EVIDENCE
What begins to change when learning is designed as a living system?
Regenesys has grown through practice with children, educators, schools, universities and organisations across different disciplines and contexts.
POST-WORKSHOP SURVEY RESPONSES FROM K–12 EDUCATORS ACROSS FIVE CITIES
The numbers from the field
Collected across workshops spanning Bengaluru, Pune, Gurgaon, Sitarganj and Trichy.
95%
Found the framework relevant to classroom practice
95%
Felt confident or excited to redesign their lessons
100%
Agreed environmental learning should span all subjects
93%
Agreed climate education should be central to learning
65%
Expressed interest in continued engagement
These figures reflect educators’ reported responses after workshops.
VOICES FROM THE FIELD
Reflections Across The Learning Ecosystem
Perspectives from educational leaders, faculty and practitioners who have encountered Regenesys through its learning programmes, research and institutional engagements.
“What was very new to me was Soumi’s work in bringing together systems thinking, eco-pedagogy, interdisciplinarity and bioregionalism as four interconnected pillars within education. She began by asking why we need to look beyond sustainability, how we can make sustainability itself sustainable and from there introduced the idea of regenerative education. I was really overwhelmed by the idea.”
Dr. Dhrubajyoti Chakraborty
Pro Vice-Chancellor & Dean of Science, University of Calcutta; Pro Chancellor, Sister Nivedita University
“Soumi Duttagupta is a passionate and earnest educator-researcher whose vision for regenerative education has found expression through her Regenerative Living Systems Framework(CC). At The Knowledge Habitat, our shared belief in reimagining school education has brought her original framework into a real-school context. Through her framework, training and sustained mentoring, she has guided us in shaping TKH’s inquiry-led regenerative curriculum and enabled our teachers to embed situational awareness and real-world context into their enquiries, making learning more connected and meaningful for students.”
Ms. Monica Sagar
Director, The Knowledge Habitat Schools
“I genuinely believe that you’re doing some remarkable work with children on climate change, particularly in advancing climate change education through a holistic, interconnected, and truly child-centred lens. Publicly sharing more of this work would, I think, be incredibly valuable, as it has so much to offer practitioners, educators, policymakers, and anyone interested in children’s rights and climate action.
I found your insights deeply thoughtful, grounded in practice, and genuinely inspiring.”
Anindit Roychowdhury
Multi-Country Director, India and Nepal, Terre des hommes foundation
“I am speechless by the very well documented and great learning-processes… I think this should be known worldwide as a frontrunner way of the transition into an ecological civilization. I love your work and it is most inspirational!”
Sølvi Maria Engvik
Special Pedagogue and Programme Manager, Strand Kindergarten, Norway
“Soumi designs learning experiences that engage students as change-makers, complex thinkers and, perhaps most importantly, compassionate human beings. I am confident that her educational programmes will play an important role in the evolution of education towards regenerative societies.”
Veljko Armano Linta, M.Arch.
Regenerative Educator & Architect · Gaia Education Certified Trainer
“Students now understand how to apply systems thinking to navigate complexity. It is not just a tool—it is a mindset.”
Dr. Chiranjib Sur
Head of Scientific Software & Advanced Computing, Shell · Visiting Professor, Computer Science, Krea University
“Your insights into systems thinking and its application to regenerative planning provided our students with valuable perspectives on addressing the complexities of urban disaster management.”
Dr. Shreya Das
School of Architecture, Urban Development & Planning, Symbiosis Skills and Professional University
RESEARCHING THE PRACTICE
From framework to classroom inquiry
How can regenerative learning become part of everyday teaching within the existing curriculum? What changes can we observe in students’ thinking and teachers’ practice?
The Regenerative Living Systems Framework is being implemented at The Knowledge Habitat Schools across three distinct bioregional contexts: Gurgaon, Pune and Bengaluru.
The pilot brings questions rooted in place and real life into the regular syllabus, helping learners explore relationships across subjects. The research involves collaboration with Ashoka University and Florida International University.
Teachers’ experiences and practice
Teacher reflections and classroom documentation explore how educators design connected learning, facilitate inquiry and respond to students’ thinking. Cycles of implementation, reflection and refinement also inform the continuing development of the framework.
Analysis is ongoing. Findings will be shared as they become available.
WHAT IS CHANGING IN PRACTICE
Teacher reflections from the school pilot
Teachers describe changes in how they understand curriculum, begin lesson planning, connect subjects and make space for learners’ thinking. The reflections below offer accounts of their experience during the pilot.
Curriculum Thinking
“From observing classrooms through the lens of English to recognising curriculum as a living architecture of learning, that is a paradigm shift the Regenerative Framework has made possible for me.”
Taniya Dutta Kaushal
Curriculum Lead, English · The Knowledge Habitat School
Context First Planning
“We now understand that lesson planning has to start with finding the context, then building the concept around it. That gives us a clear direction.”
Surama Das
Mathematics · The Knowledge Habitat School, Bengaluru
Interdisciplinary Practice
“Because of this framework, I now know how different subjects can come together without being a common theme.”
Divya Malhotra
English, Grade V · The Knowledge Habitat School, Gurugram
Teacher Practice
“The framework has influenced how I see my role as a teacher. It has encouraged me to ask better questions, listen more carefully, and trust children to do the thinking.”
Shallu Kharyal
Social Science Educator, Grade V · The Knowledge Habitat School, Gurugram
Learner Agency
“I learned the importance of not forcing students to think in a rigid way… encouraging different forms of expression, because their voice still matters.”
Harshal Sood
Science, Grade VII · The Knowledge Habitat School, Pune
Real World Connections
“I now plan lessons with more focus on connections, student thinking, curiosity and real-world experiences rather than only completing the content.”
Shilpa H. P.
Chemistry, Grades 8 and 9 · The Knowledge Habitat School, Bengaluru
Worldview
“I came into the programme as a strong advocate of sustainability, but I am leaving with a much deeper understanding of what true interconnectedness and systems thinking really mean.”
Shreya De
Grade III · The Knowledge Habitat School
A reflection on the wider change
“Soumi Ma’am’s framework is changing the way we, as educators, think — and that has a ripple effect far beyond our own classrooms.”
Renu Joshi
Mathematics Educator · The Knowledge Habitat School, Gurugram