Oakridge International School— part of the Nord Anglia Education, in association with The Times of India, hosted a series of thought-provoking series of panel discussions Focusing on two essential themes in contemporary education, “Creating Future-Ready Individuals” and “Child-Centred Education,” these conversations brought together experts to explore innovative approaches that empower students for the challenges of tomorrow.

The first panel discussion featured Kavita Sukhani, Principal, Oakridge International School, Bengaluru, and two students, Bhavya Dosi and Samudrika Gopinath. The detailed discussion revealed how the International Baccalaureate (IB) curriculum and the academic environment provided by the teachers have impacted their educational journeys.
Empowering student innovation for future success
At the beginning of the discussion, Kavita Sukhani emphasised on the critical need to prepare students for both academic success and the future challenges they will encounter. She spoke about the significance of student-driven initiatives, stating that a key indicator of success for educators is when students voice their own ideas. “As educators, we must encourage students to cultivate their innovative thinking and skills. This proactive approach not only helps in building their creative acumen but also empowers them to take ownership of their learning experiences,” she asserted.

Samudrika echoed Principal Sukhani’s sentiments by highlighting the school’s supportive environment and the great value of teacher involvement on students’ readiness to confront future challenges. “The supportive nature of the school is essential for our well-being,” she said. Samudrika further discussed the stress that comes along but emphasised how teachers are there to help manage that pressure. “We have deadlines, of course, but if we struggle to meet them, our teachers are incredibly accommodating. They spend time with us during breaks and lunch, guiding us on how to stay on track,” she shared.

Fostering global aspirations through personalised education and support
The third panellist, Bhavya, shared his aspirations of studying abroad, crediting the International Baccalaureate (IB) curriculum with helping him achieve his goals. “I am thankful to the school for pushing us to stay ahead and not procrastinate,” he remarked. Dosi highlighted the continuous feedback he receives from teachers, which fosters a productive learning environment. “Every class is engaging, and we are always working on something, whether it’s covering new material or refining our projects.”
He also appreciated the small class sizes, which typically host around 20 students. “This allows for personal interactions with teachers, who can better understand our strengths and weaknesses,” he explained. Dosi noted that the individualised attention alleviates stress, particularly when navigating the college application process. “Having a dedicated counsellor available to assist us is a blessing to navigate the hands-on academic curriculum and balance the extra curricular activities,” he added.
2nd Panel Discussion: Personalising education for every student
The second panel featured Kavita Sukhani, along with students Vivaan Sheth and Kashvi Srinivasan. Their discussion revolved around “Child-Centred Education,” emphasising how educational environments and teaching methodologies can be tailored to meet the individual needs and interests of students.
Principal Sukhani articulated the school’s philosophy, emphasising that every student is unique. She stated, “Our goal is to create an environment where each child can thrive according to their own strengths and interests. The IB curriculum supports this by allowing students to explore subjects they are genuinely passionate about and encouraging a personalised approach to learning.”
Making learning enjoyable through innovative engagement
Kashvi emphasised innovative educational approaches that engage students and make learning enjoyable. “For instance, I’ve seen physics taught on the basketball court. This focus on the student creates an empowering atmosphere, allowing us to develop multiple skills.”
She elaborated on how the Student Council provides a platform for student initiatives. “We have the opportunity to introduce new clubs and ideas, ensuring that every student can explore their interests. There are various committees, such as the Cultural and Welfare Committees, where students can align their skills and passions with their roles.”
Kashvi and Vivaan shared their experiences from participating in the Junior Model United Nations, where Kashvi served as the Secretary General and Vivaan as the Director General. “These roles taught us invaluable skills related to event management and teamwork. It’s incredible how many details can be overlooked, but these experiences equip us with practical skills that are essential in real life,” Kashvi explained.
Vivaan added to the discussion, noting how collaborative projects can develop deeper learning. “Being in smaller groups allows us to connect more with our teachers and each other, making the learning process more personalised. It’s about engaging in discussions where every voice matters, and this enhances our understanding.”

The panel discussions at Oakridge International School highlighted the school’s commitment to fostering innovative and personalised education. By prioritising student-driven initiatives and supportive teaching environments, educators empower students to navigate future challenges successfully. As these young voices illustrate, a focus on individual strengths and collaborative learning not only enhances academic engagement but also prepares them for a fulfilling future.
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