INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025

www.ijltemas.in Page 44

Fostering Innovation in Indian Education: The Impact and
Challenges of Atal Tinkering Labs

Anjana Vyas

Principal, Ph. D, Zoology, JNVU jodhpur

DOI: https://doi.org/10.51583/IJLTEMAS.2025.1410000006

Abstract: STEM education, an acronym for Science, Technology, Engineering, and Mathematics, emphasizes experiential learning
through the integration of these subjects. It employs hands-on activities using specially designed kits, toys, or unconventional
settings to foster a practical understanding of STEM concepts. This student-centered approach positions students at the forefront of
learning, while teachers act as facilitators. The implementation of Atal Tinkering Labs (ATLs) in classrooms aims to create a
stimulating environment, making education more engaging and supportive of innovation. Despite its potential, this pedagogy
challenges the traditional education system, necessitating curriculum and teacher education reforms. Enhancing the STEM
workforce is critical for addressing global competition and improving STEM literacy. While STEM education is globally recognized
and adopted, including in countries like Australia, China, and the United Kingdom, India’s efforts, particularly through ATLs, are
noteworthy. This paper explores the strategies employed by India to promote STEM education, focusing on the Atal Tinkering Labs
initiative, and examines its effectiveness and challenges.

Keywords: STEM Education, NEP2020, NCFSE 2023, Tinkering Labs, 21st Century Skills, Experiential Learning

I. Introduction

The 2024 India Unemployment Report highlights a critical issue: a significant portion of the unemployed youth are educated but
lack essential ICT skills. This gap, coupled with the traditional rote learning approach of the current education system, contributes
to a growing unemployment rate.(10) The challenge is compounded by the rapid technological advancements associated with the
Fourth Industrial Revolution, which demands new skill sets and innovative thinking. To address these issues, integrating STEM
education into K-12 schools is imperative. STEM jobs are projected to grow significantly, yet there is a notable skills gap in
emerging fields like AI and big data. India’s education system must evolve to produce graduates who are not only knowledgeable
but also skilled in practical, real-world applications.

II. Literature Review

STEM education has been discussed and developed since the 1990s, with the acronym first introduced by the U.S. National Science
Foundation in 2001. According to the National Academy of Engineering and National Research Council (2014), STEM literacy
involves awareness of the roles of STEM fields in society, familiarity with fundamental concepts, and the ability to apply these
concepts practically. Research indicates that STEM education can enhance self-regulation, motivation, and critical thinking among
students (1). It also supports the development of project-based and problem-solving skills (2). Internationally, STEM programs
have been adopted in various countries, demonstrating its global relevance (3). In India, the Atal Innovation Mission launched in
2016 represents a significant effort to embed STEM education within the national framework. The initiative aims to foster a culture
of innovation from a young age by establishing ATLs in schools and providing resources for hands-on learning. (4). With a bid to
foster national innovative ecosystem, the Government of India,has given special focus on the education sector. In order to create
and promote the culture of innovation and entrepreneurship, recommendations have been made by NEP2020 and the National
Curricular Framework(NCF)to incorporate ATL curriculum in the schools and colleges. (5,8).The objectives of NEP2020 are in
tune with the objectives of SDG for achieving the 21st century skills. According to NEP2020,the key overall thrust of the curriculum
and pedagogy reform across all stages will be to move the education system towards real understanding and towards learning how
to learn and do away with the culture of rote learning as it is present largely today. The aim of education among others will be to
build well groomed individuals equipped with the 21st century skills. It aims to reduce the curriculum load ,enhance essential
learning and critical thinking. The teaching and learning should be conducted in a fun learning manner making classrooms more
fun creative collaborative and exploratory for the students for more deeper and more experiental learning.(7) The study suggests
that the ATL initiative should be expanded to more schools to provide more students with access to modern technology and
resources.(5) Recognising that nearly 80 percent of future jobs will require science and math skills, many industri es aims to
address the challenge of limited access and resources in many parts of the country through their CSR activities.(6) Some of
the notable organizations which are working for the empowernment of stem education in India are ‘Engineering Futures’ (L&T’s
STEM initiative), Girls Who Code ,STEMinism in India, CGI( partnered with NITI Aayog, a government policy think tank, to
support Atal Innovation Mission (AIM)), MANAK (Million Minds Augmenting National Aspirations and Knowledge) awards
programme under the Innovation in Science Pursuit for Inspired Research' (INSPIRE) scheme, a flagship programme of DST,
Kishore Vaigyanik Protsahan Yojana (KVPY), Science Olympiad Programme, and the India Innovation Growth Programme
(IIGP).Homi Bhaba Centre for Science Education (HBCSE), Mumbai is the nodal organization for STEM.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025

www.ijltemas.in Page 45

III. Methodology

This study employs a mixed-methods approach to evaluate the effectiveness and challenges of the Atal Tinkering Labs (ATLs). The
methodology includes:

1. Literature Review: A comprehensive review of existing literature on STEM education, its global adoption, and the impact
of the Atal Innovation Mission. Sources include academic journals, government reports, and policy documents.

2. Quantitative Analysis: Analysis of data from the Atal Innovation Mission’s reports, including the number of ATLs
established, the funds spent, and the reported outcomes such as the number of projects, startups, and patents generated.
This data is sourced from official AIM reports and related publications.

3. Qualitative Analysis: Interviews and surveys with educators, students, and mentors involved in ATLs. This includes
assessing their experiences, perceptions, and the challenges faced. The qualitative data provides insights into the practical
implementation of STEM education and the effectiveness of ATLs in different contexts.

4. Case Studies: Examination of specific instances of ATLs in various regions, particularly focusing on the challenges faced
by schools with limited resources. Case studies include schools in both urban and rural areas to provide a comprehensive
view of the program’s reach and impact.

Stem Education in India

Atal Innovation Mission

Launched in 2016, the Atal Innovation Mission (AIM) is a flagship program aimed at fostering innovation and entrepreneurship
across various sectors. It includes several initiatives such as Atal Tinkering Labs (ATLs), Atal Incubation Centres, New India
Challenge programs, Atal Research and Innovation for Small Enterprises (ARISE) Centres, and Atal Community Innovation
Centres (ACIC).

Atal Tinkering Labs (ATL)

ATLs are innovation workspaces in schools designed to provide K-12 students with access to do-it-yourself kits and IT equipment.
These labs aim to promote a practical learning approach, encouraging students to explore and innovate. As of the latest data, over
10,000 ATLs have been established across 35 states and union territories, engaging more than 1.1 crore students and 6,200 mentors
of change.(9) Despite the success in creating numerous projects, startups, and patents, challenges remain in terms of reaching all
schools and ensuring consistent quality across different regions.

Challenges of The ATL Program

Despite the progress, several challenges persist:

1. Limited Reach: The number of ATLs is insufficient compared to the total number of schools. For instance, in Rajasthan,
only 400 out of 70,961 schools have ATLs.(11)

2. Educational Disparities: A significant gap exists between the existing educational levels of students and the skills
required for effective tinkering.

3. Teacher and Mentor Engagement: Variability in teacher quality and engagement, coupled with high workloads and lack
of incentives, affects the program’s effectiveness.

4. Infrastructural and Linguistic Barriers: The infrastructure and language of instruction limit the program’s reach and
effectiveness.

5. Funding and Sustainability: AIM's funding cut-off after five years poses a risk of discontinuation for some labs,
particularly in rural areas.

Conclusions

The Atal Innovation Mission is addressing several challenges through regional clusters, mobile and virtual ATLs, and vernacular
language resources. Collaboration with the Ministry of Education, CBSE, NCERT, and state governments aims to integrate ATL
pedagogy into the school curriculum and scale the program to 50,000 schools. The recommendations in NEP2020 support these
efforts, aligning the pedagogy with STEM education principles.(10) Continued efforts and collaboration are necessary to overcome
existing challenges and enhance the effectiveness of STEM education initiatives in India. Although the establishment of ATL labs
in schools is a step in the right direction, yet the scale is still very small. For example there are 70961 schools in Rajasthan and the
schools which have received the tinkering Labs are only 400. In jodhpur district alone, only 9 schools have been benefitted with
ATL,99% of which are government schools.[12]. For the financial year 2022-23, the total budget allocated to the Atal Innovation
Mission (AIM) was ₹169.43 crore and INR 19.56 crores, were allocated for establishing atal tinkring labs for out of which INR 86
lakhs have been disbursed for Atal Tinkering Lab in Rajasthan state for 43 schools. In the year23-24, 1380.28 cr were allocated for
Atal innovation mission and 70.24 cr were allocated to rajasthan(13).In the budget year 25-26 5284 cr have been allocated for AIM

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025

www.ijltemas.in Page 46

and it aims to establish 50000 schools with ATLlabs.(14,15) Under the ATL marathon in the year22-23, 400 schools were selected
as top 400 out which only 4 schools of rajasthan could win . In the year 23-24 500 schools were selected out which 4 schools could
win the prize and in the year 24-25 top 1000 schools were selected but only 25 schools of rajasthan could win this prize. (16,17)The
data suggests that there is a huge gap between the amount invested and the results being obtained. The major reason for this could
be due to lack of teacher training and nonavailability of these courses for the teachers. It is therefore suggested that such centres
should be encouraged in the teacher training college also so that when the teachers go to teach in schools they are fully aware of
such type of pedagogy.also management of these tinkerlabs and the strategies for overseeing these labs and their outcome is not
efficient. It is recommended therefore to encourage establishment of such centres as out of the school activity centres so that parents
and the community becomes aware of the program.

References

1. León J, Núñez JL, Liew J.( 2015) Self-determination and STEM education: Effects of autonomy, motivation, and self-
regulated learning on high school math achievement. Learn Individ Differ.;43:156–63.

2. Lestari TP, Sumarti SS(2018). STEM-Based Project Based Learning Model to Increase Science Process and Creative
Thinking Skills of 5th Grade. J Prim Educ.;7(1):18–24.

3. Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive
STEM dispositions in secondary school students. Journal of Science Education and Technology;24:898-909.

4. Tai, R. H., Qi Liu, C., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science; 312(5777): 1143-
1144.

5. https://aim.gov.in/pdf/ATL-Guidebook.pdf
6. indiastemfoundation.org/blog/csr-initiatives-stem-education-india
7. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
8. htts://ncert.nic.in/pdf/NCFSE-2023-August_2023.pdf
9. https://sia.mic.gov.in/assets/doc/school-innovation-policy.pdf
10. asercentre.org/aser-2023-beyond-basics
11. https://aim.gov.in/pdf/_OperationalATLsInIndia.pdf
12. VyasA (2024). Atal Tinkering Labs : Promoting STEM Education in India and its challenges JETIR; 11( 9):161-167
13. https://sansad.in/getFile/loksabhaquestions
14. https://www.srishtirobotics.com/downloads/ATL/Rajasthan.pdf
15. https://sansad.in/getFile/loksabhaquestions/annex/178/
16. https://aim.gov.in/pdf/Final-List-Top-1000-teams.pdf
17. https://www.aim.gov.in/pdf/Results-Top-500-Teams-ATL-Marathon-2023-24.pdf