Every year on 14th November, India pauses to celebrate its youngest citizens — the dreamers, explorers, and change-makers of tomorrow. The day marks the birth anniversary of Pandit Jawaharlal Nehru, whose deep affection for children and belief in their power to shape the nation’s future made him an enduring symbol of childhood and hope.

Classrooms burst with colour, laughter echoes through corridors, and teachers momentarily trade lessons for performances and stories. Children’s Day is not merely a day of festivity; it is a celebration of potential — of the restless curiosity that fuels innovation, and the boundless imagination that defines childhood itself.

Yet behind this familiar tradition lies a quiet urgency. We stand at a defining moment for education in India — a time when the very purpose of learning is being rewritten. The world our children are growing into is not the one we prepared them for. It is a world of artificial intelligence and augmented reality, of global classrooms and digital divides, of immense opportunity tempered by complex social, ethical, and environmental challenges.

In this shifting landscape, today’s learners are no longer content to be passengers. They want a say in how, why, and what they learn. Their questions are sharper, their expectations more layered, and their connection to technology far more instinctive. They view knowledge not as a possession but as a process — one that must feel relevant, flexible, and deeply human.

This is the generation shaped as much by YouTube tutorials as by textbooks, by hackathons as by homework. They are not simply preparing for the future; they are already designing it. And if we listen carefully — to their words, their silences, and their digital footprints — we can begin to understand what kind of classrooms, curricula, and culture they crave.

As Kirandeep Kaur, Principal of Heritage Xperiential Learning School, reflects, “Today’s children aren’t asking for more information, they’re asking for purpose and meaning. They’re not chasing marks, they’re searching for mastery. They don’t want to fit into the world we’re building for them — they want to reimagine it.”

In this Children’s Day special, we turn the spotlight where it truly belongs — on the learners themselves. Through the voices of visionary educators and the insights drawn from India’s evolving education landscape, we explore a simple yet profound question:

What do children really want from learning in the 21st century?

Learning reimagined: From memorisation to meaning

The quiet revolution in classrooms is already underway. From AI-powered learning environments to skill-based curricula, children today want education that mirrors their individuality. They expect lessons to be research-driven, assignments to be project-based, and assessments to recognise diverse talents and learning styles.

As Shilpee Ganguly, Director Principal of Centre Point School, puts it, “Learners of today expect learning to be research-based and project-oriented, with open-book assessments that use technology extensively. They want to move beyond ‘one size fits all’ to personalised, flexible, and skill-based learning.”

Their expectations reflect the NEP 2020’s core promise — learning that is fluid, flexible, and future-ready. But beyond technology and policy, today’s learners seek something deeper: connection, emotion, and purpose.

“Behind every expectation lies an emotion,” notes Suparna Das Gupta, Principal of EuroSchool Electronic City. “Children today are seeking connection — with ideas that matter, with people who inspire, and with experiences that help them discover who they are. They want schools that balance technology with empathy, speed with stillness, and efficiency with emotion.”

When classrooms breathe: The spaces children dream of

If classrooms were designed by children, they wouldn’t resemble the rigid rows and chalkboards of the past. They’d be alive — filled with colour, curiosity, and collaboration. These spaces would breathe, bend, and evolve with imagination.

“Classrooms designed by learners will be colourful, flexible, and full of life,” envisions Shilpee Ganguly. “They would do away with rigid, theatre-style seating — becoming spaces of movement, curiosity, and surprise.”

Neha Jain, Primary Years Head at Shiv Nadar School, Faridabad, echoes this thought: “If classrooms were designed by children, they would be hubs of curiosity where exploration and questions take centre stage, and learning feels like an adventure, not a routine.”

Kirandeep Kaur captures this spirit beautifully: “If classrooms were designed by children, they wouldn’t have walls necessarily, but they’d have questions for sure. The air would hum with curiosity, not compliance.”

Children’s dreams of learning are filled with light, laughter, and freedom — not because they’re whimsical, but because they instinctively know that learning thrives where the spirit feels free.

“If classrooms were designed by children,” adds Suparna Das Gupta, “they would be places that feel alive — where curiosity leads the way, every corner invites exploration, and learning mirrors their emotions and dreams. The best classrooms are not built for children, but with them.”

This idea finds resonance in Devyani Jaipuria’s belief that “to thrive in a world transformed by AI, young people will need empathy, emotional intelligence, and communication skills that machines can’t replicate. Inclusive classrooms must embrace diversity and focus on collaboration over memorisation.”

Shibi Nair, Principal of EuroSchool Hitec City, Hyderabad, sums up this evolving vision perfectly: “Children today view technology not as a distraction, but as a bridge connecting them to ideas and experiences beyond classroom walls. They want to learn through doing, experimenting, and expressing — in spaces that are flexible, creative, and alive.”

The human touch in a tech-driven world

And yet, amid their confidence and curiosity, children also express quiet anxieties — about being understood, about finding purpose in a rapidly changing world. It’s here that the educator’s role remains irreplaceable.

“Technology can never replace a teacher,” reminds Ajay Singh, Principal of The Scindia School. “Teachers bring empathy, understanding, and guidance that no machine can offer. The future of education depends on balancing the power of technology with the warmth of human connection — where innovation supports, but never replaces, inspiration.”

Children’s Day, then, is not just a celebration — it’s a call to action. A reminder that to truly shape the future, we must see education through children’s eyes: as a journey of discovery, purpose, and joy.

As we honour Pandit Jawaharlal Nehru’s belief that “the children of today will make the India of tomorrow,” perhaps the best gift we can give them is an education built around their dreams — one that is flexible, inclusive, tech-powered, and deeply humane.

Because every child carries a dream. It’s up to us — educators, parents, and policymakers — to build a system that lets those dreams take flight.