Schools have long been built around established methods of teaching, learning and assessment. When a new technology challenges these traditions, how do you decide what should evolve and what is worth preserving?

Ans) Change is the essence of life. It is the only constant. The only difference could be in the order in which change occurs. At best, certain events may be periodic or repetitive, like the revolution of the Earth around the Sun. Yet, even when a cycle repeats, it is never exactly the same, because change is inevitable. Similarly, in education, we cannot expect the world to remain unchanged while everything around us progresses. The basic tendency of human nature is to resist change, largely because we are comfortable with what we already know and practice. However, for anyone who wishes to be progressive, welcoming change is essential. The real question is not whether we should change, but whether we are willing to recognise the need for change and prepare ourselves for what lies ahead.
When we consider emerging technologies such as Artificial Intelligence, this need becomes even more urgent. We must be ready for the foreseeable future, because if we are not AI-trained, we risk becoming obsolete in a world that is rapidly moving towards technological advancement. Elon Musk recently suggested that the world could undergo a significant transformation within the next five years, highlighting just how quickly technology may reshape our lives and the way we work. Therefore, educational institutions must evolve with the changing times rather than remain confined to traditional approaches. This does not mean that we discard everything that has served education well over the years. The fundamental values of education must continue to guide us. Our responsibility is to embrace innovation, equip both teachers and students with the skills required for the future and ensure that we are not merely reacting to change when it arrives but preparing for it well in advance.

As technology becomes increasingly capable of answering questions, analysing information and even creating original work, what do you believe will remain distinctly human?

I believe that intuition is one of the most distinctly human aspects of learning, and it cannot simply be replaced by a machine. The term intuition is often misunderstood, as people tend to perceive it as an ability that can be replicated through information and analysis alone. However, intuition is deeply connected to human experience, observation, emotions and human connection. For instance, I may have an intuition about DPS RK Puram because I have a certain familiarity with the institution, its people and its environment, but can I claim to have the same intuition about Cambodia, a place with which I may have little or no direct experience? This illustrates that intuition is shaped by the extent and nature of our engagement with the world. Without human connection, there will always be a limitation to how intuition develops. Even when a machine can analyse patterns and make predictions about a particular situation, human intuition brings a different dimension to the process. Intelligence and intuition build upon each other; intelligence helps us understand information, while intuition enables us to interpret situations in ways that go beyond what is immediately evident.

At the same time, I believe we must understand that intuition is not always infallible. Fear and overconfidence, for instance, can both produce strong intuitions, but neither necessarily leads us to the right conclusion. This is why human learning must involve not only developing intuition but also cultivating the wisdom to question it, reflect upon it and balance it with intelligence and reason.

Over the years, the role of technology at DPS R.K. Puram has evolved. What changes in the way students learn or teachers teach are you most proud to have witnessed or helped bring about?

One of the developments I am most proud to have witnessed at DPS R.K. Puram is the establishment of the AI Innovation and Incubation Centre, which emerged from an intuitive understanding that education must constantly evolve to remain relevant. Sometimes, the trigger for innovation comes from a feeling that the existing environment is too limiting or that there is little room for new ideas to flourish. I personally experienced this when I first entered DPS RK Puram.  The room felt limiting in a way that had nothing to do with size but because it was cut-off from all human activities. That is not an environment in which I feel comfortable, because I believe education must inspire people to think beyond the conventional and explore what is possible. 

The same outlook can be seen in the International Baccalaureate (IB) Board, which demonstrates a willingness to revise its syllabus every five years and adapt to changing educational needs. Such an approach reflects the importance of continuously questioning the established practices and making room for innovation. For me, the real achievement lies not simply in introducing technology into education, but in creating an environment where new ideas can emerge, experimentation is encouraged and students and teachers are empowered to look beyond what already exists.