The vast expanse of the cosmos, with its mysteries and wonders, often feels distant and inaccessible — especially for children in rural and remote corners of India. However, in Himachal Pradesh’s Bilaspur district, young students are being introduced to the fascinating world of space science and technology.
From observing obstacle-avoiding robots in action and exploring 3D printing to understanding satellite applications like weather monitoring and agricultural mapping, these children are engaging with space science for the first time. They’ve even had the chance to observe black spots on the sun, sparking their curiosity and wonder.
Dr Nidhi Patel, the Additional Deputy Commissioner (ADC) of the district, is leading an innovative project to transform the educational landscape of Himachal Pradesh. Earlier this year, the district administration inaugurated the state’s first space lab at a government senior secondary school in Ghumarwin.
Equipped with telescopes, drones, 3D printers, and models of Chandrayaan-3, the Pragyan rover, Mangalyaan, and PSLV launch vehicles, the lab has quickly become a hub of excitement and learning for students. These exhibits serve as the main attractions, igniting young minds with curiosity and inspiration.
“The inclusion of a space lab aligns with the increasing emphasis on STEM education. The program has the potential to cultivate the next generation of Indian scientists and engineers,” says Dr Nidhi.
In conversation with The Better India, Dr Nidhi explains how this space lab will provide a unique learning opportunity for rural students.
Bringing space science to rural Himachal
Dr Nidhi, a 2018 batch IAS officer, was inspired to bring space education to her district after reading about a similar initiative in another state. Around the same time, she came across ISRO’s YUVIKA programme, which introduces young students — the future building blocks of the nation — to the basics of space technology, science, and applications.
The idea for the space lab was conceived during the buzz surrounding Chandrayaan-3, India’s landmark lunar exploration mission. The mission’s success provided a compelling context, underscoring the lab’s relevance and serving as a powerful source of inspiration for the initiative.
“There is very little motivation for children to stay in school, especially in rural areas where attendance is low,” she says. “Their basic concepts are unclear, and many shy away from science, gravitating more toward humanities. Subjects like geography fail to excite them. I can relate because, as a student, I found it boring too. This initiative introduces hands-on learning to make studies, especially space education, more engaging. It aims to help children connect with subjects like geography in a meaningful way.”
Determined to enhance the educational landscape in Bilaspur, the district administration allocated Rs 10 lakh to scale up the project. These funds enabled the establishment of the space lab, designed to empower young minds and unlock exciting future opportunities. The lab was set up in collaboration with an ISRO-registered non-profit organisation.
With limited exposure to robotics in the school curriculum, the lab aims to broaden students’ horizons, sparking their curiosity and interest in cutting-edge technologies.
Shaurya, a Class 12 student, frequently explores the space lab at his school. “We learn about robotics, telescopes, obstacle-avoiding robots, light-tracking robots, and everything related to space,” he says.
“I even assembled a model of an obstacle-avoiding robot using parts provided to us. It’s incredibly encouraging and inspires students like me to pursue a career in science. I dream of becoming an aeronautical engineer,” he adds.
Joginder Rao, deputy director of higher education for Bilaspur district, shares that over 900 children have visited the space lab so far. “Students from nearby schools also visit the lab, and we ensure they have access at least once a week. Additionally, we organise a bag-free day every month, where all kids spend time in the lab for hands-on learning,” he explains.
He adds, “When these government school students visited ISRO, it was incredibly motivating for them. We’ve decided to take 10 students to ISRO every year to inspire a positive attitude and behavioural change towards science.”
When rural kids went to ISRO
Interestingly, 10 students visited the Space Applications Centre (SAC), Indian Space Research Organisation (ISRO) at Ahmedabad in July this year. This wasn’t just a visit; it was an immersive experience designed to ignite their curiosity and inspire a potential career path in science.
This visit included interactive sessions with scientists from ISRO. The scientists conducted classes, answered questions, and shared their personal experiences. “This direct interaction with experts provided the children with a firsthand account of the scientific process and the dedication required to pursue a career in space research,” she adds.
“The children were given access to restricted areas within ISRO laboratories, offering them an exclusive glimpse into the meticulous work behind space research. This unique experience left a lasting impact, filling them with awe and wonder about the universe. Visiting ISRO at such a young age is something I never had the chance to do during my school days,” shares Dr Nidhi with a smile.
Nidhi says the discussion surrounding the Gaganyaan mission — India’s pioneering effort in human spaceflight — was particularly inspiring. “The children learned about the specific scientific contributions of various researchers and the intricate engineering challenges overcome to achieve such ambitious goals,” she adds.
During the visit, the children also heard personal anecdotes from ISRO scientists, adding a human touch to the world of space exploration.
With access to space labs in school, Nidhi says, science now does not seem impractical for Himachal’s rural children. To further student engagement in more schools, the administration is currently working to set up five more such space labs in the district with the help of CSR (Corporate Social Responsibility) funding.
“Kids are born with immense potential and talents. They shouldn’t be confined to simply earning educational degrees,” remarks Dr Nidhi. “Children need the freedom to explore and understand where their true interests lie — whether it’s painting, acting, dancing, becoming civil servants, or pursuing a career in science. As parents and as a government, our responsibility is to expose them to a wide range of career choices and let them decide where they want to excel.”
Edited by Pranita Bhat; All photos courtesy IAS Nidhi Patel
This post was originally published on here
