Uniting Structure, Flow, and Growth for the New Era of Business & Education Redefining the way humanity learns, leads, and evolves.

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October 13, 2025

A Living Codex for the New Era of Business and Education

The future of business and education is not built through reform – it emerges through resonance.

While traditional systems rely on hierarchy, control, and compliance, the Merkabah Management System (MMS) introduces a living codex – a multidimensional framework that unites structure, flow, and growth under universal principles of alignment.

Born from two decades of experience in Australia’s Vocational Education and Training (VET) sector and refined through deep study of leadership, human potential, and organisational systems, MMS redefines management as a Grail Compass – a guiding architecture for organisations seeking coherence between people, technology, and purpose.

This is management as consciousness in motion: a model that honours compliance yet transcends it, bridging the tangible and the timeless, and preparing humanity for a future where every system breathes.

The Merkabah – The Ascension Vehicle of Modern Enterprise

In ancient mysticism, the Merkabah symbolised the vehicle of ascension – two interlocking tetrahedrons spinning in harmony, representing the balance between heaven and earth, logic and intuition, structure and spirit.

The Merkabah Management System translates this sacred geometry into a modern business and education model.

Each triangle represents a polarity; when the polarities unite, they generate the spin of evolution – what we call the Grail Flow.

At the heart of the system lie The Four Keys of Alignment – the operational and energetic compass of conscious enterprise.

The Four Keys of Alignment

Key	Element	Universal Law	Chakra	Business Expression
Vision	Fire	Mentalism – “All is Mind”	Crown	Leadership & Creation
Structure	Earth	Correspondence – “As Above, So Below”	Root	Systems & Process
Flow	Air	Vibration – “Nothing Rests”	Heart	Communication & Culture
Growth	Water	Cause & Effect – “Every Action Has a Reaction”	Solar Plexus	Delivery & Outcomes

Each Key represents one corner of the spinning Merkabah – together, they form a living engine of mastery that transforms conscious thought into tangible results.

Vision ignites purpose. Structure grounds it. Flow sustains it. Growth evolves it.

When these four forces move in alignment, a business becomes self-correcting – powered by coherence, not chaos.

The Four Keys in Motion

The Visionary Arc (Masculine Principle)

Focus: External orientation, innovation, leadership.
Business Layer: Lead generation, creative strategy, value creation.
Universal Law: Mentalism – All is Mind.
Chakra: Crown – Divine Thought.
Key: Vision.

Here, ideas are born and purpose is defined. It is the mind of the organisation – the CEO’s compass of foresight, innovation, and meaning. This is where leadership creates the light by which every team navigates.

The Embodiment Arc (Feminine Principle)

Focus: Internal systems, fulfilment, materialisation.
Business Layer: Operations, service, delivery.
Universal Law: Correspondence – As Above, So Below.
Chakra: Root – Foundation & Safety.
Key: Structure.

Here, vision descends into form. Policies, people, and processes anchor the dream into matter. This is the foundation of stability – where inspired strategy becomes measurable impact.

The Integrator Field (Heart Principle)

Focus: Unity of inner and outer.
Business Layer: Management, culture, communication.
Universal Law: Vibration – Nothing rests; everything moves.
Chakra: Heart – The Bridge of Harmony.
Key: Flow.

This is the circulatory system of the organisation. When leadership and service meet in harmony, the Merkabah spins – communication becomes rhythm, culture becomes vitality, and every team member becomes part of the pulse.

The Catalyst of Growth

Focus: Learning, adaptability, continuous improvement.
Business Layer: Client fulfilment, review, innovation loops.
Universal Law: Cause & Effect – Every Action Has a Reaction.
Chakra: Solar Plexus – Empowerment & Will.
Key: Growth.

This is where feedback becomes transformation. Growth is not expansion for profit’s sake, but the natural outcome of a system that listens, learns, and evolves.

The Seven Laws as the Seven Levels of Business Ascension

The vertical axis of the Merkabah aligns with the Seven Universal Laws, forming the ascension ladder through which an organisation rises in awareness, accountability, and impact. Each law mirrors a chakra and operational layer – a living energetic spine for enterprise.

Universal Law	Chakra	Energy Principle	Business Expression
Mentalism – “All is Mind”	Crown	Thought, strategy, creation	Strategic vision & innovation
Correspondence – “As Above, So Below”	Third Eye	Reflection, ethics	Governance & alignment
Vibration – “Nothing Rests”	Throat	Communication, morale	Cultural coherence
Polarity – “Everything is Dual”	Heart	Balance, empathy	Team dynamics & EQ
Rhythm – “All Things Rise and Fall”	Solar Plexus	Timing, momentum	Change management
Cause & Effect – “Every Action Has a Reaction”	Sacral	Accountability, creativity	Outcomes & review
Gender – “All Creation Requires Balance”	Root	Stability, integration	Vision ↔ Service equilibrium

When all seven are harmonised, the business becomes a fully awakened Merkabah – stable at its roots, visionary at its crown, and alive in every layer between.

Integration with the VET 2025 Standards

The Merkabah Management System is aligned directly with the 2025 Standards for RTOs, harmonising compliance with consciousness.

Vision (Fire / Mentalism) – drives strategic intent and leadership under Standard 1 (Governance and Direction).
Structure (Earth / Correspondence) – aligns with Standards 2-4 (Operations, Delivery, and Quality Assurance).
Flow (Air / Vibration) – maps to Standards 5-6 (Student Engagement and Cultural Cohesion).
Growth (Water / Cause & Effect) – embodies Standards 7-8 (Feedback, Review, and Continuous Improvement).

Through this lens, RTOs and training organisations evolve from compliance frameworks into living ecosystems of transformation – able to adapt, innovate, and serve both learners and industry with integrity.

AI Certs & Professional Development Integration

In collaboration with AI Certs International, Merkabah Management Systems integrates AI-powered learning, micro-credentialing, and non-accredited professional development into its frameworks.

This partnership bridges digital intelligence and human consciousness – empowering educators, trainers, and leaders to harness AI ethically and intelligently within their systems.

Our programs merge technical literacy with emotional intelligence – creating future-ready professionals who can lead change, not just survive it.

By aligning AI training with the Four Keys of Alignment, participants learn not only what to implement, but why and how to sustain it consciously.

From Hierarchy to Harmony

Traditional management teaches us to “report upward.”
Merkabah Management Systems teaches us to support outward.

By inverting the pyramid – as expressed in the Holy Grail Model – power flows from the base, uplifting the trainers, learners, and service teams who hold the real keys to innovation.

This transition marks the evolution from control to coherence – from systems that restrict to systems that resonate.

When every level of the organisation recognises itself as part of a greater geometry, hierarchy dissolves into harmony.

Education as Ascension Technology

At its deepest level, Merkabah Management Systems views education itself as an ascension vehicle.
Whether through accredited training or professional development, learning mirrors the same universal pattern – activation through structure, flow, and growth.

By aligning the human system with the organisational system, learners evolve from participants into co-creators of transformation.

This is the essence of the VET Codex – a living curriculum that integrates compliance, technology, and consciousness into one regenerative model of excellence.

The Holy Grail in Business Terms

The Holy Grail is not an object; it is a state of integration – when mind, system, and service unite into one current of purpose.

In business, that means:

Profit aligns with frequency.
Growth reflects consciousness.
Success becomes a natural effect of coherence.

The Merkabah Management System is not merely a model – it is a management system for multidimensional alignment.

It invites organisations, educators, and leaders to rise beyond metrics into mastery – where every process serves evolution, and every outcome reinforces purpose.

Conclusion – The Living Merkabah

The Merkabah Management System is the synthesis of timeless wisdom and modern innovation – a Gold Standard blueprint for organisations ready to evolve with humanity.

When Vision, Structure, Flow, and Growth align through the Seven Laws, a new kind of enterprise is born:

alive, ethical, regenerative, and conscious.

In this system, compliance becomes coherence. Leadership becomes service. And education becomes enlightenment in action. Because the Merkabah doesn’t just manage – it moves.

By: Mathieu Cooper- Creator & Founder, Merkabah Management Systems

AI and The Future of Virtual Education

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digitalLEARNING Network

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October 13, 2025

AI will never replace teachers, but educators must learn how to use it effectively. More than 6,000 teachers should be trained not only to apply AI in the classroom but also to guide students in using it responsibly, shared Antonio Roca, Managing Director, Academica Virtual Education in an exclusive interaction with Kaanchi Chawla of Elets News Network (ENN). Edited excerpts:

How does Academica Virtual Education differentiate itself from other virtual learning providers in terms of pedagogy, technology, and student outcomes?

Academica Virtual Education has been operating for over 15 years as the result of a collaborative effort between educators in both brick-and-mortar schools and virtual learning environments. This unique combination allows the organisation to bring proven best practices from traditional classrooms into the digital space.

Unlike many other virtual providers, Academica benefits from a large network of over 200 schools across the United States, serving more than 150,000 students in physical classrooms daily. With nearly three decades of experience in physical education, the organisation has effectively transferred this expertise into creating high-quality virtual learning experiences.

A key differentiator is the emphasis on making digital learning highly engaging and personal. The platform “Collegiate” connects a global base of over 200,000 learners, fostering collaboration and community. During the COVID-19 pandemic, Academica integrated advanced tools—such as auto-tracking cameras, high-definition video, and highdefinition audio—into physical classrooms. This ensured that students learning remotely could participate as if they were physically present.

By seamlessly merging physical and virtual spaces, Academica provides students in both settings with opportunities to interact, while enabling educators to teach effectively across platforms in real time. This blended approach strengthens pedagogy, leverages technology, and enhances student outcomes.

What policies or partnerships have proven effective in closing the digital divide for your virtual learners?

I believe it is essential to launch Collegiate so that every student becomes familiar with a digital platform that is compatible with iOS, Android, desktops, laptops, and iPads. Many of our schools are moving to fully digital learning, where books and other materials are accessed on iPads. To prepare students, especially those in middle and high school, for the rigorous challenges of this transition, it is important that they learn to navigate Collegiate, send messages to parents, teachers, and principals, and use the platform effectively. Our elementary school students are already logging in and exploring these features.

Equally important is ensuring that parents are not left behind. All parents and guardians of our students have access to Collegiate, allowing them to communicate seamlessly with teachers. They no longer need to call the school or write a letter; they can email or send real-time messages directly to their child’s teacher. This two-way communication also enables teachers to easily reach out to parents, recognising the critical role parental involvement plays in student success.

Breaking down barriers between the schoolhouse and the home is vital. Establishing partnerships and developing platforms that make this process as seamless as possible is, I believe, essential for the future.

Do you see AI as a collaborator, competitor, or catalyst for the future of virtual education, and how are you preparing students for this shift?

I believe AI is both a catalyst and a collaborator. We were early adopters of artificial intelligence and firmly believe it will be a driving force in digital education. We have even developed our own AI platform, the Adaptive Instruction Advisor (IA). Harnessing AI tools provides unprecedented opportunities for individualised learning.

Traditionally, education has followed the “one teacher, 30 students” model, where instruction is often aimed at the middle. This leaves fast learners bored and slow learners struggling. AI changes this by enabling truly individualised learning. For example, by analysing practice data from standardised or interim exams, such as state assessments, SATs, or ACTs, AI can generate custom learning objectives and targeted exercises to strengthen each student’s specific areas of need.

AI will never replace teachers, but educators must learn how to use it effectively. More than 6,000 teachers should be trained not only to apply AI in the classroom but also to guide students in using it responsibly. By leveraging classroom data, teachers can create unique, targeted, and customised lessons. Educators have a responsibility to teach students how to use AI ethically, as every young person entering the workforce in the next 10–15 years will need to master working with AI.

The future will belong to those who can ask the best questions and create the most precise prompts. This requires subject knowledge and the ability to frame inquiries clearly and intelligently. Those who can do so will receive the best, most relevant answers from AI systems.

In conclusion, AI is here to stay. Like calculators in mathematics, it will not replace teachers or classrooms but will enhance them, equipping both educators and students with powerful tools for better learning outcomes.

How do you envision the ideal “hybrid school of the future”—one that fully blends digital flexibility with real-world community engagement?

We are implementing learning centres in various contexts to enhance individualised learning. These centres will provide students with flexible environments, allowing them to learn outside the traditional classroom setting. For example, students may work in pods using virtual learning tools and artificial intelligence to reinforce certain concepts during part of the day. In another part of the day, they may join collaborative group sessions with teachers to work on subjects they studied independently.

The goal is to create a fluid learning environment that leverages technology for personalised education while maintaining essential social interaction. In today’s world, where many adolescents and teens lack in-person engagement, the human connection offered in these settings is invaluable. Learning centres will facilitate project-based and collaborative learning while accommodating individual schedules. For instance, a student who is an athlete may attend later in the day rather than at 7 a.m.

By combining flexibility, technology-driven personalised learning, and human interaction, these new learning environments can support diverse student needs and prepare them for the future of education.

Also Read: Empowering Educators & Creating Scalable Teacher Training Models

Can you share measurable outcomes or success stories that highlight the impact of Academica Virtual Education on underserved communities?

The vast majority of the brick-and-mortar schools we operate in the U.S. serve underserved communities. That has been our focus since we began 30 years ago—creating educational outcomes and disproving the notion that poor children cannot learn. We have proven, time and again, that this is a fallacy.

One of the key strategies we use to support underserved communities, both in person and virtually, is after-school tutoring. Traditional tutoring after school is expensive, and most brick-and-mortar schools cannot afford to keep their entire teaching staff for extended hours. While we have organised classes in the past, what has truly made a difference is establishing computer labs within schools. These labs give students access to virtual lessons for reinforcement on topics they may not have fully understood, providing remediation or acceleration as needed.

This approach allows us to deliver personalised learning at scale without straining school budgets. Instead of paying for dozens or even hundreds of teachers to stay after school, digital learning offers a cost-effective alternative. Students can learn asynchronously, work independently, and reinforce concepts outside the regular classroom. This blend of inperson education with technology has proven to be one of the most effective tools for serving underserved communities beyond the daily classroom experience.

Ministry of Education pushes schools nationwide to adopt UPI for fee payments

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Kaanchi Chawla

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October 13, 2025

The Ministry of Education has called upon all States and Union Territories (UTs) to enable fee payments through the Unified Payments Interface (UPI). The directive aims to modernise administrative systems in schools while making transactions easier and more transparent for parents and students.

In an official communication to State and UT education departments, as well as autonomous institutions including CBSE, NCERT, Kendriya Vidyalaya Sangathan (KVS), and Navodaya Vidyalaya Samiti (NVS), the Department of School Education and Literacy urged the adoption of digital payment options such as UPI, net banking, and mobile wallets for collecting admission and examination fees.

The initiative is part of the Ministry’s broader ‘Ease of Living and Schooling’ agenda, which focuses on improving efficiency through digital, legislative, and institutional reforms. By shifting from cash-based to digital transactions, the government seeks to ensure secure, transparent, and accessible payment systems for all stakeholders.

According to the Ministry, integrating UPI-based payments will not only reduce administrative burdens but also empower parents to make payments remotely, enhancing convenience and accountability. Additionally, it is expected to promote financial literacy and greater familiarity with digital tools among students and parents alike.

Also Read: Exclusive: Dr. Dhan Singh Rawat outlines Uttarakhand’s higher education roadmap for 2025-2026 at Shiksha Samvad Chintan Shivir

This push toward digital financial systems in schools is seen as a crucial step in realizing the national vision of Viksit Bharat 2047, a digitally inclusive and citizen-focused India. States and UTs have been encouraged to create enabling mechanisms for smooth implementation, marking a transformative step toward a modernized, tech-driven education ecosystem.

Shiksha Samvad Chintan Shivir Concludes Successfully in Dehradun Paving the Path for ‘Viksit Bharat 2047’ and ‘Sammriddh Uttarakhand’ through Educational Transformation

Press Release

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digitalLEARNING Network

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October 9, 2025

Dehradun, October 9, 2025: The two-day Shiksha Samvad – Chintan Shivir on the theme “Reimagining Higher Education for Viksit Bharat and Sammriddh Uttarakhand” successfully concluded today at Hotel Hyatt Centric, Dehradun. Organised by the Department of Higher & Technical Education, Government of Uttarakhand, in collaboration with Elets Technomedia Pvt. Ltd., the summit brought together an eminent gathering of policy leaders, academicians, and education experts to deliberate on key reforms shaping the future of higher education.

Reflecting on the Journey: Day 1 in Review

Day 1 of the Shivir set an inspiring tone with the lamp lighting ceremony and inaugural addresses by Hon’ble Minister Dr. Dhan Singh Rawat, Chief Secretary Shri Anand Bardhan, and Secretary Higher Education Dr. Ranjit Kumar Sinha, among others. The sessions focused on quality education, research, entrepreneurship, industry–academia collaboration, and youth empowerment. Discussions remained action-oriented, emphasizing constructive sujhaav (suggestions) over bhashan (lectures) — echoing the spirit of collaborative progress for higher education transformation in Uttarakhand.

Day 2: Charting the Road Ahead

The second day began with an Opening Keynote by Shri S. Narayanan, IFS, Director General & Secretary (Higher Education), Government of Haryana, who highlighted the National Education Policy (NEP) 2020 as a living, evolving framework, emphasizing continuous dialogue, adaptation, and innovation across states.

“We have not merely created a policy; we have designed a framework for continuous evolution, and we’ve begun implementing it across the country. Many state governments and their institutions have taken it forward at different levels, but the real question is — how effectively are we progressing?”

Thought-Provoking Sessions on Policy, Innovation & Heritage

The day featured a series of thematic sessions designed to provide actionable insights into the modernization of higher education:

Digital Transformation & Blended Learning in Higher Education
Focused on digitalisation, e-Governance, hybrid learning, and virtual resource access, this session underscored the need to integrate technology to enhance accessibility and quality in higher education.
Examination & Assessment Reforms – Need for a New Approach
Experts deliberated on digital reforms in exams, market-oriented assessment models, and credit mapping under ABC/APAAR (NAD-DigiLocker), emphasizing the transition towards transparent, flexible, and competency-based evaluation systems.
Indian Knowledge System – Blending Past with Present
This session explored ways to integrate India’s ancient wisdom with modern pedagogy, encouraging research, curriculum inclusion, and collaboration among IKS-focused institutions to foster cultural pride and global relevance.

Open House: Voices of Collaboration

An Open House session, led by Dr. Dhan Singh Rawat, Hon’ble Minister of Higher Education, and Dr. Ranjit Kumar Sinha, Secretary, Higher Education, Government of Uttarakhand, provided a platform for free-flowing dialogue among educators, policymakers, and institutional heads. The discussions revolved around issues, concerns, and actionable suggestions to strengthen the quality and inclusiveness of higher education in the state.

Valedictory Session: A Visionary Conclusion

The Shiksha Samvad Chintan Shivir 2025 concluded with a Valedictory Ceremony, marking the culmination of two days of insightful deliberations, idea exchange, and vision sharing toward Viksit Bharat 2047.

Dr. Ranjit Kumar Sinha, Secretary, Higher Education, Government of Uttarakhand, opened the session with a comprehensive summary of the two-day discussions, highlighting the key takeaways, recommendations, and the collective vision that emerged from the Shivir. He acknowledged the active participation of academicians, administrators, and policymakers in shaping actionable outcomes for the higher education ecosystem.

Following this, Dr. Dhan Singh Rawat, Hon’ble Minister of Higher Education, Government of Uttarakhand, delivered the Guest of Honour Address. He expressed heartfelt gratitude to Hon’ble Governor Lt. Gen. Gurmit Singh (PVSM, UYSM, AVSM, VSM (Retd.) for gracing the occasion and inspiring all participants with his presence and vision for education in the state. He also unveiled a forward-looking roadmap for 2025 at the Shiksha Samvad Chintan Shivir in Dehradun.

Dr. Dhan Singh Rawat unveiled a forward-looking roadmap for 2025-2026, outlining transformative initiatives aimed at achieving a 50% Gross Enrolment Ratio (GER), promoting paperless universities, and introducing industry-linked curricula, entrepreneurship cells, and a renewed emphasis on quality and outcome-based education. He highlighted that Uttarakhand is rapidly emerging as a model state in higher education reform — one that aligns with the national vision of Viksit Bharat 2047.

Setting the tone for the session’s closing reflections, the Hon’ble Governor shared his deeply inspiring thoughts on the unifying spirit of education, the essence of collective transformation, and the need for continuous dialogue to prepare for the challenges of the 21st century.

He said, “I deeply respect the thought and vision behind this Shivir because, within me, there is a passion to understand how the transformation and modernization happening across our world, nation, society, and families can be meaningfully translated into education — how we can truly prepare ourselves for the 21st century. For this, dialogue and reflection are essential. Without meaningful exchange of ideas, transformation cannot happen — and this indeed is an era of change.”

The ceremony concluded with Shri Manuj Goyal, IAS, Additional Secretary, Higher & Technical Education Department, Government of Uttarakhand, delivering his concluding remarks and vote of thanks. He appreciated the contribution of all stakeholders, partner institutions, and organizing teams, reiterating the state’s commitment to implement the key outcomes of the Shivir to strengthen higher education across Uttarakhand.

Also Read: Exclusive: Dr. Dhan Singh Rawat outlines Uttarakhand’s higher education roadmap for 2025 at Shiksha Samvad Chintan Shivir

A Step Towards Transformative Education

The successful conclusion of Shiksha Samvad – Chintan Shivir marks a milestone in Uttarakhand’s higher education journey, laying a foundation for collaborative policy formulation, academic excellence, and innovation-led growth. The event reinforced the state’s commitment to achieving the dual vision of ‘Sammriddh Uttarakhand’ and ‘Viksit Bharat 2047’ through education-driven transformation.

Exclusive: Dr. Dhan Singh Rawat outlines Uttarakhand’s higher education roadmap for 2025-2026 at Shiksha Samvad Chintan Shivir

News

By

digitalLEARNING Network

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October 9, 2025

Uttarakhand has achieved a remarkable Gross Enrolment Ratio (GER) of 50% in 2025, positioning itself among the top-performing states in India. Announcing the achievement at the ‘Shiksha Samvad Chintan Shivir’ held in Dehradun, Dr. Dhan Singh Rawat, Hon’ble Minister of Higher Education, Government of Uttarakhand, outlined a series of transformative initiatives to enhance quality, digitalisation, and employability in higher education across the state.

The Shiksha Samvad Chintan Shivir was organised in collaboration with the Department of Higher Education, Government of Uttarakhand, Elets Technomedia, and Digital Learning Magazine.

Dr. Dhan Singh Rawat announced that Uttarakhand’s GER has crossed 48%, with impressive inclusivity among communities — Scheduled Tribes at 51%, Scheduled Castes at 47%, and female enrolment exceeding 60%.
“Today, over 20 lakh students in the state possess Apaar IDs, making Uttarakhand one of the top five states in the country in terms of digital student identity creation,” he said.

Highlighting the state’s digital transformation, he added that 26 lakh students now have their degrees available on DigiLocker, and by December 2025, every university in Uttarakhand will become paperless, ensuring students receive their degrees directly on their mobile devices through DigiLocker.

He announced the launch of a ‘Manthan Platform’, designed to bridge the gap between industry and higher education, on the lines of national initiatives.“This platform will bring together academia and industry to jointly decide the curriculum that aligns with market needs,” he said. A special workshop will be held in November 2025, with participation from industry leaders, Lt. Gen Gurmit Singh, PVSM, YUSM, AVSM, VSM (Retd.), Hon. Governor, Uttarakhand, and Shri Pushkar Singh Dhami, Hon’ble Chief Minister, Uttarakhand.

Additionally, the state will establish a State-Level Entrepreneurship Cell to promote innovation and enterprise across universities and colleges.

Emphasising the next phase of higher education growth, Dr. Dhan Singh Rawat noted, “Our focus will now shift from expansion to enhancing quality.” The government will introduce a Quality Cell to monitor academic standards and consult the Governor for strategic reforms.

To ensure timely declaration of results, the Higher Education Department is introducing objective-based semester evaluations and a reformed examination system across universities.

The state will also constitute a ‘Bharatiya Gyaan Parampara Cell’ to promote Indian knowledge systems and design relevant syllabi reflecting cultural and traditional wisdom.

He announced that every degree college in Uttarakhand will adopt at least one village, with faculty and students contributing to initiatives like Swachhata Abhiyan, social outreach, and primary education support. He said, “Our goal is to achieve 100% literacy in adopted villages with the active participation of higher education institutions.”

Under the National Education Policy (NEP) framework, universities and colleges will now award academic credits to students participating in national and community campaigns such as Swachh Bharat Abhiyan and other social initiatives, thereby promoting holistic education.

To ensure all-round development, Dr. Dhan Singh Rawat announced a rotational plan under which each of the 44 universities in Uttarakhand will organise annual cultural or sports festivals. “One year, a government university will host it, followed by a private university the next year — ensuring that every institution contributes to nurturing talent and culture,” he said.

He also expressed concern over the increasing number of students pursuing higher education abroad. “Nearly six lakh students from Uttar Pradesh and Uttarakhand go abroad for studies every year. To counter this trend, we will strengthen our universities to global standards,” he said.

He welcomed the Government of India’s decision to allow the top 10 global universities to establish campuses in India and added that Uttarakhand will work towards providing equally high-quality education within the state, especially in its six top-ranked private universities.

Also Read: Shiksha Samvad Chintan Shivir kickstarts in Dehradun

About the Event:
The Shiksha Samvad Chintan Shivir served as a thought leadership platform for deliberating on Uttarakhand’s higher education roadmap. Organised jointly by the Department of Higher Education, Government of Uttarakhand, and Elets Technomedia (in association with Digital Learning Magazine), the event brought together policymakers, academicians, and industry leaders to discuss innovations, quality enhancement, and future-ready reforms in higher education.

Shiksha Samvad Chintan Shivir kickstarts in Dehradun Reimagining Higher Education for Viksit Bharat and Sammriddh Uttarakhand

Press Release

By

digitalLEARNING Network

-

October 8, 2025

Dehradun, October 8, 2025: The Shiksha Samvad Chintan Shivir on the theme “Reimagining Higher Education for Viksit Bharat and Sammriddh Uttarakhand” commenced today at Hotel Hyatt Centric, Dehradun. The two-day summit, organised by the Department of Higher & Technical Education, Government of Uttarakhand, in collaboration with Elets Technomedia, has brought together policymakers, academicians, and education leaders to shape a forward-looking vision for higher education in the state.

Leaders Set the Vision for Transformation

Dr. Dhan Singh Rawat, Hon’ble Minister of Higher Education, Government of Uttarakhand, graced the inaugural session as the Guest of Honour. He emphasised the importance of academic autonomy balanced with accountability:

“Universities must be given the freedom to grow — but within the boundaries of responsibility. We are actively considering granting selected colleges complete autonomy, from paper-setting to examination processes, so they can innovate and function more efficiently. Uttarakhand is ready to lead this transformation.”

Dr. Ranjit Kumar Sinha, IAS, Secretary, Department of Higher & Technical Education, Government of Uttarakhand, set the tone for the summit with his welcome address:

“The world is changing in multiple ways — so profoundly that it is transforming how we work, how we think, and even how we live post-retirement. This change is not just technological. While technology drives these shifts, its impact extends far beyond — reshaping social relations, manufacturing, shopping, the supply chain, and the global economy.”

Delivering the Keynote Address, Shri Anand Bardhan, Chief Secretary, Government of Uttarakhand, highlighted that education is the cornerstone of national progress:

“This Shivir is a historic opportunity to guide Uttarakhand’s higher education towards reflection, innovation, and new perspectives. The dream of Viksit Bharat 2047 can only be realised if our higher education is knowledge-, skill-, and value-based. In a youth-rich state like Uttarakhand, higher education should go beyond degrees to become a pathway for employment, innovation, and entrepreneurship.”

Dr. Ravi Gupta, Founder, CEO & Editor-in-Chief, Elets Technomedia, expressed pride in partnering with the Government of Uttarakhand for this initiative:

“This platform is not just a conference; it is a strong step towards advancing higher education with a focus on the vision of Viksit Bharat 2047.

Distinguished Dignitaries in Attendance

The inaugural session also witnessed the presence of:

Dr. Devendra Bhasin, Vice Chairperson, Higher Education Upgradation Committee, Uttarakhand
Shri Manuj Goyal, IAS, Additional Secretary, Department of Higher & Technical Education, Government of Uttarakhand
Dr. Jai Pal Singh Chauhan, Vice Chairman, Higher Education Upgradation Committee, Government of Uttarakhand
Prof. V.N. Khali, Director, Higher Education

The summit witnessed a houseful gathering of academicians, experts, and education administrators. Discussions remained focused on sujhaav (constructive suggestions) rather than bhashan (lectures), echoing the sentiment shared by Dr. Dhan Singh Rawat.

Thematic Sessions: Building a Roadmap for Transformation

As the day progressed, the Shiksha Samvad Chintan Shivir continued with several thought-provoking sessions that addressed emerging challenges and opportunities in higher education. The sessions held on Day 1 included:

Towards Knowledge Economy
Entrepreneurship & Employment Opportunities – The Way Forward
Industry–Academia Linkages – Bridging the Gaps
Drug-Free Uttarakhand – Channelizing the Youth Force for Viksit and Sammriddh Uttarakhand

Also Read: AICTE and CTE partner to launch TECHNOVATE hubs

Looking Ahead: Day Two Highlights

Day two of the Shiksha Samvad Chintan Shivir will be graced by Lt. Gen. Gurmit Singh, PVSM, UYSM, AVSM, VSM (Retd.), Hon’ble Governor of Uttarakhand, who will share his vision on “Higher Education towards Sammriddh Uttarakhand and Viksit Bharat.”
The sessions will focus on actionable insights and policy recommendations emerging from the discussions, setting the tone for a more innovative and future-ready education ecosystem in Uttarakhand.

About the Event

The Shiksha Samvad Chintan Shivir serves as a platform for introspection, ideation, and collaboration among policymakers, academicians, and institutions. It aims to strengthen Uttarakhand’s higher education framework while aligning with India’s broader developmental vision of Viksit Bharat 2047 — empowering youth, encouraging innovation, and paving the way for a Sammriddh Uttarakhand.

Visit here for more info: https://events.eletsonline.com/shiksha-samvad/

AICTE and CTE partner to launch TECHNOVATE hubs

News

By

Kaanchi Chawla

-

October 8, 2025

The All India Council for Technical Education (AICTE) has joined hands with the Consortium for Technical Education (CTE) to strengthen skill development in Artificial Intelligence (AI), Machine Learning (ML), and Cybersecurity. This alliance supports India’s National AI Mission, with a focus on fostering innovation, research, and entrepreneurship across the country.

Central to this initiative is the creation of TECHNOVATE Hubs within AICTE’s Indovation Centres, designed to function under a hub-and-spoke model. These hubs will interconnect Centers of Excellence (CoEs) in higher education institutions, ensuring that even colleges in rural and semi-urban regions gain access to high-quality infrastructure, expert mentorship, and shared learning resources. The pilot TECHNOVATE Hub is set to be inaugurated at the AICTE Indovation Centre in Jaipur, paving the way for a national rollout.

The TECHNOVATE Hubs will offer specialized programs in advanced technical training, hands-on learning, and global-standard skill building for both educators and students. Through CTE’s pro-bono mentorship and capacity-building support, the initiative will help faculty members, start-ups, and student innovators develop prototypes, protect intellectual property, and scale innovative ideas aligned with Industry 4.0 needs.

Speaking on the partnership, Prof. T. G. Sitharam, Chairman, AICTE, remarked, “This initiative creates a connected ecosystem of knowledge, labs, and mentorship that will empower our youth to design solutions for tomorrow and elevate India as a global innovation powerhouse.

A. Alagarsamy, Director, CTE, highlighted the collaboration’s role in bridging academia and industry, saying, “Together, we can co-create meaningful innovations that make a real impact.” Sairaman Srinivasan, Chief Strategy Officer, CTE, added, “TECHNOVATE brings world-class tools and exposure to every corner of the country, enabling students to turn creativity into innovation.”

Also Read: India’s Growing Leadership in Global Education

Through this forward-looking initiative, AICTE and CTE are laying the groundwork for a future-ready, digitally skilled workforce, ensuring that India’s youth are prepared to lead the next wave of technological transformation.

Transforming Higher Education in Telangana

Interviews

By

digitalLEARNING Network

-

September 22, 2025

We are aware of the fact that we are living in a globalized world, where we welcome the exchange of knowledge across the globe, including foreign universities setting up their off-campus centres with the due approval of the Union Government, as recently seen in Maharashtra, shared Prof. V. Balakista Reddy, Chairman, Telangana State Council of Higher Education (TGCHE), Government of Telangana in an exclusive interaction with Rose Jaiswal of Elets News Network (ENN). Edited excerpts:

The Telangana government is working on a new comprehensive education policy. What are the key pillars of this new policy, particularly concerning higher education, and how do you envision it transforming the landscape of learning in Telangana over the next 5-10 years?

The new comprehensive education policy being crafted by the Telangana government is built on four key pillars:

Access & Equity
Strengthening public education – from Anganwadis to higher education, through the establishment of semi-residential and English-medium junior colleges, robust fee regulation, and localised admissions based on Intermediate scores to reduce dependence on private coaching.
Quality & Employability
Focusing on skill-driven curricula and the integration of employability skills into higher education. Input from industry stakeholders will ensure academic relevance. We are committed to providing quality education that is both affordable and accessible to all eligible students.
Infrastructure & Governance
Establishing an Education Commission to guide reforms, improve infrastructure, recruit staff (including teachers and Vice Chancellors), and strengthen monitoring mechanisms at the mandal level. The Telangana State Council of Higher Education (TGCHE) aims to promote accountability and transparency in education with a forward-looking approach.
Holistic Development
Promoting value-based, well-rounded learning that emphasizes the arts, humanities, and life skills alongside academics. In pursuit of this goal, various initiatives have been launched, including the signing of MoUs with the Banking, Financial Services & Insurance (BFSI) Consortium, the Bulk Drug Manufacturers Association of India (BDMAI), and NASSCOM. These partnerships will help train students to meet industry demands and equip them with the necessary skills in emerging technologies.

Over the next 5–10 years, this policy is poised to democratise access to quality education, reduce reliance on private coaching, and build a centralized framework for accountability transforming, Telangana’s educational institutions into hubs of excellence and innovation. By aligning education with real-world needs, strengthening governance, and nurturing both academic prowess and ethical citizenship, Telangana aims to produce graduates who are not only globally competitive but also socially conscious and future-ready.

Our vision is to build a knowledge-driven, innovation-led state and an ethically conscious society, with universities acting as catalysts for societal development and economic growth.

The TGCHE recently announced a significant overhaul of the undergraduate curriculum for the 2025-26 academic year, incorporating subjects like AI, cybersecurity, and fintech. What was the driving force behind these specific inclusions, and how will these changes equip Telangana’s graduates for the future job market?

We focus on the following priorities with reference to the New Education Policy, which is poised to shape the future of learning in Telangana.

Firstly, we aim to revise the curriculum to ensure it is industry-relevant, aligning academic content with current and emerging market needs.
Secondly, we place a strong emphasis on skill-building to enhance the employability of students.
Thirdly, the educational approach must provide students with practical exposure through workshops and live projects, enabling them to become familiar with industry requirements.
Fourthly, we are working towards a framework that fosters research and innovation, equipping students to tackle the challenges of the 21st century.

Through the incorporation of cutting-edge subjects directly into degree programs, supported by initiatives such as project-oriented continuous assessments, industrial internships, and faculty development, Telangana seeks to cultivate a workforce that confidently bridges the gap between theoretical knowledge and real-world application.

Graduates will enter the job market with relevant, industry-aligned skills, making them highly competitive in rapidly growing sectors such as Artificial Intelligence (AI), cybersecurity, and financial technology. These subjects are no longer optional, they are foundational.

Our aim is to equip students not just to be employable, but to become future creators. This transformation ensures that graduates from Telangana’s institutions are digitally literate, globally competitive, innovative, and endowed with the leadership skills necessary for corporate governance.

NEP 2020 emphasizes multidisciplinary and holistic education. How is TGCHE facilitating the implementation of these aspects in Telangana’s higher education institutions, and what challenges do you foresee in this transition?

Our suggestions also seek to incorporate the best practices from institutions of higher education across the globe, apart from the guidelines of the NEP 2020, as we seek transformation in higher education to facilitate the establishment of multidisciplinary institutions that offer a wider range of programs.

The TGCHE has constituted various committees consisting of academicians, academic administrators, and industry experts to address the syllabus review in various streams of disciplines and also to revisit the present allocation of credits and the evaluation system. The general consensus is that all the programs must promote flexibility and mobility, wherein the student will have the freedom to choose courses, multiple entry and exit options, and the provision to earn credits through various modes of learning.

It has set up subject-specific committees to revise UG syllabi, allocating about 20–30% of the curriculum to new, cross-cutting themes, integrating technology, research, and internships alongside traditional subjects. To encourage a multidisciplinary outlook, it is inviting input from stakeholders – academicians, industry, policymakers, and launching internships under the Bridge Academia and Industry initiative, offering practical, policy-focused experience in areas like governance, management, and digital transformation.

We also seek to support an ecosystem that nurtures research and innovation by establishing research hubs and centres of excellence through academia-industry tie-ups. Hence, through multidisciplinary and holistic education, we also look forward to seeing the creation of a workforce that is competent enough to address the requirements of the present era. TGCHE is taking proactive steps to facilitate multidisciplinary and holistic education. The TGCHE’s launch of the Telangana Journal of Higher Education with a thematic focus on technology and higher education underscores its commitment to interdisciplinary research and dialogue.

Now, when it comes to the challenges associated with the transition, one of the foremost concerns is the need for a well-trained faculty who are also oriented towards teaching the newly introduced courses. The shift towards a multidisciplinary and flexible academic structure may significantly impact the existing pedagogy and evaluation methods, which can, in turn, lead to resistance from those who prefer to adhere to the traditional system. Another key challenge is the need to bridge the digital divide, ensuring that students from all sections of society have equitable access to learning opportunities in an increasingly technology-driven educational environment. Additionally, we are advising universities to ensure that they possess the requisite infrastructure and that due diligence is exercised while integrating vocational programs within the existing academic framework so that these additions are meaningful, seamless, and aligned with the goals of holistic education.

What are your views on the entry of foreign universities in Telangana in the wake of internationalisation of education?

We are aware of the fact that we are living in a globalized world, where we welcome the exchange of knowledge across the globe, including foreign universities setting up their off-campus centres with the due approval of the Union Government, as recently seen in Maharashtra. Telangana too offers a very conducive environment in terms of good infrastructure, geographical location, industrial hubs, IT landscape, pharmaceutical and manufacturing sectors, and defence industries, which provide ample employment opportunities for students. This economic growth attracts foreign investment and fosters a vibrant ecosystem for research and development, making it an appealing location for universities seeking industry partnerships. The TGCHE has also facilitated the participation of public universities with potential foreign collaborators for establishing off-campus centres and Centres of Excellence.

With the establishment of the Young India Skills University (YISU) and initiatives to integrate industry-relevant skills into curriculum, how is TGCHE actively collaborating with industries to ensure graduates are truly “industry-ready”?

At the very outset, I wish to clarify that the Young Skills University of Telangana (YISU) is established under a public-private partnership and is currently under the supervision of the Department of Industries, Government of Telangana. YISU operates as a public–private partnership with backing from major companies like Apollo, Amazon, Lenskart, AIG, Flipkart, and All Cargo to co-develop curriculum and deliver hands-on training across sectors such as BFSI, healthcare, logistics, and aviation. A standout example is the collaboration with GMR Hyderabad International Airport, where students benefit from aviation-specific training programs, certifications, and real-world exposure to airport operations.

However, as our Honourable Chief Minister has shared his vision to ensure that every graduate student of Telangana is endowed with adequate technical skills, the TGCHE has initiated various moves in this regard. We have signed MoUs with the Bulk Drug Manufacturers Association of India (BDMAI) and NASSCOM, which also envisage jointly developing industry-relevant curriculum and training programs—a significant step towards making our students industry-ready.

The MoU with NASSCOM also facilitates the implementation of a 3-credit, 90-hour ‘Experiential Project-Based Learning’ program for 6th/7th semester engineering students through the FutureSkills Prime platform. It further enables the offering of AI, Gen AI, Cyber Security, IoT, Cloud Computing, and other credit-based courses via the FutureSkills Prime platform. There is also a provision to introduce the Embedded Software Developer and Testing Engineer programs for 7th semester/final year students in hybrid mode.

Our MoU with the Bulk Drug Manufacturers Association of India (BDMAI) seeks to facilitate the development of industry-relevant curriculum and training programs. It will offer skill-building initiatives to enhance the employability of students. Students will benefit from practical exposure provided in pharmaceutical industries through internships, workshops, and live projects in collaboration with industry experts. It will also promote research and innovation to address the demands of the pharmaceutical sector.

What strategies are being adopted to address the skill gap in emerging technologies, especially AI and data science, and how can academia and industry further strengthen their partnership in this regard?

It is time for collaboration and work towards collective interests since we cannot afford the continuation of the gap between theory and practice.

Curriculum Alignment with Industry Needs
We seek to address the skill gaps by aligning the curriculum with the needs of the industry to ensure that academic training is relevant and practical.
Collaborative Research Initiatives
We favour collaborative research initiatives with the active involvement of universities, institutions of higher education, and industries for promoting innovation in AI and data science. This collaboration can harness academic expertise and industry resources to tackle practical challenges.
Structured Internship Programs
A meticulous plan for internships for students is the need of the hour. Internships play a vital role in bridging the gap between theoretical classroom knowledge and its application in the industry.
Faculty-Industry Exchange Programs
We must encourage Faculty-Industry Exchange Programs through deputations and workshops to facilitate knowledge sharing and synergise mutual strengths, ensuring that academic programs stay aligned with emerging trends.
Lifelong Learning and Upskilling
There has to be a strong emphasis on lifelong learning and upskilling by both academia and industry to support continuous skill development for professionals in AI and data science.

How is the TGCHE promoting entrepreneurship and innovation among students, and what support mechanisms are in place to nurture student startups within the higher education ecosystem?

We are interacting with various stakeholders and fostering incubation centers, entrepreneurship cells, and innovation hubs in institutions of higher education, in close partnership with entities like T‑Hub, TASK, and TiE Hyderabad. Our ongoing discussions with various reputed organizations seek to address the integration of technology and digital transformation, while also promoting internships and skill development.

We are exploring fellowship programs for eligible students from Telangana by launching capacity-building initiatives for both students and faculty, and by creating regional innovation clusters and labs, particularly in rural institutions. All the universities under the jurisdiction of TGCHE are in the process of signing individual MoUs with NASSCOM in this regard.

We have also conducted a preliminary study in the rural regions of Telangana to explore the establishment of rural innovation hubs for imparting livelihood and employability skills. Moreover, TGCHE plans to establish research parks, innovation hubs, and incubation centers, with guidance from IIT‑Madras, to provide infrastructure and promote university–industry linkages.

Thus, TGCHE is actively fostering an entrepreneurial ecosystem across campuses. Through Innovation and Incubation Centres, Startup Bootcamps, and support under the IDE (Innovation, Design & Entrepreneurship) framework, we are nurturing student-led ventures. Government schemes like the T-Hub collaboration, seed funding, and mentor networks are being integrated into the higher education system to create job creators, not just job seekers.

India’s Growing Leadership in Global Education

Article

By

digitalLEARNING Network

-

September 22, 2025

The higher education sector is witnessing winds of change globally. Various factors, such as increased international student mobility, focus on skills-based learning, globalisation of higher education institutions, technological advancements, the rise of online education, and frequent changes in immigration policies by some of the popular destination countries, are driving this significant shift. Amidst these, India has emerged as a significant player in the global higher education landscape, both within and outside the country.

According to the Economic Survey 2024-25, India’s higher education system ranks among the largest globally, with over 4 crore students enrolled across more than 1,000 universities. Our country’s demographic dividend, promising education infrastructure, diverse and cost-effective educational offerings, policy reforms, and growing global influence are giving further impetus to reposition the country as a leading international knowledge hub, especially in STEM, management, and arts fields.

The National Education Policy (NEP) 2020 has laid the foundation for making India a global knowledge superpower. It provided the much-needed push for setting new benchmarks for quality, relevance, and global competitiveness. Institutions across the spectrum are renewing their curricula and integrating their courses with artificial intelligence, data analytics, and entrepreneurship while instilling the skills of leadership and critical thinking in students. Several Indian institutions, including IITs, IIMs, IISc, and others, are gaining remarkable recognition in top global rankings, which reflects strengthened academic rigour, growing research output, and a strong focus on industry connections and requirements.

The emphasis on internationalisation in NEP 2020 has also served as a key strategy to put the Indian education ecosystem on the world map. Indian institutions are actively partnering with international universities for student and faculty exchanges, joint research, dual degree programmes, and global exposure for students. Thanks to timely and deliberate policy reforms by the Indian government, more and more international universities, including institutions from the US, UK, Australia, and Europe, are eyeing India as a promising destination to open their campuses here and attract the best minds. These suggest a significant shift from India being one of the largest sources of international students to a prominent destination for foreign universities. It has enabled India to retain its talent. The world-class education and career opportunities that were once largely sought abroad are now thriving within India, that too at much lesser costs and richness of cultural diversity, making it an increasingly appealing choice for both domestic and international learners, particularly from South Asia, Africa, and the Middle East, among others.

This shift does not just limit to India. Indian institutions are also gaining ground abroad and setting up campuses in various countries, particularly in the Global South. By establishing campuses overseas, Indian institutions offer an excellent opportunity to gain international exposure and experience. The most recent being, IIM Ahmedabad launching a branch campus in Dubai from September 2025. This launch also marks a bold leap by Indian management education into the global market. IIMA’s presence in Dubai will offer unparalleled access to international markets, world-class faculty, and a diverse, high-achieving peer group alongside IIM Ahmedabad’s legacy of academic rigour and international exposure for personal and professional growth.

Another factor that makes India a strong player in global education is its talent pool. The India Skills Report 2025 shows that the employability rate of Indian graduates has risen from 51.25% in 2024 to 54.81% in 2025. Indian education, especially in STEM and management fields, has produced some of the highly regarded leaders and entrepreneurs of some of the world’s leading technology and business companies, including the World Bank, Google, Microsoft, P&G, Adobe, and many others. The success of Indian-origin CEOs leading these global powerhouses highlights the demand for Indian talent and Indian-style education worldwide.

India is marching forward to lead global education with confidence and a sense of purpose. It is again time for India to earn the reputation of a global knowledge hub and become “Vishwaguru”, as it used to be in ancient times, thanks to its rich intellectual heritage, advanced systems of education, and significant contributions to various fields like mathematics, astronomy, medicine, and philosophy. Just as the quality of education and the depth of knowledge available in universities like Takshashila and Nalanda attracted scholars and students from across the world, the time is ripe to reclaim that stature and solidify India’s prominence as a global centre for learning. The country’s efforts reflect a commitment not only to its learners but also to contributing constructively to the world stage, paving the way for a more inclusive future for students from across the globe.

Views expressed by Prof. Bharat Bhasker, Director, Indian Institute of Management Ahmedabad (IIMA)

Empowering Global Citizens Through Education and Dialogue

Article

By

digitalLEARNING Network

-

September 19, 2025

My Journey as an Educator and Bridge-Builder

I like to define myself as a polyglot educator, a bridge-builder, an eternal learner, and a passionate believer in the power of encounters. Over the past three decades, my work has been guided by a simple conviction: education is at its best when it empowers people to see the world through one another’s eyes. This belief has inspired me to design initiatives that combine language, culture, service, and reflection—elements that can transform individuals into social actors and global citizens who build more peaceful communities.

My path has been a continuous process of learning, experimenting, and connecting across borders. At its heart lies the conviction that education should not be confined to the classroom; it should extend into communities, foster democratic competences, embrace digital transformation, and cultivate intercultural dialogue. In Italy, this has often meant overcoming resistance to change. My dream was to bring back what I had learned abroad and create an independent Institute able to put innovations into practice quickly. It was not an easy path: we faced prejudice and obstacles before being recognized as a center of excellence. Recognition came first from the US, then from Europe, and only later from Italy. In the end, this represents the realization of my dream—to bring to Italy what I have learned in the world.

A turning point came with my first encounters with the service-learning pedagogy—at Swarthmore College in 2001 and later at the IPSL Conference in South Dakota in 2005. Until then, I had been focused on intercultural education and language learning, but service-learning showed me how academic study could be linked with the lived realities of communities. I realized it had the potential to connect American students with Europe’s multilingual and multicultural reality in ways far beyond traditional study abroad programs.

At that time, I was also inspired by the work of Linda Chisholm and Nevin Brown, whose vision of connecting learning with community engagement resonated with me. Later, Andy Furco’s definition of service-learning—emphasizing its dual focus on academic learning and community benefit—became a reference point. Collaborations with IPSL and IARSLCE further strengthened my commitment, situating my work within a growing global movement.

In this sense, I can be considered a pioneer of service-learning in Italy, introducing and adapting this pedagogy at a time when it was still largely unknown. This early commitment, carried forward with determination, has often been recognized as a pioneering step that opened the way for the diffusion of service-learning in Italian higher education. My work has consistently aimed to show that service-learning is not an “add-on” but a transformative approach that shapes curricula, fosters civic engagement, and builds bridges between higher education and society.

Founding SIS and Developing Innovative Models

In 2004 I founded SIS Intercultural Study Abroad in Siena, later expanding it to Brussels. My vision for SIS was to integrate language learning with meaningful community engagement. Unlike traditional study abroad models often focused on cultural tourism, SIS was designed as a platform for encounters: students worked with local associations, contributed to projects, and reflected critically on their experiences.

Over the years, SIS has grown into a laboratory for innovation in international education. Within this framework, I refined the Full-Immersion: Culture, Content, and Service (FICCS) approach and the RICA Model—Reflection to Intercultural Competence Assessment, offering students opportunities to learn language in authentic contexts while cultivating civic and intercultural competences.

Drawing on service-learning pedagogy, I came to believe that many students fail to progress in intercultural competence because of a lack of structured reflection. Some reflect naturally, but many experiences remain superficial unless guided. By systematically assessing journals, I found we could better measure intercultural growth while also fostering sensitivity and awareness in learners.

The expansion to Brussels opened new doors, making SIS a hub for European collaboration. Brussels also offered a unique environment of superdiversity—a context where multiple nationalities, languages, and migration histories intersect daily. Working in such a city has made SIS not only a place of study abroad but also a laboratory where students directly experience the challenges and opportunities of plural societies. This has strengthened our focus on intercultural competences, social inclusion, and democratic engagement.

European Collaborations and Frameworks

My research and practice have engaged deeply with European initiatives promoting democratic and digital competences. A milestone was my contribution to the EUFICCS project (European Use of Full-Immersion, Culture, Content, and Service), which united universities and institutions across Europe to design methodologies embedding service-learning and intercultural education into higher education curricula.

I was also honored to serve as an external reviewer for the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). This allowed me to align my work with the broader European agenda of democratic competences. Building on this, I contributed to the DCDC project (Developing Competences for Democratic Culture), which sought to translate the RFCDC into practical models and pedagogical strategies.

In revising the EUFICCS methodology, I drew directly on the RFCDC and DCDC, ensuring that the model reflected the values of democracy, human rights, and intercultural understanding. While originally rooted in on-the-ground encounters, the updated model also integrates the opportunities and challenges of the virtual field, addressing both real and digital contexts and aligning intercultural reflection with virtual learning and collaboration.

Parallel to this, I co-authored resources such as TOGETHER and DiCE.Lang, which embed reflective, intercultural, and digital pedagogies into classrooms. These tools help educators integrate democratic competences and digital literacy into teaching. In the field of digital education, I have engaged with the main European frameworks for digital competence, including:

DigComp: outlining essential competences for life, work, and social participation.
DigCompEdu: supporting teachers in digital pedagogy.
DigCompOrg: guiding institutions in digital transformation.
DigCompConsumers: enabling citizens to make informed choices.
SELFIE for schools’ self-assessment.

Beyond applying these frameworks, I undertook comparative research on their complementarities. A key outcome is the article co-authored with Fiora Biagi and Isabelle Thaler, “Comparing European Frameworks of Digital Competence: Towards an Integrated Approach” (2021, Media Education). In it, we examined how the frameworks overlap, diverge, and can be strategically aligned to strengthen both democratic and digital competences.

By aligning my work with these frameworks, I have situated my innovations within a broader European movement connecting democratic culture with digital transformation. This ensures that educational strategies respond to both real-world and virtual contexts, preparing learners and educators to navigate seamlessly between them. This phase was also enriched by my participation in CULTNET, a European network fostering intercultural dialogue, and by the inspiring support of Martyn Barrett. With him and the group on values, I am currently engaged in a project on intercultural values, linking my long-standing work on service-learning and democratic competences with cutting-edge European research and policy.

From Academia to Community Engagement

While much of my work has taken place in academia, I have always believed education must remain connected to communities. This conviction led me to found Associazione Ulisse and later the Nuova Associazione Ulisse, a non-profit committed to intercultural dialogue and social inclusion. Through Ulisse, I launched initiatives such as Home4theWorld and Progetto MILAGRO, both funded by the EU’s CERV programme (Citizens, Equality, Rights and Values). These projects fostered democratic competences, storytelling, and engagement, connecting partners in Italy, the Netherlands, and Serbia, while also creating spaces of belonging with immigrant communities. Importantly, they unfolded across both real-world and virtual contexts, showing how community engagement today takes place in hybrid spaces that link local realities with digital networks.

One of the most transformative experiences has been my work with the Pashtun refugee community in Siena. What began as local engagement soon became a personal journey. Through long-term relationships with members of this community, I came to understand more deeply what it means to belong, to be uprooted, and to search for identity in unfamiliar contexts. These encounters reshaped not only my research but also my sense of self—as an educator and as a human being.

Digital Transformation and the Future of Education

In recent years, my research has increasingly focused on digital transformation in higher education. This includes exploring Collaborative Online International Learning (COIL), where students from different countries work together virtually, and virtual service-learning, which adapts community engagement to online formats. The COVID-19 pandemic accelerated the need for such approaches, but I see them not as temporary solutions but as opportunities to rethink education in more inclusive, sustainable, and globally connected ways.

I am also exploring the potential of artificial intelligence in education. Rather than seeing AI as a threat, I believe it can be a powerful ally if used critically and responsibly. AI can personalize learning, support reflection, and expand access to resources, but it must always be guided by ethical principles and aligned with intercultural and democratic competences.

Beyond tools, digital transformation must be understood as a cultural change. It requires educators, institutions, and communities to rethink roles, relationships, and values in the learning process. This is why I have sought to use European frameworks not just as references but as living instruments connecting innovation with civic responsibility, intercultural dialogue, and democratic resilience. For me, the digital future of education is not about technology alone, but about how it can serve human encounters, inclusion, and justice.

Reflections on Leadership

Leadership in education, for me, has never been about titles or positions. It has been about creating spaces where people can meet, reflect, and grow together. Whether through founding SIS, collaborating on European projects, engaging with refugee communities, or contributing to digital frameworks, my aim has always been to build bridges—between disciplines, communities, and individuals.

The recognition of being nominated for the Education Impact Leadership Award is therefore not only a personal honor but also recognition of the countless students, educators, and community members who have walked this path with me. Their stories, challenges, and transformations are the true measure of impact.

My idea of leadership is rooted in service: listening deeply, connecting people and ideas, and creating safe and generative spaces where innovation can flourish. I see myself as a facilitator more than a leader in the traditional sense, someone who nurtures communities of practice and helps others find their own voice. Over time, I have learned that the most enduring impact comes not from individual achievements but from collective journeys that build a shared culture of responsibility and hope.

Looking Forward

As I look to the future, I see three major challenges and opportunities:

Embedding service-learning more deeply in higher education, ensuring it is recognized not as an “add-on” but as a core approach fostering democratic and intercultural competences.
Guiding digital transformation with ethical and intercultural lenses, so that technologies like AI empower learners rather than divide them.
Strengthening communities of practice across Europe and beyond, building networks that connect educators, researchers, policymakers, and community organizations.

I remain convinced that education can change the way people see the world, and that by building bridges across divides, we can create spaces of belonging, justice, and hope.

Views Expressed: Lavinia Bracci, Founder & Director, SIS Intercultural Study Abroad Italy

Reflecting on the Journey: Day 1 in Review

Day 2: Charting the Road Ahead

Thought-Provoking Sessions on Policy, Innovation & Heritage

Open House: Voices of Collaboration

Valedictory Session: A Visionary Conclusion

A Step Towards Transformative Education

Leaders Set the Vision for Transformation

Distinguished Dignitaries in Attendance

Thematic Sessions: Building a Roadmap for Transformation

Looking Ahead: Day Two Highlights

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