Madhvi Chandra serves as Principal of Gitanjali Devshala and Director of the Gitanjali Group of Schools in Hyderabad, a well-regarded institution known for its innovative approach to education. With a focus on holistic development, technology integration, and student well-being, she shares valuable insights into how modern schools can adapt to contemporary challenges while prioritising lifelong learning and mental health.
Q: How is the integration of AI progressing in the Gitanjali schools?
I would say that one cannot stay away from AI these days, as we live in a time when children are exposed to so much. If we do not integrate it as part of education, they will not learn effectively, because to teach them, we must engage with what they relate to. Across all classes—from the very young to the older students—we integrate technology and AI in an age-appropriate manner. In fact, ICSE and CBSE now offer AI as a subject, so children learn it formally for their board examinations. Alongside this, we weave it into the curriculum. Exposure begins in pre-primary, where children play with interactive boards and use AI tools. We employ flipped classrooms and various other methods to make learning engaging.
Q: What measures have been taken to train teachers in using AI tools in their academic work?
It is extremely important to train teachers first. For children, technology comes naturally and easily because they are already accustomed to it and adapt quickly. Teachers, however, need more encouragement to integrate it. One of the greatest benefits to emerge from COVID is that we all became far more comfortable with technology and AI. This has helped enormously. Teachers have realised how much it simplifies their lives—whether through ERP systems, LMS platforms, or even small tools. What they once resisted, they now embrace. We conduct regular training sessions, and the realisation of its value means we no longer need to push as hard.
Q: With many faculty members having 20 or 30 years of experience—and some having been with the organisation for over a decade or two—is it not difficult to train them in AI tools and emerging technologies?
I do not think it is difficult, because our school culture emphasises being open to change. The core of being an educator is being a good learner. If you wish to teach children—especially in today’s world—you must keep pace with their experiences. We constantly remind our teachers to stay young in mind. You may grow older physically, but a youthful mindset makes learning easier. Of course, it may take a bit more practice than for children, but it is manageable. With a mix of younger and older teachers, the younger ones often support the older colleagues, helping them become comfortable with new apps or solutions. Ultimately, it comes down to mindset and attitude.
Q: What steps has Gitanjali taken to help children move away from excessive use of social media?
It is true that social media overuse is a significant issue nowadays. We hold regular sessions for parents to educate them about the pitfalls of excessive online time—many parents themselves are unaware. We occasionally see cases where children have been exposed to inappropriate content. These sessions help parents set device restrictions and blocks. We also run sessions for teachers, parents, and children on internet safety, teaching them to discern what is genuine online. Children often perceive online content as real, but we emphasise that much of it is curated images or acting. We help them differentiate between real life and presentation.
Q: In your view, how can critical thinking be nurtured among students?
Critical thinking should begin in early childhood. Allow children to explore and find solutions to problems independently. As adults or parents, we often direct them—telling them what to do or say. This discourages independent thought. By letting them try things on their own and encouraging exploration, even if they struggle with something like a toy, we resist the urge to intervene. When they figure it out themselves, they learn that mistakes are acceptable and that persistence pays off. This comes naturally to children; it is our interference that often hinders it. We must be strong enough to step back and let them discover.
Q: Should schools prioritise completing the syllabus, or focus on skills first?
In the foundational years, skills are most important—academics are not the priority. Exposure to diverse experiences helps the most. Gradually, pre-academic and academic skills build thereafter. Even academic learning is not merely about content; it is about the skills acquired in the process—how to learn, sift through information, handle rigour, manage stress, cope with success and setbacks. These are life skills that matter far more.
Q: Do you believe there are too many examinations in schools nowadays? What is your view?
Some form of assessment is important—whether continuous evaluation or timed assessments—to gauge what a child has learnt and where gaps exist. What matters is how we respond afterwards: filling those gaps and supporting improvement. Too many tests may not be ideal, especially for younger children, where flexibility is key. Some schools have frequent assessments, others none—it is a matter of philosophy. Personally, I believe assessments are valuable as they encourage learning and help maintain standards. Without them, stress can build dramatically when board examinations arrive. In our school, regular assessments make them a normal part of life. Even during boards, children maintain balance—they go out, meet friends—because they understand that exams are not the be-all and end-all.
Q: Finally, what can schools do to reduce mental pressure on students, particularly regarding board examinations?
Examination stress largely stems from the adults around the children. If schools or parents exert pressure, it builds up. When assessments become routine—learn, test, move on—stress diminishes. Parents often fixate on marks, comparing or arguing over small differences, which places undue burden on the child and makes them believe marks define everything. Why do some children cheat or take drastic steps? It is because they feel this moment defines their entire life. We must convey that one exam is not definitive. It may open a door, but if it does not, there is always a Plan B—another path. When significant adults in their lives reinforce this, stress reduces significantly.
Madhvi Chandra’s thoughtful perspectives highlight the importance of balanced, forward-thinking education—one that embraces technology like AI while safeguarding students’ mental well-being and fostering essential life skills. Her emphasis on mindset, parental involvement, and realistic expectations offers a refreshing roadmap for educators and parents alike in today’s fast-evolving world.
