Marina Avakian, Mumbai-based Director, Holistic Education System (HES) Program

The global education system today stands at a critical crossroads. While we are preparing children for a future shaped by artificial intelligence, environmental crises, and constant transformation, most classrooms continue to operate with a 20th-century mindset. Teachers deliver content, students memorise it, and exam results determine success.

Yet the skills young learners need today go far beyond memorisation. They must understand complex systems, recognise interconnections, collaborate effectively, and adapt to a world of rapid change. No matter how committed educators are, the traditional structure of schooling limits what can be achieved. The Holistic Education System (HES) offers a bold alternative—not simply a reform, but a complete reimagining of how education is structured.

Now being implemented in Grades 1 to 4 at Anand Niketan International School in Ahmedabad. HES represents a new architecture for learning—designed from the ground up to empower both learners and teachers.

Two decades of groundwork

The journey of HES began over two decades ago. In 2002, I joined the United Nations’ efforts on education for sustainable development and co-authored the Declaration on Education for Sustainable Development, presented at several international forums. Since 2007, we have piloted innovative educational programmes in India and Russia, experimenting with teaching methods and curricular frameworks.

In 2022, we began building HES as a comprehensive, integrated system. A dedicated Research and Development team was established to design curriculum, teacher training, and implementation models. Today, more than 400 students across Grades 1 to 4 follow the HES curriculum. This year, HES was awarded 1st Prize in the 8th Global Competition on Design for Future Education (Enterprise Track), organised by Beijing Normal University and UNESCO IITE.

A paradigm shift in learning

At the heart of HES is a transformative equation: Learning = Teaching = Creating = Dialogue. Every child is viewed not just as a student, but also as a teacher and creator. Learning is no longer a passive process of receiving information; it becomes active, reflective, and co-created. Children explain concepts, pose questions, teach peers, and share insights. This participatory model breaks down traditional hierarchies and fosters a classroom culture of shared responsibility.

This approach nurtures empathy, leadership, and self-reflection—not as separate lessons but as inherent elements of the daily learning experience. Students take ownership of their education, becoming collaborators and problem-solvers rather than passive recipients.

A curriculum designed for systems thinking

The HES curriculum spans a full set of textbooks and teaching material for Grades 1 to 4. However, it avoids traditional subject silos. Instead of isolated facts, students engage with dynamic, topic-based modules exploring interconnected systems such as air, water, energy, time, and change. This allows children to understand the world in terms of patterns, relationships, and cause-effect dynamics.

Critical thinking, open-ended inquiry, and exploration are at the core of every lesson. The aim is not to rush towards “correct” answers but to encourage students to stay curious and navigate complexity with confidence.

The Author’s Lab: Language as creation

One of the standout innovations of HES is the Author’s Lab, a pioneering approach to English education. Rather than focusing solely on reading comprehension, students are encouraged to become authors in their own right. They learn to build narratives, create characters, develop dialogue, and experiment with genres—from short stories to articles, reviews, and interviews.

Through this process, children not only become more expressive writers but also more conscious readers. Literary theory is woven into the curriculum as a practical tool, helping students use language for self-expression, reflection, and meaningful communication. Creativity becomes the driving force behind English learning.

Interdisciplinary learning through real-world projects

Science and Humanities are merged into a unified course in HES, fostering a more holistic understanding of the world. A prime example is the Sustainable Cities Project, where students design their own cities—planning housing, transport, green spaces, and resource systems. They apply concepts from ecology, energy, and human development while making decisions that reflect real-world trade-offs, such as sustainability versus development.

This project cultivates systems thinking, teamwork, and ethical reasoning. Students engage with genuine challenges, make collaborative decisions, and consider the impact of their choices on communities and the environment.

Empowering educators

Transitioning to HES requires a fundamental shift for educators. Teachers become facilitators and mentors who guide students toward autonomy and creative engagement. Rather than controlling every task, they encourage dialogue, curiosity, and self-management.

Each class follows a co-operative model, with students planning group activities, reflecting on challenges, and taking responsibility for their learning process. This prepares children not only for academic success, but for real-world challenges where adaptability, leadership, and collaboration are essential.

Built through practice, not theory

HES is not a theoretical concept—it is continuously refined through daily classroom practice. New textbooks, teacher handbooks, and learning resources are developed based on lived experience. Educators, school leaders, and parents can observe the system in action through the HES Talks public dialogue series.

To explore more about the Holistic Education System, visit www.holisticeducationin.com.

The world today demands more than content delivery—it calls for an education system where students actively construct knowledge, engage with real-world problems, and learn how to think critically and collaboratively. HES offers a compelling and tested blueprint for this new future.

The question is no longer whether such a transformation is possible—it’s whether we’re willing to embrace it.

Also Read: Embracing Change in a Permacrisis