Mobile Science Lab Rolls Out in Nashik, Maharashtra The Mobile Science Lab supported by HDFC Bank Parivartan was inaugurated, and the program is set to benefit 18 schools and 3800+ children at Nashik Municipal Corporation School Raigad Chowk, Maharashtra. The launch opened up a new space for children to explore science through hands-on models, simple experiments, and curious questions. Visitors also joined a small exhibition where children shared ideas on topics like day–night cycles, seasons, and the human body. A step toward taking creative, practical science learning closer to every child. Children Discover the Power of Energy Conservation at Urja Mela On November 5th, 161 children and 37 teachers from 8 states took part in “Urja Mela” celebrating energy conservation and sustainability. The children displayed models and prototypes created in the Agastya’s Lab-on-a-Bike program supported by  TATA Power . Children shared creative ideas on energy and sustainability through model making, quizzes, and poster competitions. With Labs-on-a-Bikes, guided by skilled ignators, learning takes STEM programs to India's remotest areas on motorbikes carrying compact labs-in-a-box, delivering STEM models, videos, quizzes, and more. To remote corners of India, igniting curiosity and inspiring young minds to build a sustainable future . A New Step Toward Plastic-Smart Learning in Vijayapura, Karnataka The Acti-Learn Plastic Smart Workbook, introduced under  ITC Limited  YiPPee!’s Better World CSR program, was launched at the Agastya Core Science Activity Centre in Vijayapura, Karnataka. The book helps children understand plastic waste, recycling, and sustainability through simple, activity-based learning. The event brought together children and teachers from across Vijayapura and North Karnataka, where 30,000 workbooks were shared and hands-on sessions were held. The initiative aims to build early awareness about plastic waste management and encourage meaningful, everyday actions for a cleaner future. A Celebration of Ideas at the Science and Technology Quiz Agastya’s Core Science Activity Centers in Bidar and Gulbarga hosted a lively Science and Technology Quiz Program, supported by Texas Instruments India. The event brought together 600 children and 100 teachers from 89 government primary schools, turning the day into a friendly arena of curiosity and quick thinking. With every round, children enjoyed exploring science through playful, interactive questions that sparked fresh ideas and teamwork.

National Recognition for Innovative Experiment The Prime Minister of Sri Lanka, Harini Nireka Amarasuriya, visited Agastya’s Science Center in Delhi, where she explored learning spaces and interacted with the team. She witnessed Agastya’s hands-on learning in action, watched children engage with science models, and expressed her appreciation for how these experiences are sparking curiosity and imagination in young minds across India. Young Innovators from the Design Thinking Program Shine on a Global Stage Children from Agastya’s design thinking programs shined at the Invent Future Global Innovation Challenge, which brought together over 250 participants from 34 countries. Among 30 global finalists, four projects created by Agastya children stood out: Easing the Journey of Delivery Workers (from the Innovation-on-Bike Program supported by Adobe), Innovative Wheelchair for Limb-Impaired Users, Biodegradable Care: Creating Eco-Friendly Sanitary Pads, and Smart Dustbin (from the Innovation Hub supported by LSI India Research & Development Pvt. Ltd). Their ideas reflect curiosity, creativity, and confidence, designing solutions that not only solve real-world problems but also inspire change. Parents Experience the Impact of Digi-Kshetra's Tech-Driven Learning Agastya believes that parents play a vital role in a child’s learning journey. To deepen this connection, parents were invited to the Digi-Kshetra Center in Peenya to experience digital learning for themselves. They explored how their children engage with robotics, programming, artificial intelligence, and other activities through immersive, hands-on sessions, giving them a closer look at the future-ready skills their children are building.

Moths of Agastya, by R. Bhanumathi. Published by Agastya International Foundation. 2025. Reviewed by R. J. Ranjit Daniels Moths are as fascinating as are butterflies. Yet, they are rarely taken into account in biodiversity documentation. Despite being ten times more diverse than butterflies, moths have historically aroused relatively less scientific interest, except in those who are concerned with crop and forest insect pest management. As a result, moth diversity continues to remain grey. Moths can therefore be described as ‘bats of the insect world’. The book under review concerns an institutional campus. Throughout the world, institutional campuses are gaining greater ecological significance as ‘refuges of biodiversity’ in otherwise hostile, human-dominated landscapes. Agastya is apparently one such institutional campus with remarkable biodiversity. Despite being less than a square kilometre in extent and being located in a dry zone that receives less than 500 mm of rainfall annually, the campus is home to 550 species of plant, 155 species of bird, 21 species of reptile, 55 species of spider, 107 species of butterfly and maybe scores of not-yet-documented species of invertebrate. This richness may be because the campus is at an elevation of 733 m ASL. Or because it is a part of the Eastern Ghats landscape. Or it may have something to do with its diverse vegetation. Or it may even be its past history. All these assumptions provide more opportunities for future research. R. Bhanumathi has made a noteworthy contribution on moths. She has meticulously documented 653 species with good-quality photographs. The photographs have been presented in a user-friendly format. This is a remarkable feat and commendable, considering the general paucity of information on Indian moths, their local diversity and how they fare in specific habitats, and the fact that the author is not a moth specialist. Further, she has taken the trouble to introduce the readers to the various aspects of moth research and the associated challenges. Challenges mainly arise in the correct identification of species, especially due to the lack of authentic field guides that focus on specific regions. And as has been evident from the book, identifying every species (including those exhibiting sexual dimorphism and only using photographs) will remain a challenge for many years to come. It is therefore understandable that 50 species have not been identified and that for a handful of others, the specific identity is missing. The author has broadly categorized the 653 species into micro- and macromoths. She has also provided a classified checklist going down to the level of tribes under which the respective species are listed. The book includes an index to scientific names. The most useful section is, however, the detailed description of methods used in documenting the species. That moth researchers should have a lot of patience becomes evident, especially when it is said that moths arrive at the source of light in waves. Not all species come together, nor at the same time. There is a clear rhythm in moth arrival, and the researcher should be aware of the most appropriate time of the night when particular species of moth can be seen. This information is very useful and will greatly help in reducing sampling biases during serious moth research. Six hundred and fifty-three species of moth documented in four years from a small campus is only indicative of the much greater diversity of moths in the landscape. Moths, being highly mobile, can be attracted to light from sources that are quite far away. And as some of the species listed, such as fruit-piercing moths and stem-borers, are also pests in agriculture, it would not be naive to speculate that the landscape matrix within which Agastya is located has had some cultivation. Landscape ecologists are well aware of the fact that a patch of habitat such as that in Agastya is never free of biotic influences from the larger landscape matrix. Therefore, if the author plans a second edition of the book, it would be best if she provides more details of the landscape and the type of land use outside the campus. This can be easily done using a map and GIS. It will add immense value to any future edition of the book. Another aspect of interest for future editions would be to compare the moth diversity of Agastya with other localities. For instance, how does it compare with a place of comparable size in the Western Ghats? Moths in general being heavierwinged (more densely coated with powdery scales) than butterflies, may not tolerate very wet conditions as found in the Western Ghats. Is Agastya more suited because it is dry? It is well-known that many species of moth that are pests in agriculture pupate under leaf litter and organic debris. Wet litter such as that in rainforests may attract more predators such as ants. It can also be infested with fungi that can harm the pupae. Can this be a reason why dry habitats are more conducive to moths? Moths of Agastya has no doubt opened a new avenue for biodiversity research in general and moth-watching in particular. It will be of great interest to young naturalists and curious nature-lovers. It will also be useful to serious moth researchers. More than anything else, this book will motivate field biologists of the future to include moths in biodiversity assessments. How can a group of terrestrial animals that is more diverse than butterflies, birds and plants be ignored? A wonderful book indeed, and it is my sincere wish that the author bring out a future edition addressing some of the concerns discussed in the foregoing. No book can be hundred per cent correct or complete. Each book makes a new beginning, and Moths of Agastya has just done that.

Extra Boost For Curiosity: New Mobile Science Lab in Hyderabad A new Mobile Science Lab (MSL), supported by Thermo Fisher Scientific India, was inaugurated at Zilla Parishad High School, Pragathi Nagar, Hyderabad. To mark the launch, a science fair brought together over 600 children who showcased their creative experiments and innovative ideas. The MSL is designed to travel to remote schools, setting up hands-on science sessions where children can explore experiments, interact with scientific models, and apply concepts in real time. Through these interactive sessions, the MSL helps children develop problem-solving skills, sparks curiosity, and nurtures a scientific mindset. Digi-Kshetra Brings Digital Learning to Life Over 550 children and 40 teachers came together at the Digi-Kshetra tech fair in Delhi to explore Scratch programming, MS Office tools, Tux typing, and computer hardware. A sensor-based project built with the Cretile kit stole the spotlight, sparking excitement and inspiring young innovators. Digi-Kshetra, supported by Adobe, is a modern digital learning hub that empowers students with 21st-century skills. Through hands-on sessions in robotics, drones, IoT, programming, AI, creative media, and virtual reality, the Hub makes technology learning fun, practical, and inspiring. Its mission is simple: nurture curiosity, creativity, and confidence in the digital world. Creativity to Classrooms Through Vida Vahini A Teacher Training Program (TTP) was conducted at the District Institute of Education & Training, Ikauna, Uttar Pradesh, on 3rd and 4th September 2025. The training was supported by the Hyundai Motor India Foundation under the Vidya Vahini project. 16 teachers teachers participated in the session and trained in hands-on methods using low-cost models and simple experiments on topics like Acid-Base reactions and Metals and Non-Metals. The session focused on practical learning techniques that make classroom teaching more engaging and accessible. Teachers appreciated the program’s relevance and shared how it will help them bring creativity and curiosity into their lessons. Operation Vasantha Transforms With Digital Learning Centers Digital Learning Centers have been set up under Operation Vasantha night village centers, in collaboration with ApniPathshala. Six schools in the Kuppam region of Andhra Pradesh and five in North Karnataka now host these centers, promoting digital literacy for children and youth. Powered by dedicated volunteers, the centers provide a lifeline to those with limited access to traditional schooling. Beyond academics, they foster holistic development through arts and crafts, reading sessions, and hygiene awareness, nurturing both digital and life skills for the future.

For millions of children in rural India, science has been limited to textbooks, with little chance to see or do experiments. Agastya’s Mobile Science Labs (MSLs)  change that by bringing fully equipped science labs on wheels to the doorsteps of schools and villages. Children explore models in physics, chemistry, and biology, discovering that science is not about memorizing but about questioning and experimenting. Sangeetha’s Journey of Learning | Daan Utsav For Sangeetha, like many children in rural schools, science was once intimidating. Textbook diagrams and theoretical explanations felt disconnected from reality. But when Agastya’s Mobile Science Lab arrived at her school, she got the chance to see  and do  the experiments herself. Suddenly, the subject made sense. Not only did her confidence grow, but preparing for exams became easier because she now understood, not just memorized. Sangeetha’s story is just one of thousands where a simple, hands-on approach turned fear into curiosity and confusion into clarity. Agastya has already reached 31 million children  and 300,000 teachers , but with Agastya 2.0 , we aim to impact 100 million children and 1 million teachers by 2032 . Mobile Science Labs are key to achieving this vision, taking curiosity and innovation to the most underserved communities. The Joy of Giving Meets the Joy of Learning This Daan Utsav, your support can send more Mobile Science Labs to children who need them most.

Electronics on Wheels Agastya, with support from Sony , has launched two Electronics Lab-on-a-Bike (E-LOB)  programs at the Government Higher Primary School, Heggere, Tumkur, Karnataka. The LOBs bring hands-on electronics learning to children, introducing them to circuits, sensors, and microcontrollers in an engaging way. By making electronics education accessible and interactive, the E-LOB is sparking curiosity and building skills for the future. Learning after Sunset A parent meeting for the Anjani  program was recently held at the Operation Vasantha , Night Village School in Kadlimatti, Karnataka. The session offered parents a window into their children’s progress and learning journey. This month, the Anjani program is reaching over 340 Night Village Schools, continuing to make education accessible after hours for eager young learners. Hands-on Science Reaches Pune A Science Center along with an Integrated Mobile Science Lab was inaugurated at Shri Mhalsakant Secondary and Higher Secondary School, Akurdi, in collaboration with the Pune District Education Board. Supported by HDFC Bank’s Parivartan initiative , these facilities open new doors of learning for children in and around Pune. To build a new world of tinkerers, creators, innovators, and solution-seekers who are humane, creative, and connected. Celebrating India's 79th Independence Day Agastya celebrated India’s 79th Independence Day with a spirit of joy and creativity. Across states, the occasion was marked by activities like a mini science fair and a drawing competition, where participants expressed their love for the nation. The celebrations were filled with colors, curiosity, and pride, capturing the true essence of freedom.

A Motif of Agastya. Located in Campus Creativity Lab Gudivanka, Andhra Pradesh There is a mountain. The mountain is an adventure. But if you remove the spirit of adventure from the mountain, you are left with just a mountain.“ An insurmountable mountain.” The mountain here, dear reader, is a metaphor for education. Education is an adventure. It’s a journey full of exploration, curiosity, and observation. But when we remove the spirit of adventure from education, we are left with something dry and rigid—a set of facts to memorize, tests to pass (with not very pleasant grades, whoops), and a bunch of rules to follow. Without the adventure, education becomes an obstacle, much like an “insurmountable mountain,” as expressed by Manu Prakash, an Indian scientist who is also a professor of Bioengineering at Stanford University. An insurmountable mountain is a mountain with steep sides, no trees, and no life. Something that’s impossible to beat. It is a challenge that no longer excites us, rather overwhelms us, and takes away the joy of learning. Likewise, in education. Education isn’t about sitting in closed classrooms, memorizing formulas, or appearing for exams. It’s about the journey of figuring out what excites you, what interests you, who YOU are, and how you see the world. It’s about stepping beyond blindly copying blackboard notes and embracing the creative side in you. Unfortunately, as children grow older in their journey from being pre-adolescents to teenagers, they start to lose their spirit for life and sense of adventure. They stop being curious. Confidence is gone for a toss, and they start adhering to prescribed textbooks. Perhaps because of the evolved meaning of education. Education is now simply viewed with a series of tasks—grades, college, job, salary, at a relatively large scale in higher classes, each leading to the next with no break to breathe. And thus, many take it to becoming what the world demands of them rather than being themselves. Mulikavana, Campus Creativity Lab, Agastya When done right, education is like climbing a mountain—reaching new heights, feeling energized and exhilarated. It’s hard work, yes, but also deeply rewarding. This is something difficult to attain after years of being told, “It’s a (insurmountable) mountain, climb it!” yet hundreds of kids from Agastya have proven otherwise! How, you ask. It is simply with their potential, their sharp minds that have not once let loose of their curiosity in their learning curve. And Agastya makes sure of that and maintains the spark by making the process of learning more fun and less ponderous. Because it’s the process that’s important, not the fruit, as Mallika Sarabhai expresses, who is an Indian classical dancer and an actor from Gujarat. It instills in them the courage to ask questions—why certain things happen; how they happen—when the sky rains, it’s not just a fact to accept—it’s an opportunity to ask: why does it rain? Additionally, at Agastya, students also embrace failure and mistakes, because they are just proof that they’re trying. This spirit of adventure is what separates real learning from the conventional way of learning. When education turns into a checklist of tasks, it loses its spark. The joy of discovery fades. But with a zest for life, the mountain doesn’t seem so impossible. It feels alive, exciting, and worth climbing. Of course, learning is'nt straight away jumping to exploration, it’s also about having a perspective. A willingness to learn. To want the fruit at the top of the mountain. That’s where it starts. With this, the mountain stops being something to fear. It becomes something you want to climb—no matter how high. At the end of the day, education isn’t a race to the summit or a battle to overcome—it’s a relationship you build with the mountain itself. It’s the way the climb shapes you, the strength it gives you, and the stories you gather along the way. Perhaps it’s not even about reaching the top, but about finding meaning in the journey. Every step becomes a part of who you are. And maybe, just maybe, the true purpose of education isn’t to conquer the mountain, but just to see the world differently from where you stand.

By Avani Anil Gudi Education, at its core, is meant to be the nurturing of a human being—the mind, the heart, and the soul. With the evolution of its meaning in today’s time, education seems to have been reduced to a formula for earning a livelihood. It’s more or less basically a linear progression—grades, college, job, salary—one after the other, with no time to pause or sigh. And it is t his perspective that has stripped education of off its deeper purpose. Of course, the obvious fear of survival is natural, and while it is valid, there is also a certain fear that modern society has cultivated and wrapped around itself, that masks any sort of creativity and self-reflection.   What education should really be about is going beyond acquiring skills or knowledge; It should open doors to understanding, curiosity, connection, and help us engage substantially with the world. It is not about preparation for an exam or a career – that’s called mugging up. It is in fact a preparation for life itself, and it begins with understanding ourselves. As kids, in schools, all we did was attend classes from 9 to 3, teachers read out of prescribed textbooks, made us copy notes and answers, appear for exams with a need for good grades, while what we really needed was a holistic environment. Luckily enough, I had the opportunity to experience such type of schooling and receive that kind of education where I grew as a person, and not just as a student. When I was in the 6th grade in Rishi Valley School (KFI), we had an unusual homework in the module of ‘living organisms’ given to us by our science teacher: to choose a tree anywhere around the valley, sit with it every day for an hour or longer if we wished to, and become friends with it. In the vast green campus that we had, I decided to choose the Krishnamurti Banyan Tree, in short, the KBT. Each day, I would sit under its shade, noticing its rough bark, the ants crawling up its trunk, and seeing it sway with the wind. At first, it seemed a bit silly- how does one even become friends with a TREE. Puzzler. But eventually I think I came around to understand it. I gave it a shot by starting to talk to the tree. I would tell it about my day, share my thoughts that I would never share with anyone, and sometimes just sit quietly, listening to it rustle. Overtime, what started as a homework, began feeling like a friendship – a quiet grounded friendship. I felt a connection and an attachment that was as comforting as a warm hug.   It’s been 10 years now, and I still somewhat grapple with the purpose of this assignment. To get some clarity, I called up my teacher to ask what the purpose was. She said that it was to understand that learning does not have to be something technical, academic, and something that merely books can give. It is this spiritual learning that is also required, which helps us connect with nature, and be with another being. It wasn’t just about observing the physical aspects of the tree, rather also about having a relationship with it. A friend of mine had her own profound experience with her tree. Struggling with homesickness at a boarding school, she sought solace beneath her tree. There, she wept for an hour, and in the quiet embrace of the tree, she found a strange kind of comfort—a soothing presence that seemed to heal her in ways words cannot describe. We always see the world very materialistically, as members so used to this urban society. A PhD in Agriculture might be one of the highest degrees, but it’s the farmer who is far more knowledgeable, because he is the one who has lived-connected with the earth.   And this is what I would call holistic growth. This exercise taught me patience, empathy, and how to pay attention. Education like this goes beyond academics. It teaches us how to live fully, to question with curiosity, to care for the world deeply, and it took me nine schools to understand this.   This connection with nature is one of the fundamentals of right education. We are all aware of the ways of the world and the way life becomes so frenetic, that you have no time to pause and think. For this, I think nature has a remarkable ability to clear the mind, allowing us to see things more clearly, and to be more in contact with yourself. Moolikavana, conceptual garden at Agastya Agastya here, has made that possible by building a sustainable space for learning rooted in local biodiversity of Kuppam. Its conceptual garden like the Moolikavana is thoughtfully designed to establish an “umbilical connection with human anatomy” as observed by Dr. Yelappa Reddy. The unique design of Moolikavana intertwines science and spirituality. By aligning each medicinal plant with the corresponding part of the human body it heals, the garden serves the fact of our interdependence with the natural world. It reinforces how the body and nature are intrinsically linked. So, if you ever find yourself disconnected and frenetic, take a walk and talk to a tree.

Idol of Sage Agastya Muni at Agastya International Foundation Across the sweep of Indian history, Agastya Muni stands as a figure of incredible wisdom and quiet strength. A sage, a scholar, and a problem-solver, he is remembered to be the bridge between the two worlds, natural and human. His legacy is not just one of intellectual pursuit but of action of taking knowledge beyond the confines of the self and using it to bring about change. He ensured that knowledge was not static, but constantly evolving, and this spirit of application and accessibility is what makes his influence so relevant to modern education, particularly in the work of the Agastya International Foundation. Agastya Muni is believed to have contributed to early advancements in medicine, botany, and engineering and he did not keep this knowledge to himself or within a select group—he shared it with those who needed it the most, ensuring that communities could use it to improve their own lives. In the same way, the Agastya Foundation does not limit knowledge to traditional classrooms. It brings science and learning to rural communities, empowering children with tools and ideas that can be applied in real-world contexts. Beyond his contributions to knowledge itself, Agastya Muni was also known for encouraging collaboration. His work was not about isolated wisdom but about bringing together different streams of thought. He interacted with scholars, kings, and local communities alike, ensuring that learning was not just a one-way process but in fact, an exchange. This belief in collaboration is something Agastya International Foundation carries forward. Not just teaching but also listening, learning from the children it works with, and adapting its methods to better suit their needs. Education, in this sense, is not a fixed entity but something that evolves through dialogue and shared discovery. The essence of Agastya Muni’s legacy lies in his ability to make knowledge travel, breaking barriers of geography, language and tradition into the hands of those who could use it to create change. In doing so, he warranted that knowledge was not concentrated in the hands of a few but was made available to those who had previously been excluded from it. This idea of taking learning beyond fixed institutions is exactly what Agastya International Foundation strives to do. Instead of waiting for children to come to Agastya, the Foundation takes science to them—through mobile labs, interactive experiments, and creative engagement that meets them where they are. This way the foundation is not just teaching, it is keeping alive a tradition of learning that is dynamic, inclusive, and deeply rooted in the needs of the people it serves. Agastya Muni’s legend is also tied to resilience. He is more often than not, depicted as a lone traveler, someone who kept moving forward despite challenges, adapting to new environments and circumstances. What is so powerful about this image is that someone carrying knowledge, no matter the odds, has found a true purpose of their life, which is something we all struggle with on a daily basis grinding away as corporate slaves, desperate in need of good life away from any form of poverty, while we fail to recognize our true fundamentals. Education in rural India faces its own challenges—lack of infrastructure, trained teachers, or basic resources. As someone having experienced, relatively speaking, quality education, a conversation I was a part of really drove this disparity home for me. The gist of the conversation was about the different schools we attended and their dynamics – the fee, the class strength, the syllabus. Interestingly enough, and to my shock, I found out there were schools with classroom strengths of 200 students with only one teacher and some with no teachers. This reality is not just a statistic, rather a reflection of the larger systemic issues that hinder learning for millions of children. Yet, while inadequate facilities and resources are often seen as insurmountable barriers, true education is not solely dependent on ideal conditions. Holistic growth does not come from extravagant infrastructure alone but from values that can thrive even in the most modest settings. The Agastya Foundation, similarly, much like its namesake, does not wait for ideal conditions to go ahead with the vision it has for children. It works with what is available, creating solutions that are simple, mobile, and impactful. And perhaps, the most heart-warming part of this is witnessing the transformation in the children. A quiet child who once hesitated to ask questions or hated math, begins to confidently present their ideas or fall in love with numbers. These small victories are more than educational milestones, and nothing short of magical. To conclude, Agastya Muni remains an inspiration for all, his legacy living on through those who learn and those who teach, all for the love of knowledge and life :)

In the Inspirational Indians series of Agastya, Arvind Gupta, a renowned educator and a toy inventor, has spent decades demonstrating how simple, low-cost toys made from discarded materials can be powerful tools for learning. One of the most striking examples he shares is his spinning top. The spinning top is a perfect instance of how sustainability and education can go hand in hand. Instead of relying on mass-produced plastic toys, Arvind Gupta repurposes everyday waste like bottle caps, cycle spokes, and old CDs—into engaging learning tools. Everything has a life—objects, materials, even the things we discard without a thought. An ink cartridge could have been refilled, a bottle cap could have spun a little longer, a chips packet could have been woven into something. But so often, we cut their stories short, treating them as disposable rather than unfinished. The question is why do we not wonder more about where things could go instead of where they came from? Why is waste always an ending, and never a possibility? Education, in its truest sense, should not just fill minds but open them, to the idea that creation doesn’t always require something new, that making and remaking are part of the same cycle. A child who learns to build a spinning top from a discarded CD is discovering, and seeing, maybe for the first time, that an object’s purpose is not rigid, that imagination can stretch the lifespan of things. And isn’t that a kind of intelligence too? To look at what others throw away and see not loss, but potential? Perhaps waste is not about what is no longer useful. Perhaps it is about what we fail to see. Here Arving Gupta's philosophy extends far beyond a single toy. He has designed hundreds of science experiments and toys using upcycled materials, from balloon-powered cars made from used pens to matchstick bridges and paper circuits. This approach not only reduces environmental waste but also makes science more accessible to children everywhere. It teaches more than just physics or engineering; it nurtures a mindset of resourcefulness and sustainability. In a world struggling with excessive waste, Arvind Gupta’s work is a reminder that innovation doesn’t always require high five techniques and materials because sometimes, the best solutions are hidden in the bin. Just like Geppetto, who turned a block of wood - something perished - into Pinocchio - something so real and alive, Arvind Gupta breathes new life into the forgotten.

Classrooms Beyond Chalk and Talk Agastya Virtual School (AViS) hosted a one-day workshop from June 23 to 30 across eight blocks in Ghaziabad and Gautam Buddha Nagar, Uttar Pradesh. The workshop brought together 425 teachers for a day of ideas, inquiry, and investigation. The session provided interactive approaches to make classrooms more lively and interesting, breaking away from traditional methods. With each lesson, educators rediscover the joy of learning, this time from a different perspective. AI Meets Creativity in Sikkim Curiosity met code at the AI-on-Wheels summer camp in Ahopul Kishan Secondary School, Pakyong, Sikkim, where children explored how AI shapes the world around them. From creating animations on Scratch to understanding responsible AI use, the camp made tech fun and relatable. A poster-making competition introduced children to AI-powered image generation through prompt design. The winning entry stood out for its creativity and smart use of prompts, showing a clear grasp of how to interact with AI. Hands-On STEM in Kokrajhar As part of an ongoing effort to reconnect with over 300 teachers previously trained in Bengaluru, Agastya International Foundation conducted two-day STEM workshops in Kokrajhar and Gossaigaon, Assam, in collaboration with the BTR Government and Infosys Foundation. Teachers from surrounding areas came together to explore hands-on STEM concepts, share experiences, and learn equity-focused teaching approaches. The workshops focused on practical science topics aimed at encouraging student engagement, with sessions in Chirang, Baksa, Tamulpur, and Udalguri.

A Summer of Innovation and Climate Action This summer, two teams from Creative Inquiry at Lehigh University partnered with Agastya to strengthen hands-on learning across two critical fronts: innovation and climate education. The Future Makers Unlimited team focused on India’s Atal Tinkering Labs (ATLs) , conducting fieldwork at Agastya’s Kuppam campus. They hosted a two-day workshop with Agastya ignators, simulating ATL teacher training with sessions on electronics, CAD, and 3D printing. Their learnings are being shaped into a practical manual, a teacher support network, and a simplified platform for ATL usage. Meanwhile, the Climate Change Learning Center team collaborated with Agastya’s ignator to co-create a pilot-ready climate change workbook, hands-on learning kit, and plans for a large-scale learning center. Their resources, which were created during fieldwork in Bengaluru, Karnataka, and Kuppam, Andhra Pradesh, will be made available in the upcoming months though Agastya's scientific centers and mobile labs. Stories on the Move! In collaboration with the Learn Through Stories Foundation , Agastya’s Mobile Labs are carrying 900 storybooks to children across Dharwad (Karnataka), Mumbai and Pune (Maharashtra), Gujarat, and Hyderabad (Telangana). These storybooks are reaching children who have limited access to engaging reading material, bringing joy, imagination, and the love of reading to every stop. Here’s to stories written by children sparking curiosity and lighting up young minds across India! Sparking Aah! Aha! Ha-Ha! in Highly-Able Children Since 2023, Agastya has collaborated with institutions IIT Madras , IISc Bengaluru , and IIT Kanpur to host summer research camps for highly able children from Navodaya Vidyalayas. The camps included bootcamps, lectures by faculty of theses institutions and Agastya Ignators, lab visits, and hands-on project work designed to deepen understanding and spark curiosity in STEM. Children were selected through school nominations, a written test, and interviews. The initiative offers a valuable platform for them to explore research-led learning and imagine future careers in science and innovation.