A student can now turn to artificial intelligence for almost anything, from solving a mathematics problem to writing an essay. But if a machine can produce the answer in seconds, how does a teacher know whether the child has actually understood the lesson?

For Nirvaan Birla, Managing Director of Birla Open Minds, this is one of the questions schools must confront as AI becomes part of everyday learning. Banning the technology, he believes, will not prepare children for the world they are growing up in. Allowing them to use it without limits, however, could come at the cost of independent thinking.

“The goal is not to raise children who depend on AI. It is to raise children who can think critically and use AI as a tool to enhance their capabilities,” Birla says.

His concerns go beyond technology. From the pressure of board examinations to teacher shortages and the growing commercial demands of running schools, Birla believes Indian education needs to look more closely at what children actually learn and how that learning prepares them for life.

Having studied management in London and worked in tea sales and wealth management before entering education, Birla took charge of Birla Open Minds in 2017. The network has since expanded to more than 280 schools across over 160 cities, with ambitions to reach 1,000 schools.

But expansion brings its own questions. Can a school in a smaller town offer the same quality of education as one in a metropolitan city? Can schools remain affordable while investing in teachers and infrastructure? And how much should technology influence what happens inside a classroom?

In an interview with EduKida, Birla discusses the challenges of expanding a school network, why teacher training needs to go beyond occasional workshops, the role of AI in education and why examination marks alone cannot define a child’s abilities.


1. You studied management in London and worked in tea sales and wealth management before coming into education. What pulled you towards schools?

My education journey was driven by the realisation that few sectors have a more lasting impact on society. In business, you often measure success through growth, profitability and market share. In education, you have those responsibilities too, but you also can influence how an entire generation thinks, learns and approaches the world.

What interested me was the opportunity to bring a business-oriented perspective to a sector that needs both strong fundamentals and a willingness to evolve. I saw an opportunity to build an education ecosystem that combines academic rigour with experiential learning, life skills and the capabilities children will need in the future.

For me, education is not simply about running schools. It is about building institutions that create meaningful, long-term impact.

2. You come from a well-known business family. Did the Birla name make things easier when you started, or did it bring its own pressure?

The Birla name brings credibility, but it also brings responsibility. People have expectations, and rightly so. A legacy can open a door, but it cannot build a successful institution or sustain a relationship with parents, educators and school owners.

I have always believed that the real test is what you do with the opportunities you receive. You must build your own understanding of the business, earn the trust of stakeholders and demonstrate results consistently.

For me, the legacy is a foundation, not a substitute for performance. The responsibility is to respect what has been built over generations while making it relevant to the needs of today’s learners and tomorrow’s world.

3. When you took charge in 2017, what was the biggest gap you saw in Indian school education?

One of the biggest gaps I saw was the distance between what children were learning in classrooms and what they would eventually need to navigate the real world.

India has many committed educators and strong academic institutions. The challenge is not an absence of effort; it is the need to bring greater consistency to the learning experience. Children need foundational literacy and numeracy, but they also need to develop curiosity, communication, critical thinking, emotional intelligence and the confidence to apply what they learn.

I felt there was an opportunity to make progressive education more accessible, rather than limiting it to a small number of premium institutions. That meant working with schools to strengthen not just the curriculum, but also teacher capabilities, classroom practices, leadership and the overall learning environment.

The objective was to make quality education more relevant, experiential and future-focused.

4. You have grown to more than 280 schools in over 160 cities. How do you make sure a school in a small town gives the same quality as one in a metro?

For us, scale is meaningful only when it translates into a consistent learning experience. Having a presence across more than 160 cities means we serve communities with very different needs, resources and expectations. We cannot assume that what works in Mumbai will automatically work in a smaller town.

Our approach is to establish common academic standards, structured curriculum support, teacher development and clear expectations for school leadership. At the same time, we recognise that every school operates within its own local context. The objective is to maintain the same educational philosophy while allowing implementation to respond to the community it serves.

Quality cannot depend only on the infrastructure a school has or the city it operates in. It ultimately depends on the quality of teaching, the learning environment and how effectively a school supports each child. That is why strengthening our systems and supporting our educators is just as important as expanding our network.

5. Most of your schools run on a consultancy model, but you want 100 schools that you own and run. Why the shift, and what changes when you run a school yourself?

Our partner-led model has allowed us to expand our reach and work with entrepreneurs who want to build quality educational institutions in their communities. It is an important part of our growth strategy, and we see considerable value in continuing to enable school owners.

Company-owned schools serve a different strategic purpose. They allow us to exercise greater direct control over the entire school experience, from academic implementation and teacher development to operational systems, infrastructure and parent engagement. They also give us an opportunity to test new approaches, understand the economics of running a school at the ground level and develop practices that can inform the wider network.

I don’t see the two models as competing with each other. They serve complementary roles. Our partner-led network provides reach, while directly operated schools can help us deepen our operational understanding and strengthen execution.

The larger objective is to build a sustainable education business in which growth, quality and financial discipline reinforce one another.

7. Your target is 1,000 schools. What is the hardest part of growing that fast without losing control over quality?

The biggest challenge is not opening 1,000 schools. It is building an organisation capable of supporting 1,000 schools effectively.

Every additional school increases the complexity of academic support, teacher development, leadership, governance, technology and quality assurance. If the underlying systems do not grow at the same pace as the network, expansion can become counterproductive.

Our focus therefore has to be on building scalable systems rather than depending on individual interventions. We need clear operating standards, well-defined accountability, capable academic and operational teams, reliable performance monitoring and structured support for our school partners.

We also have to be selective about growth. The right partners, the right locations and the right implementation plans matter more than simply adding numbers.

Our ambition is to build a network that is large in reach but consistent in its educational purpose. Growth and quality must be planned together from the beginning, not addressed as separate priorities.

8. You started Birla LearnLeap to train teachers. What do most teachers in India struggle with today, and what are schools getting wrong about teacher training?

One of the biggest challenges is bridging the gap between subject knowledge and effective classroom practice. A teacher may understand a concept extremely well but still need support in making it engaging, adapting it to different learning needs and helping children apply it independently.

Teachers are also navigating changing curricula, technology, diverse classrooms and rising expectations from parents. They need opportunities to keep learning, experiment with teaching methods and receive meaningful feedback.

Where schools sometimes go wrong is in treating training as a one-time event. A workshop or certificate can introduce an idea, but it does not automatically change what happens in a classroom the following Monday.

Teacher development needs to be continuous and connected to everyday teaching. It should include practical demonstrations, classroom application, mentoring and opportunities to reflect on what is working.

Through our teacher-development initiatives, including LearnLeap, the objective is to make professional learning more relevant and actionable. When we invest in teachers, we are investing directly in the quality of children’s learning.

9. Good teachers are hard to find and harder to keep, especially in smaller cities. How do you hold on to them?

Teacher retention is not simply a recruitment problem. It is a question of whether educators see a future for themselves within the institution.

Competitive and fair compensation matters, but so do professional respect, a supportive working environment, opportunities to grow and the ability to focus on teaching rather than being overwhelmed by administrative responsibilities.

In smaller cities, schools may also need to create stronger career pathways because experienced teachers often have fewer opportunities to progress into specialist, mentoring or leadership roles.

We need to make teaching a profession in which people can continuously develop their skills and see the impact of their work. This includes structured training, recognition of good teaching, mentoring opportunities and stronger academic leadership.

For a network like ours, the responsibility extends to supporting school owners in building these environments. We cannot expect schools to deliver consistent educational outcomes if their teachers are constantly changing.

Ultimately, retaining good teachers starts with treating them as the central drivers of educational quality, rather than simply as resources required to fill classrooms.

10. With Birla Brainiacs, you want 1 lakh paid users across India, Europe and America. What is different about teaching children online in India compared with abroad?

The biggest difference is that online learning cannot be approached as a uniform product across markets. Children’s learning environments, parental expectations, curriculum requirements, access to technology and levels of independent learning vary considerably.

In India, online education often needs to complement school-based learning while addressing a wide range of learning needs. Parents may be looking for academic reinforcement, additional skills or greater flexibility. In international markets, the expectations may differ depending on the curriculum, the learner’s age and the family’s educational priorities.

What remains common is the need to make learning engaging, structured and outcome-oriented. A child should not simply spend time watching a screen. They should be actively participating, solving problems, receiving feedback and progressing towards clearly defined learning goals.

At Birla Brainiacs, our opportunity is to use technology to make quality learning more accessible while retaining the human element that good education requires.

Our international ambitions also mean that we must understand local expectations rather than assume that a model developed for one market will work everywhere. The long-term opportunity lies in combining a scalable digital platform with relevant content, personalisation and meaningful learning outcomes.

11. AI tools are now in every student’s hands. How are your schools handling it? Are you encouraging students to use AI, or setting limits?

I believe we need to move beyond the question of whether students should use AI and focus on whether they know how to use it responsibly.

AI is already changing the way information is accessed, ideas are developed and problems are approached. If we simply prohibit it, we risk leaving students unprepared for the world they will enter. At the same time, unrestricted use can discourage independent thinking and make it easier to mistake generated answers for genuine understanding.

Our approach should be to introduce AI in an age-appropriate and purposeful manner. Students need to understand how these tools work, where they can be useful, how they can make mistakes and why information must be verified.

For example, AI can help a student explore a concept or compare possible solutions to a problem. But the student should still be expected to explain the reasoning, evaluate the answer and develop an independent point of view.

We also need clear boundaries around academic integrity, privacy and responsible use. Assessment methods must evolve so that we evaluate a child’s understanding and ability to apply knowledge, rather than only the final answer.

The goal is not to raise children who depend on AI. It is to raise children who can think critically and use AI as a tool to enhance their capabilities.

12. Parents often worry about screen time. Where do you draw the line between using technology in class and keeping learning hands-on?

I think the distinction we need to make is between technology that serves a learning objective and technology that is used simply because it is available.

Technology can help children visualise complex ideas, explore concepts that are difficult to demonstrate physically, receive personalised feedback and develop digital literacy. But it cannot replace every experience that makes childhood and learning meaningful.

Young children need opportunities to move, play, build, draw, experiment, interact with others and learn through their senses. Even older students benefit enormously from practical projects, group discussions, laboratory work and real-world problem-solving.

The balance should depend on the age of the child, the learning objective and the nature of the activity. A digital simulation may be useful for understanding a scientific concept, but a physical experiment may be essential to truly appreciate it.

We must also consider the quality of screen time, not only its duration. Passive consumption and purposeful learning are not the same thing.

Our responsibility is to prepare children for a technology-enabled world without taking away the human interaction, curiosity and hands-on experiences that are fundamental to their development.

13. Through Birla SmartPath, you help school owners run better schools. What mistakes do you most often see school owners make?

One common challenge is that school owners sometimes focus heavily on admissions, infrastructure and immediate financial performance without giving equal attention to the academic and operational systems that sustain a school over time.

A school is a complex institution. Its success depends on the relationship between curriculum, teacher quality, leadership, parent trust, financial management and the overall student experience. Weakness in one area eventually affects the others.

Another challenge is excessive dependence on the owner. When every decision has to pass through one individual, it becomes difficult to build a professional team, establish accountability or scale operations sustainably.

Through Birla SmartPath, the opportunity is to help school owners build more structured academic and operational ecosystems. That includes supporting educators, strengthening school leadership, integrating technology where it adds value and establishing processes that can be implemented consistently.

We also encourage school owners to think long term. A school’s reputation is built through the experience it delivers to children and parents year after year, not just through a successful admissions season.

The objective is to help schools become academically stronger, operationally efficient and financially sustainable.

14. Many schools in India are run as family businesses. How do you balance running a school profitably with keeping fees reasonable for parents?

I believe profitability and affordability can coexist, provided the school is managed with the right priorities and financial discipline.

Schools need to invest in capable teachers, learning resources, infrastructure, safety and ongoing academic development. These are not optional expenses. At the same time, parents need transparency and confidence that the fees they pay translate into genuine value for their children.

The answer lies in building a sustainable operating model. Schools need to manage costs carefully, use resources efficiently, plan enrolment responsibly and reduce unnecessary operational expenditure without compromising on teaching quality or student safety.

Family-owned schools can benefit from the commitment and long-term perspective that comes with ownership. However, they also need professional systems, transparent decision-making and clear separation between family interests and institutional responsibilities.

I have consistently believed that education must be approached with both commercial discipline and social responsibility. A school that is financially unsustainable cannot continue serving its community, but a school that prioritises profits at the expense of learning will eventually lose the trust of parents.

The real measure of success is whether a school can deliver quality education, remain financially healthy and keep that education accessible to the community it serves.

15. How has the National Education Policy changed the way your schools teach? Which parts are working, and which are still hard to put in place?

The National Education Policy 2020 has been important in strengthening the conversation around competency-based learning, experiential education, foundational learning and the development of skills beyond conventional academic subjects.

One of its most valuable contributions is the emphasis on helping children understand and apply what they learn, rather than focusing exclusively on memorisation. It also creates greater scope for vocational exposure, interdisciplinary learning and the development of skills that connect education with the real world.

At Birla Open Minds, we see these priorities reflected in our focus on experiential learning and the introduction of skill-oriented areas such as financial literacy, AI and robotics, and communicative English. These areas become meaningful when students can engage with concepts through practical activities, projects and real-life applications. 

However, policy implementation is always more complex than policy formulation. Schools have different levels of resources, teachers need time and support to adapt their practices, and assessments must evolve alongside teaching methods. Parents and students are also navigating an established system in which marks and examinations remain important.

The next phase requires consistent teacher development, appropriate learning resources and better alignment between classroom practices and assessment systems.

The NEP provides a valuable direction, but the real success of the policy will be determined by what changes in the classroom and how those changes improve student learning.

16. Board marks and entrance exams still drive most parents’ choices. Is India ready for holistic education, or are parents still focused on marks?

I think India is increasingly ready for holistic education, but the transition is still underway.

Parents are right to care about academic performance. Board results and entrance examinations influence higher education opportunities, and schools have a responsibility to prepare students for them. The problem arises when marks become the only measure of a child’s ability or potential.

A student may perform well in an examination but still need to develop communication, teamwork, emotional resilience, financial awareness or the ability to solve unfamiliar problems. These capabilities become increasingly important as children move into higher education and employment.

We should not frame this as a choice between academic excellence and holistic development. The two should reinforce one another. When children understand concepts deeply, think critically and can apply their knowledge, they are often better equipped to handle complex academic challenges as well.

Parents, schools and universities all have a role in changing expectations. Schools need to demonstrate the value of holistic learning through tangible outcomes, while assessment systems need to recognise a wider range of competencies.

I believe the conversation is moving in the right direction. The task now is to ensure that holistic education is not just a philosophy schools communicate, but an experience children receive every day.

17. What skills do you think a child starting school today will need most when they finish Class 12?

A child starting school today will enter a world that is likely to be very different from the one we know. Some jobs will change, new industries will emerge, and technology will continue to transform how people work and interact.

That makes it difficult to predict exactly which technical skills will matter most. But we can identify the human capabilities that will help children adapt, whatever their eventual career.

I would highlight five areas.

First, critical thinking and problem-solving. Children must learn to question information, evaluate evidence and approach unfamiliar challenges with confidence.

Second, communication and collaboration. The ability to express ideas clearly, listen to others and work effectively with people from different backgrounds will remain essential.

Third, digital and AI literacy. Students need to understand technology, use it responsibly and recognise its limitations, rather than simply knowing how to operate particular tools.

Fourth, emotional intelligence and resilience. Adaptability, self-awareness, empathy and the ability to navigate uncertainty will be just as important as technical knowledge.

Finally, financial and entrepreneurial thinking. Young people should understand money, decision-making, value creation and how to turn ideas into meaningful outcomes.

Above all, we need to preserve curiosity and the willingness to keep learning. Education cannot prepare a child for every situation they will encounter over the next 20 or 30 years. It can, however, give them the confidence, values and capabilities to navigate those situations.

For me, the purpose of education is not simply to prepare children for their first job. It is to help them become capable, responsible and adaptable individuals who can shape their own futures and contribute meaningfully to society.