Teaching for tomorrow, exploring edtech, industry co-creation, and learning science

Faculty Development Programs (FDPs) play a pivotal role in enhancing the pedagogical and research capabilities of educators. By integrating industry practices and contemporary educational tools, these sessions bridge the academia-industry divide and empower faculty members to deliver impactful, practice-oriented learning that meets evolving global standards.

Keeping this in mind, Apeejay School of Management (ASM) on June 16, 2025 organised a Faculty Development Program-Integrating Practice Component for Impactful Teaching and Research.  The experts for the day were Dr VG Venkatesh, Vice Dean, Global Faculty Development, EM Normandie Business School, France, Ms Magdalena Coupin, EdTech Project Manager, Instructional Designers, EM Normandie Business School, France, and Dr Pragya Arya, Head, Centre for Teaching, Learning, and Pedagogy, Apeejay School of Management. Dr Hooda felicitated Professor Venkatesh with a bouquet. The session from 10 am to 5 pm was held at the ASM campus.

Present on the occasion were Dr RP Hooda, Emeritus Professor, Prof (Dr) Vijay Vir Singh, Vice-Chancellor, Apeejay Stya University, Gurugram, Dr Renu Batra, Advisor, Higher Education, Apeejay Education, Professor Sajal Mukherjee, Director, Apeejay Institute of Mass Communication, Professor Ashok Ogra, Advisor, Apeejay Institute of Mass Communication (AIMC), and Dr Mithilesh Kumar Singh, Senior Fellow, Apeejay Stya Educational Research Foundation. Also present were faculty members from Apeejay Stya University, Apeejay Institute of Technology-School of Architecture and Planning (AIT-SAP) and several non-Apeejay institutes, who joined virtually.

The programme commenced with the ceremonial lamp lighting — a tradition that embodies the dispelling of ignorance and the illumination of knowledge. Esteemed dignitaries, including Dr RP Hooda, Dr Vijay Vir Singh, Dr Renu Batra, Professor VG Venkatesh, and other dignitaries, were invited to participate in this auspicious ritual.

Dr Renu Batra, taking the stage to set the perspective of the programme, emphasised the evolving role of educators in a Volatile, Uncertain, Complex, Ambiguous (VUCA) world. She underscored the need for faculty to stay informed, adaptable, and forward-thinking in response to dynamic reforms like the National Education Policy 2020. Highlighting quotes from thought leaders like Aristotle and Einstein, she reinforced that education must go beyond facts to instill critical thinking, societal awareness, and emotional intelligence.

“I urge the faculty to enable reflective, inclusive classrooms and to embrace experiential learning, innovation, and updated curricula,” she said. Drawing from the metaphor of the mousetrap syndrome, Dr Batra reminded attendees that innovation must be paired with awareness and adaptability. Her message was a call for proactive transformation in teaching and research to ensure relevance and excellence in higher education.

Prof (Dr) Vijay Vir Singh then took centre stage to deliver the inaugural address. “As I reflect on today’s theme — integrating practice into teaching and research — I firmly believe this is where Indian universities continue to lag. In my student days, I often left the classroom with unanswered questions. Today’s job market values real-world ability over grades; students must align with evolving industry expectations,” he shared, emphasising the urgent need for teaching to evolve.

“Students no longer seek just information — they carry it in their palms. What they need is experience, context, and guidance on how theory applies to reality. Traditional pedagogy won’t suffice. We must bring our research, real-life examples, and current issues into the classroom to foster critical thinking, creativity, and teamwork. Ultimately, our role as educators must grow. Ancient Indian tradition classifies teachers into five ascending levels: Adhyapak, who transmits information, upadhyay, who fosters understanding, Acharya, who imparts skills, pandit, who offers specialised knowledge, and drashta, who develops critical and analytical thinking. The highest form is the guru, one who awakens wisdom and liberates the learner from ignorance. We must strive to move beyond content delivery, toward becoming Gurus who prepare students not just for exams, but for life,” he stated.

The first technical session of the day was led by Professor Venkatesh on the theme: Synergising Practical Exposure with Teaching and Research. Drawing from his extensive global experience in supply chain management, he opened by emphasising that both teaching and research must remain grounded in real-world practice. “There’s a persistent gap between academic output and practical relevance — a gap we must intentionally bridge through pedagogy and scholarship,” he asserted.

Addressing the divide between academia and industry, Professor Venkatesh highlighted a common issue: research is often measured by the quantity of publications rather than impact. Many early-career researchers, he observed, are overly focused on methodology without examining practical application. “Today, top journals demand a clear articulation of real-world relevance — it’s no longer optional,” he noted. The academic focus must shift from publishing for its own sake to solving real problems.

He advocated for participatory action research as a powerful method for embedding practice into research and teaching. “Case studies have value, but they often lack contextual depth. Immersing ourselves in real business environments — co-developing solutions, observing operations, and reflecting critically — adds authenticity to both our classrooms and our papers,” he explained. Even educators without corporate experience can adopt this method by engaging thoughtfully with systems and practices.

On industry collaboration, Professor Venkatesh urged institutes to move beyond token gestures. At EM Normandie, faculty internships are mandatory and treated on par with research contributions. He described leading several international projects where companies co-designed research proposals, ensuring outcomes that genuinely address industry needs.

He also stressed the need to update teaching materials and delivery styles. “Many postgraduate syllabi in India are outdated. Content must reflect business changes and be taught through adaptable, practice-driven frameworks,” he said. He suggested *mid-range theories* as a flexible way to connect practical phenomena with theoretical reflection. His recent work on green skills is combined with insights from HR and supply chain management.

“Ultimately,” he concluded, “bridging academia and industry isn’t just desirable — it’s essential for meaningful, modern education.”

This was followed by a Q&A session.

The second technical session, Reimagining Learning: The Transformative Power of Educational Technologies, was delivered by Ms Magdalena Coupin. “In today’s fast-paced, unpredictable world, static classrooms often leave students disengaged. To counter this, we focus on designing active, applied, and emotionally engaging learning experiences,” she said.

She shared how EM Normandie created QUALIA — a pedagogical innovation hub developed jointly by the EdTech team and faculty. The aim is not to adopt technology for its own sake, but to co-create immersive, meaningful learning. Drawing from neuro-pedagogy, they redesigned a traditional HR course using virtual reality (VR) and artificial intelligence (AI).

In the VR module, students drafted inclusive job descriptions, screened CVs, and conducted interviews, assuming both recruiter and candidate roles. A virtual coach provided real-time, context-sensitive feedback. When a student asked, “Where are you from? You have a nice accent,” the system flagged the bias, prompting more inclusive behaviour.

They also employed ChatGPT, programmed to simulate a job candidate and offer feedback on students’ questions. Learners used voice prompts and were encouraged to reflect on the AI’s responses, recognising both insights and flaws. Faculty played a key role in guiding discussions and clarifying misconceptions.

The session culminated in reflective exercises and live role-plays with ethically complex scenarios—such as interviewing a pregnant applicant for a travel-intensive role — fostering empathy and ethical awareness.

“Students found the experience immersive, relevant, and memorable. While there’s room for improvement in tech interfaces, this approach empowers learners with critical, ethical, and real-world skills,” she concluded.

The third technical session, which was delivered by Dr Pragysa Arya, Head, Centre for Teaching, Learning, and Pedagogy, Apeejay School of Management, on Mapping Learning Principles with Pedagogical Tools. In this session, she reflected on how to align teaching methods with how learning truly happens. “While pedagogical tools are often part of curriculum design, they are not always anchored in research-based learning principles. This session aimed to close that gap,” she said and added that the day’s session began by revisiting Professor Venkatesh’s session on integrating practical experience into research.

“Once educators understand how to embed lived experiences into academic inquiry, extending those into the classroom becomes a natural progression. Pedagogical tools serve as vital bridges for this integration. There are seven key learning principles proposed by Ambrose, widely used in curriculum design globally. These apply not just to students but to all lifelong learners, she said and shared the principles.

Prior Knowledge, she said, influences learning. We must understand what students already know—and what they may need to unlearn. Organisation of knowledge matters. Tools like concept maps help learners structure and apply knowledge effectively, especially at advanced levels. Motivation drives sustained learning. Our tools should spark curiosity and foster self-learning beyond class hours. Mastery involves developing individual skills, integrating them, and applying them in context — skills essential in the real world. Practice and feedback are essential. Regular, targeted feedback helps students identify improvement areas and refine their approach. Developmental and social climate shape learning readiness. A respectful, inclusive environment enables open dialogue and constructive challenge. And the last, self-directed learning empowers students to assess and adjust their learning strategies, supported by feedback and reflective tools.

“When we design pedagogical tools aligned with these principles, we don’t just teach better — we help students learn smarter and grow into adaptive, thoughtful professionals,” she opined, and conducted a small interactive hands-on activity. The participants were asked to list a few pedagogical tools, depending on the course they teach and align them into the category of learning principles.

It was then time to acknowledge the vibrant community of learners. Dr Usha Ravi, Deputy Registrar, Dr Srirang Jha, Associate Professor, ASM, Dr Shalini Virmani, Associate Professor, ASM, and Dr Preeti Suryawanshi, Associate Professor, ASM, were called upon the stage to give away the certificates.

Dr Ishita Adhikari, Chair-Center of Industry and Global Network, said, “It has been a privilege to conclude today’s session. Inspired by the thoughts shared by Dr Vijay Vir Singh and Dr Renu Batra, I reflect on how we, as educators, must evolve to meet the expectations of a dynamic,
Gen Z learner. This FDP, born in March, became a reality thanks to the unwavering support of our global partners, especially Professor Venkatesh and Ms Magdalena Coupin. Heartfelt thanks to all dignitaries, directors, participants, and the dedicated ASM team — especially our core team — for making this programme a success. Let’s continue learning and growing together.”