Welcome Back to School!


It is indeed a happy moment to see the teachers at all schools back to their classrooms. The last two years they have indeed been facing diverse types of challenges, be it with curriculum implementation, be it pedagogical delivery or the methods of assessment. With the sound and fury created by the National Policy of education, the teachers have also been under pressure for the much-needed familiarizations with the requirements of the new policy. Series of seminars, webinars and the like added to their time schedules requiring more time allocation for their new learning. In this background, their coming back to their classrooms gives them the much-needed relief so that they can engage more meaningfully, productively and joyfully with their students.

Nonetheless, the weather continues to be still uncomfortable because the psychological re-engagement of the students with the classrooms and their learning gaps appears to be providing some challenges to the teachers. The fact that the students had opted to learn through online modes during the last several months has given them a comfort level with technology- enabled learning. The availability of innumerable resources for learning on digital platforms has thrilled the digital natives. The access and opportunities for self-learning through these resources have not only given them a comfort level but facilitated with wider access to differential sources in the universe of learning. This indeed raises an issue about the future of learning.

The impact of technology both on the delivery of the learning content, diversity in the methods of providing the learning inputs to trigger their individual curiosity, the time-space free learning, the possibilities of structured learning and the freedom of choices they would get in their learning schedules might call for newer perceptions to the schooling methods. Indicators show the synergy between informal learning and formal learning might put pressure on the teachers to innovate their pedagogies for more friendly learning-centric, experiential and competency-based learning.

The research in Neural sciences also support the idea of multiple inputs to learning to make it more stress-free.

This issue of The Progressive teacher reflects this changing dimension regarding the future of education. The authors have examined the theme from several angles and provided vital inputs that might help teachers to brainstorm at their own level and position their pedagogy for their own ecosystem. I place on record my sincere appreciation to all the contributors to this issue. My special thanks are due to Mr. Sonal Khorana and his team for conceptualizing and articulating the theme. The encouragement and support of Mr. Himanshu Sharma, the Chairman of the S. Chand group to see the magazine contributes richly to the learning community, deserves our gratitude and appreciation.

G. Balasubramanian