of interdependencies is essential.

During and at the end of the consulting process, the systemic constellation method works excellently for testing possible solutions, increasing the amount of available information before making decisions critical for the organization. For example, in the recruitment process, when several candidates meet all predefined criteria, systemic constellations can help select the best candidate whose competencies and way of working will best “resonate” with the organizational system. The same applies to selecting members of project teams or identifying who will perform best as a team leader.

Advantages of the Systemic Constellation Method

The concept of systemic constellations offers a holistic and symbolic approach to managing an organizational system. Solutions obtained through this method are clear and based on multiple actions of the systemic consultant. A constellation session requires the presence of only the company owner, department head, or employee affected by the difficulty and/or facing dilemmas. It is neither necessary nor advisable to involve all parties concerned, due to time efficiency, privacy, and the need to maintain neutrality for greater objectivity of insight.

Companies using the systemic approach and systemic constellation method value it for its simplicity, effectiveness, and excellent cost-to-result ratio. Examples include subtle issues such as a founder’s lack of humility and respect for work repelling customers, or a forgotten, disreputable event from the organization’s history whose systemic memory casts a shadow over the company’s ability to achieve higher profitability.

It is intriguing that participants in a constellation possess no information about the people they represent. This involves a particular flow of information that is neither verbal nor mental. It is unclear how such information transfer occurs, although certain concepts exist, such as Rupert Sheldrake’s theory of morphogenetic fields or selected models of molecular biology.

Relationships in constellations are usually multi-aspect, multi-level, and largely unconscious. Systemic constellations make it possible to reach this unconscious dimension, identify entanglements and disturbances in relationships with other system members, and initiate a process of “healing.” The success of implementing an appropriate strategy depends on employees; therefore, it is important to manage relationships effectively, fully utilize organizational potential, and improve processes as a source of competitive advantage.

This method allows hidden information about the system to be brought to light, supports changes in the area of human relations, and contributes to organizational health. Constellations help draw universal conclusions that restore order in organizations, support strategic and operational management processes, and provide rapid diagnosis in crisis situations. Remarkably, working with just one person from the company can trigger change throughout the entire system.

Also Read: ODM Educational Group Expands Beyond Borders with Its First International Campus in Dubai, UAE

Summary

The systemic constellation method in organizations is independent of origin, beliefs, or leadership styles, as it is based on universal principles that ensure coherence and clarity of a system composed of interconnected elements. The systemic perspective reveals intangible, psychological, and “energetic” connections, offering an alternative approach that can release energy and introduce order within both small and large, complex organizational systems.

The method is effective because it is alive and continuously applied in management practice across many developed countries, corporations, and SMEs alike. This approach is distinguished by speed, clarity, and simplification of processes, which is extremely important given the complexity, diversity, high dynamics, and unpredictability of today’s economic environment, where we are constantly threatened by information overload leading to organizational chaos.

Views expressed by Dominika Flaczyk, CEO, Founder, BusinessWell, Foundation of Social Participation, Grupa Profesja, Poland

 

ODM Educational Group Expands Beyond Borders with Its First International Campus in Dubai, UAE Born in Odisha. Built Across India. Now to the World.

ODM Educational Group

ODM Educational Group, one of India’s most respected and fastest-growing K–12 school networks, has announced a landmark achievement — the establishment of its first international campus in Dubai, United Arab Emirates with acquisition of Sabari Indian School, Dubai. Sabari is a KHDA – “Good”-rated CBSE school in Deira locality of Dubai.

This milestone marks the beginning of ODM’s global journey as it takes Indian educational excellence to an international platform, reinforcing the Group’s vision to build a world-class network of schools rooted in Indian values and powered by innovation.

A Defining Step for Indian Education

From its humble beginnings in Odisha, ODM Educational Group has evolved into a multi-state education leader with campuses across Odisha, Jharkhand, West Bengal, NCR, and now the UAE — serving over 11,500 students with a dedicated team of 2,000 educators and professionals across seven campuses.

Over the last two decades, ODM has earned a reputation for academic excellence, strong value systems, and progressive education models that integrate sports, creativity, and innovation into mainstream learning. The Group’s entry into the UAE marks its transition from a nationally admired institution to a globally recognized education brand.

Leadership Vision

Commenting on the milestone, Swoyan Satyendu, CEO of ODM Educational Group, said:

“ODM was born in Odisha with a vision to redefine K–12 education through excellence, empathy, and innovation. Over the years, our journey has expanded across states, impacting thousands of young lives. This step into Dubai is a natural progression — a reflection of our commitment to take Indian education and values to a global stage.”

The chairman, Dr. Satyabrata Minaketan added:

“Our goal is not just geographical expansion, but the creation of learning ecosystems that nurture global citizens while staying deeply connected to Indian ethos.”

Newron – The Education Arm of ODM

The global expansion has been driven through Newron, the education arm of ODM Educational Group, which oversees the Technology, Academic & Operational excellence of all ODM schools in India and abroad.

Newron embodies ODM’s modern, system-driven approach to schooling — integrating world-class educational practices, digital platforms, and institutional processes that ensure every ODM campus reflects the same standards of quality and care.

Through Newron, ODM continues to extend its academic philosophy, leadership framework, and institutional expertise to new regions — including the UAE — with the same commitment to integrity and impact.

ODM’s Growing Footprint

With a strong presence in multiple Indian cities — including Bhubaneswar, Gurgaon, Ranchi, Durgapur, Gurgaon — ODM Educational Group stands among the few Indian K–12 institutions to successfully expand internationally.

The Group’s global campus in Dubai will follow ODM’s established model of holistic education, offering a blend of academic excellence, international exposure, and character development. It will also open avenues for cross-cultural learning, student exchanges, and faculty collaborations between Indian and UAE campuses.

The Road Ahead

ODM’s UAE chapter is just the beginning of a broader international vision. The Group aims to develop a global network of Indian-origin schools that represent India’s educational strengths — discipline, innovation, and values — while adapting to the aspirations of global learners.

Newron will continue to enable this journey as the Group’s educational backbone, driving academic consistency, operational quality, and technological transformation across all campuses.

About ODM Educational Group

Founded in Bhubaneswar, ODM Educational Group is one of India’s premier integrated school networks, widely recognized for its academic rigor, holistic development programs, and innovative educational approach. With over two decades of legacy, ODM today educates more than 11,500 students across 7 campuses in India, supported by a 2,000-member team of educators and professionals.

Through its education arm, Newron, ODM operates its network of schools across India and internationally, ensuring that every campus embodies the Group’s vision of empowering students with knowledge, values, and global competence.

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