Intelligence: Preparing for the Quantum Revolution
NV Paulose, Chairman, Global TV +91 98441 82044
The Platinum Jubilee and Annual General Body Meeting 2026 of the Xavier Board of Higher Education in India, hosted at St Joseph’s College of Engineering and Technology, Palai (Autonomous), provided an important occasion to reflect on the evolving vision and responsibilities of higher education in the country. A significant highlight of the gathering was the keynote address by Mr. Srijan Pal Singh, CEO of Homi Lab, Founder of the Dr. APJ Abdul Kalam Centre and an education innovator. Drawing inspiration from the vision and ideals of Dr. APJ Abdul Kalam, his address, entitled “Reimagining Higher Education for India@2047: Innovation, Leadership and Human Flourishing”, invited the academic community to look beyond conventional approaches to education and envision universities that are responsive to technological change, committed to innovation and deeply rooted in human values.
Addressing an audience of higher education leaders and academic representatives, Mr. Singh presented a thought-provoking perspective on the transformations reshaping the world of education. Moving from the disruptive possibilities of Artificial Intelligence and quantum computing to the changing nature of knowledge, teaching, assessment and institutional leadership, he challenged universities to rethink their purpose in a rapidly evolving world. His central message was that the future of higher education must not be confined to producing technologically competent graduates; it must also nurture individuals endowed with imagination, sound judgement, ethical consciousness and a commitment to human flourishing. The address was, therefore, not merely a reflection on emerging technologies, but a compelling call for the intellectual, institutional and moral renewal of higher education in India.
One of the striking aspects of the address was its emphasis on quantum computing as the next major technological transformation. While institutions are still learning to understand and integrate Artificial Intelligence into teaching, learning and research, another revolution is already taking shape.
Referring to Google’s Willow quantum chip, announced in December 2024, Mr. Singh illustrated the extraordinary possibilities of quantum computing through its ability to perform a specialised computational benchmark in minutes, a task estimated to be practically impossible for today’s classical supercomputers. The implications extend far beyond computational speed. Quantum technologies could transform scientific research, medicine, material science, cybersecurity, banking and several other sectors.
Particularly significant was his warning about the emerging threat to conventional encryption systems. The possibility of cybercriminals collecting encrypted information today with the intention of decrypting it when sufficiently powerful quantum computers become available is known as harvest now, decrypt later. Financial records, educational databases, personal correspondence and institutional information could become vulnerable if organisations fail to prepare. This warning has immediate implications for universities. Cybersecurity can no longer be treated merely as an IT department’s responsibility. It must become part of institutional awareness, governance and strategic planning.
India’s National Quantum Mission offers opportunities for research institutions, universities and emerging entrepreneurs to participate in this technological transition. Universities need not independently invest enormous sums in building quantum computers. They can explore access to government-supported research infrastructure, collaborate with specialised institutions and encourage students to engage with quantum science and its applications.
Mr. Singh urged educational institutions to create opportunities for quantum-focused entrepreneurship, student innovation and interdisciplinary research. The message was clear: universities must not wait until a technological revolution has arrived before preparing their students to participate in it.
The University Can No Longer Claim a Monopoly Over Knowledge
Perhaps the most profound educational reflection in the keynote was his observation that the traditional monopoly of universities over knowledge has ended. For centuries, universities were the principal custodians of organised knowledge. Libraries, textbooks, professors, lectures and academic notes constituted the primary gateways to learning. Access to knowledge was largely mediated through educational institutions.
That reality has changed dramatically. A relatively inexpensive smartphone and an internet connection can now provide access to enormous volumes of information, educational resources and intelligent digital assistance. Knowledge is available across languages, disciplines, geographical boundaries and time zones.
The university can no longer distinguish itself merely by possessing information or transmitting it through lectures. This raises an important question: If information is readily available to everyone, what is the distinctive value that a university must offer? The answer lies in developing what cannot simply be downloaded: judgement, conscience, wisdom, discernment and the capacity to distinguish not merely between what is correct and incorrect, but between what is right and wrong.
Mr. Singh made a particularly important distinction between factual correctness and moral responsibility. Scientific knowledge may make something technically possible, but that does not automatically make its application ethically acceptable. The development of nuclear science, for instance, represents an extraordinary scientific achievement. Its destructive application against human populations, however, raises profound moral questions.
In an age when technology is rapidly expanding human capabilities, universities must assume a renewed responsibility as custodians of conscience and promoters of ethical judgement. The challenge, therefore, is not simply to produce knowledgeable graduates but to form individuals who can use knowledge responsibly.
From Memory to Imagination, From Answers to Questions
Another powerful idea in the address was the changing relationship between knowledge and learning. Traditionally, academic excellence was often associated with the ability to remember information, reproduce answers and perform well in examinations. Memory was considered a significant educational merit. But when Artificial Intelligence can retrieve information, generate explanations and provide answers within seconds, the educational value of memorisation alone becomes increasingly limited.
The speaker suggested a fundamental reversal in educational priorities: memory must give way to imagination, and the ability to reproduce answers must give way to the ability to ask meaningful questions. This is an important challenge to conventional teaching and assessment practices.
The future of education must encourage students to question assumptions, investigate unfamiliar problems, connect ideas across disciplines, develop original solutions and exercise independent judgement. The quality of a university should not be measured merely by how many answers its students can reproduce, but also by the quality of the questions they learn to ask.
This calls for a rethinking of curricula, pedagogical approaches, assessment methods and faculty development. Project-based learning, experiential education, interdisciplinary research, collaborative problem-solving and creative inquiry must become integral to university education. The teacher’s role, too, must evolve. Rather than functioning primarily as a transmitter of information, the teacher must become a mentor, facilitator, intellectual guide and ethical role model.
Language Must Become a Gateway, Not a Barrier
The keynote also touched upon the democratisation of knowledge through language. English has historically served as an important gateway to higher education, research and professional opportunity. However, technological developments now make it increasingly possible to access, interpret and communicate knowledge in Indian languages. This offers an extraordinary opportunity to expand educational inclusion.
A student’s intellectual potential should not be restricted by the language in which knowledge is presented. Universities must encourage multilingual learning, promote quality academic resources in Indian languages and use technology to bridge linguistic barriers. The objective is not to diminish the importance of English or international academic engagement. Rather, it is to ensure that language does not become an obstacle to participation in the knowledge economy. A truly inclusive university must make knowledge accessible without compromising academic quality.
The New Responsibility of University Leadership
The keynote carries an important message for institutional leaders. Universities cannot afford to approach technological and educational transformation as occasional initiatives or fashionable additions to their existing systems. These changes require institutional vision, flexible policies, investment in faculty capabilities and a willingness to experiment.
An institutional AI policy, for example, should not simply regulate or restrict the use of Artificial Intelligence. It should guide responsible use, encourage academic integrity, promote innovation and equip students and teachers to work intelligently with emerging technologies. Similarly, institutions should actively explore partnerships with research centres, technology enterprises, government initiatives and other universities.
Entrepreneurship cells, innovation clubs, interdisciplinary research groups and student-led projects can become important instruments of this transformation. The message to university leaders is unmistakable: prepare early, experiment responsibly and create opportunities for students to become participants in innovation rather than passive consumers of technology.
India@2047: Technology Must Ultimately Serve Humanity
The title of the keynote brings us to its most significant aspiration: India@2047. As India approaches the centenary of its independence, higher education has a historic responsibility to contribute to the nation’s intellectual, scientific, economic and social advancement. Technological capability, research excellence and entrepreneurial energy will undoubtedly be essential. However, national development cannot be measured solely through economic indicators, technological achievements or global competitiveness.
It must also be measured through the quality of human lives, the strength of democratic values, social responsibility, ethical leadership, environmental consciousness and the dignity accorded to every individual. This is where the idea of human flourishing becomes central.
A university must create an environment in which students develop intellectually, emotionally, socially and ethically. It must nurture curiosity without arrogance, ambition without selfishness, innovation without irresponsibility and leadership without losing compassion. The challenge is to ensure that technological progress does not diminish our humanity but enriches it.
The University of Tomorrow: A Place Where Knowledge Becomes Wisdom
The keynote by Mr. Srijan Pal Singh offers an opportunity for every higher education institution to undertake a serious introspection. Are our curricula preparing students for the world that is emerging? Are our assessment systems rewarding creativity and critical thinking? Are our teachers adequately equipped to engage with Artificial Intelligence? Are our students learning to question, imagine and innovate? Are we giving sufficient importance to ethics, conscience and social responsibility?
These are not merely academic questions. They are questions about the future identity and relevance of universities. The university of tomorrow must be technologically competent, intellectually vibrant, socially responsible and ethically grounded. It must connect research with real-world challenges, innovation with inclusion and knowledge with wisdom.
Ultimately, the success of higher education will not be determined by how effectively institutions adopt the latest technologies, but by how wisely they prepare human beings to use those technologies. If Artificial Intelligence can provide answers and quantum computing can expand the boundaries of possibility, the university must continue to nurture the human capacity to ask the right questions, make wise choices and act with conscience.
That, perhaps, is the real challenge of reimagining higher education for India@2047: not simply creating a generation that is technologically advanced, but nurturing a generation that is intellectually courageous, morally responsible and deeply committed to human flourishing.
