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Here’s how edtech startups have revived guru-shishya relationships

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India has been for its guru-shishya relationships since a long time. Find out how edtech startups have revived this practice.

Relationships between guru and shishya (teacher and pupil) have a long history in India, stretching back to ancient times. The guru-shishya relationship is based on the concept of a mentor or instructor (guru) providing knowledge and direction to a student who is the guru’s “shishya” or disciple.

This ancient type of education, which emphasises the guru’s personal relationship and mentorship with the shishya, is regarded as a significant element of India’s cultural history.

Despite all modernising methods, the notion of guru-shishya has endured to the present day. Especially when we consider how edtech businesses are attempting to infuse guru-shishya components into their educational platforms and services. Personalised education

In the guru-shishya approach, for example, the instructor or mentor gave customised teaching and direction to each pupil, taking into consideration their distinct talents, abilities, and learning requirements. This was done to encourage students to be more interested and motivated in their studies, as well as to allow them to develop at their own speed.

When we look at the edtech sector today, we can see that most firms are focusing on adaptive learning algorithms and personalised learning plans to give each student with a personalised learning experience that is suited to their specific requirements, interests, and learning style.

India’s education technology is on the verge of achieving individualised learning and learner-centric teaching. The technique of providing individualised learning experiences for each student is a more traditional method to teaching and learning that is based on the guru-shishya paradigm.

Mentorship

Mentorship is another aspect of this classic technique that has been reintroduced. Historically, under the guru-shishya paradigm, the teacher was both a source of knowledge and a mentor and guide who assisted the student in developing their talents and abilities as well as navigating the problems and possibilities of their personal and professional life.

A guru’s job was to make pupils feel supported and encouraged while they learned. When we examine current educational systems, we can see that tutoring (both online and offline) and mentoring services are widely used to connect students with experienced teachers or mentors who can give individualised training and support.

AI-powered learning assistants and chatbots are also being used in education today to offer students with fast feedback and answers to their inquiries, as well as to help them remain on track with their studies. Overall, the emphasis of these businesses is on giving pupils with the assistance and direction they require to develop into well-rounded and confident learners.

Learning via practise

Another intriguing aspect of the guru-shishya paradigm, which has recently been revitalised by edtech entrepreneurs, is the practise of learning by doing. g.

Learning in ancient times was about obtaining practical skills and competence by hands-on experience and experimenting, not merely memorising facts and statistics. The goal was for students to have a greater comprehension of the subject matter and apply their knowledge in real-world situations.

Many edtech businesses have embraced this ‘learning by doing’ strategy. Hands-on, experiential learning is valued above traditional approaches such as lectures and textbooks.

Today’s educational technologies, for example, use interactive and immersive technologies like virtual reality (VR) and augmented reality (AR) to provide students with interactive, hands-on learning experiences that engage their senses and challenge them to apply their knowledge in realistic situations. It is reasonable to conclude that the guru-shishya tradition has served as the foundation for many generations and continues to influence modern ways to teaching and learning.

The institutionalisation of education has eliminated the function of traditional gurus and, as a result, a component of the Gurukul system. However, components of the paradigm remain and are being revitalised by technology.

We may argue that edtech startups are constructing modern-day guru-shishya models that have yet to find their equilibrium in the ongoing renegotiation of tradition and modernity.

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