In a bold affirmation of the country’s commitment to future-ready education, the Indian government has begun distributing robotics and AI kits to thousands of schools nationwide. These kits—funded under the Atal Innovation Mission and embedded within the Atal Tinkering Labs (ATL) framework—are more than just tools. They symbolise a larger vision to position STEM (Science, Technology, Engineering and Mathematics) education as a national cornerstone for innovation and inclusive growth.
More than 10,000 Atal Tinkering Labs have been established to date, each of which receives government funding that includes robotics kits and digital hardware. This means at least 10,000 robotics kits have been distributed to schools across the country—marking one of the largest hands-on learning initiatives in the global South.
But while these kits are a powerful symbol of progress, the deeper story is about India’s evolving STEM ecosystem—shaped by reform, challenged by inequity, and fuelled by growing ambition. This blog takes a close look at the current state of STEM education in India, drawing from national policies, classroom data, and grassroots programmes to offer a clear picture of where we are—and where we need to go.
1. What Is the Current Status of STEM Education in India Today?
India is home to the world’s largest population of school-aged children, with over 250 million learners aged 3 to 18. While STEM education—particularly maths and science—is a compulsory part of the school curriculum across most boards, the quality, depth, and accessibility of learning remain highly uneven.
According to the National Achievement Survey (2021), students in Class 10 scored an average of just 35% in science, highlighting significant learning gaps. Similarly, findings from the Annual Status of Education Report (ASER) 2023 reveal that fewer than half of Class 8 students could successfully solve a basic division problem. These statistics point to a deeper issue: STEM education is not merely about syllabus completion—it must enable real understanding, build confidence, and foster the ability to apply knowledge to real-world scenarios.
At the senior secondary level, only 31.7% of students choose the science stream, whereas 55.7% opt for humanities. This trend is often linked to limited access to laboratories, a shortage of qualified teachers, and a lack of career guidance—particularly in non-urban and government schools. It’s not that students aren’t interested in STEM; rather, many are deterred by inadequate support systems and under-resourced environments.
Despite persistent challenges, the groundwork for a more ambitious STEM learning environment has been steadily laid. Over the past decade, national education bodies have rolled out a series of reforms and structured initiatives aimed at modernising how STEM is taught and experienced in schools. Long before coding and AI became mainstream interests, the Indian government had already begun building platforms and policies to make scientific and technological literacy more accessible. As we turn to these national efforts, it becomes clear that India’s STEM transformation is not reactive—it is strategic, coordinated, and very much underway.
2. What Are the Key Government Initiatives Promoting STEM Education in India?
India’s push to elevate STEM education is not a recent pivot—it has been years in the making. Anchored in the long-term vision to position India as a knowledge economy, the central government has steadily introduced a suite of reforms and programmes to embed scientific thinking, computational skills, and innovation into the school system.
At the heart of this effort is the National Education Policy (NEP) 2020—a transformative blueprint that reimagines what Indian education should look like in the 21st century. Crucially, NEP treats STEM not as a specialist track for a select few, but as a universal foundation for all learners, starting from the foundational stage.
Key commitments under NEP 2020 include:
Introducing coding and computational thinking from Class 6
Promoting project-based and experiential learning to replace rote memorisation
Enabling flexible subject combinations at the secondary level, breaking rigid academic streams
Merging vocational education with core subjects, including digital skills, AI, and data literacy
But policy on paper is not enough. That’s where mission-mode programmes come into play—providing the infrastructure, digital tools, and capacity-building needed to translate reform into reality.
One of the most prominent of these is the Atal Innovation Mission (AIM), launched by NITI Aayog in 2016. Its flagship programme, the Atal Tinkering Labs (ATLs), has already equipped over 10,000 schools with hands-on lab spaces, robotics kits, microcontrollers, AI modules, 3D printers, and open-ended problem-solving challenges. These labs are designed to be inclusive, practical, and scalable—giving students from diverse backgrounds a platform to experiment, fail, iterate, and innovate.
Supporting AIM are several other nationwide initiatives:
Samagra Shiksha: This umbrella scheme provides financial and technical support for ICT labs, smart classrooms, teacher training, and STEM-friendly infrastructure across primary and secondary schools.
Rashtriya Avishkar Abhiyan (RAA): Focused on nurturing a scientific temper, RAA encourages science and mathematics clubs, model exhibitions, and linkages between schools and higher education institutions, including IITs and state universities.
DIKSHA (Digital Infrastructure for Knowledge Sharing): This centralised learning platform, maintained by the Ministry of Education, hosts thousands of free, curriculum-aligned STEM resources. Available in 30+ Indian languages, it enables access to animated videos, interactive exercises, simulations, and teacher training content across mobile and desktop formats.
While many of these programmes began rolling out well before the pandemic, their relevance and usage have accelerated in recent years. The alignment between national initiatives and student interest is now sharper than ever.
Still, it's important to note that the true impact of these policies depends on state-level execution and school-level uptake. While some states have rapidly embraced digital STEM tools and lab-based learning, others lag due to budgetary constraints or capacity challenges. Bridging this gap will determine whether India’s policy architecture translates into measurable, widespread learning gains.
3. What Are the Biggest Challenges Facing STEM Education in India?
While India’s STEM journey has made visible progress at the policy and innovation levels, deep-rooted systemic challenges continue to hinder its full potential. These obstacles are particularly pronounced in government schools and underserved communities, where STEM remains more aspirational than accessible.
a. Shortage of Qualified Teachers
A critical barrier is the shortage of subject-specific educators—particularly in science and mathematics. In several large states, up to 40–50% of sanctioned teaching posts remain vacant, leaving students with inconsistent access to quality instruction. Even where posts are filled, many educators lack formal training in STEM disciplines or exposure to modern pedagogical methods, especially those involving technology and inquiry-based learning. The result is a classroom environment that often favours theory over experimentation.
b. Gender Disparities in STEM Enrolment
The gender divide in STEM remains stark. According to recent data, only 28.1% of girls in Classes 11–12 opt for the science stream, compared to 36.3% of boys. The reasons are complex—ranging from societal expectations and limited female role models to concerns about safety, lab access, and long-term career viability. National schemes like Vigyan Jyoti aim to address this through mentorship, scholarships, and STEM camps for girls from underrepresented districts. But to create real impact, these efforts must scale and be supported by community-level advocacy.
c. Infrastructure Divide Between Urban and Rural Areas
Urban schools—especially those in Tier 1 cities—are beginning to embrace digital tools, smart classrooms, and ATL-supported labs. But rural and tribal schools still face major infrastructure gaps. According to UDISE+ 2024–25, only 63.5% of schools have internet access, and just 64.7% have functional computers. In many villages, schools operate without reliable electricity or space for lab-based learning, making it difficult to implement even basic STEM activities effectively.
d. Rigid and Overloaded Curriculum
Despite efforts to update syllabi, most school boards continue to rely on content-heavy and exam-oriented curricula, particularly in STEM subjects. This emphasis on memorisation over application leaves little room for creativity, experimentation, or problem-solving. While CBSE and NCERT are working to introduce competency-based and modular learning pathways, the pace of change at the school level remains slow. Until assessments reward deeper understanding rather than rote recall, classroom practices are unlikely to shift meaningfully.
4. Which EdTech Companies and Nonprofits Are Improving STEM Education in India?
While systemic challenges persist, India’s STEM landscape is being quietly transformed by a constellation of grassroots initiatives, tech-driven solutions, and collaborative partnerships. From mobile labs in remote districts to AI modules in CBSE schools, innovation is emerging from every tier of the ecosystem—often driven by non-governmental actors, state education departments, and private sector partners.
Agastya International Foundation
One of the most effective models of low-cost, high-impact STEM outreach comes from Agastya International Foundation, which operates mobile science labs across rural and tribal belts in more than 20 states. To date, Agastya has reached over 12 million children, offering hands-on science demonstrations, tinkering workshops, and teacher mentoring—all designed to spark curiosity and creativity in under-resourced classrooms.
IBM – STEM for Girls
Corporate-led initiatives are also scaling meaningful impact. IBM’s STEM for Girls programme is active across 12 Indian states, reaching over 200,000 adolescent girls in government secondary schools. The programme combines coding and digital fluency with career mentoring, aiming to dismantle gender stereotypes and widen access to emerging tech skills.
Intel – AI for Youth
In collaboration with CBSE and various state boards, Intel’s AI for Youth initiative trains high school students in foundational AI concepts, including data analysis, machine learning, and responsible use of AI technologies. Students gain access to curriculum modules, guided project development, and national-level showcases—positioning them to not just consume technology, but to build with it.
EdTech Platforms – Localised, Scalable, and Multilingual
Homegrown education technology platforms are expanding STEM access through personalised and language-inclusive digital learning.
BYJU’S offers structured STEM modules aligned with NCERT, in multiple Indian languages.
Cuemath focuses on conceptual maths through gamified learning paths and live online instruction.
Tinkerly integrates coding and robotics kits with AI-supported app learning, particularly in Tier 2 and Tier 3 cities.
These platforms are increasingly integrating with school systems, offering bridge programmes, after-school interventions, and government partnerships.
DIKSHA – Public Digital Infrastructure
The government’s DIKSHA platform serves as a centralised hub for STEM resources, teacher training content, and interactive simulations. Available in 30+ regional languages, it supports both in-school and supplementary learning, especially in states that lack commercial edtech penetration.
WhalesBot – Curriculum-Aligned Robotics for ATL Labs
As part of the expanding ecosystem of applied STEM tools in India, WhalesBot has partnered with Indian providers such as Mibot by Vivek and Join Botics to offer modular robotics kits suited for school use. With a structured learning path that begins with basic mechanical builds and progresses to advanced electronics and AI projects, the kits enable students to develop practical skills in robotics and automation. Their design reflects the specific needs of Indian classrooms, focusing on affordability, durability and ease of implementation.
5. How Can India Build a Scalable and Inclusive STEM Education System?
India today has the policy vision, the digital platforms, and the demographic advantage to transform its education system through STEM. But ambition alone is not enough. The coming decade must prioritise depth over scale, equity over optics, and continuity over one-time interventions. Without systemic alignment, the momentum gained so far risks becoming fragmented.
To achieve genuine, lasting impact, five strategic priorities must be addressed:
Train and retain qualified STEM teachers, especially in rural, tribal, and underserved regions where vacancies and skill gaps are most acute.
Invest in infrastructure equitably, ensuring every district has functional science labs, stable internet access, and learning materials that match curricular needs.
Reform assessments to reward curiosity, problem-solving, and conceptual understanding, moving away from high-stakes, recall-based examinations.
Promote gender inclusion through targeted scholarships, school safety initiatives, and visible female role models in science and technology fields.
Foster local innovation ecosystems by establishing community STEM spaces—such as maker labs, science hubs, and innovation festivals—at the block or district level to sustain interest beyond textbooks.
If these priorities are pursued with resolve, India could shift decisively from a high-enrolment, low-outcome model to one of the world’s most inclusive and future-oriented STEM ecosystems.
STEM is no longer an optional path for the academically elite—it is the working language of tomorrow’s economy, the bridge to emerging careers, and a tool for civic engagement in a technology-driven world. The reforms introduced through NEP, AIM, DIKSHA, and grassroots partnerships represent meaningful progress toward this vision.
The key now is execution with continuity. Every school must be a space that nurtures curiosity. Every teacher must be equipped to guide inquiry, not just deliver instruction. And every child, regardless of background, must feel empowered to see themselves as a scientist, technologist, or problem solver.
India’s STEM journey is far from complete. But for the first time, it carries the scale, intent, and inclusiveness to become truly transformative—nationwide.
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