As schools navigate rapid technological change, evolving learner expectations, and increasing accountability, leadership with both vision and operational clarity has become critical. Harshit Chokhani, Chief Operating Officer, DPS Megacity, Kolkata, represents a new generation of education leaders who combine strong academic grounding with progressive thinking. In this conversation, he reflects on his journey, the need for collaboration in school education, the importance of innovation and documentation, and his views on the future of teaching, technology, and institutional growth.
Q: Could you briefly take us through your educational background and professional journey?
I am a proud Bosconian and completed my schooling at Don Bosco School, Kolkata, where I led my ISC division in 2015. I pursued my bachelor’s and master’s degrees from St Xavier’s College (Autonomous), Kolkata, which consistently ranks among the top institutions in commerce in the country. I later completed a certification in School Management and Leadership from the Harvard Graduate School of Education, followed by an executive programme from IMM. Alongside this, I also pursued intermediate Chartered Accountancy.
While I enjoyed working with balance sheets, I realised that my true calling lay in teaching concepts to children in an engaging and meaningful way. That inner motivation drew me firmly into the education sector.
Q: What motivated you to choose school education as a long-term career?
One major gap I noticed was the lack of young professionals entering school education, apart from those from family-run institutions. The sector has tremendous senior experience, but it needs young minds with fresh ideas. When youthful innovation blends with experienced leadership, it can bring transformative change. That is what modern institutional development and responsible corporatisation in education should look like.
Q: How do you view the responsibility of K–12 education today?
School education carries immense responsibility. If I admit a child in 2026, that child may become employable around 2048. My role is not limited to the 13 or 14 years the child spends in school, but also to preparing them to learn, adapt, and thrive long after they leave. Schools must equip students with lifelong learning skills, not just examination readiness.
Q: You strongly advocate collaboration among schools. Where should this collaboration begin?
Collaboration is essential and can begin in three key areas. First is resource exchange. Every school in India does something uniquely well, yet we rarely document or share these practices. Innovation without documentation and impact analysis loses its value.
Second is teacher exchange and classroom observation. Exposing teachers to different environments enhances pedagogy and professional growth.
Third is student engagement across institutions, which has reduced due to insecurity around admissions. Schools must realise that, in the future, they will largely cater to families within a 5–10 km radius. Once that fear subsides, meaningful collaboration can flourish.
Q: How is innovation being nurtured across your schools?
Our students across DPS and Credo World Schools actively participate in national-level STEM and science competitions, including initiatives supported by the Ministry of Education. We are also conceptualising a central think tank to bridge schools, higher education, and industry.
Currently, collaboration tends to happen between schools and industry or colleges and industry, but rarely across all three together. A strong, three-way bridge between K–12 education, higher education, and industry is what will truly drive innovation and relevance.
Q: What is your perspective on the implementation of national education reforms?
India does not lack policies. What we lack is structured hand-holding during implementation. Every school is unique in terms of geography, finances, and academic context. Effective reform requires guiding principals step by step, monitoring progress, and supporting schools practically. Well-performing schools can play an outreach role in mentoring others, which again highlights the importance of collaboration.
Q: Are young professionals choosing teaching as a career today?
Young educators are more visible in international and IB schools, largely due to better compensation. At the broader level, teaching is often seen as a fallback option, which is concerning. The education sector must become more vigilant, as there will be a shortage of quality teachers in the next five years. Everything ultimately depends on how seriously managements value and invest in educators.
Q: How comfortable are senior teachers with technology today?
There has been unnecessary fear created around artificial intelligence replacing teachers. My view is simple: AI will not replace teachers, but teachers who use AI will replace those who do not. Technology should be seen as an enabler, not a threat.
Q: Could you share your group’s future plans?
Our group currently operates multiple K–12 schools across Maharashtra, West Bengal, and Jharkhand, along with a preschool chain, serving over 20,500 students, supported by more than 1,000 teachers and 2,500 staff members. Under the leadership of our promoters, the focus is on expansion with quality, innovation, and emotional connect.
We are working on publishing teacher-created learning material, strengthening preschool education, pursuing strategic acquisitions in eastern India, and ensuring that every child shows measurable growth. Our aim is not just academic excellence, but holistic progress for students, teachers, parents, and all stakeholders.
