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ANNIVERSARY ESSAY

HES: A new learning

process

MARINA AVAKIAN

HE WORLD’S EDUCATION SYSTEM FACES A Today's children must understand sys-
deep contradiction. Teachers are preparing chil-
dren for a future shaped by AI, environmental tems, recognise interconnections, col-
Tcrises, and rapid change. Yet most classrooms still laborate, and adapt to an unpredictable
function as if it were the 20th century. Teachers deliver con-
tent, students memorise, and exams decide who succeeds. future. This is where the Holistic Educa-
But the skills children need today extend far beyond tion System (HES) provides a new path
memorisation. Today’s children must understand sys-
tems, recognise interconnections, collaborate, and adapt
to an unpredictable future. Unfortunately, no matter how plexity. Each lesson requires exploration, helping students
to become open-minded rather than rushing toward fixed
hard teachers work within the current system, the structure
limits transformation. This is where the Holistic Education answers. One of the key HES innovations is the Author’s
Lab, a new English language learning process that encour-
System (HES) provides a new path forward. Rather than
reforming existing pedagogies, HES proposes a new archi- ages children not only to read stories but write their own.
From early age, children learn to construct narratives, de-
tecture of learning, now being implemented in classes I-IV
at Anand Niketan International School, Ahmedabad. velop characters, initiate dialogue, and explore stories, es-
says, reviews, and interviews. We shift children’s focus from
The roots of HES go back more than two decades. In
2002, I joined the United Nations’ initiatives on education being mere readers to becoming writers. Literary theory
melds into the curriculum as a practical tool for creative
for sustainable development and co-authored the Declara-
tion on Education for Sustainable Development, presented expression. Children develop capability to use language for
self-expression, comprehension and meaningful dialogue,
at international forums. Since 2007, we have piloted vari-
ous sustainable development programs in several schools and embrace creativity as the core focus of their English
learning classes.
in India and Russia, experimenting with pedagogies and
oreover we have integrated science and humanities
developing curriculum frameworks. In 2022, we began Minto a cohesive course, which includes a Sustainable
building HES as a full system, with a dedicated R&D (re-
search and development) team designing the curriculum, Cities Project as a creative and practical tool for developing
future-oriented, active mindsets. Within this project, stu-
providing teacher training, and presenting an implementa-
tion model. This year, the project was awarded First Prize in dents ideate their own cities, designing housing, transpor-
tation, green spaces, and resource systems while applying
the 8th Global Competition for Design for Future Education
(Enterprise Track), organised by Beijing Normal University concepts from energy, water, and human impact studies. As
they build cities, they simulate real-life scenarios, such as
and UNESCO IITE.
At the core of HES is a radical pedagogy: Learning=Tea managing pollution, conserving resources, and planning for
ching=Creating=Dialogue. In HES classrooms, every child community well-being. Students work in teams, negotiate
is a learner and a teacher. Learning is not something stu- roles, and make decisions, often confronting ethical dilem-
mas about development versus sustainability.
dents receive passively; it is an active process where they
For teachers, a shift to HES pedagogy requires a fun-
build knowledge by understanding concepts, asking ques- damental mindset and practice change. In this system,
tions, teaching, and sharing insights. The learning process
is not directed by a single authority; it is co-created by both teachers transform into facilitators, guiding students to
take charge of their own learning. Instead of controlling
students and teachers. This shared responsibility creates a
self-managed, collaborative environment where children children, teachers stimulate autonomy, creativity, and dia-
logue. Each class operates on a self-management model
take charge of their learning trajectory. The process also
stimulates empathy, leadership, and reflective thinking. with students collaboratively planning tasks, leading group
work and reflecting on challenges. This pedagogy prepares
HES is built around a comprehensive curriculum that
includes textbooks and teaching material for classes I-IV. students not only for exams but also for life beyond school.
Contemporary children need more than content deliv-
However, instead of presenting isolated facts, it offers dy-
namic, topic-based modules that reflect interconnected ery; they need new pedagogies that enable them to build
knowledge. The HES system provides new learning ar-
life systems. Children explore issues related to air, water,
energy, time, change, and adaptation, examining how each chitecture that promotes engagement and collaboration.
The crucial question is: Are we ready to change traditional
element inter-connects. Rather than memorising discon-
nected information, children learn to discern patterns and pedagogies and teaching-learning systems so children can
radically transform their learning experience?
processes. The focus is on developing critical thinking skills
rather than rote learning. (Marina Avakian is the Ahmedabad-based Director of the Holistic Educa-
Children learn to make connections, and navigate com- tion System (HES) Program)
110 EDUCATIONWORLD NOVEMBER 2025