The New Education Policy 2020 emphasises competency-based K-12 education that is consistent with joyful learning. This necessitates the use of novel techniques to deliver learning materials to young students. As a result, the animation, visual-effects, gaming, and comics (AVGC) sector has a high potential to become a natural partner for K–12 schools in achieving this goal.

The AVGC approach could play a vital role in curriculum delivery, adopting suitable pedagogies, and understanding student learning habits, believes Biswajit Saha, Director (Skills), Central Board of Secondary Education. He says that the integration of AVGC in K–12 education could lead to high-quality educational content, especially in early childhood education and higher-level entrance-based assessments.

Speaking at a recently concluded conclave in the national capital, Saha highlighted the need for diversifying subject offerings in K–12 education. He challenged the traditional model of limited subject choices and advocated for introducing subjects aligned with contemporary trends.

AVGC emerges as a catalyst in this aspect, allowing students to select subjects like media studies and future technology. This strategic move encourages students to pursue their passions while staying attuned to evolving career landscapes.

Saha also emphasized the significance of training teachers in line with the evolving educational landscape. He mentioned that CBSE has established 16 Centers of Excellence for teacher training, with a focus on creating master trainers. He urged collaboration between the AVGC industry, higher educational institutes, and the K-12 sector to effectively democratize education. Industry involvement and sensitization, along with CBSE’s efforts, can create a positive impact on enhancing the quality of education, he added.

Gamified content and personalized learning are another area that allows engagement with students at deeper levels. Understanding the preferences of young learners and tailoring content accordingly, such as through storytelling, or interactive experiences, could enhance student engagement and learning outcomes. This approach holds potential for catering to diverse learning styles and preferences in the K–12 sector.

Introducing newer subjects also allows students at the K-12 level to align with contemporary trends. The traditional practice of offering a limited set of subjects should be done away with, says Saha. This flexibility could be facilitated by AVGC, allowing students to choose subjects like media studies, future technology, and more. This approach can cater to individual interests and better prepare students for a rapidly evolving world.

According to Saha, a collective effort involving the AVGC industry and higher education institutes is crucial to democratizing education and realizing the potential of competency-based learning. The collaboration can address the true meaning of democratization in education and create a positive impact.