AICTE Training And Learning (ATAL) Academy (2023)

Policy Update
Khushi

Introduction

In today’s fast-paced world, where technology seems to leap ahead every week, teachers don’t just teach, they innovate, adapt, and evolve alongside their students. Recognising this drastic shift, the All India Council for Technical Education (AICTE) launched the ATAL (AICTE Training and Learning) Academies in 2019. The aim was both straightforward but ambitious, helping teachers stay updated so they can, in turn, prepare students for a changing world.

Educational reformers have often said, “When teachers grow, students grow.” ATAL wasn’t just another training program, it was a national initiative meant to give faculty hands-on experience in rapidly advancing subjects like artificial intelligence, cybersecurity, data science, and 3D printing. And yes, it also sought to bring classroom content closer to what industries actually need.

Functioning

ATAL Academies run under the Ministry of Education, using a hub and spoke model. There are 18 regional centers across India partnering with top institutes, like IITs, NITs, and AICTE-approved colleges, to run five-day Faculty Development Programs (FDPs) throughout the year. These FDPs are a mix of theory, lab exposure, interactive discussions, and even guest lectures from industry experts.

Faculty members holding full-time positions at AICTE-recognised institutions are eligible to apply for ATAL Faculty Development Programmes (FDPs). The registration process is conducted online via the official ATAL portal, where applicants can browse available programs based on subject area or region.Given the high demand for these programs, seats are often filled rapidly. For instance, in 2023–24 alone, over 2,000 Faculty Development Programmes were conducted, yet registration windows for many courses closed within 24 to 48 hours due to overwhelming interest.

With over 5.5 lakh faculty members trained cumulatively since the program’s inception, the scale of participation clearly reflects both the urgency and popularity of these training opportunities. To ensure equitable access, participation is restricted to a limited number of FDPs per faculty member each year.

The scope of ATAL programs extends beyond purely technical subjects. In addition to areas like artificial intelligence and data science, the curriculum includes sessions on entrepreneurial thinking, leadership development, mental health, and social responsibility. This reflects a holistic understanding of teaching as a profession that demands not just subject expertise but also personal growth and broader societal awareness. Participants receive certificates upon successful completion of the course, which often contribute positively to institutional accreditation and faculty evaluations.

The onset of the COVID-19 pandemic posed a significant disruption, yet the ATAL initiative adapted swiftly. Faculty Development Programmes transitioned to online and hybrid formats, enabling greater accessibility, particularly for faculty in tier-2 and tier-3 cities who could now participate without the burden of long-distance travel. However, this digital shift also Exposed structural gaps, such as inconsistent internet connectivity and digital fluency issues, especially prevalent in underserved regions.

Performance

ATAL’s growth has been nothing short of staggering. In the first year, 2019, it trained around 4,000 faculty members. By 2022–23, that figure exploded to over 160,000. And in 2023–24, more than 2,000 FDPs were delivered across 1,000+ institutions, covering 22 emerging themes, from blockchain to entrepreneurship and mental health.

ATAL has reached more than 550,000 faculty members. That’s across every single state and union territory, even places that rarely get featured in national educational conversations. For many of these educators, ATAL was their first deep dive into digital classrooms or hands-on labs and that has ripple effects.

Impact

The ATAL Academies have brought about a meaningful shift in India’s technical education ecosystem by placing faculty development at the heart of educational reform. For many educators, participating in these programs has not only enhanced technical competence but also renewed their confidence in teaching modern, fast-evolving subjects. With hands-on training in areas like artificial intelligence, cybersecurity, and data science, faculty are now more prepared to make their classrooms engaging, relevant, and aligned with current industry needs.

This professional growth has led to visible improvements in curriculum design, as educators bring back new tools, ideas, and teaching strategies to their institutions. In many cases, this has contributed to higher institutional scores and fostered a stronger culture of academic quality. One of the most notable outcomes of the program has been its ability to bridge the gap between academia and industry.

Through sessions led by professionals and researchers, faculty gain valuable insights about real-world expectations and trends. Feedback from participants consistently highlights how impactful these programs have been, not just in enhancing teaching methods, but also in boosting student engagement and encouraging collaboration among peers. Beyond numbers, the ATAL Academies have helped create a more connected, future-ready teaching community across the country.

Emerging Issues

While the ATAL Academies have made commendable strides, there are still a few areas that need thoughtful attention to ensure deeper and more inclusive impact. One key challenge is the digital divide. Although the shift to online and hybrid modes has expanded outreach, many faculty members in remote or underserved regions continue to struggle with poor internet connectivity and limited digital fluency, which affects their ability to fully benefit from the programs.

Another concern is maintaining quality across such a large and growing number of Faculty Development Programs. As participation rises, it becomes increasingly important to have standardised tools to assess the effectiveness of each training session and track how it translates into improved teaching or student outcomes. Industry involvement, though present in many sessions, often remains limited to one-time lectures or short-term interactions. There is a growing need for more sustained mentorship models, where faculty can continue to engage with industry experts even after the program ends.

Language is another barrier that often goes unnoticed. Since most FDPs are conducted in English, faculty members who are more comfortable with regional languages may find it harder to fully engage, limiting the inclusivity of the initiative. Addressing these challenges with empathy and innovation will be key to making the ATAL Academies truly accessible and impactful for all educators, regardless of their location or background.

References

All India Council for Technical Education. (n.d.). ATAL Academy Portal.

ATAL – AICTE Training And Learning (ATAL) Academy

All India Council for Technical Education. (2023). Annual report 2022–23. Government of India.

404 page | All India Council for Technical Education

Ministry of Education. (2020). National Education Policy 2020. Government of India. NEP_Final_English_0.pdf

Press Information Bureau. (2022, September 16). AICTE’s ATAL FDPs cross 5 lakh mark; transforming technical education through faculty upskilling.

Press Release:Press Information Bureau

About the Contributor

Khushi is currently pursuing her third year of B.A. (Hons.) in Economics from Panjab University, Chandigarh. She is affiliated with IMPRI as a Research Intern, with a keen interest in public policy, education, and development economics.

Acknowledgment

The author extends sincere gratitude to Ms. Aasthaba Jadeja for her invaluable guidance and mentorship throughout the research process.