Category: Education

The National Testing Agency is set to announce the NEET UG Result 2026 soon, with over 22 lakh candidates eagerly awaiting their scores.

The National Testing Agency (NTA) is expected to release the NEET UG Result 2026 shortly on its official website. The NEET UG 2026 examination was conducted on May 3, 2026, at various locations across India and abroad. This year, the exam saw participation from more than 22 lakh students, making it one of the largest undergraduate entrance examinations in Indian history.

According to official statistics, approximately 2,205,035 students appeared for the exam out of a total of 2,275,011 registered candidates, resulting in an impressive attendance rate of 96.92% across 37 states and union territories.

Expected Date and Time for NEET UG Result 2026

The NEET UG Result 2026 is likely to be announced around June 13, 2026, following the NTA’s historical pattern. However, the agency has not yet confirmed the exact date for the result announcement.

It is anticipated that the NEET UG 2026 results will be accessible on the official website, neet.nta.nic.in, between 10:00 AM and 4:00 PM.

NEET UG Result 2026 Official Direct Link

Candidates can check their results on the official website: neet.nta.nic.in.

NEET UG 2026 Provisional Answer Key Released

The NTA released the provisional answer key for NEET UG 2026 approximately three days after the examination, with the tentative answer keys uploaded on May 6, 2026. Candidates will have the opportunity to challenge the provisional answer key once the scanned OMR response sheets are published on the official website. The NTA has indicated that the schedule for uploading the OMR sheets and the objection window will be announced through separate notifications.

What Happens After the NEET Answer Key Challenge Window Opens?

Once the NEET UG 2026 answer key challenge link is activated, candidates who disagree with any answers in the provisional key can submit their objections. The objection process requires candidates to provide valid evidence supporting their claims, along with the appropriate fee for each question they wish to dispute.

After the objection window closes, subject matter experts appointed by the NTA will review all submitted challenges. If any objections are validated, the answer key will be revised accordingly. The final answer key will then be utilized to prepare and declare the NEET UG Result 2026.

NEET UG 2026 Merit List and Counselling

The NTA will compile the NEET UG 2026 merit list for eligible candidates who opt for the 15% All India Quota seats. The results of the entrance examination will determine the order of merit.

Following the announcement of results, qualified candidates will have the option to participate in both All India Quota counselling and State counselling processes, as well as admission to MBBS, BDS, and allied medical courses.

What Can Lead to Cancellation of NEET UG Result 2026?

The NTA has stated that results will be annulled for candidates found to have engaged in unfair testing practices. The official guidelines outline that result cancellation may occur if candidates violate examination rules, which may also lead to further disciplinary actions.

How to Check NEET UG Result 2026 Online?

Candidates can follow these steps to check and download their NEET UG Result 2026 once it is released:

1. Visit the official website at neet.nta.nic.in.

2. Click on the “NEET UG Result 2026” link.

3. Enter your application number, date of birth, and security pin.

4. Submit the details.

5. View your NEET scorecard on the screen.

6. Download and print the result for future reference.

How to Download the NEET UG 2026 Scorecard?

After logging into the candidate portal, candidates should:

1. Click on the scorecard download option.

2. Save the PDF copy of the NEET UG Result 2026.

3. Print the scorecard for use in the counselling and admission process.

The downloaded scorecard will include the candidate’s name, roll number, subject-wise marks, percentile score, All India Rank (AIR), category rank, and qualifying status.

For more information, candidates can refer to the official NTA website.

According to The Sunday Guardian, the NEET UG 2026 results are highly anticipated by students across the country.

The Queens College Foundation has launched the ‘Sammaan for All’ Scholarship to support high-achieving students from lower-economic backgrounds, enhancing educational access and opportunities.

FLUSHING, NY – The Queens College Foundation has introduced the ‘Sammaan for All’ Scholarship, aimed at providing financial assistance to students from lower-economic backgrounds. This initiative is designed to expand access to education for those who may face financial barriers.

The scholarship was founded by Neeta Bhasin, a South Asian marketing professional and the founder of the nonprofit organization ‘Sammaan for All.’ The formal introduction of the scholarship took place during a ceremony at Queens College on April 22.

During the event, Bhasin was joined by her husband, Harish Bhasin, and Rita Suri, Vice President of ‘Sammaan for All.’ Together, they met with the inaugural group of five student recipients, celebrating their achievements and the opportunities that lie ahead.

Frank H. Wu, President of Queens College, emphasized the significance of the scholarship during the ceremony. “The scholarship not only provides financial assistance but also reflects a meaningful investment in students’ futures,” Wu stated, highlighting the initiative’s commitment to fostering academic excellence.

The first recipients of the scholarship for 2026 were selected based on their academic achievements, leadership potential, and diverse backgrounds. The inaugural group includes Rishayna Rokib, who is part of the Macaulay Honors program and is currently undeclared; Ravneet Singh, pursuing a degree in Economics; Adnaan Ali, studying Sociology and Political Science; Jennifer Chen, focusing on Environmental Science; and Elijah Agard, majoring in Computer Science.

The ‘Sammaan for All’ Scholarship is part of a broader mission to support individuals from underserved communities. By enhancing access to education, the initiative aims to create opportunities for long-term stability and success.

According to India West, this scholarship represents a significant step towards ensuring that talented students from all backgrounds have the resources they need to thrive academically.

The CUET PG 2026 results are anticipated to be released soon, prompting universities to initiate the counselling process and publish merit lists for postgraduate admissions.

The National Testing Agency (NTA) is expected to announce the CUET PG 2026 results shortly. Following this announcement, several universities, including Delhi University (DU), Jawaharlal Nehru University (JNU), Banaras Hindu University (BHU), and Jamia Millia Islamia, will commence their counselling processes and release merit lists for postgraduate admissions for the academic year 2026–27.

The CUET PG 2026 examination took place from March 6 to March 27, 2026. The results will be applicable solely for admissions for the 2026–27 academic year. Once the results are declared, candidates will have the opportunity to download their scorecards from the official NTA website.

After the results are released, several key steps will follow:

Firstly, universities will initiate the counselling registration process. Each institution will then publish its own cut-off and merit lists. It is important to note that the admission process will vary by university, and candidates must apply directly to their chosen institutions.

The counselling process for CUET PG 2026 will involve several steps:

Candidates should visit the official websites of the participating universities to register for counselling using their CUET PG scorecards. They will then need to fill in their preferred courses and colleges, upload the necessary documents, and await seat allotment based on merit and availability. Final admission will be contingent upon document verification.

Several prominent universities and institutions are participating in CUET 2026. These include:

Babasaheb Bhimrao Ambedkar University, Banaras Hindu University, B.R. Ambedkar School of Economics University, Central University of South Bihar, Central University of Andhra Pradesh, Central University of Gujarat, Central University of Haryana, Central University of Jammu, Central University of Karnataka, Central University of Kashmir, Central University of Kerala, Central University of Odisha, Central University of Punjab, Central University of Tamil Nadu, Devi Ahilya Vishvavidyalaya, Indore, Delhi Skill and Entrepreneurship University, Dr. A.P.J. Abdul Kalam Technical University, UP, Dr. Harisingh Gaur Vishwa Vidyalaya, Government Pharmacy College Sajong (GPCS) Rumtek affiliated to Sikkim University, Himalayan Pharmacy Institute, Majhitar, affiliated to Sikkim University, Indira Gandhi Delhi Technical University for Women, Delhi, Jamia Millia Islamia, Jawaharlal Nehru University, K.R. Mangalam University, Madan Mohan Malviya University, Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya, Mahatma Gandhi Kashi Vidyapith, Varanasi, Mahatma Gandhi Central University, Bihar, Manipur University, Manav Rachna University, Faridabad, Mewar University, Pondicherry University, Sardar Patel University of Police, Sikkim University, University of Delhi, University of Engineering and Technology, Roorkee, and Visva-Bharati University.

In terms of the merit list process, each university will prepare its own lists based on CUET PG scores, applying course-specific cut-offs and adhering to reservation and eligibility rules. Admission lists will be published on the respective official websites of the universities.

For candidates, it is crucial to remember that the CUET PG score is mandatory for admission. Each university has distinct admission criteria, so it is advisable to regularly check the official university websites for updates. Candidates should also ensure that they have their documents and scorecards ready for the counselling process.

The CUET PG 2026 results will significantly impact postgraduate admissions across India’s leading universities. As the results are announced, the counselling and merit list processes will commence promptly at individual universities, making it essential for candidates to stay informed through official sources.

According to The Sunday Guardian, candidates should remain vigilant for updates regarding the CUET PG results and subsequent admission processes.

The Jharkhand Academic Council has announced the Class 10th results for 2026, with students able to access their scorecards through various online platforms.

The Jharkhand Academic Council (JAC) has officially declared the results for the Class 10th examinations of 2026. Students who participated in the matriculation exams can now check and download their scorecards online through multiple platforms.

To access the results, students can visit the official websites: jacresults.com and jac.jharkhand.gov.in.

To check their results, students will need to provide their roll number and roll code.

Here’s how to check the JAC Class 10th Result 2026 via the official website:

1. Visit the official website: jacresults.com.

2. Click on the link for “JAC Class 10 Result 2026.”

3. Enter your roll code and roll number.

4. Click on the submit button.

5. Your result will be displayed on the screen.

6. Download and print your scorecard for future reference.

In addition to the official website, students can also check their results through the DigiLocker app or website. To do this, students should follow these steps:

1. Open the DigiLocker app or visit the DigiLocker website.

2. Sign in using your mobile number or Aadhaar number.

3. Navigate to the “Issued Documents” section.

4. Select the Jharkhand Board Class 10 Marksheet 2026.

5. Enter the required details.

6. Download your digital marksheet.

Alternatively, students can use the UMANG app to check their results. Here’s how:

1. Open the UMANG app on your device.

2. Log in or register using your mobile number.

3. Search for “Jharkhand Board.”

4. Click on the Class 10 Result 2026 option.

5. Enter your roll number and roll code.

6. View and download your result.

The scorecard will include important details such as the student’s name, roll number, roll code, subject-wise marks, total marks, and result status.

Students are advised to carefully verify all details on their scorecard after downloading it, as this document is crucial for future academic endeavors. In case of heavy traffic on the official websites, DigiLocker and UMANG apps serve as reliable alternatives for accessing results smoothly.

For further information, students can refer to the official JAC website or contact their respective schools.

According to The Sunday Guardian, the results are now available for students to check.

As concerns over youth screen time rise, 33 states have enacted cellphone bans in schools, prompting debate over their effectiveness in improving student behavior and academic performance.

Amid growing apprehension regarding youth screen time, 33 states have mandated K–12 schools to impose restrictions on cellphone usage, often throughout the entire school day. A recent court ruling has also implicated platforms like Meta and YouTube in fostering addiction, with young people reportedly averaging 5.5 hours a day on their devices, primarily driven by social media engagement.

During an April 3 briefing hosted by American Community Media (ACoM), experts discussed whether cellphone bans in schools represent an effective solution or if the benefits of social media—such as fostering connections, encouraging creativity, and providing access to supportive communities—outweigh the associated risks.

Dr. David Marshall, an Associate Professor at Auburn University in Alabama, and Dr. Timothy Pressley, an Associate Professor at Christopher Newport University, shared insights from their research on cellphone usage in educational settings.

Pressley highlighted the various types of cellphone bans currently in place. The most common is the “bell-to-bell” ban, which requires students to store their personal devices from the first bell in the morning until the final dismissal. Instructional bans allow cellphone use during lunch or in hallways but prohibit them during class. Targeted restrictions may apply to specific contexts, such as recess, testing, or particular classes.

Some states permit school districts to adopt flexible models that best suit their needs. In certain cases, schools have implemented total bans, securing student phones in Yondr pouches that teachers cannot access. Students retrieve their devices only after the school day concludes.

“It’s important that we teach students to self-regulate their behaviors, as they will need to learn when it’s inappropriate to use their phones in real-world settings,” Pressley remarked. “We also need to find a balance in how students use this technology, and that’s something that warrants further exploration.”

Research indicates that cellphone bans can lead to gradual improvements in academic performance, according to Pressley. His study found positive behavioral changes and increased engagement among students. Teachers reported fewer classroom disruptions following the implementation of bans, resulting in enhanced focus and participation. A study conducted in New York City revealed a 50% increase in after-school activities and sporting events, as students were more inclined to support their peers.

A study in Florida documented improvements in academic achievement, although these were only evident in the second year after the ban was enacted. Mental health outcomes varied; for instance, while a decrease in bullying was noted in Australia, anxiety and depression levels remained unchanged. Pressley attributed these discrepancies to differences in how bans are implemented. “We don’t see schools applying these policies uniformly,” he explained. “Students continue to use their phones outside of school, which can affect their mental health.”

Concerns have been raised by parents regarding the potential lack of communication with their children during emergencies, as well as for routine matters like pick-ups and drop-offs. However, Pressley encouraged parents to trust school leadership. “For special needs students, these situations should be addressed in their individual education plans as necessary accommodations,” he added.

Some teachers have expressed apprehension about bans, particularly those who rely on cellphones for academic tasks when school internet access fails or when certain websites are blocked. They worry that such restrictions may eliminate a valuable classroom resource.

Experts recommend that policymakers and school leaders solicit input from students, parents, teachers, and administrators when developing cellphone policies, as these groups are directly impacted. The objectives of the ban should also be clearly defined—whether aimed at improving academics, behavior, social interaction, or mental health, Pressley noted.

Furthermore, the experts emphasized the importance of teacher training, clear communication with families and administrators, and consistent enforcement across classrooms and the entire school.

Dr. Marshall shared findings from a Virginia school district regarding teacher support for cellphone bans. He noted that 95% of teens have access to phones, with many admitting they use them more than they would prefer. “One challenge we face in schools is that when we attempt to address a problem, not everyone agrees it is a problem, which can hinder our desired outcomes,” he stated.

In this particular district, however, teacher support for a ban was strong, with 84% in favor and 76% viewing phones as a significant distraction in the classroom. Following the implementation of a bell-to-bell ban, teachers reported spending less time managing distractions, while peer interaction increased—lunchrooms became noisier, and hallway conversations flourished, even after school hours.

Despite some inconsistencies in how the policy was applied across schools, 78% of teachers continued to endorse the policy and its rollout.

Dr. Marshall remarked that establishing a nationwide cellphone policy for classrooms would be challenging. “In the United States, a single national policy on cell phones in classrooms would be difficult to implement because education policy is largely determined at the state and local levels, and local contexts significantly influence what works in practice. Nonetheless, we are witnessing a broader national trend where states and school districts are converging around similar approaches. The evidence increasingly suggests that limiting cellphone use—especially during instructional time—can enhance student focus, behavior, and, in some cases, academic outcomes, although results depend heavily on how policies are designed and executed.”

He stressed that success hinges on effective implementation: “The key challenge is not merely adopting a policy, but ensuring it is clear, consistent, and supported by the school community. Successful approaches typically involve early input from students, parents, teachers, and administrators; clearly defined goals and expectations; and, most importantly, consistent enforcement across classrooms. When enforcement varies, policies quickly lose credibility.”

On the topic of protecting teens from predatory behavior, he noted that consistent enforcement of bans can mitigate risks, as restricted access to phones prevents their use for exploitative purposes.

Recent high school graduates Nicholas Torres and Kai Bwor, a senior at Granada Hills Charter School, expressed that phones often serve as students’ primary connection to the outside world, particularly in the post-COVID era when safety concerns limit social outings. While they acknowledged the addictive nature of social media algorithms, they also pointed out that phones help alleviate loneliness and maintain friendships.

They advocated for a mutual understanding between teachers and students regarding phone usage rather than outright bans. “Kids will find a way to be sneaky,” Bwor remarked.

This article was produced with support from the American Community Media Fellowship Program, highlighting the ongoing debate surrounding cellphone usage in schools.

Aruba’s Xavier University School of Medicine celebrates 18 years under President Ravi Bhooplapur, emphasizing its expanding academic pathways to the U.S. and Canada.

LOS ANGELES, CA – Xavier University School of Medicine, located on the Caribbean island of Aruba, is commemorating eighteen years of leadership under President Ravi Bhooplapur. The institution is shining a spotlight on its growing academic and professional connections to the United States and Canada.

Since taking the helm, Bhooplapur has prioritized the development of pathways that enable graduates to train and practice in North America, as stated in a recent press release.

A significant milestone in this effort has been the university’s achievement of unconditional accreditation from the Accreditation Commission on Colleges of Medicine. This accreditation is complemented by recognition from the Educational Commission for Foreign Medical Graduates and the National Committee on Foreign Medical Education and Accreditation, both of which operate under the U.S. Department of Education.

Additionally, the university has garnered approval from the New York State Education Department. This approval allows students to pursue clinical training and licensure pathways within New York, further enhancing their prospects in the U.S. medical system.

The results of these initiatives have been promising. This year, Xavier University reported an impressive 85 percent residency match rate for its graduates. Furthermore, first-time pass rates on the United States Medical Licensing Examination (USMLE) Step 1 exceeded 85 percent, while Step 2 CK saw pass rates above 90 percent. These benchmarks are critical for securing residency positions in the competitive medical landscape.

In recent years, the university has also strengthened its ties to Canada. Xavier has expanded residency placement opportunities for its graduates and facilitated access to provincial loan programs. These initiatives aim to ease the financial burden for Canadian students, helping them transition into medical training pathways within their home country.

While Xavier maintains its core medical program, it has also introduced new academic offerings. Notably, a veterinary medicine program was launched in 2023 as part of the One Health Initiative. Additionally, a nursing program has successfully graduated two cohorts. Looking ahead, the university plans to launch an online Master of Public Health program in September 2026.

Infrastructure development on the Aruba campus is ongoing, with significant investments being made in new campus facilities, laboratory spaces, student housing, and land dedicated to veterinary education. University leadership, including Chancellor Dr. Bhat and Chief Academic Officer Dr. Dubey, attribute the institution’s sustained growth to strong institutional support and long-term strategic planning.

As Xavier University School of Medicine continues to evolve under Bhooplapur’s leadership, it remains committed to enhancing educational pathways for aspiring medical professionals in both the U.S. and Canada, ensuring that its graduates are well-prepared for successful careers in healthcare.

According to India-West, the university’s ongoing initiatives reflect a dedication to excellence in medical education and a commitment to meeting the needs of its diverse student body.

Penn State President Neeli Bendapudi has been honored with the 2026 Impact Innovations Award for her commitment to integrating public impact into the university’s research mission.

Penn State University’s President Neeli Bendapudi, an Indian American education leader, has been awarded the 2026 Impact Innovations Award. This recognition comes from Advancing Research Impact in Society (ARIS), a national organization focused on enhancing the societal benefits of research.

The award highlights Bendapudi’s leadership in the Penn State Presidential Strategic Initiative for Public Impact Research (PSI-PIR). This initiative aims to foster research collaborations with government entities, businesses, and communities, emphasizing the vital role universities play in promoting the public good.

“Penn State’s Presidential Strategic Initiative for Public Impact Research represents exactly the kind of institutional leadership the Impact Funders Forum seeks to elevate,” said Angela Bednarek, director of scientific advancement at The Pew Charitable Trusts and chair of the Impact Funders Forum. “PSI-PIR moves beyond individual projects to redesign the systems that enable research to inform policy, practice, and community outcomes. Through President Bendapudi’s leadership to bring together her peers and align internal incentives and national collaboration, Penn State is demonstrating how universities can operationalize research impact at scale.”

Since its inception, PSI-PIR, led by the Evidence-to-Impact Collaborative, has engaged more than 200 students in applied research across 11 campuses in Pennsylvania. The initiative addresses critical issues such as environmental sustainability, public health, workforce development, cybersecurity, education, and overall public well-being.

“Public research universities exist to serve society, and at Penn State, we approach this mission through an interdisciplinary lens focused on solving our world’s most pressing challenges,” Bendapudi stated. “Through the Presidential Strategic Initiative for Public Impact Research, we are proud to build upon our land-grant mission to recognize the power of research that benefits the places we live, work, and study.”

The PSI-PIR promotes public impact through two main efforts: the Presidential Public Impact Research Awards (PPIRA) and the Presidents’ and Chancellors’ Council for Public Impact Research. These initiatives have led to significant advancements, including new harm-reduction models that serve hundreds of community members, tools to enhance nonprofit cybersecurity readiness statewide, environmental monitoring partnerships with state agencies, and workforce data that informs retraining and economic development strategies.

In addition to individual projects, PSI-PIR incorporates learning-oriented evaluations to assess how institutional incentives affect research productivity and societal outcomes. Findings indicate that faculty involved in PPIRA have significantly increased their subsequent research proposal submissions, suggesting that structured support for public impact can stimulate sustained scholarly activity while enhancing societal benefits.

Before her tenure at Penn State, Bendapudi served as president of the University of Louisville. She has held various leadership roles, including provost and executive vice chancellor, as well as dean of the School of Business at the University of Kansas. Her academic career also includes faculty positions at Texas A&M University, The Ohio State University, and the University of Kansas.

Outside of academia, Bendapudi has experience as the executive vice president and chief customer officer for Huntington National Bank. She has consulted for major corporations, including AIG, Procter & Gamble, and the U.S. Army. Her research primarily focuses on consumer behavior in service contexts, particularly regarding customer relationships with brands, employees, and institutions.

Bendapudi holds a bachelor’s degree in English and an MBA from Andhra University in India, along with a PhD in marketing from the University of Kansas. She is a member of the International Women’s Forum, serves on the board of the American Council on Education and Internet2, and is a former Leadership Foundation Fellow.

This award not only recognizes Bendapudi’s achievements but also underscores the importance of integrating research with community needs, a principle that is increasingly vital in today’s academic landscape, according to Advancing Research Impact in Society.

MIT professor George Verghese honors his mentor by establishing a teaching award to recognize excellence in engineering education at Stony Brook University.

When George Verghese first arrived in the United States in 1974, he was a 21-year-old armed with a degree from the Indian Institute of Technology Madras and a vision for his future. However, his introduction to American academia was anything but smooth. A delayed immigration process forced him to begin his master’s program a month late, navigating a Stony Brook University campus on Long Island that was then a maze of construction and unfamiliar winter snow.

Now, five decades later, Verghese, a professor emeritus at MIT, is committed to ensuring that the inspiration he found during those early, uncertain days continues to resonate with future generations of students. Together with his wife, Ann, he has established the Professor Chi-Tsong Chen Excellence in Education Award within the College of Engineering and Applied Sciences (CEAS) at Stony Brook University.

This endowment is specifically designed to recognize faculty members who excel in classroom instruction and pedagogical innovation. For Verghese, this gift serves as a way to honor the mentorship of Professor Chi-Tsong Chen, a scholar whose “elegant” teaching style and foundational textbooks on linear system theory inspired Verghese to pursue a career in academia.

Verghese’s journey is emblematic of the impact of the Indian American diaspora on global technology. After completing his foundational studies in India, his time at Stony Brook provided the bridge to a PhD at Stanford University and a distinguished 40-year career at MIT. As the Henry Ellis Warren Professor of Electrical and Biomedical Engineering, he emerged as a leader in power electronics and systems modeling, co-authoring influential textbooks that have shaped the field for decades.

The decision to establish the award was motivated by a visit back to the Long Island campus in late 2025. Witnessing the university’s growth and the vibrancy of the current student body, Verghese felt the timing was right to give back. His contribution was further amplified by matching programs from the Simons Foundation and New York State, which tripled the endowment’s value.

The legacy of this gift is also deeply personal for the university leadership. Andrew Singer, the current dean of CEAS, was once a student of Verghese at MIT. Singer remarked that the gift represents a “full-circle moment,” as he now oversees the college where his own mentor’s journey began.

The Professor Chi-Tsong Chen Excellence in Education Award will be granted annually to up to two faculty members who demonstrate not only excellence in instruction but also innovation in curriculum design. By naming the honor after the “self-effacing” Professor Chen, Verghese ensures that the often-unheralded work of dedicated teaching remains a priority in engineering education.

According to The American Bazaar, this initiative reflects Verghese’s commitment to fostering a culture of excellence in engineering education, ensuring that future generations of students are inspired by the same passion for learning that guided him throughout his career.

Indian American astrophysicist Sandhya Rao has received the prestigious Chancellor’s Distinguished Teaching Award from the University of Pittsburgh for her innovative approach to astronomy education.

Sandhya Rao, an Indian American astrophysicist, has been recognized for her transformative contributions to astronomy education with the prestigious Chancellor’s Distinguished Teaching Award at the University of Pittsburgh. This accolade is one of the highest honors bestowed upon faculty members at the institution, celebrating excellence in teaching, research, and public service.

Rao, who serves as a research professor in the Department of Physics and Astronomy, was one of 16 faculty members selected for this honor. Each recipient will be formally acknowledged at the Faculty Honors Convocation and will receive a cash prize of $2,000, along with a $3,000 grant to support their ongoing work.

The award highlights Rao’s decades-long commitment to making astronomy accessible to all students. Colleagues and university officials have praised her for her “continuous and creative innovation” in teaching, particularly her ability to engage students through general education courses. Rao’s classrooms are designed to reach beyond traditional majors, introducing non-science students to complex cosmic concepts in an engaging and approachable manner.

In addition to her teaching prowess, Rao is also recognized for her mentorship. She provides in-depth, individualized guidance to both undergraduate and graduate researchers, playing a crucial role in shaping the next generation of scientists.

Born in India, Rao is part of a growing community of Indian American academics in U.S. higher education. Her journey reflects a deep connection to the University of Pittsburgh, where she earned her Ph.D. in 1994 and has remained throughout her career, steadily advancing through various research and teaching roles.

Rao’s scientific research focuses on understanding the evolution of galaxies over time. She utilizes quasar absorption lines—signatures of matter between distant light sources and Earth—to study “damped Lyman alpha” systems, which contain significant reservoirs of hydrogen gas essential for star formation. This research is vital for tracing how galaxies form and evolve across cosmic history.

While her research delves into the farthest reaches of the universe, Rao’s teaching remains grounded in the human aspect of science. Students and peers describe her courses as energetic and immersive, often blending history, observation, and modern astrophysics to ignite curiosity. This approach has been instrumental in broadening participation in astronomy by inviting students from diverse academic backgrounds into the field.

The Chancellor’s Distinguished Teaching Award underscores Rao’s significant impact, recognizing not only her expertise in astronomy but also her ability to make the subject meaningful to learners at every level. As universities increasingly emphasize the importance of both research and student engagement, Rao’s career serves as a compelling example of how these elements can reinforce each other, expanding knowledge while inspiring future scientists.

According to The American Bazaar, Rao’s dedication to teaching and mentorship continues to resonate within the academic community, making her a pivotal figure in the field of astrophysics education.

Reena Khosla has been appointed as the special assistant to the provost for data strategy at Washington State University, focusing on enhancing data governance and systems across the institution.

Washington State University (WSU) is reinforcing its commitment to data-informed leadership with the recent appointment of Indian American data expert Reena Khosla as the special assistant to the provost for data strategy.

Khosla, a seasoned professional in higher education analytics, will oversee a comprehensive assessment of the university’s data systems and governance. Her role will involve identifying operational gaps and optimizing the use of information to enhance both academic and administrative decision-making, according to a university release.

This appointment comes at a crucial juncture as universities across the nation increasingly adopt cloud-based architectures and advanced governance frameworks to manage student and institutional data effectively.

Khosla’s journey to the Pacific Northwest is built on a strong academic and professional foundation that began in India. She earned her undergraduate degree in her home country before relocating to the United States for further studies, ultimately obtaining a master’s degree in computer science from Virginia Tech. This combination of international experience and technical expertise has shaped her two-decade career across the American heartland and the Mountain West.

Before joining WSU, Khosla served as the director of the enterprise data warehouse at Kansas State University. In that role, she was instrumental in modernizing the institution’s data architecture and launching its first cloud-based data warehouse. Her contributions extended beyond technical implementation; she emphasized the importance of organizational realignment, ensuring that data acted as a bridge connecting various campus departments rather than creating barriers.

“I’m grateful for the journey that brought me here and I’m looking forward to learning, listening, and contributing to this next chapter,” Khosla said in a recent professional update regarding her transition to WSU. She expressed her enthusiasm for helping the university “leverage data thoughtfully and strategically” across all its systems.

Khosla’s expertise is recognized beyond the confines of the campus. She serves as a board member and secretary of Higher Education Data World and has contributed as an expert panelist for the 2025 EDUCAUSE Horizon Report, a prestigious publication that forecasts the future of data and analytics in higher education.

Her credentials include being a Certified Data Management Professional (CDMP) and an alumna of the Harvard Management Development Program and the HERS Leadership Institute.

Khosla’s appointment also signifies a professional reunion with another notable Indian American leader at WSU. She joins Raj Khosla, the recently appointed dean of WSU’s College of Agricultural, Human, and Natural Resource Sciences (CAHNRS), who also transitioned to the university from Kansas State.

Prior to her tenure at Kansas State, Khosla spent 19 years at Colorado State University, where she built a reputation for collaborative leadership. At WSU, she is expected to apply her relationship-driven approach to dismantle data silos and cultivate a culture where data narrates the human story of student success and institutional growth.

Her appointment reflects WSU’s strategic vision to enhance its data capabilities, ensuring that the institution remains at the forefront of data-driven decision-making in higher education, according to The American Bazaar.

Indian American educationist Lakshmi N. Reddi has been appointed as the executive vice president and provost of the University of Nevada, Las Vegas, effective June 1.

Lakshmi N. Reddi, a distinguished university administrator and the current interim provost at New Mexico State University, has been named the next executive vice president and provost of the University of Nevada, Las Vegas (UNLV). His appointment will take effect on June 1.

As UNLV’s chief academic officer, Reddi will be responsible for overseeing the university’s academic priorities, policies, and budget. Chris Heavey, UNLV’s Interim President, expressed confidence in Reddi’s capabilities, stating that he will collaborate with academic leaders across the university as well as with community and industry partners to develop and promote initiatives that support students, faculty, and staff.

With over 25 years of leadership experience in large urban R1 and land-grant R1 universities, Reddi brings a wealth of knowledge to his new role. His career has included faculty and leadership positions at several institutions, including Florida International University (FIU), the University of Central Florida, and Kansas State University. Most recently, he served as interim provost at New Mexico State University for the past two years, following an eight-year tenure as the dean of the university’s College of Engineering.

“Dr. Reddi has an extensive and impressive background as a university faculty member and administrator,” Heavey remarked. “His experience and perspective on the role and impact of public universities will help drive the continued growth of UNLV’s academic and research missions.”

Throughout his administrative career, Reddi has led strategic planning initiatives, advanced student success programs, and strengthened partnerships with community and industry stakeholders. His efforts have significantly contributed to growth in research and innovation at the institutions he has served.

Before his role at New Mexico State, Reddi was the dean of the graduate school at FIU. He has also held positions as a department chair, center director, and professor, showcasing his diverse academic portfolio.

“I am excited about this opportunity to serve UNLV as its next executive vice president and provost,” Reddi stated. “The landscape of higher education is complex, and I am inspired by UNLV’s exceptional faculty and staff and their steadfast commitment to delivering access and excellence to a growing number of students. I look forward to contributing to UNLV’s continued rise as a top national public research university.”

In addition to his administrative roles, Reddi is a highly accomplished researcher. He has secured over $25 million in grant funding and has published more than 120 technical articles that cover a range of interdisciplinary themes in engineering. His contributions to the field have earned him election as a fellow of both the American Society of Civil Engineers and the American Association for the Advancement of Science.

“Through his research and teaching, Dr. Reddi has demonstrated the importance of interdisciplinary collaboration,” Heavey added. “He promotes synergy between STEM and non-STEM disciplines, university and industry partners, and always with an eye toward developing curricular and workforce opportunities for both undergraduate and graduate students.”

Reddi’s appointment marks a significant step for UNLV as it continues to enhance its academic and research capabilities, positioning itself as a leader in higher education.

According to The American Bazaar, the announcement of Reddi’s appointment highlights the university’s commitment to fostering an environment of academic excellence and innovation.

Mandar Dewoolkar has been appointed as the permanent dean of the College of Engineering and Mathematical Sciences at the University of Vermont, effective April 1.

The University of Vermont (UVM) has announced the appointment of Mandar Dewoolkar as the permanent dean of its College of Engineering and Mathematical Sciences. Dewoolkar, who has been serving as the interim dean since 2024, will officially take on the role starting April 1, 2026. His selection is a noteworthy achievement for the university’s international faculty community, as he transitions from a decade-long chairmanship of the Department of Civil and Environmental Engineering to a prominent leadership position.

Born in Mumbai, India, Dewoolkar’s academic journey began in the highly competitive environment of Indian engineering education. He earned a Bachelor of Engineering from the University of Mumbai before obtaining a Master of Technology from the esteemed Indian Institute of Technology (IIT) Bombay, a credential recognized worldwide for its rigorous standards of technical excellence.

Following his foundational training in India, Dewoolkar moved to the United States, where he completed his PhD at the University of Colorado Boulder in 1996. His academic focus has been on geotechnical engineering and soil mechanics, areas in which he has gained international recognition by combining the theoretical rigor of his IIT education with practical research applications in the U.S.

UVM President Marlene Tromp praised Dewoolkar’s leadership qualities, stating, “Dr. Dewoolkar is a deeply prepared, collaborative, and strategic leader. He will help his college and the university forge bold futures for our students and our community.”

Before joining UVM in 2003, Dewoolkar gained valuable experience in the field as a practitioner at GEI Consultants in Colorado, where he worked on dam safety and reservoir design. This practical experience has enriched his academic perspective, allowing him to apply engineering principles effectively.

At UVM, Dewoolkar has established himself as a dedicated mentor, guiding over 100 student researchers and fostering a strong connection to the immigrant experience within American higher education. Interim Provost Linda S. Schadler remarked on his vision for the future of the College of Engineering and Mathematical Sciences (CEMS), noting that he has garnered significant support from faculty, staff, and students alike.

As dean, Dewoolkar will oversee a diverse portfolio that includes computer science, mathematics, and physics. His elevation to this role reflects a broader trend of Indian-born engineers achieving prominent positions in American academia, effectively bridging the gap between global technical expertise and local community impact through UVM’s service-learning initiatives.

Dewoolkar resides in Shelburne, Vermont, with his family, continuing a career that began in the vibrant classrooms of Maharashtra. His leadership at UVM is expected to contribute significantly to the university’s mission of advancing engineering and mathematical sciences in an increasingly interconnected world.

This appointment highlights the growing influence of international scholars in shaping the future of higher education in the United States, particularly in STEM fields, where diverse perspectives and experiences are invaluable.

According to The American Bazaar, Dewoolkar’s leadership is anticipated to enhance UVM’s commitment to academic excellence and community engagement.

The Ohio State University Board of Trustees has appointed Ravi V. Bellamkonda as its 18th president, recognizing his extensive contributions to academia and groundbreaking research in bioengineering and neuroscience.

COLUMBUS, OH – The Ohio State University Board of Trustees has officially appointed Ravi V. Bellamkonda as the 18th president in the institution’s history.

Bellamkonda, an internationally recognized bioengineer and neuroscientist, has been serving as the university’s executive vice president and provost since early 2025. His promotion to the presidency comes after a distinguished career marked by significant leadership in higher education and pioneering medical research.

As provost, Bellamkonda was responsible for overseeing all 15 colleges at Ohio State, along with its regional campuses and the University Libraries. He collaborated closely with the University Senate and various governance bodies to foster academic excellence and innovation. Upon his appointment, Bellamkonda characterized Ohio State as a “nation-leading academic powerhouse,” emphasizing its unique ability to achieve ambitious goals that many other institutions find challenging.

Bellamkonda’s academic credentials are impressive. He holds a bachelor’s degree from Osmania University, a PhD from Brown University, and completed a postdoctoral fellowship at the Massachusetts Institute of Technology (MIT). Prior to his tenure at Ohio State, he was the provost and executive vice president for academic affairs at Emory University, where he initiated programs focused on artificial intelligence and enhancing student success. His leadership experience also includes serving as the Vinik Dean of the Pratt School of Engineering at Duke University and chairing the joint Department of Biomedical Engineering at the Georgia Institute of Technology.

In addition to his administrative accomplishments, Bellamkonda is a distinguished researcher. His laboratory developed the tumor monorail, an innovative device designed for the treatment of brain tumors. This groundbreaking technology earned the National Institutes of Health Director’s Transformative Research Award and received recognition from the U.S. Food and Drug Administration.

Bellamkonda is an elected fellow of several prestigious scientific societies and holds 11 U.S. patents. He resides in the Ohio State community with his wife, Dr. Lalita Kaligotla, and their family.

According to India-West, Bellamkonda’s appointment marks a significant milestone for the university as it continues to advance its mission in education and research.

Ravi V. Bellamkonda, a distinguished Indian American bioengineer, has been appointed the 18th president of Ohio State University, focusing on strategic advancements in artificial intelligence and research.

Ravi V. Bellamkonda, a noted Indian American neuroscientist and bioengineer, has been appointed as the 18th president of Ohio State University (OSU). This significant appointment elevates a familiar figure to lead the state’s flagship institution, which boasts a student body of over 67,000.

Bellamkonda previously served as the executive vice president and provost at OSU, a role he assumed in early 2025. During his tenure, he became instrumental in shaping the university’s long-term vision and strategic direction.

The Board of Trustees officially appointed Bellamkonda to his new role on March 12, recognizing his extensive career dedicated to bridging the gap between complex laboratory research and student-centered academic policies. Before joining OSU, he held the position of provost at Emory University and led the Pratt School of Engineering at Duke University.

His background is deeply rooted in both scientific research and academic leadership. As a trained neuroscientist and bioengineer, Bellamkonda holds 11 U.S. patents and has focused much of his career on developing treatments for pediatric and adult brain tumors. Notably, his “tumor monorail” device, designed to manage aggressive cancers, was previously recognized as a breakthrough technology by the FDA.

“He brings a unique perspective that treats higher education like a grand experiment in human potential,” remarked a university official. This philosophy is reflected in his “Education for Citizenship 2035” plan, which aims to modernize the Buckeye experience for students.

Under Bellamkonda’s leadership, the university has launched an ambitious “AI Fluency” program. This initiative ensures that all students, regardless of their major—whether it be dance, history, or engineering—graduate with a foundational understanding of artificial intelligence.

Beyond focusing on research funding and enrollment metrics, Bellamkonda emphasizes the concept of “student flourishing.” This holistic approach, which he championed during his time at Emory, integrates academic success, career readiness, and personal well-being.

To further support this vision, he recently oversaw the establishment of a new Career Center of Excellence. This center aims to connect undergraduates with high-impact internships in the rapidly growing Columbus market, enhancing their career prospects.

The timing of Bellamkonda’s transition to the presidency is particularly crucial for Ohio State University, which operates six campuses and the globally recognized Wexner Medical Center. As president, he will oversee a vast enterprise that serves as both an economic engine for Ohio and a hub for international innovation.

Despite his impressive titles and scientific achievements, Bellamkonda maintains a grounded personal life. He often credits his successes to his wife, Dr. Lalita Kaligotla, and their two adult children. The family is also accompanied by their goldendoodle, C.J., who has already become a beloved member of the Buckeye community.

This new chapter for Ohio State University under Bellamkonda’s leadership is poised to enhance the institution’s commitment to innovation and student success, ensuring it remains at the forefront of higher education.

According to The American Bazaar, Bellamkonda’s appointment marks a significant milestone for the university as it continues to evolve in a rapidly changing educational landscape.

Dr. Raj Singh, a professor at Oklahoma State University, has been honored as the Big 12 Faculty of the Year for his significant contributions to materials science and engineering education.

Dr. Raj Singh, an Indian American professor in the School of Materials Science and Engineering at Oklahoma State University (OSU), has been named the Big 12 Faculty of the Year. This prestigious award recognizes one outstanding faculty member from each institution within the Big 12 Conference, which spans from Arizona to West Virginia. The honor is given to those who exemplify excellence in teaching, research, and academic leadership while promoting student success.

Singh, who holds the title of Regents Professor at OSU’s College of Engineering, Architecture and Technology (CEAT), was selected for this accolade due to his groundbreaking contributions to materials science and engineering research, as well as his enduring commitment to educating and mentoring future engineers.

“Dr. Singh’s work reflects the core of CEAT’s mission, advancing cutting-edge research while preparing students to solve real-world challenges,” stated Hanchen Huang, dean of CEAT. “His selection as Big 12 Faculty of the Year highlights the caliber of faculty at Oklahoma State University and the impact they have locally, nationally, and globally.”

Singh’s research has significantly influenced innovation across various industries, and his dedication to student learning and mentorship has played a crucial role in shaping the next generation of engineers and researchers. His recognition underscores CEAT’s leadership in engineering education and applied research within the Big 12 Conference.

“We are constantly looking for ways to highlight how Big 12 faculty continue to educate and inspire the next generation of leaders,” said Jenn Hunter, Chief Impact Officer of the Big 12. “From the arts and filmmaking to business and engineering, this year’s cohort showcases the vast opportunities available to students pursuing an education on Big 12 campuses.”

The award also reflects the extensive research excellence present across the conference, covering disciplines from astronomy and psychology to engineering and the arts. Singh joins a distinguished group of faculty members recognized this year, further enhancing the reputation of OSU and CEAT for academic excellence and innovation.

“I am surprised, delighted, humbled, and grateful to the selection committee and those responsible for their support for this most prestigious recognition and award,” Singh expressed upon receiving the honor.

Singh was the founding head of the School of Materials Science and Engineering at OSU–Tulsa. He earned his Doctor of Science degree in ceramics from the Massachusetts Institute of Technology and has held positions at Argonne National Laboratory, the GE Global Research Center, and the University of Cincinnati prior to joining OSU.

His research career encompasses numerous fields, including nanostructured materials, nanotubes and nanorods, fuel cell materials, smart ferroelectric materials, and ceramic matrix composites (CMCs). Singh has authored over 350 research articles and holds 29 granted patents, establishing himself as a world-renowned expert in CMCs.

Notably, Singh pioneered the patented melt-infiltration process for producing fully dense, net-shape, damage-tolerant silicon carbide fiber-reinforced CMCs. This innovative process has been widely commercialized by GE Aviation since 2016, leading to significant advancements in the aerospace industry.

The technology has accumulated over 40 million flight hours in LEAP engines used by Airbus, Boeing 737 and 777, and COMAC aircraft, marking the world’s first commercial jet engines to incorporate CMCs as structural turbine components. These advancements have contributed to reduced engine weight, improved efficiency, and lower CO₂ and NOx emissions, creating new multibillion-dollar industries and delivering substantial societal and economic benefits.

In 2024, Singh was elected to the National Academy of Engineering, one of the highest professional honors for engineers, in recognition of his lifetime contributions to materials science and engineering.

Beyond his research accomplishments, Singh is deeply committed to educating and mentoring students. He views mentorship as a cornerstone of his role, helping students cultivate curiosity, creativity, and a lifelong passion for learning. His influence extends well beyond the laboratory, shaping the future of the engineering profession.

“The best part of my job is to help educate the best possible engineers and impart knowledge of the discipline of materials science and engineering,” Singh remarked. “I want to encourage students in the engineering field to be curious, persevering, creative, inventive, and passionate about their field. Never forget to be curious and inventive. It should be a lifelong pursuit.”

This recognition of Dr. Raj Singh not only highlights his individual achievements but also reflects the broader commitment of Oklahoma State University to excellence in education and research.

According to The American Bazaar.

Indiana University has appointed Rahul Shrivastav as interim vice president for student success, aiming to enhance student support and academic leadership at the institution.

Indiana University has announced the appointment of Rahul Shrivastav as the interim vice president for student success. Shrivastav, a distinguished scholar in speech and hearing sciences and the current provost of IU Bloomington, steps into this university-wide role to further enhance the student experience.

With Shrivastav’s new position, John Ciorciari, the dean of the Hamilton Lugar School of Global and International Studies, will assume the role of interim provost at IU Bloomington. University President Pamela Whitten expressed confidence in both leaders, stating, “Rahul and John are trusted, experienced leaders who care deeply about Indiana University and the people who make this place exceptional.”

Whitten emphasized that these interim appointments will help the university maintain strong academic leadership while keeping students at the forefront of their efforts. “These interim appointments allow us to move forward with clarity and confidence, keeping students at the center of our work,” she added.

In his new role, Shrivastav aims to ensure that the university’s systems, policies, and daily practices align to genuinely support students. “Across IU, we’re here to ensure every student has an exceptional experience,” he stated. “This role is about making sure our systems, policies and daily practices come together in ways that genuinely support students and keep them moving confidently toward graduation and beyond. I’m grateful for the chance to advance this vital work alongside colleagues across IU.”

During his tenure as provost, Shrivastav has overseen significant achievements at IU Bloomington, including record enrollment and applications, the establishment of 25 new academic programs, and the recruitment of numerous leading faculty members. His leadership has also been instrumental in modernizing teaching and research facilities, establishing interdisciplinary research groups, and expanding experiential learning opportunities.

Before joining Indiana University, Shrivastav served as vice president for instruction at the University of Georgia, where he focused on undergraduate education and instructional innovation. He was also dedicated to initiatives aimed at improving student retention and graduation rates.

Prior to his role at the University of Georgia, Shrivastav was a professor and chair of the Department of Communicative Sciences and Disorders at Michigan State University, where he directed the Voice and Speech Laboratory. In recognition of his contributions to the field, he was elected as a fellow of the National Academy of Inventors in 2020.

As a distinguished scholar, Shrivastav has authored over 200 publications and presentations, contributed more than 20 invention disclosures, and holds 10 awarded patents. He also co-founded a startup that translated speech technologies into practical applications.

Throughout his career, he has successfully secured over $15 million in research funding from various federal agencies, including the National Institutes of Health (NIH) and the Department of Veterans Affairs (VA), advancing healthcare technology and rehabilitation science on a global scale.

As Shrivastav takes on this new role, the Indiana University community looks forward to his leadership in fostering an environment that prioritizes student success and academic excellence.

According to The American Bazaar, Shrivastav’s extensive experience and commitment to student support will be vital as he transitions into this interim position.

India aims to attract over one million international students by 2047, but experts warn that the upcoming Union Budget 2026 must focus on quality and support systems to achieve this vision.

India’s ambition to host more than one million international students by 2047 represents a significant step toward establishing itself as a global education powerhouse. However, as the nation prepares for the Union Budget 2026–27, education leaders and industry experts caution that merely expanding infrastructure will not suffice. The real challenge lies in creating a student-ready ecosystem that guarantees quality, credibility, employability, and long-term academic outcomes.

While frameworks like the National Education Policy (NEP) and NITI Aayog’s roadmap have set the stage for internationalization, experts argue that Budget 2026 must transition from intent to execution. This includes enhancing guidance systems, institutional quality, research depth, skills validation, and career pathways.

India’s evolving education model is increasingly shifting away from rote learning and exam-centric outcomes toward skills-based, competency-driven, and flexible learning pathways. This transformation aligns with global educational trends but also complicates decision-making for students and families.

Experts emphasize that career and academic guidance must become a fundamental component of the education ecosystem, rather than an optional service. “To translate these reforms into meaningful outcomes, career and academic guidance must be recognized as core educational infrastructure,” said Ganesh Kohli, Founder of the IC3 Movement. “Budget 2026 presents a timely opportunity to strengthen counselling capacity at the school level, ensuring students are equipped to understand flexibility early, align learning with aspirations, and progress with confidence.”

As both global and Indian educational boards increasingly introduce multi-pathway curricula, students require structured systems to interpret choices, plan careers, and navigate transitions effectively.

India’s initiative to become a global higher education hub relies not only on attracting foreign students but also on ensuring that institutions provide globally recognized qualifications, robust research exposure, and credible career outcomes. “Attracting international students is only the first step,” noted Aritra Ghosal, Founder and CEO of OneStep Global. “What truly matters is whether institutions can deliver recognized qualifications, research exposure, and credible career pathways at scale.”

Experts warn that international branding alone will not suffice to build India’s academic reputation. Instead, the country must invest in robust recruitment and admissions pipelines, reliable student retention and conversion systems, strong academic delivery mechanisms, and outcome-driven career placement frameworks.

The NITI Aayog roadmap emphasizes the significance of academic excellence, governance, research integration, and institutional accountability in enhancing India’s global education reputation. “Growth without quality will not build a sustainable global reputation,” stated Tripti Maheshwari, Co-Founder and Director of Student Circus. “Investment should focus on globally benchmarked curricula, strong research ecosystems, and transparent quality assurance across institutions.”

As foreign universities are expected to expand their presence in India, experts highlight that success will be measured by student outcomes rather than merely the number of international campuses or memorandums of understanding signed.

International students are increasingly assessing study destinations based on employability prospects, industry partnerships, internship and job placement pipelines, and post-study work opportunities. “International credentials do not create value on their own unless supported by strong industry linkages, employer recognition, and real-world student success frameworks,” remarked education analysts.

To compete with countries such as the UK, Australia, Canada, and Singapore, India must ensure that its degrees translate into meaningful career returns.

Experts believe that the Union Budget 2026 could play a pivotal role in strengthening India’s education ecosystem through targeted funding and outcome-linked incentives. Key priority areas should include globally benchmarked academic curricula, industry-integrated learning programs, international faculty collaboration, outcome-based institutional funding, and expanded research grants and innovation hubs.

<p“Budgetary support that encourages industry-integrated learning, international faculty collaboration, and outcome-linked funding can significantly strengthen India’s credibility as a competitive, value-driven study destination,” analysts noted.

Language proficiency and skills validation are critical components for India’s long-term educational competitiveness. “Priority should be given to embedding globally benchmarked language proficiency and skills assessments across secondary and higher education,” stated Omar Chihane, Global General Manager at TOEFL, ETS. “Equally important is investing in transparent, credible assessment and testing infrastructure that supports mobility, employability, and trust in Indian talent worldwide.”

Experts argue that standardized assessments aligned with global employer expectations will enhance the international recognition of Indian graduates.

India’s demographic advantage positions it as a significant supplier of global talent, particularly in fields such as AI, technology, healthcare, global capability centers (GCCs), and professional services. However, industry leaders caution that workplace readiness—not academic scale—remains the weakest link. “India’s skilling challenge today is not about scale, but about workplace readiness and credibility,” said Pushkar Saran, Executive Director at TOEIC, ETS. “Employers increasingly demand professionals who can communicate clearly, collaborate across borders, and function in AI-enabled workplaces—yet many job seekers feel unprepared despite formal qualifications.”

Experts stress that integrating English proficiency, communication skills, teamwork, and digital adaptability into mainstream education is essential for improving employability outcomes.

Beyond attracting international students, Budget 2026 presents an opportunity to position India as both a talent destination and a global knowledge partner. Recommended policy investments include merit-based scholarships for international students, joint global research programs, international faculty exchange initiatives, cross-border innovation and startup partnerships, and public-private education funding models. Such measures could help retain intellectual capital, drive innovation, and expand India’s influence in global academia.

India’s long-term goal is to transition from being primarily a global talent supplier to becoming a trusted international education and assessment hub. Experts warn that without robust skills validation frameworks and employer-aligned training systems, India risks under-leveraging its demographic advantage at a time when global demand for Indian professionals is on the rise.

“Without addressing the skills-validation gap, India risks missing a historic opportunity to transform its education ecosystem,” policy analysts cautioned.

As India approaches its 2047 target of hosting one million international students, Budget 2026 represents a defining moment—one that could determine whether the country evolves into a globally competitive education hub or remains a regional talent supplier. The consensus among experts is clear: India must prioritize quality, guidance, employability, global standards, and student success outcomes—not just expansion.

“A globally credible education system ultimately rests on students who understand their pathways and move through them with clarity, confidence, and purpose,” Ganesh Kohli summarized.

According to GlobalNetNews.

Procrastination is a significant barrier to achievement, but understanding its psychological roots and taking action can lead to increased motivation and clarity.

“Many situations in life are similar to going on a hike: the view changes once you start walking,” says James Clear, an American writer and speaker known for his bestselling book, Atomic Habits.

My father often reminded us of a timeless adage: “Procrastination is the thief of time.” This sentiment resonates with the wisdom of the 15th-century Indian poet-saint Kabir, who articulated a similar truth in his famous couplet:

“Kal kare so aaj kar, aaj kare so ab. Pal mein pralaya hoyegi, bahuri karoge kub.”

This translates to: “What you plan to do tomorrow, do it today; what you plan to do today, do it now. Destruction can happen in an instant. When will you ever get it done?”

My first boss also imparted valuable lessons about procrastination, stating, “Often, the problems you fear never appear, and the problems you never imagined will show up. But unless you begin, you will never know.”

These perspectives from a modern productivity expert, a medieval mystic, and two influential figures in my life converge on one timeless truth: nothing meaningful happens until you take that first step.

Inertia is one of the greatest obstacles to human achievement. Starting—even imperfectly—can often be the most significant victory.

Understanding Procrastination: The Psychology of Delay

Modern research indicates that procrastination is not merely a sign of laziness; it is often rooted in fear and self-doubt. Dominic J. Vogue, Senior Associate Director at the McGraw Center for Teaching and Learning at Princeton University, notes that procrastination arises from complex psychological factors rather than poor time management skills.

“For the most part, our reasons for delaying and avoiding are rooted in fear and anxiety—about doing poorly, about doing too well, about losing control, about looking foolish, or about having one’s sense of self challenged,” he explains. “We avoid doing work to escape judgment of our abilities. And if we happen to succeed, we feel that much ‘smarter.’”

A 2007 meta-analysis by Piers Steel at the University of Calgary describes procrastination as a “prevalent and pernicious form of self-regulatory failure,” closely linked to self-doubt and anxiety.

A more recent study published in 2023 in the International Journal of Environmental Research and Public Health characterizes procrastination as an emotional avoidance strategy or a “short-term mood regulation strategy.” People often procrastinate to avoid stress or negative feelings, which creates a vicious cycle, as procrastination itself can lead to increased stress.

We delay because we fear failure, the unknown, discomfort, judgment, and the overwhelming nature of tasks. We may wait for a “perfect moment,” but such moments rarely materialize. As we wait, the emotional burden grows, further exacerbating the delay.

The irony is that taking action reduces anxiety, while waiting amplifies it. The Association for Psychological Science reports that procrastination is associated with increased stress, poorer health, and diminished performance. In essence, delaying is not a neutral act; it actively harms us.

Action Begets Momentum

“Motivation often comes after starting, not before. Action produces momentum,” asserts James Clear. This concept aligns with the Zeigarnik Effect, which posits that people remember unfinished or interrupted tasks better than completed ones.

This phenomenon explains why writing the first sentence of an article can make completing it easier or why cleaning one corner of a room can inspire a full cleaning spree. Even taking that initial walk can kick-start a healthy routine.

The mind dislikes incompletion, so once you begin, you enlist your subconscious as an ally. The “Five-Minute Rule”—committing to work on a task for just five minutes—is a recommended method to overcome procrastination. Five minutes of action can break the inertia that often keeps people stuck.

Strategies to Overcome Procrastination

Research-backed strategies can help combat the urge to procrastinate. The Five-Minute Rule encourages individuals to commit to a task for just five minutes, which can reduce psychological friction and often lead to extended work sessions.

Another approach is “Task Snacking,” which involves breaking tasks into small, manageable units. Small beginnings can lead to significant progress.

Prioritizing action over perfect planning is also crucial. As James Clear states, “The first minute of action is worth more than a year of perfect planning.”

Additionally, accountability and feedback loops—such as setting deadlines, seeking feedback, and making public commitments—can enhance follow-through.

Action Brings Clarity

According to the Temporal Motivation Theory (TMT), procrastination can stem from a lack of motivation when the rewards of an action are distant rather than immediate. When the reward feels far away—such as finishing a book, starting a business, or getting fit—motivation often diminishes. However, once you begin, the reward feels closer, expectancy rises, and motivation increases.

This is not a matter of laziness; it is a biological response.

The antidote to procrastination is straightforward: start small, start now.

In my experience, whether embarking on an academic, professional, or personal project, I rarely had complete clarity. However, I noticed a recurring pattern: the problems I feared rarely materialized, while unforeseen challenges often arose. Clarity emerged only after I took the initial steps, and my confidence grew gradually rather than instantly.

As Kabir wisely advises, do it now because even the next breath is not guaranteed.

My father emphasized that procrastination not only steals time but also robs us of opportunities.

My boss imparted a deeper lesson: you cannot plan your way into perfect clarity—clarity comes through action.

In conclusion, my father was right, Kabir was right, James Clear is right, and my first boss was right. The only wrong move is not starting.

According to Source Name, embracing action is essential to overcoming procrastination and unlocking our potential.

Anantha P. Chandrakasan, MIT’s Provost, has been selected for the Committed to Caring program, recognizing his exceptional mentorship of graduate students and his impact on the next generation of innovators.

Anantha P. Chandrakasan, the Provost of the Massachusetts Institute of Technology (MIT) and the Vannevar Bush Professor of Electrical Engineering and Computer Science, has been honored with a selection to the institute’s Committed to Caring (C2C) program. This initiative recognizes outstanding mentorship among faculty members, particularly in nurturing resilience, curiosity, and compassion in graduate students.

In an era marked by rapid advancements, from artificial intelligence breakthroughs to evolving global research landscapes, the C2C program highlights professors who make a significant impact on students’ academic and personal journeys. The latest cohort of honorees exemplifies these values, showcasing the profound influence that dedicated faculty can have on the next generation of innovators.

Since its inception in 2014, the C2C program has been a student-driven initiative celebrating exceptional mentorship. This year, 18 MIT professors have been awarded the C2C honor for the 2025-27 cycle, joining nearly 100 previous recipients. The nomination process places students at the forefront, inviting them to submit letters recognizing faculty members whose mentorship has left a lasting impression on their lives.

A selection committee, comprised of both graduate students and staff, reviews these nominations to identify those who have significantly strengthened the graduate community at MIT.

Chandrakasan, an Indian American, previously served as the Dean of MIT’s School of Engineering from July 2017 to June 2025 and held the position of the Institute’s inaugural Chief Innovation and Strategy Officer from January 2024 to June 2025. As Provost, he acts as the chief academic and budget officer for the Institute, overseeing the MIT Office of Innovation and Strategy (OIS).

In addition to his role as Provost, Chandrakasan leads MIT HEALS and MGAIC and co-chairs MITHIC. He is also involved with the MIT-GE Vernova Energy and Climate Alliance, serving as co-chair. Furthermore, he is the Senior Executive Advisor to the MIT Climate and Sustainability Consortium (MCSC) and co-chairs the MIT-IBM Watson AI Lab and the Tata-MIT Alliance, both of which he founded.

Chandrakasan’s academic journey began at the University of California, Berkeley, where he earned his bachelor’s degree in 1989, followed by a master’s in 1990 and a doctoral degree in 1994, all in electrical engineering and computer sciences. He joined the MIT faculty in September 1994 and served as the director of the MIT Microsystems Technology Laboratories from July 2006 to June 2011. From July 2011 to June 2017, he was head of the Department of Electrical Engineering and Computer Science (EECS).

During his tenure as dean, Chandrakasan implemented various interdisciplinary programs, creating innovative models for collaboration between academia and industry to accelerate research. As MIT’s first Chief Innovation and Strategy Officer, he worked closely with stakeholders across the Institute and external partners to launch initiatives aligned with MIT’s strategic priorities. In 2025, he also took on an interim role overseeing strategy and operations for MIT’s Climate Project.

Chandrakasan has received numerous accolades for his contributions to the field, including the 2019 Solid-State Circuit Society’s Distinguished Service Award, the 2013 IEEE Donald O. Pederson Award in Solid-State Circuits, the 2009 Semiconductor Industry Association (SIA) University Researcher Award, and the 2022 IEEE Mildred Dresselhaus Medal.

A fellow of the IEEE, he was elected to the National Academy of Engineering in 2015, the American Academy of Arts & Sciences in 2019, and the Association for Computing Machinery (ACM) in 2020. Currently, he serves on the board of Natcast, a non-profit organization established to operate the National Semiconductor Technology Center (NSTC) under the U.S. Department of Commerce.

Chandrakasan’s selection for the Committed to Caring program underscores his commitment to fostering a supportive and innovative environment for graduate students at MIT, further solidifying his legacy as a mentor and leader in the academic community, according to MIT.