A vision for equitable STEM education in India

In the pursuit of progress, India’s National Education Policy 2020 emerges as a beacon for the advancement of Science, Technology, Engineering, and Mathematics (STEM) education. This visionary policy underscores the imperative integration of STEM subjects into the curriculum, aiming to cultivate critical thinking, problem-solving skills, and a culture of innovation among students.

Late former President of India, Dr APJ Abdul Kalam, a luminary in science and space exploration, attributed his success to early exposure to mathematics and science in his mother tongue. His journey exemplifies the essence of STEM education, emphasising the pivotal role it plays in shaping formidable minds capable of unlocking the mysteries of the universe.

Globally, there is a growing consensus on the indispensable role of STEM education in preparing students for the dynamic demands of the future workforce. Recognising this, a wave of STEM curriculum development and implementation has swept across continents, reshaping the educational landscape for countless students and redefining the expectations from tomorrow’s professionals.

However, the laudable aspirations of the National Education Policy 2020 face a formidable challenge in extending STEM training to the vast rural population. To bridge this gap, a visionary solution comes in the form of a Digital Public Infrastructure (DPI), seamlessly integrating connectivity, devices, software, e-platforms, and data centers across both rural and urban regions.

This infrastructure envisages digital collaboration tools and platforms, transcending geographical barriers and fostering communication and project coordination among STEM students, educators, and researchers.