You’ve taken education beyond classrooms into communities—what does an ideal learning ecosystem for India@100 look like to you? 

For India@100, an ideal learning ecosystem is connected, everywhere, continuous, and inclusive. It does not wait for perfect buildings or policies, it starts wherever a child is. Whether in a government school in a rural village or a private school in a city, the learning experience must be equally rich, dignified, and empowering. Because when education becomes a shared responsibility and a shared joy we do not just educate children. We transform communities, and through them, the nation. When we look at insights from the CMS Education Survey 2025 – Ministry of Statistics & Programme Implementation, we are reminded that the majority of India’s children—over 55.9%—are in government schools, serving more than 120 million students, while about 31.9% attend private unaided schools. This tells us that the future of India will largely be shaped in government classrooms and rural ecosystems. So the question is not how we create excellence in pockets, but how we standardize opportunity across systems. An ideal ecosystem, therefore, must be designed to function equally in a government school in a remote village and a private school in an urban city. 

First, it must be deeply connected. Just like nature, learning should not exist in silos. Schools, communities, families, mentors, artists, local professionals, digital tools, and government systems must all interact. When I created Living Walls of Learning, the idea was exactly this: that learning does not belong only inside classrooms, what if there is lack of infrastructure. A wall, a street, a neighbourhood can become a teacher. When children see alphabets, numbers, science, hygiene, or values painted into their everyday surroundings, learning becomes part of life itself, not something separate or intimidating. Communities stop being passive observers and become active partners in education. Secondly, It is continuous.

The biggest challenge in India is not just enrolment, it is retention. Many children, especially from underserved backgrounds, drop out due to economic or social pressures. A future-ready ecosystem must support learning over a lifetime, not just during school years. This means building bridges—between school and skill, education and employment, learning and livelihood. Mentorship, vocational exposure, and emotional support systems must ensure that a child does not exit the ecosystem prematurely. Continuity is what converts access into transformation.

Thirdly, It includes everything—and everyone. An effective ecosystem is not limited to textbooks. It integrates teachers, digital tools, storytelling, experiential learning, vocational training, and structured curricula into one aligned strategy. But inclusion is the real benchmark. Underprivileged children living in rural villages and slums must not be an afterthought, they must be central to the design. This requires intentional integration: access to the same quality of content, the same exposure to mentors, and the same pathways to opportunity as any child in a private institution.

Ultimately, an ideal ecosystem is one where a child’s environment does not limit their potential.

It is where learning is constant, inclusive, and deeply connected to life itself. And when that happens, education stops being a privilege for some and truly becomes a right for all.

 Your concept of turning walls into learning spaces is powerful—what inspired “Living Walls of Learning”? 

The idea of “Living Walls of Learning” emerged not from theory, but from necessity. When I first began working in underserved communities, I saw that many children had no access to formal classrooms. Walls around them were blank, broken, or neglected – yet they were everywhere. I began to see these walls not as barriers, but as opportunities. The turning point came when I painted simple alphabets and numbers on a wall in a Mumbai slum, and a child who had never been to school began tracing them with curiosity and joy. That moment redefined my understanding of education. Learning did not need to be confined within four walls – it could live within them.

“Living Walls” are designed to be interactive, visual, and rooted in daily life. They transform passive spaces into active learning environments where children engage freely, without fear. Over time, these walls also became community assets – parents, siblings, and neighbours began interacting with them. The inspiration, therefore, was simple: to meet children where they are, using what already exists, and to restore dignity to spaces often overlooked. It is a reminder that education, at its core, is about accessibility, creativity, and inclusion.

How has receiving the GEMS Education Global Teacher Prize 2026 deepened your connection with the communities you work with and strengthened shared ownership in your journey?

More than a personal milestone, receiving the GEMS Education Global Teacher Prize 2026 has felt like a collective recognition of the communities I work with. When I returned after the announcement, the response from children, parents, and local volunteers was deeply emotional. This prize belongs to them, because they have been equal partners in this journey.

At the same time, the award has deepened my responsibility. It has expanded my platform, but also reinforced my commitment to remain grounded. The work continues to be local, human, and deeply personal. What has changed is the scale of belief – both within the communities and beyond. It has created a shared understanding that meaningful change can begin in the smallest of spaces, and that when communities take ownership, transformation becomes sustainable and far-reaching.

How do you bring parents and communities into the learning process, especially where education is not always a priority? 

In many of the communities I work with, education is often overshadowed by immediate survival needs. Therefore, the first step is not instruction – it is trust. We begin by listening to families, understanding their realities, and respecting their priorities. Instead of imposing education as an external idea, we integrate it into their daily lives.

Visual learning plays a key role. When walls become educational tools, parents naturally engage – they see, understand, and often participate. A mother explaining a mural to her child or a father pausing to read a painted sentence creates organic learning moments. This familiarity reduces resistance.

We also connect education to tangible outcomes. Hygiene awareness, health improvements, and better attendance demonstrate immediate benefits. When families see fewer illnesses or improved confidence in their children, education becomes relevant. Flexible learning schedules also ensure that children with family responsibilities are not excluded.

Over time, this approach shifts mindsets. Education is no longer viewed as charity or obligation, but as a shared investment. Communities begin to protect and sustain learning spaces themselves. The transformation is gradual, but powerful – because it is built on participation, dignity, and mutual respect.

How can India bridge the gap between education and employability for marginalized youth? 

Bridging the gap between education and employability for marginalized youth in India requires more than incremental change, it demands a systemic realignment of how we define education itself. If we continue to treat education as purely academic, we will continue to produce degree holders who are not employable. For me, the starting point is clear: quality education must come first, but quality cannot mean rote learning. It must mean relevance, adaptability, and real-world application. India today stands at a critical juncture. We cannot aspire to be a global leader if we remain a nation of job seekers alone. We must consciously build a generation of job creators, young people who are skilled, confident, and capable of building livelihoods not just for themselves, but for others. To achieve this, three structural shifts are essential:

I. Integrating vocational training early and meaningfully

I believe that the vision outlined in National Education Policy 2020 is a step in the right direction, introducing vocational education from Class 6 onwards. But this cannot become a token inclusion. Skill-based learning must be dignified, aspirational, and embedded into mainstream education, not treated as a secondary track. For marginalized youth especially, early exposure to skills, whether in crafts, digital tools, entrepreneurship, or services, creates pathways to economic independence and reduces dropout rates.

II. Building demand-driven, market-aligned skills

There is a persistent mismatch between what is taught and what the market needs. Marginalized youth cannot afford this gap. Training programs must be aligned with local and emerging economic opportunities, from green jobs and digital services to micro-entrepreneurship and creative industries. This requires continuous collaboration between educators, industry, and community organizations to ensure that skills are not theoretical, but immediately applicable.

III. Ensuring digital and mentorship equity

Access today is not just about schools, it is about connectivity, devices, and guidance. Without digital access, marginalized youth are excluded from the fastest-growing segments of the economy. But technology alone is not enough. Mentorship plays a critical role in helping young people navigate choices, build confidence, and transition into the workforce. An ecosystem that combines digital tools with human guidance is what truly enables mobility.

At a deeper level, we must also shift our mindset, from employability to entrepreneurial capability. When a young person from an underserved background is equipped with skills, exposure, and support, they do not just look for jobs, they begin to create value within their own communities.

That is how cycles of poverty are broken. Bridging this gap, therefore, is not just an education reform, it is a nation-building exercise.

Your work integrates environmental awareness and social responsibility through art—how important is this for shaping the next generation? 

Integrating environmental awareness and social responsibility through art is essential for shaping not just educated individuals, but conscious citizens. Children learn best when concepts are visible, relatable, and engaging. Through murals and creative activities, abstract ideas like cleanliness, sustainability, and community care become part of their everyday environment.

When a child paints or interacts with a wall that promotes hygiene or environmental care, the lesson is not theoretical – it becomes lived experience. These visual reminders influence behaviour in subtle but lasting ways. Over time, children carry these habits into their homes, influencing families and neighbours.

Equally important is the sense of responsibility that art fosters. When children participate in creating these spaces, they feel ownership. They are more likely to protect, maintain, and respect their surroundings. This builds a deeper understanding of collective responsibility.

In today’s world, education must go beyond academics. It must prepare children to navigate social and environmental challenges with empathy and awareness. Art becomes a powerful bridge – it connects knowledge with action, and awareness with responsibility. By nurturing these values early, we are shaping a generation that is not only skilled, but also mindful and engaged.

With the rapid evolution of AI and automation, how should we redefine “basic education” for the future? 

Currently, the educational scenario in India is in a state of ambitious transition, marked by a significant divide between intent and infrastructure. For decades, the Indian system has been characterized by a "factory model" of education that prioritizes rote memorization and high-stakes testing, a vestige of the industrial era that is increasingly ill-suited for an AI-driven economy. While India possesses a massive demographic dividend, a large portion of the workforce remains underprepared for high-value digital roles. However, like I mentioned earlier the National Education Policy (NEP) 2020 has laid the groundwork for reform by advocating for a shift from "what to think" to "how to think." Despite this policy shift, the "digital divide" remains a critical hurdle, as rural schools often lack the basic internet connectivity and hardware required to implement a modern digital curriculum, creating a tiered system of opportunity.

To address these challenges, the Indian government and private sectors have initiated several forward-looking programs designed to democratize AI literacy. The Central Board of Secondary Education (CBSE), in collaboration with tech giants like Intel and Microsoft, has already introduced AI as a formal subject for students as early as grade eight, aiming to demystify technology for the masses. Simultaneously, the Atal Innovation Mission has established over 10,000 Atal Tinkering Labs across the country, providing students with hands-on experience in robotics, IoT, and 3D printing. On the digital literacy front, the Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA) this is a wonderful initiative as per me, working to make six crore rural households digitally literate, ensuring that the foundation of the future economy is not restricted to urban centers.

Looking ahead, redefining basic education requires a "phygital" approach, blending physical classrooms with AI-driven personalized learning tools that can adapt to a student's individual pace. To truly prepare the next generation, teacher training must be revolutionized; educators should be reimagined as mentors and facilitators of inquiry rather than mere dispensers of information. There is also an urgent need to integrate vocational training with mainstream education, ensuring that students can pivot between roles as automation shifts the job market. By focusing on "learning how to learn" and fostering a mindset of lifelong adaptability, India can transform the threat of automation into an opportunity, ensuring its youth are not just users of technology, but its ethical architects and masters.

What is one piece of advice you would offer to those aspiring to drive change at the grassroots level?

My advice would be simple: start with what you have, and start where you are. Grassroots change does not begin with large resources or perfect systems – it begins with understanding people and building trust. Spend time listening before acting. The most effective solutions are those that emerge from within communities, not those imposed from outside.

Be prepared for challenges and slow progress. Change at the grassroots level is rarely immediate. It requires patience, consistency, and the willingness to adapt. What works in one community may not work in another, so flexibility is key.

Most importantly, focus on dignity. Whether you are working in education, health, or any other sector, people must feel respected and included in the process. When individuals see themselves as partners rather than beneficiaries, transformation becomes sustainable.

Do not underestimate small actions. A single initiative, if rooted in purpose and carried forward with commitment, can create ripple effects far beyond what you imagine. Impact is not always visible immediately, but it is always meaningful. Stay grounded, stay committed, and remember that lasting change is built step by step, through trust, empathy, and shared effort.