Article

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” — Alvin Toffler 

The above quote resonates with me, especially the latter part, as I believe in the process of learning, unlearning, and relearning. I have always considered every person I meet, teach, and train as the "More Knowledgeable Other," as Vygotsky describes, because there is something to learn everywhere. 

Until recently, we educators have consistently been under the scrutiny of various lenses. Sometimes, it’s the number of degrees and certificates we hold, or the number of standardized exams we must clear for promotions. Koretz (2002/2024) and subsequent reviews emphasize that standardized tests are a "narrow reflection" of an educator's productivity. Relying on them for promotions can stifle creativity and "academic rigor," as educators feel forced to follow a rigid, less-innovative curriculum to ensure their own professional survival. 

Today, we are witnessing a shift in the education system, where priorities have moved away from a degree-centric model toward a competency-based approach. Educator development is no longer just about studying pedagogies; it is about accepting our roles as lifelong learners and designers of hands-on learning experiences. As we move from rote memorization to life-skill-centric learning—and from physical classrooms to hybrid spaces—we must ask: Is our professional development-keeping pace with our design? 

The "publish or perish" culture often interferes with the immediate climate of the classroom, but there is always that ray of hope. Through relevant Continuous Professional Development (CPD) and application-based learning design, we are finally moving away from the "what" of teaching to the "how" of transformation. This article explores my experiences during the transition from traditional academic challenges to becoming an innovator of educational experiences—where the growth of an educator is measured not by the levels cleared, but by the impact felt in the eyes of a child who has been taught how to think, rather than what to remember. 

The Paper Chase: When Qualifications Masked Competency 

From the very first time I began my journey as an educator, I knew I wanted to focus on an application-based approach in my classrooms. At the same time, there was always pressure to meet specific levels or exams that tested the ability to recall concepts rather than apply them in a classroom with diverse needs.  

However, I soon realized that the list of required qualifications was endless and often unrelated to actual classroom situations. This realization made me feel more comfortable, and I committed to practicing what I preached. I used my own methods to make learning interesting and practical. Korthagen (2010) suggests that educators often feel more effective when they stop trying to follow abstract "list-based" qualifications and start trusting their situation-based methods. The work of Biesta, Priestley, and Robinson (2015) also confirms that when teachers "practice what they preach" and take charge of their curriculum, student engagement increases significantly. They found that teachers who strictly adhered to rigid, unrelated mandates often felt "left out," while those who thought outside the box achieved better learning outcomes.  

In the recent time, both practitioners and policymakers are challenging the focus on the ‘Paper Chase’— the accumulation of degrees and passing exams for promotions. Global studies, such as those by Hanushek and Rivkin, have long shown that paper qualifications are not good predictors of effectiveness in the classroom.  

In India, the National Higher Education Qualifications Framework (NHEQF) 2026 and the recent UGC Draft Regulations reflect this realization by shifting the focus from degree duration to specific competencies. Even recent state-level changes, like Karnataka’s 2026 Recruitment Rules, have significantly reduced the importance of traditional degree grades. This signals a systematic (although exam-focused) shift away from pure credentials toward demonstrated performance. 

The "Publish or Perish" Paradox: A Hidden Pressure 

A major shift, which can be seen as both an innovation and a distraction, is the focus on academic publishing. I completely agree that research is essential to education. However, the pressure to publish in indexed journals creates significant stress and often hides various motives. In my experience, these “publish or perish” culture, forces educators to spend countless hours on papers that often do not reach the practitioners who need them most.  

A 2026 study in Research Gate shows that publication pressure is now the strongest predictor of stress and emotional exhaustion among educators. When we focus on journals instead of classroom experiences, we risk losing our way and may struggle to give our best to learners. I envision a bridge that gives equal importance to field hours, community contributions, workshops, training, and intervention programs, offering them the same recognition as published papers. 

The Rise of Relevant CPD: A Beacon of Hope 

If I look back at the last decade, the shift toward Continuous Professional Development (CPD) is the best change and which focuses on customizing according to the professional setting and the needs of an educational space. 

The highlight of modern CPD is the possibility of implementation. I personally seek for the organisation needs, educators competencies and then create a tailor made CPD, which differs from one set up to another. The shift is towards shorter, focused learning that allows the educator to master a specific skills and apply it the next day. 

Nowadays, Communities of Practice are widely being practiced and appreciated. Being the Co-Founder of ASFY (Advanced Study on Foundational Years), through my work, I have been trying to bring educators, parents and stakeholder together as community.   

I have seen the power of facilitating conversations, providing experiential learning, rather than just lecturing.  

"Real growth happens when we trade 'perfect' plans for honest 'failures.' Take routines: we often see children who 'know' the steps, yet the management still falls apart. By brainstorming together, we usually find the same culprit: Is the routine for the adult, or is it truly child-centric? That shift in perspective is reflective practice in action." 

Learning Design and the hybrid reality 

Learning design is the building block of education. We are seeing a shift towards experiential learning, project-based learning and regenerative education. The University of Southern California and Michigan State found that students in PBL-centered classrooms outperformed their peers in traditional settings by 8 to 10 percentage points. These kinds of practises are far more visible in the early years than in the higher education set up.

The features of an innovative learning design must be application-based, to the point, impactful and break down complex concepts into more actionable ones. 
With the advent of COVID-19, we saw another tremendous shift from physical to online. However, "When I speak to a screen, I often miss that 'spark' in a student's eye—the neuroscience of Mirror Neurons explains why I feel that drain, because there are less active during screen based interaction and there is less scope for empathy and physical observation.  

To address this issue of reciprocation the hybrid format of learning is the best innovation we possibly have witnessed. Recent reports from NITI Aayog (2026) suggest that the hybrid model is the only viable way to reach the "Gross Enrollment Ratio" targets. 
Furthermore, research from MDPI (2025) suggests that while hybrid learning offers flexibility, the most successful models are those that prioritize "social presence"—the feeling of being connected to a mentor or a peer group.  

This reinforces my experience: whether I am training Anganwadi teachers in Gadag or mentoring postgraduates in Ernakulam, the relationship is the primary vehicle for learning, I am present physically and I provide after support online. 

Recommendations: The Roadmap for Improved Educator Development 

1. Transition to Mentorship Models: Moving into mentoring, providing long term support is more effective than a two day training or workshop. 

2. Focus on "The Whole-Life Roadmap": Educator development programs must include wellness, stress management and a space for every voice to be heard.  

3. Incentivize Application, Not Just Publication: Educators must be appreciated for their creative and innovative teaching practises, curriculum design and impact on community. 

4. Embrace Universal Design for Learning (UDL): Design educator training that accounts for the different ways adults learn. 

Conclusion: The Ripple Effect on the Learner 

As John Dewey says, ““Education is not an affair of 'telling' and being told, but an active and constructive process.”  

The above quote very aptly concludes and supports the article. Innovation in educator development is an ongoing process, and the main aim is to serve the learner to support them for their life. When an educator is empowered with application-based skills and a supportive professional community, the ripple effect is felt immediately in the classroom. 

Today’s Learners need facilitators and not teachers, hence I decided long time ago that I will always be recognised as a facilitator, where I support learning and not just give information. End of the day its humanism that we have to practise. 

As we celebrate International Women's Day, let us applaud and appreciate women educators, for being the backbone of our society. By bringing in innovations, we are not only highlighting the importance of the profession but also securing the future of next generation. It is time we trade our paper chase for a purpose-driven practice. 

References 

Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325 

Frontiers in Education. (2025). Mechanistic focus and the structural lag: Why higher education is slower to adopt project-based learning. Frontiers in Education Research, 10(2), 45–58. 

Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek & F. Welch (Eds.), Handbook of the Economics of Education (Vol. 2, pp. 1051–1078). North Holland. 

Karnataka Education Department. (2026). The Karnataka Education Department Services (Recruitment) (Amendment) Rules, 2026. Government of Karnataka. 

Koretz, D. (2024). Measuring up: What educational testing really tells us (2nd ed.). Harvard University Press. (Original work published 2002). 

Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards solving the problem of enactment. ScienceDirect: Teaching and Teacher Education, 26(1), 98–106. 

Lucas Education Research. (2024). The efficacy of project-based learning in foundational years: A multi-university study. University of Southern California & Michigan State University. 

MDPI. (2025). Social presence and mentorship in hybrid environments: A longitudinal study. Education Sciences, 15(4), 212. 

NITI Aayog. (2026). National strategy for achieving Gross Enrollment Ratio (GER) targets through hybrid education models. Government of India. 

ResearchGate. (2026). Predictors of emotional exhaustion: A global survey of publication pressure in academia. 

UGC (University Grants Commission). (2026). National Higher Education Qualifications Framework (NHEQF): Regulations for competency-based certification. Government of India. 

UNICEF. (2024). The digital divide in early childhood: Why physicality remains the gold standard for social-emotional learning. 

About the Author

Dr. Srividya K. is a visionary educational leader and Early Childhood Education specialist with over 15 years of classroom experience and a decade of strategic consultancy in the NGO sector. She is the Director and Co-Founder of Advance Study on Foundational Years (ASFY), where she focuses on curriculum innovation and mental health advocacy. A Ph.D. holder and Gold Medalist in M.Sc. from Bangalore University, she also serves as Adjunct Faculty at Southern New Hampshire University. Renowned as a “trainer of trainers,” Dr. Srividya has mentored over 2,000 educators and conducts specialized workshops on adolescent mental health. She further contributes as a creative consultant for the Pixie audio story app. Based in Bangalore, India, she actively engages through her digital platforms including YouTube (Human Development Hub), Instagram, LinkedIn, and her ASFY website, driving impactful conversations in education and human development.