Curriculum on AI and Computational Thinking (CT) for Class 3 Onwards

Source: PIB

Why in News?

The Ministry of Education plans to introduce Artificial Intelligence (AI) and Computational Thinking (CT) from Class 3 onwards in the 2026–27 academic year under the National Curriculum Framework for School Education (NCF-SE) 2023, in line with National Education Policy (NEP) 2020 to prepare students for an AI-driven future. 

• The Central Board of Secondary Education (CBSE) has set up an expert committee led by Prof. Karthik Raman to develop the curriculum, guided by the concept of linking AI learning to “The World Around Us” (TWAU) for real-life relevance.

What is AI & CT Curriculum?

• About: The AI & CT curriculum aims to make AI education a universal skill as essential as reading or numeracy. 
  • Aligned with NEP 2020 and NCF-SE 2023, it promotes a shift from rote learning to problem-solving, creativity, and ethical technology use, fostering critical thinking, logical reasoning, and responsible innovation among students.
• Early Integration into Schooling: AI & CT will be introduced from Grade 3 onwards.
  • The idea is to organically embed AI-related learning from the foundational stage so that children grow up understanding how technology impacts their world.
  • The approach promotes “AI for Public Good,” highlighting ethical and socially responsible applications of technology.
• Institutions/Bodies Involved:
  • Central Board of Secondary Education (CBSE)
  • National Council of Educational Research and Training (NCERT)
  • Kendriya Vidyalaya Sangathan (KVS)
  • Navodaya Vidyalaya Samiti (NVS)
  • State and Union Territory (State/UT) Education Boards
    • All will work collaboratively under the guidance of the Department of School Education and Literacy (DoSE&L) to develop the AI and CT curriculum.
• Implementation and Resources: Teacher training will be the backbone of this rollout, led through NISHTHA (National Initiative for School Heads’ and Teachers’ Holistic Advancement) training modules and video-based learning resources.
• Broader Significance: Represents a major step towards creating tech-literate and ethically aware citizens.
  • It strengthens India’s long-term vision of becoming an AI-driven knowledge economy and reinforces the shift towards future-oriented, inclusive, and competency-based education.

What is the Role of AI and Computational Thinking (CT) in Education?

• Global Trends and Workforce Readiness: Countries like China, UAE, and the UK are already incorporating AI into school education. Early exposure builds a foundation for careers in data science, robotics, and AI critical for a digital economy.
• Bridging the AI Awareness Gap: AI literacy can help students critically understand the technology they already encounter (e.g., AI-powered chatbots, recommendation engines).
  • A Youth Ki Awaaz survey revealed 88% of students already use AI for studies, formal education can guide safe, ethical use.
• Personalized and Adaptive Learning: AI tools can adapt content to each student’s pace and style, helping address learning gaps, especially in underperforming areas.
  • Promotes project-based learning, critical thinking, and real-world problem-solving.
• Gradual and Age-Appropriate Rollout Planned: Class 3 onwards will focus on AI literacy (basic concepts and ethics), while higher classes (11-12) will include AI skills (coding, NLP). Emphasis remains on foundational learning till middle school.
  • Students develop the ability to understand and critically evaluate technology, gaining meta-skills that are now as essential as literacy and numeracy in the digital era.

What are the Challenges of Integration of AI and Computational Thinking (CT) in Education?

• Digital Divide and Infrastructure Deficiency: Nearly 50% of Indian schools lack basic digital infrastructure like electricity, internet, and computers.
  • Introducing AI without bridging the digital gap could worsen educational inequalities.
• Teacher Capacity and Training Gaps: Majority of teachers are not trained in AI pedagogy or ethical usage.
  • In some schools, one teacher handles multiple classes; scaling such a tech-heavy subject poses serious challenges.
• Risk of Dis-Education and Dependency: AI tools might undermine learning motivation, students may use chatbots to generate answers without understanding them. This may erode intergenerational learning and critical reasoning.
• Curriculum Rigidity and Rapid Tech Change: AI evolves fast, skills like prompt engineering may become obsolete in a few years.
  • A fixed curriculum risks becoming outdated and irrelevant, leading to shallow or misaligned learning outcomes.
• Privacy, Psychological, and Ethical Risks: Children are interacting with AI tools unsupervised. This can lead to risks like over-reliance, data misuse, and exposure to unfiltered or biased content, especially in absence of robust regulatory frameworks.

What can be the Balanced Approach for Introducing AI & CT Curriculum in Education?

• Phased and Modular Implementation:  Experts recommend a phased and modular rollout of AI education.
  • Starting with AI literacy in Classes 3–5 through real-world examples, followed by applied understanding and responsible use in Classes 6–8, and advancing to technical skills such as Python programming, data analysis, and AI model building in Classes 9–12.
• Unplugged Learning for Low-Infrastructure Schools: Create offline activities and simple games that teach logic, reasoning, and ethical decision-making, so students can learn core AI concepts without needing digital devices, especially in schools with limited resources.
• Focus on Ethics, Critical Thinking and Lifelong Learning: Integrate AI ethics, data privacy, and bias detection in curriculum.
  • Emphasize adaptability, curiosity, and the ability to learn continuously, not just job-oriented skills.
• Teacher Development and Support: Teacher training under NISHTHA and strong NCERT–CBSE coordination will be crucial for effective rollout. 
  • Policymakers must ensure infrastructure readiness, teacher support, and ethical safeguards before scaling nationwide.

Conclusion

Introducing AI early can help students become digitally confident and future-ready  but only if it’s done gradually, inclusively, and responsibly. Without proper preparation, it risks deepening existing inequalities instead of bridging them.

Drishti Mains Question: Q. Critically examine the merits and challenges of introducing Artificial Intelligence (AI) and Computational Thinking from early school grades in India.

US Orders Resumption of Nuclear Weapon Testing

Source: IE

Why in News?

The US President has ordered the resumption of US nuclear weapon testing after a gap of 33 years (1992), marking a major shift in global nuclear policy.

What is the Status of Global Nuclear Weapon Testing Facility?

• Beginning: The nuclear era began in 1945 with the US atomic tests and bombings of Hiroshima and Nagasaki, ending World War II, while the Soviet Union’s 1949 test soon intensified Cold War tensions.
• Frequency of Nuclear Testing: From 1945 to 1996, over 2,000 nuclear tests were conducted worldwide, with India and Pakistan testing twice in 1998 and North Korea six times between 2006–2017.
  • The US last tested in 1992, China and France in 1996, and the Soviet Union in 1990; Russia, inheriting the Soviet Union’s arsenal, has never conducted a test.
• Reasons For Halting Nuclear Tests: Nuclear tests by the Soviet Union in Kazakhstan and the Arctic and by Western nations in the Pacific islands caused radiation exposure, land contamination, and lasting health and environmental harm.
  • The Comprehensive Nuclear-Test-Ban Treaty (CTBT) (1996) bans all nuclear explosions to curb tensions; Russia ratified it in 2000 but revoked it in 2023, while the US has signed but not ratified it.
• Drivers of Nuclear Test Resumption: Nuclear testing may be resumed to confirm the effectiveness of existing and new weapons and to send strategic messages to rival nations.

What can be the Implications of the U.S. Resuming Nuclear Weapon Testing?

• Geopolitical Implications: US nuclear testing could trigger Russia, China, and others to resume tests, sparking a new global arms race and heightening military tensions among major powers. 
  • It may also encourage Pakistan, North Korea, or Iran to expand or test their arsenals, disrupting regional stability.
  • This could pressure India to reconsider its strategic doctrines, especially vis-à-vis China and Pakistan.
  • It enables real-world testing of advanced warheads and delivery systems, beyond computer simulations.
• Diplomatic Implications: CTBT, though unenforced, remains a key global norm; resuming nuclear tests would undermine it, break the long-standing taboo (disapproval), and erode trust in global disarmament efforts and Non-Proliferation Treaty (NPT) objectives.
  • It heightens the US focus on military deterrence over diplomatic engagement, aligning with Trump’s earlier nuclear triad modernization efforts.
• Environmental Implications: Nuclear tests can release radioactive materials into the atmosphere contaminating air, water, and soil with long-lived isotopes like Caesium-137 and Strontium-90. 
  • This greatly raises risks of cancer, genetic mutations, and birth defects in nearby populations.
• Undermining Global Disarmament Goals: It undermines the spirit of the Treaty on the Prohibition of Nuclear Weapons (TPNW), adopted in 2017, and may weaken global commitment to nuclear disarmament and non-proliferation treaties such as the NPT and CTBT.
• Ethical Concerns: It disproportionately harms vulnerable communities, undermines global peace, and violates the spirit of disarmament treaties like the CTBT. 
  • Pursuing security through destructive means contradicts principles of non-maleficence, justice, and moral responsibility toward humanity and nature.

What Steps can Preserve Nuclear Peace and Prevent Nuclear Escalation?

• Reinforce Non-proliferation Instruments: Renew verifiable arms limits through New START–style agreements and enforce the CTBT to curb nuclear testing and arms races.
  • Strengthen export controls and Nuclear Suppliers Group (NSG) guidelines to prevent the spread of weapons-grade materials and sensitive technologies.
• Reduce Accidental or Hasty Use: Secure and harden command systems with stronger cybersecurity and fail-safe controls to prevent accidental escalation.
  • De-alert nuclear forces and lengthen decision timelines to reduce “use-now” pressure and allow cooling-off time. 
• Revive Arms Control Dialogues: Strategic dialogues involving U.S., Russia, and China should be reinitiated under UN or G20 frameworks to ensure transparency and restraint.
• Confidence Building Measures: Implement mutual inventories and reciprocal inspections to verify force levels, and impose freezes on weapon upgrades or deliveries as interim confidence-building steps.
• Sustained High-Level Diplomacy: Nuclear risk reduction must remain a top global priority, fostering dialogue and cooperation to ensure security without reliance on nuclear deterrence.

Conclusion

Resuming US nuclear tests risks undermining arms-control norms, triggering a renewed arms race, damaging the environment and public health, complicating global non-proliferation efforts, while straining diplomacy and increasing economic costs.

Drishti Mains Question: Q. Examine the implications of resumption of nuclear testing by a major power on global arms control regimes

Celebrating State/UTs Formation Day

Source: BS

Why in News? 

On 1st November, eight Indian states including Andhra Pradesh, Chhattisgarh, Haryana, Karnataka, Kerala, Madhya Pradesh, Punjab and Tamil Nadu, along with five Union Territories (UTs) namely Andaman and Nicobar Islands, Chandigarh, Delhi, Lakshadweep and Puducherry, celebrate their Formation Day.

• This marks as a key milestone in India’s administrative evolution, shaped by the States Reorganisation Act, 1956, and later state bifurcations.

Which Indian States and UTs Celebrate their Formation Day on 1st November?

States

State	Formation Date	Formed By	Status Before Formation
Andhra Pradesh	1st November 1953	Andhra State was created in 1953 and the state of Andhra Pradesh was formed in 1956 under States Reorganisation Act, 1956.	Part of Andhra State and Hyderabad State
Karnataka	1st  November 1956	States Reorganisation Act, 1956 (as Mysore State)	Parts of Bombay State, Coorg State, Hyderabad State and Mysore State
Kerala	1st  November 1956	States Reorganisation Act, 1956	Part of Madras State and Travancore-Cochin
Madhya Pradesh	1st  November 1956 (reorganised)	States Reorganisation Act, 1956	Central Provinces and Berar, princely states of Eastern States Agency
Tamil Nadu	1st  November 1956 (as Madras State), renamed in 1969	States Reorganisation Act, 1956	Part of Madras State and Travancore-Cochin
Haryana	1st  November 1966	Punjab Reorganisation Act, 1966	Part of East Punjab
Punjab	1st  November 1966 (current form)	Punjab Reorganisation Act, 1966	Part of East Punjab
Chhattisgarh	1st  November 2000	Madhya Pradesh Reorganisation Act, 2000	Part of Madhya Pradesh

Union Territories

Union Territory (UT)	Formation Date	Formed By	Status Before Formation
Andaman and Nicobar Islands	1st  November 1956	States Reorganisation Act, 1956	Part D State
Delhi	1st  November 1956	States Reorganisation Act, 1956	Delhi (Part C State)
Lakshadweep	1st  November 1956	States Reorganisation Act, 1956	Part of Madras State
Puducherry	1st  November 1954 (de facto), 1963 (UT status)	Treaty of Cession with France and Government of Union Territories Act, 1963	French India territories
Chandigarh	1st  November 1966	Punjab Reorganisation Act, 1966	Part of East Punjab

What are the Provisions Related to Formation of States/UTs in India?

• Part I of the Indian Constitution: It  is titled “The Union and Its Territory” and comprises Articles 1 to 4. 
  • It defines India as a “Union of States”, specifies the names and territories of States and Union Territories, and empowers Parliament to admit or establish new States and to alter the area, boundaries, or names of existing States.
• Article 1: It declares India as a Union of States, which includes all States, Union Territories, and any territories that may be acquired in the future. 
  • This reflects the idea of a strong Union with an indestructible centre but flexible units.
• Articles 2: Empowers Parliament to admit new States into the Union or establish new States on such terms and conditions as it deems fit.
• Article 3: It gives Parliament the authority to form a new State by separating territory from any existing State or by merging two or more States or Union Territories. 
  • It also allows alteration of the area, boundaries, or name of any existing State.
  • However, a Bill for this purpose can be introduced only with the prior recommendation of the President, who must refer it to the concerned State Legislature for its views. 
    • The State Legislature’s opinion is not binding on Parliament, and no such reference is required in the case of a Union Territory.
    • This provision has enabled major reorganisations such as the creation of Chhattisgarh, Jharkhand, Uttarakhand (2000) and Telangana (2014).
• Articles 4: Any law made under Articles 2 or 3 may amend the First Schedule (list of States and UTs) and the Fourth Schedule (Rajya Sabha seat allocation).
  • Such a law is not treated as a Constitutional Amendment under Article 368.

GSAT-7R: India’s Heaviest Naval Communication Satellite

Source: TH

Why in News? 

The Indian Space Research Organisation (ISRO) successfully launched GSAT-7R (also known as CMS-03), India’s heaviest indigenously built advanced communication satellite, from Satish Dhawan Space Centre (SDSC), Sriharikota marking a major boost to the country’s space capabilities and naval communications.

What are the Key Facts About the CMS-03 (GSAT-7R)?

• About: The CMS-03 was successfully launched using the Launch Vehicle Mark-3 (LVM3) on its fifth operational flight (LVM3-M5).
  • CMS-03 is a multi-band communication satellite that will provide services over a wide oceanic region including the Indian landmass. 
  • CMS-03, weighing about 4400kg, is the heaviest communication satellite launched to Geosynchronous Transfer Orbit (GTO) from India. 
  • The previous mission of LVM3 launched the Chandrayaan-3 mission, where India became the first country to land successfully near the lunar south pole.
• Technical Features: The satellite has been placed in a GTO and will later move into its final Geostationary Orbit using its onboard propulsion system. 
  • Designed for a 15-year mission life, CMS-03 carries advanced multiband transponders that transmit voice, data, and video signals, ensuring secure, high-capacity communication for the Indian Navy across the Indian Ocean Region (IOR).
• Significance: The GSAT-7R replaces the decade-old GSAT-7 (Rukmini), launched in 2013, which has now reached the end of its operational life. 
  • This new satellite is fully indigenously developed, symbolising progress under Aatmanirbhar Bharat. 
  • LVM3-M5 strengthens India’s strategic autonomy and reduces reliance on foreign launch vehicles for heavy payloads such as the European Ariane-5.
    • It supports Gaganyaan preparations by showcasing LVM3’s heavy-lift capability and cryogenic engine re-ignition test for future missions.

Mughal Miniature Painting

Source: IE

Why in News?

A Mughal miniature painting, A Family of Cheetahs in a Rocky Landscape attributed to Basawan (c. 1575–80), has set a world record by selling for £10.2 million (~$13.6 million) at a Christie’s auction in London.

• Created under Emperor Akbar’s reign (1556–1605), the painting, rendered in opaque pigments with gold highlights, captures realism and depth through its finely detailed depiction of fur and landscape.

What are the Key Facts Regarding the Mughal Paintings?

• Origin: The Mughal School of Painting, developed in the 16th century, was a miniature art form blending Persian and Indian styles. 
  • It was primarily used for manuscript illustrations and album art, becoming a hallmark of Mughal artistic excellence.
• Evolution:
  • Babur (1526–1530): No major contribution to painting due to his short reign and focus on conquest.
  • Humayun (1530–1540, 1555–1556): After his exile at Shah Tahmasp’s court in Persia, Humayun introduced Persian influences to India and brought master artists Mir Syed Ali and Khwaja Abdus Samad.
    • The painting Princes of the House of Timur (c.1550) is a notable example from this period.
  • Akbar (1556–1605): He was the true founder of Mughal painting, who established the Imperial Atelier and blended Persian techniques with Indian themes and naturalism.
    • Prominent artists: Basawan, Daswanth, Lal, Miskin, Kesu Das.
    • He introduced an Indian colour palette (like peacock blue and Indian red) with realistic human expressions, while European influences from Jesuit missionaries added perspective and shading.
  • Jahangir (1605–1627): Mughal painting peaked under Jahangir’s supervision, shifting focus from narrative scenes to portraits, nature studies, and album art.
    • Key themes: portraits, birds, flowers, animals, and nature studies.
    • Prominent artists: Ustad Mansur (known for Red Blossoms painting), Abu’l Hasan, Bichitr.
  • Shah Jahan (1628–1658): He maintained patronage but introduced less innovation, making the style more ornamental and formal, with paintings focusing on court scenes, music, and romance, and greater use of gold and decorative motifs.
  • Aurangzeb (1658–1707): He showed little interest in painting, viewing it as un-Islamic, leading to a decline in imperial patronage. 
    • Many artists moved to Rajput and Deccan courts which later survived in provincial ateliers like Bikaner, Hyderabad, and Lucknow.
  • Later Mughals (18th Century): Under Muhammad Shah Rangeela (1719–1748), art briefly revived with romantic and leisure themes, but by Shah Alam II’s reign, Mughal painting declined, giving way to Rajput and Company styles.
• Legacy and Impact: Mughal painting evolved into a distinct classical Indian style, influencing Rajput (Bikaner, Bundi, Kishangarh) and Deccan–Company schools in the 18th–19th centuries. 
  • It sustained a courtly art tradition beyond the empire and laid the foundation for scientific naturalism in Indian art, seen in Jahangir’s nature studies.

Lucknow Declared UNESCO ‘Creative City of Gastronomy’

Source: IE

Lucknow has officially been declared a UNESCO Creative City of Gastronomy during the 43rd Session of the UNESCO General Conference held in Samarkand, Uzbekistan.

• Reasons for Inclusion: The recognition honors Lucknow’s rich Awadhi cuisine, known for kebabs, biryanis, kormas, and sheermal, reflecting its culinary artistry, hospitality, and cultural heritage.
  • Lucknow is now the 2nd Indian city after Hyderabad (2019) to achieve this distinction.
• Criteria for Creative City of Gastronomy: A city must have 
  • A rich culinary heritage, traditional ingredients and skills, 
  • Promote sustainability and food education, 
  • Foster community participation and cultural exchange through food,etc.

UNESCO Creative Cities Network (UCCN)

• About: Established by UNESCO in 2004, the Creative Cities Network (UCCN) promotes cooperation among cities that have identified creativity as a strategic factor for sustainable urban development.
• UCCN Network: The UCCN comprises 408 cities from over 100 countries. 
  • For the first time, the UCCN welcomes Creative Cities of Architecture — a new creative field in addition to the seven existing ones: Crafts and Folk Art, Design, Film, Gastronomy, Literature, Media Arts, and Music.
• Indian Cities in UCCN: India now has 9 cities, including Lucknow, recognized under the UNESCO Creative Cities Network (UCCN).

City	Category
Jaipur	Crafts and Folk Art	2015
Varanasi	Music	2015
Chennai	Music	2017
Mumbai	Film	2019
Hyderabad	Gastronomy	2019
Srinagar	Crafts and Folk Art	2021
Gwalior	Music	2023
Kozhikode	Literature	2023
Lucknow	Gastronomy	2025

Read More: Kozhikode and Gwalior in UNESCO Creative Cities Network

Janjatiya Gaurav Varsh Pakhwada and Birsa Munda

Source: PIB

The Janjatiya Gaurav Varsh Pakhwada (1st–15th November 2025) marks a nationwide celebration honouring India’s tribal heroes, culture, and contributions, culminating in Janjatiya Gaurav Diwas on 15th November, commemorating the 150th birth anniversary of Bhagwan Birsa Munda.

• Janjatiya Gaurav Varsh(JJGV): JJGV  (15th November 2024 – 15th November 2025) led by the Ministry of Tribal Affairs, it marks 150 years of Bhagwan Birsa Munda and turns the annual Janjatiya Gaurav Divas into a year-long movement for tribal pride, inclusion, and development.
  • It emphasises Jan Bhagidari and a whole-of-government approach, building on initiatives like Dharti Aaba Janjatiya Utkarsh Gram Abhiyan and Pradhan Mantri Janjati Adivasi Nyay Maha Abhiyan (PM JANMAN).
• Bhagwan Birsa Munda: Born on 15th November 1875 in Chotanagpur region (present-day Jharkhand),  He was a tribal leader from the Munda community. 

  • British policies like the Permanent Settlement Act of 1793 destroyed the Khuntkatti land system, forcing tribals into begar, debt, and displacement. 

  • Birsa converted to Christianity in 1886 but later rejected it, realising its link to British rule, saying “Saheb Saheb ek topi.” 

  • He founded the Birsait faith, blending tribal traditions with reformist ideas, and he was revered as “Bhagwan” and “Dharti ka Abba.”

  • In 1899, Birsa led the Ulgulan (The Great Tumult), a tribal rebellion aimed at ending British rule, expelling outsiders, and establishing Birsa Raj.
    • His movement used guerrilla tactics, refused colonial laws and rent, and became one of the most organised tribal uprisings in India.
    • Arrested in 1900, he died at just 25. His legacy inspired the Chotanagpur Tenancy Act (1908), protecting tribal land rights.

Read more: Janjatiya Gaurav Divas

Integrated Sohra Tourism Circuit under PM-DeVINE

Source: PIB

The Ministry of Development of North Eastern Region (DoNER) laid the foundation stone for the Integrated Sohra Circuit under the Prime Minister’s Development Initiative for North Eastern Region (PM-DevINE) scheme and launched Rs 233 crore worth of DoNER Projects in Meghalaya.

• Integrated Sohra Circuit: Developed by the Ministry of DoNER and the Government of Meghalaya, It aims to transform Sohra into a sustainable, multi-day tourism hub promoting local livelihoods. 
  • The project includes development of Sohra Experience Centre and eco-tourism sites like Nohkalikai Falls, Mawsmai Eco Park, and Wahkaliar Canyon. 
  • It is expected to increase tourist spending sixfold and generate over 4,600 jobs in the region.
• PM-DevINE Scheme: It was announced as a Central Sector scheme, with 100% Central funding in the Union Budget 2022-23. 
  • It funds key infrastructure and social projects, supports youth and women livelihoods, and bridges development gaps in line with the PM GatiShakti vision.
  • As of February 2025, a total of 36 projects worth Rs 4,927 crore have been sanctioned under the PM-DevINE scheme.

Read more: Bringing India's Northeast Region to Mainstream