A laboratory can be a great place for experiential learning. However, using set protocols and kits can deprive students of this opportunity and make them disengaged learners. In this article, Tejaswini Panchpor, an educator from Dr Vishwanath Karad’s MIT World Peace University, Pune shares a frugal science approach to provide experiential learning to students and stimulate their creativity.

A flipped classroom is a traditional classroom turned upside down! This means that the students listen to lectures, videos and other course materials at home, and solve problems (normally done as 'homework') or engage in discussions with their classmates and teachers in the classroom. This article explains why such a mode of learning is useful with the help of a case study from an Indian context.

When someone learns to cook, they also learn some rules that are never to be broken. Are these rules backed by science? Can we test them using some simple experiments? What can undergraduate students and faculty learn from these experiments? Why are they valuable to science education? In this article, Vijeta Raghuram, the Program Manager-Education at IndiaBioscience reflects on these questions based on her experiences at a workshop.

This article gives an introduction to education research, emphasizing its significance and challenges, with a particular focus on the landscape in India.

The Centre for Women’s Studies, University of Hyderabad, and the Centre for Writing and Pedagogy, Krea University, brought together eight speakers to shed light on violent desires, exclusionary tendencies and transformative potentials in India’s education system. This report summarises their key arguments and offers ways to undo systemic discrimination against marginalised groups in India’s top education institutions, including science institutions.