Editorial board of International Journals

• International Journal of Technology and Design Education
• Comparative Education Studies: A Journal of CESI (Associate Editor)
• Aquademia (Editorial Advisory Board)
• Interdisciplinary Journal of Environmental and Science Education

Areas of research interest and engagement:

• Science Education
• Design and Technology Education
• STEAM/ STEM education
• Continuous Teacher Professional Development
• Design Cognition
• Childhood Studies
• Assessment Issues in Teaching Learning
• Biology Education

Ritesh's initiation into research in Education began with his doctoral study in Design and Technology (D&T) Education (details below).

Doctoral research thesis:

Investigating middle school students' perceptions of technology and developing design and technology education units to study students' design productions (May 2009)

Thesis advisor: Late Prof. Chitra Natarajan, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai

His training and interests in the sciences led him to pursue some research projects in life sciences. 

Masters’ research dissertation:

Developing micropropagation techniques for somatic embryogenesis of a local durum wheat cultivar and assessing its protein quality through acid page electrophoresis. (2000)

Advisor: Prof. R. J. Thengane, Department of Botany, University of Pune (now Savitribai Phule Pune University)

Having moved from the discipline of Science to Science Education, he has keenly been working on several research ideas in Science Education. Along with teaching, he has pursued researches that centre around probing students’ thinking of abstract science concepts in biology, visualisation and modelling of concepts in biology, alternative conceptions in biology and ideas that can inform teaching biology at the school level. His continual association with the Junior Science Olympiads in capacity of a resource person has led him to develop challenging questions in biology, attract the attention and interest of students, develop practical skills and orientation in the value of experiments, and develop interactive sessions around several concepts in school biology.

As a person involved in Education, he has expanded his research interests by closely aligning with the interests of scholars working in M.Phil. and PhD degrees. The areas that he has ventured into include Practices in Art Education, Alternative conceptions in Geography, Teacher Professional Development, Assessment issues in learning, etc.

PhD Research Guide

The following students are pursuing their doctoral studies with him.

1. Ms. Garima Singh

2. Mr. Satyanarayan Nanda

3. Ms. Bharti Dahiya

4. Ms. Ranjani Ramnath

5. Ms. Suchita Roy

Writings as edited books (01), contributions in books (08), peer-reviewed journals (13), peer-reviewed conference proceedings (40), technical reports (03) and educational magazines (03).

Edited Book (01)

M. Ramchand, R. Khunyakari & A. Bose (Eds.) (2023). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? India: Routledge Taylor and Francis Group. International and South-Asian editions. DOI: 10.4324/9781003046059

In Books (08)

1. Khunyakari, R. (2023). Toys, Design and Technology: Intergenerational connects and embodied cultural practices. (pp. 103-119). In Mishack T. Gumbo & P. John Williams (eds.). Indigenous Technology Knowledge Systems: Decolonizing the Technology Education Curriculum. Singapore: Springer Nature Pte Ltd.
2. Khunyakari, R., Bose, A., & Ramchand, M. (2023). Unpacking the Construct of Burden. (pp. 1-34). In M. Ramchand, R. Khunyakari & A. Bose (Eds.). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? India: Routledge Taylor and Francis Group. DOI: 10.4324/9781003046059
3. Khunyakari, R. (2023). Assessment and Learning in the Indian context: Compelling Association, Invariance or an Education Folly? (pp. 120-143). In M. Ramchand, R. Khunyakari & A. Bose (Eds.). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? India: Routledge Taylor and Francis Group. DOI: 10.4324/9781003046059
4. Khunyakari, R., Padalkar, S., Ara, F. & Singh, G. (2023). Strengthening learning through visuospatial experiences: Initiatives from the Indian context. (pp. 305-347). In M. Ramchand, R. Khunyakari & A. Bose (Eds.). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? Routledge Taylor and Francis Group. DOI: 10.4324/9781003046059
5. Ramchand, M., Bose, A., & Khunyakari, R. (2023). Reflections on the Process and Impact of the Learning without Burden Report: Key Take-aways from the Interviews of Two Members of the National Advisory Committee. (pp. 353-422). In M. Ramchand, R. Khunyakari & A. Bose (Eds.). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? India: Routledge Taylor and Francis Group. DOI: 10.4324/9781003046059
6. Bose, A., Ramchand, M. & Khunyakari, R. (2023). Epilogue (pp. 423-426). In M. Ramchand, R. Khunyakari & A. Bose (Eds.). Learning without Burden - A quarter of a century after the Yashpal Committee Report: Where are we and what have we learnt? India: Routledge Taylor and Francis Group. DOI: 10.4324/9781003046059
7. Khunyakari, R. (2012) Making assessment a part of learning: Teacher educators design rubrics for their classrooms (pp43-55). In P. Sharma and C.G.V. Murthy (eds) Readings in Teacher Education: Preparation and Professional Development. Mysore: Regional Institute of Education.
8. Mehrotra, S. & Khunyakari, R. (2007) Puppetry as a technology education unit (pp107-122). In Marc de Vries, et al (eds) Analyzing Best Practices in Technology Education. The Netherlands: Sense Publishers.

Peer-reviewed, International journals (13)

1. Kaur, N., Navaneeth, C.S. & Khunyakari, R. (2025). Situated problem-solving mediated through a pedagogic module on biomimicry for engineering students. Int J Technol Des Educ. https://doi.org/10.1007/s10798-024-09957-8 
2. Khunyakari, R., & Takker, S. (2025). Reflections on the vision of assessment in NEP 2020. Social Change, OnlineFirst, https://doi.org/10.1177/00490857241303293
3. Kharbanda, D., & Khunyakari, R. (2025). Analyzing Young Children’s Thinking on Design Problems Embedded in Story Contexts. Early Childhood Educ Journal, 53(1), 21–35. https://doi.org/10.1007/s10643-023-01551-2
4. Singh, G. & Khunyakari, R. (2023). Analysing scaffolds in learning systems concepts in school biology. Contemporary Education Dialogue, 20(1), 17-38. https://doi.org/10.1177/09731849221145748
5. Khunyakari, R. (2022). Emergent investigations in design practice: Lessons from engaging the social sciences undergraduates in design-based concept learning. Voices of Teachers and Teacher Educators, 11(1). Retrieved from https://ncert.nic.in/pdf/publication/journalsandperiodicals/vtte/VTTE_VolXI_Issue1_July2022.pdf
6. Khunyakari, R. (2022). Enkindling “gestaltic” stimulation of knowledge encounters through perspectives in practice: Affordances of design-based concept learning. Design and Technology Education: An International Journal, 27(1), 154-161. https://ojs.lboro.ac.uk/DATE/article/view/3178 
7. Khunyakari, R. (2021). Tasks for mediating the process of knowing and learning to design and make. Techne Series A: Research in Sloyd Education and Craft Science, 28(2), 357-366. https://journals.oslomet.no/index.php/techneA/article/view/4336
8. Khunyakari, R. (2021). Cultural metaphors as means to contextualised understanding of child and childhood. Children & Society, 35(4), 613-629. https://onlinelibrary.wiley.com/doi/10.1111/chso.12457?af=R
9. Joshi, P. K., Jain, Y., Khunyakari, R., & Basu, S. (2020). An Alternative Approach to Calculate Discriminative Index. GPG Journal of Science Education, 1(1), 24-37. http://www.gpglobalize.in/vol-1-july-sept2020.html
10. Khunyakari, R. (2015) Experiences of Design-and-Make Interventions with Indian Middle School Students. Contemporary Education Dialogue, 12(2), 139-176. ISSN: 73-1849, Online ISSN: 2249-5320
11. Takker, S. & Khunyakari, R. (2015) Re-imagining classrooms as spaces for learning and professional development of teachers and teacher educators. Voices of Teachers and Teacher Educators, 4(2), 47-53. Delhi: NCTE, MHRD, GoI. ISSN: 2455-1376.
12. Mehrotra, S., Khunyakari, R., Natarajan, C. & Chunawala, S. (2009) Collaborative learning in technology education: D&T unit on puppetry in different Indian socio-cultural contexts. International Journal of Technology and Design Education, 19,1-14. ISSN: 0957-7572 (print version), ISSN: 1573-1804 (electronic version)
13. Khunyakari, R., Mehrotra, S., Chunawala, S. & Natarajan, C. (2007) Design and technology productions among middle school students: an Indian experience. International Journal of Technology and Design Education, 17, 5 – 22.ISSN: 0957-7572 (print version), ISSN: 1573-1804 (electronic version)

 
Peer-Reviewed Conference Proceedings (40)

1. Khunyakari, R. (2024). Investigating schools as reciprocating sites of Design and Technology Education practice: Lessons from Hyderabad, India (pp. 63-68). In M. J. de Vries, et al (eds.). The 41st International Pupils' Attitudes Towards Technology Educational Research Conference, Nanjing Normal University, Nanjing, China, Oct 22-25.
2. Khunyakari, R., Darak, K., Takker, S., & Kathole, P. (2022). Insights from a study investigating reverse school choice in rural Maharashtra. In 12th Annual International Comparative Education Society of India, Maulana Azad National Urdu University (MANUU), Hyderabad, India, Nov 9-11.
3. Stables, K., Hartell, E., Klapwijk, R., Blom, N., Dagan, O., Canty, D. & Khunyakari, R. (2022). Making design learning visible in different national and curriculum contexts: an international exploratory collaborative project with teachers and researchers. In DATTA Arc Conference, Gold Coast, Australia.
4. Stables, K., Klapwijk, R., Blom, N., Canty, D., Dagan, O., Hartell, E. & Khunyakari, R. (2022). It takes two to tango: Pedagogic choreography in the context of embedded formative assessment in
   D&T (pp. 256-265). In DATTA Arc Conference, Gold Coast, Australia.
5. Klapwijk, R., Stables, K., Blom, N., Canty. D., Dagan, O., Hartell, E. & Khunyakari, R. (2022). A story unfolding – Productive mistakes in making design learning visible in an international context (pp.256-265). In D. Gill, J. Tuff, T. Kennedy, S. Pendergast and S. Jamil (Eds.). PATT 39 Proceedings – On the Edge: Designing a better world through technological literacy for all. June 21-24, Memorial University, Newfoundland and Labrador, Canada. ISBN: 978-0-88901-505-0.
6. Khunyakari, R. (2020). Modelling in design-and-make: Synthesis of biological cell into a board game. In K. Mashood, T. Sengupta, C. Ursekar, H. Raval and S. Dutta (Eds.) Proceedings of epiSTEME-8: International Conference to Review Research in Science, Technology and Mathematics Education, 475-483, HBCSE, Jan 03-06. India, Mumbai: Gaurang Publishing Globalize Pvt. Ltd.
7. Khunyakari, R. (2019). Analysing ‘values’ in collaborative development of D&T education units. In Sarah Pule & Marc de Vries (Eds.) Proceedings PATT 37: Developing a knowledge economy through technology and engineering education. Dept. of Technology and Entrepreneurship Education, University of Malta, Msida.
8. Singh, G. and Khunyakari, R. (2019). A comparative analysis of content of human reproductive system in the national and state textbooks. In Tenth International Comparative Education Society of India (CESI) Conference on the theme Education for Sustainable Development, JNU, Delhi, Dec 09-11.
9. Khunyakari, R. (2017). Toys as culturally embodied artefacts to deconstruct and analyse childhoods. Eighth Annual International Comparative Education Society of India: Criticality, Empathy and Welfare in Contemporary Educational Discourses, University of Jammu, Nov 16-18.
10. Kharbanda, D. and Khunyakari, R. (2017). Eliciting children’s thinking on everyday problem situations embedded in story contexts. Eighth Annual International Comparative Education Society of India: Criticality, Empathy and Welfare in Contemporary Educational Discourses, University of Jammu, Nov 16-18.
11. Khunyakari, R. and Takker, S. (2016) Learnings from meanderings into Design and Technology Experiences across contexts. Paper presented at the 7th Annual International Comparative Education Society of India on the theme Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
12. Pendyala, Shravan Kumar and Khunyakari, R. (2016) Understanding visual art practices of middle school art teachers in Hyderabad. Paper presented at the 7th Annual International Comparative Education Society of India on the theme Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
13. Singh, G. and Khunyakari, R. (2016) A comparative study of human digestive system as conceptualised within the National and the State Science textbooks. Paper presented at the 7th Annual International Comparative Education Society of India on the theme Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
14. M. Pramod Kumar and Khunyakari, R. (2016) Harping the 'transformative intellect': What do in-service teachers' experiences of ICT tell? Paper presented at the International Conference on Developing Thinking and Learning with ICT: Changing Education for Future Needs organised by Dept. of Education, Osmania University, Hyderabad, May 29-30.
15. Kendyala, BhagyaRekha and Khunyakari, R. (2016) What could assessments in Massive Open Online Courses (MOOCs) proffer? Insights from students' experience and engagement with MOOCs. Paper presented at the International Conference on Developing Thinking and Learning with ICT: Changing Education for Future Needs organised by Dept. of Education, Osmania University, Hyderabad, May 29-30.
16. Kendyala, BhagyaRekha and Khunyakari, R. (2016) Drawing on the voices of students: Understanding MOOCs and its value for supporting learning. Paper presented in Breaking Boundaries: Interdisciplinarity, E-Learning and Universities without Walls. Project E-QUAL Second Academic Conference on Enhancing Quality, Access and Governance of Undergraduate Education in India organised by Jadavpur University, Kolkata, Jan 7-8.
17. Khunyakari, R. and Takker, S. (2016). Understanding the centrality of teachers' epistemologies in shaping their professional identities. Paper accepted for 60th Annual Conference of the Comparative and International Education Society (CIES) at Vancouver, British Columbia, Canada during March 6-10. [Submitted but not presented & published]
18. Khunyakari, R. and Takker, S. (2015) Contemplating issues related to teacher professional identity: Towards a conceptual framework. Paper presented at the 6th Annual International Comparative Education Society of India on the theme Education: Domination, Emancipation and Dignity hosted by Azim Premji University, Bengaluru, Dec 14-16.
19. Khunyakari, R. (2014) Unleashing the understanding of child and childhood through cultural metaphors. Paper presented at the 5th Annual International Comparative Education Society of India on the theme Education, Politics and Social Change hosted by Delhi University, New Delhi.
20. Khunyakari, R. and Takker, S. (2014) Examining views about nature of science to inform teaching undergraduate students in in an integrated programme in social sciences. In International Science Education Conference: Pushing the Boundaries. Singapore.
21. Khunyakari, R. (2013). Using Observations from Classroom Practice to Mediate Teaching-Learning. epiSTEME-5: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 07-11.
22. Khunyakari, R. (2011). Making assessment a part of learning: Teacher educators design rubrics for their classrooms. Proceedings of the National Seminar on Preparation and Professional Development of Teacher Educators, Regional Institute of Education, Mysore, Aug 23-25.
23. Shome, S., Shastri, V., Khunyakari, R. and Natarajan, C. (2011) What do students learn from designing and making a playground model? PATT25/CRIPT8 Conference, London, July 1-5.
24. Shastri, V., Khunyakari, R., Chunawala, S. and Natarajan, C. (2011) Thinking Through Design: Teachers explore a design and make task. Proceedings epiSTEME-4: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9. Macmillan Publishers India Ltd., pp 302-308. ISSN 10: 0230-33229-3, ISBN 13: 978-0230-33229-4.
25. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2010) Implementing D&T Education in Indian Middle Schools: Lessons from trials. Proceedings “Designing for Children”: An International Conference. IDC, IIT Powai, Mumbai, Feb 02-06.
26. Khunyakari, R., Sarangapani, P. and Khanna, S. (2010) Bringing Design into the Indian School Curriculum: Experiences and insights from a designers-teachers workshop. Proceedings “Designing for Children”: An International Conference. IDC, IIT Powai, Mumbai, Feb 02-06.
27. Khunyakari, R., Mehrotra, S., Natarajan, C. and Chunawala, S. (2009) Studying Indian middle school students' attitudes towards technology. In K. Subramaniam & A. Mazumdar (Eds.). Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9, 2009. Macmillan Publishers India Ltd., pp 81-87. ISBN 10: 0230-63719-1, ISBN 13: 978-0230-63719-1.
28. Mehrotra, S., Khunyakari, R., Chunawala, S. and Natarajan, C. (2009) Evidences of learning through collaboration in Design and Technology tasks in Indian classrooms. In K. Subramaniam & A. Mazumdar (Eds.). Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9. Macmillan Publishers India Ltd., pp 88-93. ISBN 10: 0230-63719-1, ISBN 13: 978-0230-63719-1.
29. Gandhimathy, S., Khunyakari, R., and Natarajan, C. (2009) Middle school students’ knowledge about static and dynamic artefacts studied through their drawings and descriptions. In K. Subramaniam & A. Mazumdar (Eds.). Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Jan 5-9. Macmillan Publishers India Ltd., pp 101-107. ISBN 10: 0230-63719-1, ISBN 13: 978-0230-63719-1.
30. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2007) Cognitive richness of the design and make activities. Paper presented at the National Conference on Science Education, organised jointly by the Atomic Energy Education Society, Homi Bhabha Centre for Science Education & Centre for Technology and Development, Dec 11-15.
31. Ara, F., Khunyakari, R., and Natarajan, C. (2007) A study of middle school students' depictions of routes based on verbal descriptions and cues. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 141-145.
32. Gandhimathy, S., Khunyakari, R., and Natarajan, C. (2007) Middle school students' depictions of static and dynamic objects and assemblies based on verbal descriptions and cues. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 146-151.
33. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2007) Cognition in action in Design and Technology units among middle school students. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 126-131.
34. Mehrotra, S., Khunyakari, R., Natarajan, C. and Chunawala, S. (2007) Dialogues in formal communication: A study of students' talk in a D&T unit in India. In C. Natarajan & B. Choksi (Eds.). Proceedings epiSTEME-2: International Conference to Review Research in Science, Technology and Mathematics Education, HBCSE, Mumbai, India, Feb 12-15, Macmillan Publishers India Ltd., pp 73-78.
35. Khunyakari R., Chunawala S. and Natarajan C. (2007) Comparison of depictions by middle school students elicited in different contexts. In J. R. Dakers, W. J. Dow and M. J. de Vries (Eds.) Proceedings of PATT 18 – International Conference on Design and Technology Education Research: Teaching and Learning Technological Literacy in the Classroom, pp 392–399.
36. Mehrotra, S., Khunyakari, R., Chunawala, S. and Natarajan C. (2007) Using pictures and interviews to elicit Indian students' understanding of technology. In J. R. Dakers, W. J. Dow and M. J. de Vries (Eds.) Proceedings of PATT 18 – International Conference on Design and Technology Education Research: Teaching and Learning Technological Literacy in the Classroom, pp 152–161.
37. Khunyakari R., Mehrotra S., Natarajan C. and Chunawala S. (2006) Designing design tasks for Indian classrooms. In Marc de Vries & Ilja Mottier (Eds.) Proceedings of PATT-16: Conference Research for Standards-based technology education, 68th ITEA–16th PATT joint conferences at Baltimore, USA.
38. Khunyakari, R., Mehrotra, S., Chunawala, S. and Natarajan, C. (2004) Design as drawings: Analyzing drawings of middle school students in technology education tasks. In Proceedings epiSTEME-1: International Conference to Review Research in Science, Technology and Mathematics Education, pp 62 – 63.
39. Mehrotra, S., Khunyakari, R., Natarajan, C. and Chunawala, S. (2004) Gendered communication in technology tasks: Glimpses of group interactions. In Proceedings epiSTEME-1: International Conference to Review Research in Science, Technology and Mathematics Education, p 120.
40. Khunyakari, R., Mehrotra, S., Natarajan, C. and Chunawala, S. (2003) Ideas about “technology” among middle school students in Mumbai – preliminary analysis of a survey. In International Symposium on Social production of knowledge through diversity of expressive modes, multiple literacies and bi(multi)lingual relationships at J. P. Naik Centre for Education and Development, Indian Institute of Education, Pune, 05 – 07 March.

Technical Reports (05)

1. Discipline, Welfare And Reforms: Everyday Governance of Prison Conditions in Telangana.
2. Pappu, R., Undurti, V., Surisetti, S., Khunyakari, R. and Sapra, I. (2015). Assessments at TISS: Suggested guidelines for enhancing quality standards. TISS Hyderabad.
3. Involved in the NID-TISS workshop on “Design in Curriculum” held at TISS, Mumbai during Nov 22 – 25, 2008 and helped in its documentation in the form a technical report.  
4. Mehrotra, S., Khunyakari, R., Chunawala S. and Natarajan C. (2003) Using Posters to Understand Students’ Ideas about Science and Technology Technical Report No. 1, 2002-03, HBCSE, February 2003.
5. Banerjee, R., Mehrotra S. and Khunyakari, R. (Eds.) (2002) Science Writing: Report on a course by Prof. H. C. Pradhan, Technical Report No. 6, 2001-02, HBCSE.

Educational Magazines (04)

1. Karandikar, R. and Khunyakari, R. (2019). Experimental activities in the article, A Milky Way To Learn Biology. iWonder, 3, 43-46, Azim Premji University. https://azimpremjiuniversity.edu.in/publications/2019/magazine/iwonder-issue-3
2. Khunyakari, R. and Takker, S. (2017). Challenging the notion of confined classrooms: Thinking of education beyond textbooks. The New Leam, Vol III, No.22-23, March- April, 23-27.
3. Takker, S. and Khunyakari, R. (2016) Reimagining the learning landscape. Teacher Plus, 14(2), 42-45.
4. Khunyakari, R. (2015). Re-thinking learning and assessment: Some concerns and prospects. Teacher Plus. July [ISSN: 0973-778]

1. Preliminary findings from an analysis of two phases of a study with District Institutes of Education and Trainings (DIETs) in Telangana State.

2. Co-Principal Investigator on the project on Reverse School Choice anchored by Tata Trusts, Mumbai. (2018-2020)

3. Collaborated on the Education component of a research project on Welfare and Reforms: Everyday Governance of Prison Conditions in Telangana, undertaken by Tata Institute of Social Sciences, Hyderabad. (2018-2019)

4. Multiple Languages, Literacies and Technologies: Multlingualism group, Frankfurt & Homi Bhabha Centre for Science Education, TIFR, Mumbai (2001-)

5. Investigation team on the research project, Studies on the biodiversity of NDA campus with special reference to vegetation monitoring. (Dec 1999)

Ritesh has engaged with teaching students at different levels. The following present a detail of courses that he has developed and offered:

PhD (Graduate programme at HBCSE, TIFR):
Early steps in educational research, Science Technology and Society

MPhil-PhD: Introduction to Social Sciences and Educational Research; Education Theory and Research Methodology; Culture, context and cognition; STEM education; Modern Indian Language Production (MILaP)

MAEd: Human Development and Learning; Cognition and Learning; Teacher Professional Development; Design and Technology Education; Science Education; Introduction to Education Research; Education Research Methods; Curriculum Studies; Teaching, Learning and Assessment

BASS: Introduction to Life Sciences; History and Philosophy of Science and Social Sciences; Education (co-taught course)

School students: As a resource person in resource camps preparing the selected students for the International Junior Science Olympiads preparations

MOOCs on TISSx: Assessment and Learning

Short-term courses for professionals: Practitioner research in education

Faculty development programmes: At various Central Universities in India, including TISS