Rabindranath Tagore reminded us that a nation is not made of soil but of people: “দেশ মাটিতে তৈরি নয়, দেশ মানুষে তৈরি”—a country is built not from its land but from its people. When Sadhguru says, “A human being is a possibility, not a resource,” he points straight at the teacher’s true role: awakening that possibility.
For a nation aiming to be developed by 2047, teachers are the primary builders of human capital:
India needs over 11 lakh additional teachers by 2030 and must simultaneously upgrade the quality of those already in classrooms
NISHTHA, the National Initiative for School Heads and Teachers Holistic Advancement, is the world’s largest integrated teacher training program, targeting around 42 lakh educators with competency-based, joyful, ICT-enabled pedagogy.
If these teachers remain “trained yet unequipped”—armed with certificates but not confidence, theory but not practice—Viksit Bharat will remain a slogan, not a lived reality.
The Problem: Trained Yet Unequipped
On paper, most Indian teachers are professionally qualified. In practice, many feel alone in front of 40–60 learners with diverse needs, rapidly changing curricula, and rising expectations.
Structural Challenges
One-time training, lifetime expectations: Most pre-service training happens once, while pedagogy, technology, and children keep changing.
One-size-fits-all workshops: Centrally designed sessions rarely adapt to teachers’ context, language, or specific classroom realities.
Gaps in digital pedagogy: Teachers may know how to operate a projector but not how to design interactive, AI-supported learning sequences.
Human Reality
Consider three real, composite stories drawn from reports and field accounts.
Sunita, a rural science teacher in Bihar, completed a B.Ed. and one NISHTHA course. She knows the theory of activity-based learning but has 58 students, limited lab resources, and no ongoing mentoring. She wants to do more but feels stuck.
Imran, an English teacher in a small town in Karnataka, has access to tablets and a smartboard but minimal support on integrating them with lesson objectives. His digital tools remain underused; his identity remains “chalk-and-talk teacher”.
Mary, a headmistress in Kerala, juggles administration, compliance, and exam pressure. She values holistic education but cannot track which teacher needs what support, nor how training translates into classroom change.
These teachers are trained—yet not fully SAAKSHAM.
Introducing SAAKSHAM (सक्षम): From Training to True Empowerment
सक्षम means “capable”, “competent”, “empowered”—the kind of educator who can hold a child’s possibility with wisdom and skill. On a world-scale edtech platform, SAAKSHAM becomes a design principle and a product pillar.
SAAKSHAM stands for:
S – Saksharta (साक्षरता) – Knowledge Deep understanding of subject, child development, and society.
A – Adhunikta (आधुनिकता) – Modernity/Innovation Comfort with new tools, flexible mindsets, and evolving pedagogy.
A – Anuyayi (अनुयायी) – Adopter/Implementer Ability to convert training to classroom practice, not just certificates.
K – Kaushal (कौशल) – Skill Practical craft of teaching: questioning, scaffolding, assessment, feedback.
SH – Shikshan (शिक्षण) – Teaching Day-to-day art and science of conducting learning experiences.
A – Aadhar (आधार) – Support Systems, communities, and technology backing the teacher.
M – Margdarshan (मार्गदर्शन) – Guidance Mentors, coaches, and reflective spaces that sustain growth.
SAAKSHAM is the evolution of NISHTHA: from “training delivered” to “capability lived”; from compliance to continuous, joyful professional learning.
NISHTHA: The Bedrock of a Capable Teaching Force
NISHTHA is already a global outlier: a structured effort to train 42 lakh teachers and heads through integrated, activity-based modules focusing on critical thinking, inclusive education, and ICT.
Key features that SAAKSHAM can amplify on a digital platform:
Blended delivery: Online courses delivered through a unified platform, supported by on-ground resource persons and DIET/SCERT faculty.
Continuous feedback loops: Online monitoring, discussion forums, and impact evaluations.
But training, by itself, is not enough. The next step is to bring NISHTHA into a live, AI-enhanced ecosystem where every teacher’s learning is personalised, measurable, and directly tied to classroom practice.
S for Saksharta: Deep Knowledge for a New India
A SAAKSHAM platform must first strengthen teachers’ foundational knowledge:
Conceptual mastery: Short, focused micro-courses revisit core concepts in math, science, languages, and social sciences for teachers themselves.
21st-century skills: Modules on critical thinking, inquiry-based learning, and socio-emotional development, aligned with NEP 2020 and future skills reports.
Story – Rekha from Jharkhand Rekha, a Class 5 teacher, once memorised textbook explanations of fractions. On the platform, she takes a “Math for Teachers” refresher: an AI tutor diagnoses her own misconceptions, recommends visual fraction models and local-language examples. Her new confidence shows in class: students use roti pieces and grain measures to grasp fractions. Parent feedback improves; Rekha sees herself not as “just a teacher” but as a mathematician in her own right.
When teachers grow, students feel it.
A for Adhunikta: Modernity and Innovation
Adhunikta is not just about gadgets; it’s about relevance. Teachers must feel at home with digital tools, AI, and global best practices while remaining rooted in Indian realities.
A world-scale platform can:
Offer hands-on sandboxes where teachers try simulations, AI tools, and blended lesson templates before using them with students.
Curate case studies from Indian schools—using QR-coded textbooks, PhET simulations, or AI labs—to show how others solved similar challenges.
Provide innovation challenges: “Design a low-cost science experiment using local materials” or “Create a digital story integrating regional history and global themes”.
Story – Farooq from Kashmir Farooq teaches geography in a remote valley. Through the platform he explores a virtual globe, AR-based climate maps, and teacher communities. When discussing climate change, he overlays live weather data on Himalayan terrain, then asks students to create “weather diaries” via voice notes. His class wins a state-level innovation challenge. “Earlier, tech felt distant,” he shares in a community webinar, “now it’s my ally.”
Adhunikta turns fear of technology into curiosity and creativity.
A for Anuyayi: From Learner to Implementer
One of the biggest criticisms of teacher development in India is that it rarely shows up in classrooms. SAAKSHAM’s core differentiator must be implementation
Classroom-ready design: Every training module ends with a concrete “Tomorrow in My Class” plan: activities, questions, low-cost TLMs.
AI nudges: After a teacher completes a course on “Formative Assessment,” the system prompts, “Would you like to auto-generate a 10-question quiz for your chapter?”
Practice portfolios: Teachers upload short videos or photos of implemented ideas; peer feedback and mentor comments close the loop.
Story – Latha from Chennai Latha completes a module on inquiry-based science teaching. Instead of just a certificate, the platform walks her through designing a “mystery box” experiment in Tamil. She implements it, records a 3-minute clip, and shares it. Other teachers applaud and adapt her design. At year-end, her portfolio becomes evidence during appraisals—and a personal museum of growth.
Anuyayi ensures teachers are not passive recipients of training, but active transformers of practice.
K for Kaushal: Honing the Craft
Teaching is an art. Kaushal is about subtle moves: how to ask questions, manage time, read the room, support a struggling learner without hurting dignity.
The platform can:
Offer micro-skill modules:
Asking higher-order questions
Differentiating tasks within the same lesson
Handling multi-grade classrooms
Using local stories, arts, and language to explain complex ideas
Host simulated classrooms where teachers practice responding to scenarios: a disruptive student, an emotional outburst, or a misunderstood concept, with AI-generated feedback based on best practices.
Story – Joseph from Goa Joseph, a high-school physics teacher, used to power through lectures, leaving little room for questions. After a Kaushal pathway focused on “wait time” and “probing questions,” he changes his style. In a digital reflection, he notes: “Just pausing five extra seconds and asking, ‘What makes you say that?’ opened their minds.” His sessions become interactive; a student who rarely spoke now leads group experiments.
Skills, once broken down and practiced, become second nature.
SH for Shikshan: Teaching as Living Practice
Shikshan is where knowledge, innovation, implementation, and skill converge. It is the living moment of teaching.
SAAKSHAM can power:
AI-assisted lesson planners: Teachers enter grade, topic, and language; the system suggests sequences blending physical activities, digital content, and assessment, aligned with NCF and state syllabi.
Video libraries of master classes: Not celebrity lectures, but real Indian teachers demonstrating inclusive, multilingual, and inquiry-rich practices.
Reflective prompts after every class: “What worked? What would you change? Which student surprised you today?”
Story – Rani from Uttar Pradesh Rani teaches Hindi and Social Science in a government school. Using AI lesson planner suggestions, she blends Kabir’s dohas with a digital mind-map tool and a local folk tale podcast. After class, the platform asks her to jot three reflections. Over months, she sees patterns: group work improves learning, strict seating charts don’t. Shikshan stops being routine; it becomes reflective art.
A for Aadhar: Support Systems Around the Teacher
A capable teacher cannot thrive in isolation. Aadhar is about ecosystems:
Communities of Practice: Local language-based groups where teachers share doubt, innovation, and encouragement.
Mentor networks: Experienced educators who answer queries, review classroom videos, and host monthly office hours.
Well-being resources: Modules on teacher stress management, boundaries, and emotional resilience—vital in a system where burnout is high.
Story – Kavitha from Telangana Kavitha almost quit after the pandemic, overwhelmed by tech and expectations. Joining an online community of teachers from her district, she realised others felt the same. Through peer sessions on time management and simple digital hacks, her workload became manageable. “The biggest change isn’t the tools,” she reflects, “it’s knowing I’m not alone.”
When teachers feel held, they can hold students better.
M for Margdarshan: Guiding Human Possibility
Margdarshan is mentorship—human beings guiding each other. Technology amplifies, but cannot replace, this.
The platform can:
Pair novice teachers with digital mentors—experienced educators who review lesson plans and classroom clips periodically.
Host live dialogues with thought leaders—educators, entrepreneurs, philosophers—who speak to teachers not as functionaries but as nation-builders.
Use AI to surface role models: stories of teachers in similar contexts who created meaningful impact.
Story – “Masterji” from a Village in Rajasthan In countless villages, there is a “Masterji” whose influence outruns any formal status. One such teacher, profiled in an NCERT magazine, started a weekend “inventors club” with scrap materials. Many of his students now work in engineering, design, and social enterprises. When asked his secret, he said, “I just kept asking them, ‘What else is possible?’”
Sadhguru’s line—“A human being is a possibility, not a resource”—is lived daily by such teachers. Margdarshan honours and multiplies their spirit.
SAAKSHAM and Viksit Bharat: Teachers as Nation Builders
A truly Viksit Bharat is not defined only by GDP or manufacturing capacity, but by the quality of its people. Tagore wrote that a nation comes alive when its people do; nature’s gifts are only raw material until human potential transforms them.
Make in India demands a workforce that thinks critically, collaborates, and innovates. That journey starts with school and with teachers who encourage “why” and “how” instead of only “what”.
An EY–ASSOCHAM report on AI in education calls teachers “the most critical stakeholder for making AI a catalyst of equity and excellence.”
NITI Aayog’s AI for Viksit Bharat vision positions education and skilling as primary levers, requiring AI-ready and AI-confident teachers.
If Make in India is the factory, SAAKSHAM teachers are the designers, quality engineers, and R&D lab rolled into one—shaping the minds that will design products, systems, and solutions.
AI as the Teacher’s Co‑Pilot, Not Replacement
On the world’s largest edtech platform, AI would play three critical roles for SAAKSHAM:
Personalised Professional Development
Diagnose each teacher’s strengths and gaps across content, pedagogy, and digital fluency.
Recommend just‑in‑time courses, peer communities, and mentors.
Classroom Co‑Pilot
Suggest differentiated tasks based on real-time student performance.
Auto-generate multilingual worksheets, quizzes, and project prompts aligned with local textbooks.
Reflective Mirror (DARPAN for Teachers)
Turn data into insight: which strategies improve outcomes, where dropout risk is high, which students need socio-emotional support.
Help teachers see their own growth over time—hours of learning, implemented strategies, student feedback.
In this model, AI is not the guru; the teacher remains central. Technology simply removes friction, surfaces insight, and amplifies their humanity.
From “Human Resource” to “Human Possibility”
Tagore warned that boasting of “sujala suphala malayaja sheetala bhumi”—fertile lands and gentle breezes—means little if a country fails to nurture its human wealth. Sadhguru reframes the same truth: humans are not mere resources to be consumed, but possibilities to be unfolded.
Teachers sit at the fulcrum of this transformation.
A SAAKSHAM ecosystem sees every teacher as:
A learner, not just a trainer.
A creator, not just a content deliverer.
A nation builder, not just an employee.
Through Saksharta, Adhunikta, Anuyayi, Kaushal, Shikshan, Aadhar, and Margdarshan, we can move from “trained yet unequipped” to “empowered and inspiring”—from teachers who sustain a system to teachers who help re‑imagine it.
A Call to Action
If India is to become Viksit Bharat by 2047, the journey must run through every classroom and, more importantly, through every teacher’s heart and mind. A world-leading edtech platform has the responsibility—and the opportunity—to make SAAKSHAM a lived reality:
For policymakers: design incentives and time for continuous teacher learning, not just compliance.
For school leaders: treat professional development as core infrastructure, not an optional workshop.
For edtech builders: see teachers not as “users” but as co‑creators, partners, and primary beneficiaries.
For all of us as citizens and parents: ask not only “How are the children learning?” but also “How are the teachers growing?”
Because, as Tagore reminds us, “দেশ মানুষে তৈরি”—a country is made of its people. And as Sadhguru insists, each person is a possibility.
SAAKSHAM is about ensuring that our teachers are equipped, supported, and inspired to turn those possibilities into reality.