CM Sukhu Eyes AI and Coding in HP School Curriculum
Synopsis
Key Takeaways
A student's sharp question at a government school in Mehla may have just nudged Himachal Pradesh's education policy forward. Himachal Pradesh Chief Minister Sukhvinder Singh Sukhu visited Rajkiya Model Senior Secondary School, Mehla on Friday, 6 November 2026, where a young girl asked him directly: in the age of AI, what is the state doing to secure students' futures?
Sukhu's answer was candid. The state government, he said, is actively considering adding Artificial Intelligence, Machine Learning, Data Science, and Coding to the school curriculum. He added that Technical Education Minister Rajesh Dharmani is currently studying the matter — a signal that the idea has moved from conversation to formal examination.
A Student's Question That Reflects a Wider Demand
The exchange at Mehla was not just a photo moment. Government school students across Himachal Pradesh — many from rural and semi-urban backgrounds — are increasingly aware that the job market is shifting beneath their feet. The girl's question captured a generational anxiety: will the system equip us, or leave us behind?
That anxiety has a policy anchor. The National Education Policy 2020 explicitly recommended introducing coding, AI concepts, and computational thinking from Class 6 onwards, pushing states to align their curricula with digital-era demands. Several Indian states have already launched pilots or formal revisions to bring AI and coding into government classrooms.
Where Himachal Pradesh Stands — and What Comes Next
Himachal Pradesh has not yet issued a formal curriculum notification. The Chief Minister was careful to frame the development as a consideration under study, not a done deal. Minister Dharmani's review is the next critical step — its outcome will determine whether teacher training, textbook revisions, and infrastructure investments follow in the next academic year.
The stakes are real. Bridging the urban-rural digital divide in emerging technologies is precisely the kind of intervention that can either compound inequality or begin to close it, depending on how rigorously the rollout is designed. A curriculum line item without trained teachers and working computers changes very little on the ground.
The student at Mehla asked the right question. Now the government has to deliver the right answer — in classrooms, not just on social media.