India’s classrooms are at a crossroads. In a nation celebrated for its ancient wisdom and modern educational ambition, one challenge stands between today’s learners and their true potential: the fading spark of curiosity. As the rhythm of rote assignments and static textbooks persists in too many schools, the spirit that kindles learning—enthusiasm (उत्साह)—is often the first casualty.

This week, in our exploration of meaningful acronyms, we celebrate UTSAH. We’ve journeyed from PRAYAS (प्रयास) - effort, to ANKUR (अंकुर) - individual growth, to SETU (सेतु) - bridging divides. Now, UTSAH invites us to explore the very emotion that sustains the learning journey: curiosity, joy, enthusiasm. Let’s see how classrooms can put this back at the heart of Indian education.

Think about your favourite teacher in school. Was it the one who recited facts from the book or the one whose eyes lit up as she invited you to debate, to imagine, to ask “why”? Decades of research, from Sir Ken Robinson’s TED talks to India’s own National Education Policy 2020, tell us the same truth: learning thrives when students care and wonder, not when they merely repeat.

Stories from both rural and urban schools echo the same worry. In classrooms where lessons stay locked in heavy text—definitions, procedures, formulae—students tune out. “We read the chapter, but I still don’t understand why leaves are green, Sir,” says Priya, a Class 7 learner in Nashik. In a Mumbai government school, science teacher Mr. Joseph laments, “We’re expected to finish the syllabus. There isn’t time to do experiments. Most students memorise but don’t connect it to real life.”

Interviews with parents reveal a similar pattern: homework is routine, exams demand recall, but children rarely talk with excitement about what they’re learning. It’s not just boredom that emerges - critical thinking, creativity, and lifelong learning suffer.

The cost of passive, text-heavy learning is steep:

Story 1: Rural Rajasthan, the Power of Visuals In a village near Ajmer, maths teacher Meena Kumari faced a persistent struggle with fractions. “Most of my students didn’t grasp what half really means,” she shares. Their textbooks showed diagrams, but no colour, and no hands-on practice. With support from an NGO, Meena introduced physical fraction kits - every child held pieces, matched questions, and discussed their thinking. Suddenly, “half” was not a number; it was a part of something real. “They began to use fractions when discussing the harvest, or dividing sweets at home,” says Meena. Engagement soared, and so did scores.

Story 2: Urban Goa, Joy in STEM Simulations At a secondary school in Goa, physics teacher Anand integrated PhET simulations for electricity and circuits. Instead of copying diagrams, students dragged wires, checked voltages, and watched bulbs light up. “When I made mistakes intentionally, students laughed and corrected me,” Anand recalls. “They experimented, argued, and invented their own circuit challenges.” Many students who previously struggled began teaching peers; rates of STEM stream selection in higher grades jumped.

Story 3: Hybrid in Hyderabad—Joy in Storytelling At a digital literacy ‘summer camp’, facilitator Farah blended textbook lessons with stories about real inventors and everyday problems. Each student worked on a “mini-innovation”—from water filters to simple coding games. “They became creators, not just answerers,” says Farah, who now consults for urban and rural schools alike.

Cognitive science and pedagogy agree:

How do we put उत्साह (enthusiasm) back into every classroom?

Let’s look at the UTSAH model:

Success Story: Digital Blending in Maharashtra In a remote school in Maharashtra, QR-coded “learning sheets” accompany every textbook. Students scan codes and access local-language videos, simulations, and stories—even on shared village devices. Attendance and engagement doubled; students began asking for extra sheets to continue learning at home.

Success Story: AI for Joyful Learning in Bengaluru Bengaluru’s “AI Mentor” pilot uses chatbots to answer students’ questions after school, suggest new challenges, and offer praise as they progress. “The best part is, my AI tutor never gets tired!” laughs 11-year-old Aniket, who says learning science is now his favourite subject.

Success Story: Rural Rajasthan’s PhET Push In Dausa, a low-bandwidth kit preloads PhET simulations on mobile devices for periodic “lab days”—students vote on which experiments to run, debate predictions, and complete the learning cycle with sketch-and-share projects.

UTSAH isn’t just a module. It’s a philosophy—a commitment to make Indian education not only rigorous but joyful, not just informative but transformative. When enthusiasm returns, so does persistence, confidence, and the drive to innovate.

Imagine a future where every student’s “why?” is celebrated, where every classroom bursts with investigation, dialogue, and playful challenge. That’s the India UTSAH can help build.

If you have stories of joyful learning, digital innovation, or classroom breakthroughs, please share. Together, let’s make enthusiasm for our national curriculum.