New Delhi | 13 August 2026
In an important step towards shaping the next generation of India’s national digital education ecosystem, the Department of School Education and Literacy (DoSE&L), Ministry of Education, Government of India, convened a high-level meeting on the DIKSHA 3.0 Proposal at Kartavya Bhawan-2, New Delhi, on 13 August 2026.
The deliberations brought together representatives of the Ministry of Education, CIET-NCERT, IIT Madras/Chennai, DIKSHA ecosystem teams, national educational organisations and, significantly, three National Awardee Teachers, whose participation ensured that the voice of actual classroom practitioners became an integral part of the discussion on the future of DIKSHA.
The official Ministry document records the meeting at Conference Room No. 21000-B, Lobby-1, First Floor, Kartavya Bhawan-2, and identifies it specifically as the meeting on the “DIKSHA 3.0 Proposal.”
The meeting was held under the chairmanship of the Additional Secretary (School Education-II & Digital Education), Department of School Education & Literacy, Ministry of Education, with senior officials and representatives discussing how DIKSHA can evolve from a large-scale digital content and training platform into a more intelligent, personalised, measurable and user-friendly national learning ecosystem.
From DIKSHA 1.0 and 2.0 towards DIKSHA 3.0
DIKSHA has emerged as one of India's most significant digital public infrastructures for school education. Its previous phases created a national ecosystem for digital resources, QR-enabled textbooks, teacher professional development, courses, certification and access to learning materials.
The DIKSHA 3.0 discussion, however, focused on the next question: How can the platform move beyond providing digital content and courses to actually support measurable learning, personalised professional development and meaningful classroom transformation?
A major focus of the meeting was therefore on making the next generation of DIKSHA more AI-enabled, learner-centric, teacher-friendly, adaptive, interoperable and responsive to the realities of schools across India.
Bharat Bodhan AI / IIT Madras presents the proposed DIKSHA 3.0 direction
The technology team lead, Ganesh, and an associated fellow with Bharat Bodhan AI Excellence Center for Education, IIT Madras, presented the emerging technological vision and proposed roadmap for DIKSHA 3.0.
The presentation showcased possibilities around an AI-enabled DIKSHA ecosystem, explaining how emerging technologies could support more intelligent discovery of learning resources, personalised learning experiences, improved assessment, analytics and more responsive interaction with digital educational content.
The presentation also generated an important discussion: technology alone cannot define DIKSHA 3.0. Its architecture must be built around the actual experiences of teachers, students, schools and educational administrators.
This made the practitioner inputs from teachers particularly significant.
Three National Awardee Teachers invited to contribute practitioner perspectives
One of the distinctive features of the meeting was the participation of three National Awardee Teachers by the MoE
Srinivasa Rao Pokuri, Imran Khan Mewati and Ramesh Prasad Badoni.
Their participation is also reflected in the official Ministry of Education attendee document, where all three are specifically listed under the category “National Awardee Teachers.”
Their inclusion provided an opportunity to examine DIKSHA not merely from the perspective of technology development or policy administration, but from the perspective of the end user — the teacher and learner working in a real school environment. The Additional Secretary invited, right at the start of the presentation, to hear from the National Awardee Teachers and to share their experiences and their version of the upcoming 3.0.
Imran Khan Mewati: Assessment and UI/UX must become simpler
National Awardee Teacher Imran Khan Mewati highlighted issues relating particularly to assessment, user interface and user experience (UI/UX).
He emphasised that a national platform serving millions of teachers and students must remain extremely simple to navigate. The success of an educational platform should not be measured merely by the number of features it contains; it should also be judged by how easily a teacher or student can discover, understand and use those features.
He highlighted the need for improved assessment mechanisms and a more intuitive application experience so that users do not face unnecessary complexity while navigating courses, resources and learning activities.
The broader expectation for DIKSHA 3.0 is therefore a transition towards a cleaner, more accessible and genuinely user-friendly application, particularly for users who may not possess advanced digital skills.
Ramesh Prasad Badoni: Move from counting training hours to measuring learning
National Awardee Teacher and SCERT Uttarakhand faculty member Ramesh Prasad Badoni raised a fundamental issue concerning assessment and measurement of actual learning outcomes from Continuous Professional Development (CPD).
He pointed out that teachers today may undertake professional development through several different digital systems — including DIKSHA, iGOT Karmayogi, State LMS platforms and other institutional training systems.
When these platforms operate separately, there is a possibility of duplication of courses, learning objectives and training requirements.
Consequently, a teacher may accumulate 50 hours or more of mandatory training in a year, but the larger question remains:
How much professional learning has actually taken place, and how much of that learning has resulted in improved classroom practice?
DIKSHA 3.0 therefore needs to shift the focus from simply recording course completion and training hours towards measuring competency, application, professional growth and impact on teaching-learning practices.
One teacher, one learning journey
A major requirement highlighted was the need to integrate or recognise CPD undertaken across different government learning ecosystems.
Instead of requiring teachers to repeatedly complete similar courses on DIKSHA, State LMSs, iGOT and other platforms, DIKSHA 3.0 could move towards a unified professional learning record.
Such a framework could recognise verified learning and credits irrespective of the authorised platform on which the learning occurred.
This would help create a professional development ecosystem in which teachers complete training because it addresses an identified competency need rather than merely to fulfil a prescribed number of hours.
Personalised and self-customised learning pathways
Another concern raised was the limited ability of users in earlier versions of DIKSHA to construct their own learning journeys.
DIKSHA 3.0 could allow teachers to identify their professional requirements and create self-directed or AI-supported customised learning pathways.
For example, a science teacher requiring support in formative assessment should not necessarily receive the same learning pathway as a language teacher interested in multilingual pedagogy or a school head seeking training in educational leadership.
The future platform should therefore be capable of recommending learning according to:
Role → Competency → Identified Gap → Recommended Learning → Assessment → Evidence of Application → Credit.
Such an approach could transform CPD from a compliance-driven process into competency-driven professional learning.
Assessment needs to demonstrate real learning
Assessment emerged as one of the most significant concerns in the discussion.
Simply watching a video, scrolling through digital material or completing a conventional multiple-choice test does not necessarily demonstrate professional learning.
DIKSHA 3.0 therefore needs a stronger assessment ecosystem that can progressively accommodate:
- competency-based assessments;
- authentic tasks and classroom applications;
- project and portfolio-based evidence;
- pre- and post-learning assessment;
- AI-supported formative feedback;
- secure/proctored assessment where appropriate;
- micro-credentials and verified competency certificates; and
- analytics capable of demonstrating actual professional growth.
The ultimate objective should be to answer a simple but powerful question:
“What did the teacher learn, and how did that learning improve classroom practice?”
Certification should have professional value
Another important issue raised concerned the value of DIKSHA certification.
Certificates should not remain merely downloadable PDF documents. A credible national digital professional development ecosystem should enable verified learning achievements and competency credits to become part of a teacher's professional learning record.
Where supported by appropriate policy frameworks, verified CPD achievements could potentially be linked with professional portfolios, career progression systems, institutional records or relevant ACR/APAR processes.
This would provide teachers with a stronger incentive to pursue meaningful professional development while also enabling educational administrators to understand competency development across the system.
DIKSHA should enable digital classrooms, not only individual content consumption
A significant functional gap highlighted was the need for a classroom formation and management facility.
A teacher should ideally be able to create a digital class, enrol or connect learners, assign DIKSHA resources, conduct activities and assessments, monitor progress and provide feedback.
In other words, DIKSHA 3.0 has the potential to move from:
Content Repository → Course Platform → Intelligent Teaching-Learning Environment.
A classroom layer could enable teachers to use national digital content in the context of their own students rather than simply directing learners towards isolated resources.
The last-mile challenge: device and access
The discussion also drew attention to one of the fundamental realities of digital education — access.
The ultimate end users of DIKSHA are teachers and students, including those living and working in remote, mountainous, rural and connectivity-constrained regions.
A sophisticated AI-enabled platform will create meaningful educational impact only when users can actually access it.
Therefore, DIKSHA 3.0 needs to continue strengthening:
low-bandwidth functionality, offline learning, downloadable resources, device compatibility, multilingual interfaces, accessibility features and seamless synchronisation when connectivity becomes available.
The question of whether a teacher or learner has a usable device in hand remains as important as the sophistication of the technology running behind the platform.
Srinivasa Rao Pokuri: Content quality and engaging learning experience
National Awardee Teacher Srinivasa Rao Pokuri highlighted the importance of improving the quality of educational content and making better use of the infrastructure already created under DIKSHA.
- A large repository alone does not automatically result in learning.
- Content must be pedagogically appropriate, engaging, relevant, discoverable and easy for teachers to use.
He emphasised the need for the next version of DIKSHA to provide teachers with an environment they can handle comfortably and confidently.
The future platform should therefore make it easier for teachers to discover quality resources, interact with them and meaningfully integrate them into classroom teaching.
CIET-NCERT: Connecting policy, technology and classroom realities
The meeting was coordinated with the active involvement of CIET-NCERT, with Prof. Amarendra P. Behera, Joint Director, CIET-NCERT, playing an important role in bringing together representatives from different parts of India's school education ecosystem.
The official attendee document confirms the participation of Prof. Amarendra Behera along with DIKSHA team, Prof. Bharti Kaushik, Dr. Pranita Gopal and Dr. Jipsy Malhotra and others from NCERT.
The meeting also brought representation from several major organisations and implementation stakeholders. The official attendance record includes representatives from NIOS, IIT Chennai, KVS, NVS, NeGD, DIC, EY DIKSHA PMU and M/s Trigyn, demonstrating the multi-institutional nature of the consultation.
With learners and teachers coming from different educational systems — including Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas, NIOS, State systems and other school contexts — the discussion emphasised that the next generation of DIKSHA needs to work across institutional boundaries while maintaining a coherent national digital learning architecture.
The evolution from DIKSHA 1.0 through DIKSHA 2.0 has created a substantial foundation. The expectation from DIKSHA 3.0 is to build upon that foundation while responding to the lessons learned from implementation at scale.
What should define DIKSHA 3.0?
The deliberations point towards a future platform built around a few fundamental principles:
- Personalisation instead of one-size-fits-all training.
- Competency and learning measurement instead of course-completion statistics alone.
- Interoperability instead of duplicated CPD across multiple government platforms.
- Meaningful credentials instead of certificates without professional portability.
- Digital classroom functionality instead of content consumption alone.
- High-quality, engaging content instead of repository size as the primary measure of success.
- Simple UI/UX instead of technology-driven complexity.
- Teacher and learner ownership instead of a purely administrative platform.
- AI as an enabler of learning, not merely an additional technology feature.
And above all:
Access, inclusion and usability for the last teacher and learner in the remotest school.
A significant practitioner-policy dialogue
The DIKSHA 3.0 Proposal Meeting represented more than a discussion about upgrading a technology platform.
It represented an important dialogue between policy makers, technology developers, national educational institutions and classroom practitioners.
The participation of National Awardee Teachers Srinivasa Rao Pokuri, Imran Khan Mewati and Ramesh Prasad Badoni ensured that questions emerging from everyday teaching-learning environments — assessment, content quality, CPD duplication, personalisation, classroom functionality, certification, accessibility and ease of use — were placed directly before those involved in conceptualising the next generation of the platform.
The official Ministry attendee list itself demonstrates the breadth of this consultation, recording participants from national institutions, technical teams, KVS, NVS and the three National Awardee Teachers.
From a digital platform to a national learning ecosystem
DIKSHA has already demonstrated the possibilities of Digital Public Infrastructure in Indian education. DIKSHA 3.0 now has an opportunity to take the next major leap.
Its success should ultimately not be judged merely by registrations, course enrolments, content views, training hours or certificates generated.
The more meaningful indicators will be:
Did teachers acquire new competencies?
- Did students learn better?
- Did teachers find the platform easier to use?
- Did professional development reduce duplication?
- Could learning achievements travel across platforms?
- Could teachers create and manage meaningful digital learning experiences for their own classrooms?
- And could a teacher or child in a remote school participate as effectively as a learner in a well-connected urban institution?
If DIKSHA 3.0 can address these questions, it can evolve from being India's national digital education platform into something much more powerful — an AI-enabled, inclusive, interoperable and personalised national learning ecosystem, where technology serves the real needs of teachers and learners.
That is the promise — and the challenge — of DIKSHA 3.0.
Venue: Conference Room 21000-B, Lobby-1, Kartavya Bhawan-2, Department of School Education & Literacy, Ministry of Education, Government of India, New Delhi
Key Stakeholders: Ministry of Education, CIET-NCERT, IIT Madras/Chennai/Bharat Bodhan AI, DIKSHA ecosystem teams, NIOS, KVS, NVS, NeGD and National Awardee Teachers.
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