International education has undergone seismic change in recent years. Technology has reshaped how students discover universities, how families make life-changing decisions, and how agents deliver trusted services. Yet, in this evolving landscape, one truth has become clear: success is no longer measured only by scale or speed, but by the integrity and impact of the ecosystem you build. Few embody this ethos better than Rahul Sachdeva, founder of Unizportal, UnizHome, and XTravel World.

Sachdeva’s story begins not in a global capital, but in Karnal, Haryana. From this small town, he has built ventures now valued at over ₹500 crores, connecting students with opportunities across 1,200+ global universities. His journey is compelling not because of the numbers, but because of the vision: technology as a bridge between aspiration and access, anchored in trust.

A platform beyond applications

Unizportal was conceived during the COVID-19 pandemic, when physical counselling offices were shuttered. Instead of seeing disruption as a setback, Sachdeva identified an opportunity: create a centralized, digital-first platform where students could safely engage with verified education agents and where agents could manage applications transparently.

But Unizportal has grown far beyond student applications. Today, the ecosystem includes UnizHome, offering secure, pre-verified student accommodation abroad, and XTravel World, a travel-tech solution designed for education consultants and agents to manage flights, group bookings, and commissions. By weaving these services together, Sachdeva is not just solving one pain point—he is building a comprehensive infrastructure that supports students before departure, at arrival, and beyond.

Building trust through transparency

One reason the study abroad industry has often faced scrutiny is the lingering perception of opacity in admissions, visas, and payments. Unizportal tackles this head-on by making every step 100% digital and traceable. Students and parents can track progress in real time; agents are held accountable through the system; even Sachdeva’s own team operates exclusively within the platform.

This commitment to transparency signals a model for the future—one where technology safeguards trust at scale.

From brain drain to brain gain 2.0

Critics often ask whether sending students abroad drains India of its brightest minds. Sachdeva offers a different lens. The diaspora, he notes, contributes over $100 billion annually in remittances. Many return as entrepreneurs, innovators, or university collaborators. The industry also fuels job creation within India – spanning visa experts, EdTech teams, and travel services. Platforms like Unizportal amplify this by empowering thousands of small-town agents to grow sustainable businesses, extending the benefits of global mobility deep into India’s economy.

Success with purpose

Perhaps what sets Sachdeva apart most is his insistence that impact is inseparable from business. UnizHome, for example, has pledged its first two years of profits to support girl child education in India. This is not a CSR afterthought; it is embedded in the business model itself. “Success is not just numbers or revenue,” Sachdeva reflects, “it is when a student from a small town says, ‘Because of your team, I made it to Canada.’”

A voice of the future

Rahul Sachdeva represents a new kind of leadership: visionary, yes, but also deeply values-driven. He is creating ecosystems that enable growth while insisting on accountability and social responsibility.

In an industry sometimes criticized for being transactional, Sachdeva reminds us that the real measure of success lies in the lives transformed and the trust sustained. His story is not just inspiration – it is a blueprint for what the future of international education should look like: impact with integrity.

In a bold move to revolutionize early childhood education, The Banyan, India’s premier preschool and daycare provider, has announced the integration of artificial intelligence across its centers.

Specifically designed to enhance learning for children aged 6 months to 12 years, the AI companion includes features such as voice recognition, sentiment detection, and personalized learning adaptation. Its introduction signifies a paradigm shift in education, making The Banyan an industry trailblazer.

With the global AI in childcare market on a steep rise, The Banyan stands at the forefront, offering advanced interactive learning experiences while prioritizing child safety through comprehensive safeguards and parental controls.

(With inputs from agencies.)

Key points:

By now, it’s no secret that phones are a problem in classrooms. A growing body of research and an even louder chorus of educators point to the same conclusion: students are distracted, they’re disengaged, and their learning is suffering. What’s less clear is how to solve this issue. 

Of late, school districts across the country are drawing firmer lines. From Portland, Maine to Conroe, Texas and Springdale, Arkansas, administrators are implementing “bell-to-bell” phone bans, prohibiting access from the first bell to the last. Many are turning to physical tools like pouches and smart lockers, which lock away devices for the duration of the day, to enforce these rules. The logic is straightforward: take the phones away, and you eliminate the distraction.

In many ways, it works. Schools report fewer behavioral issues, more focused classrooms, and an overall sense of calm returning to hallways once buzzing with digital noise. But as these policies scale, the limitations are becoming more apparent.

But students, as always, find ways around the rules. They’ll bring second phones to school or slip their device in undetected–and more. Teachers, already stretched thin, are now tasked with enforcement, turning minor infractions into disciplinary incidents. 

Some parents and students are also pushing back, arguing that all-day bans are too rigid, especially when phones serve as lifelines for communication, medical needs, or even digital learning. In Middletown, Connecticut, students reportedly became emotional just days after a new ban took effect, citing the abrupt change in routine and lack of trust.

The bigger question is this: Are we trying to eliminate phones, or are we trying to teach responsible use?

That distinction matters. While it’s clear that phone misuse is widespread and the intent behind bans is to restore focus and reduce anxiety, blanket prohibitions risk sending the wrong message. Instead of fostering digital maturity, they can suggest that young people are incapable of self-regulation. And in doing so, they may sidestep an important opportunity: using school as a place to practice responsible tech habits, not just prohibit them.

This is especially critical given the scope of the problem. A recent study by Fluid Focus found that students spend five to six hours a day on their phones during school hours. Two-thirds said it had a negative impact on their academic performance. According to the National Center for Education Statistics, 77 percent of school leaders believe phones hurt learning. The data is hard to ignore.

But managing distraction isn’t just about removal. It’s also about design. Schools that treat device policy as an infrastructure issue, rather than a disciplinary one, are beginning to implement more structured approaches. 

Some are turning to smart locker systems that provide centralized, secure phone storage while offering greater flexibility: configurable access windows, charging capabilities, and even low admin options to help keep teachers teaching. These systems don’t “solve” the phone problem, but they do help schools move beyond the extremes of all-or-nothing.

And let’s not forget equity. Not all students come to school with the same tech, support systems, or charging access. A punitive model that assumes all students have smartphones (or can afford to lose access to them) risks deepening existing divides. Structured storage systems can help level the playing field, offering secure and consistent access to tech tools without relying on personal privilege or penalizing students for systemic gaps.

That said, infrastructure alone isn’t the answer. Any solution needs to be accompanied by clear communication, transparent expectations, and intentional alignment with school culture. Schools must engage students, parents, and teachers in conversations about what responsible phone use actually looks like and must be willing to revise policies based on feedback. Too often, well-meaning bans are rolled out with minimal explanation, creating confusion and resistance that undermine their effectiveness.

Nor should we idealize “focus” as the only metric of success. Mental health, autonomy, connection, and trust all play a role in creating school environments where students thrive. If students feel overly surveilled or infantilized, they’re unlikely to engage meaningfully with the values behind the policy. The goal should not be control for its own sake, it should be cultivating habits that carry into life beyond the classroom.

The ubiquity of smartphones is undeniable. While phones are here to stay, the classroom represents one of the few environments where young people can learn how to use them wisely, or not at all. That makes schools not just sites of instruction, but laboratories for digital maturity.

The danger isn’t that we’ll do too little. It’s that we’ll settle for solutions that are too simplistic or too focused on optics, instead of focusing  not on outcomes.

We need more than bans. We need balance. That means moving past reactionary policies and toward systems that respect both the realities of modern life and the capacity of young people to grow. It means crafting strategies that support teachers without overburdening them, that protect focus without sacrificing fairness, and that reflect not just what we’re trying to prevent, but what we hope to build.

The real goal shouldn’t be to simply get phones out of kids’ hands. It should be to help them learn when to put them down on their own.