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The Age of Automated Academia

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The fate of academia finds itself in a peril as students resort to AI in writing their dissertations

Instagram has a new trend of “AI dissertations,” where students claim to proudly generate entire research projects using AI tools, questioning the absence of integrity, critical thinking, and originality in present-day academia. 

“Hey Chatbot, how do we write a dissertation? What should I include so that it looks AI-free? Can you write it for me?” Sounds ridiculous, right? Yet this was the exact scenario that came to my mind when I came across Instagram posts claiming, “Guys, this is how I wrote my dissertation using AI tools like ChatGPT and Claude.”

Satire aside, a genuine question emerges: a course that was designed to foster purely research-oriented discourse now appears to be deeply permeated by AI. Has it, in some sense, begun to lose its very essence? A more plausible narrative could have been, “Here’s how I used AI to enhance my research for my dissertation.” However, the shift toward complete reliance on AI to carry out the work itself feels deeply problematic.

But what does this situation actually signal? While exploring this issue further, I came across a research paper suggesting that students who lacked early access to AI tools in their academic journey were, interestingly, the ones who later relied on them the most. Why does this happen? The study pointed out that it was not fear or lack of capability; rather, AI appeared almost “magical” to them. Its promptness, speed, and range of outputs became the primary factors that drew them in.

This reframes the problem. The issue is not simply why students rely heavily on AI, but rather what institutions can do to establish clear boundaries and frameworks for its appropriate use.

Several articles addressing this concern highlight the absence of well-defined standards and policies to guide students. While modern scholarship continues to emphasize individual authorship and original research, it must also evolve alongside the inevitable integration of AI. The dominant concern now is that students who rely heavily on AI are not being assessed at a level that truly reflects their understanding. Many incorporate AI-generated concepts and ideas directly into their work, which undermines the traditional process of learning through trial and error. In such cases, students often grasp terminology rather than the underlying concepts.

A more effective approach to assessment, therefore, could involve shifting the focus back to the student’s reasoning. For instance, asking questions such as: Why did you choose this particular method? What alternatives were available? This would relocate the burden of critical thinking from the AI tool back to the student, encouraging deeper engagement with their own research process.

So, what can be the way forward? While it is both expected and necessary for students to understand the true essence of research and adhere to it ethically, it is equally important for institutions to acknowledge that AI is inevitable and will continue to penetrate academic spaces with increasing frequency. Rather than resisting this shift, the focus should be on developing clear policies and guidelines that not only reinforce the fundamental principles of how research ought to be conducted, but also equip students with an awareness of the limitations of AI. More importantly, institutions must guide students on how AI can be used as a tool to enhance their research, rather than allowing it to completely overtake the process.

In doing so, the goal should not be to eliminate AI from academia, but to integrate it in a manner that preserves critical thinking, originality, and intellectual accountability.

 

Read Also: Colleges across Delhi University crack down on low attendance, confusion persists

Image Credits: Screenshot from Instagram User @fragrance______

 

Rahul Kumar

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DUB News

Delhi High Court Directs Blocking of Sci-Hub and Libgen Amid Copyright Infringement Dispute

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Delhi High Court ordered the immediate blocking of Sci-Hub and Libgen for copyright violations after publishers’ suit; the move faces backlash from researchers citing high subscription costs and restricted access to essential scholarly work.

The Delhi High Court, in its bench led by Justice Manmeet Pritam Singh Arora, instructed the Ministry of Electronics and Information Technology and the Department of Telecommunications to block access to shadow libraries Sci-Hub and Libgen within 24 hours. The order mandates a ban on these apps with immediate effect. 

This comes as an outcome of a case in 2020 filed against these platforms by renowned publishing houses like Elsevier, Wiley Periodicals, and the American Chemical Society, which filed a suit alleging copyright infringement. They argued that the platforms gave access to copyrighted research papers without any prior approval.

After its initial proceedings, the Court prohibited the websites from uploading or sharing newly published works of the petitioners until further orders. Upon further investigation, it was observed that the articles published in 2022 were also later uploaded on Sci-Hub and another platform called Sci-Net, which violated the previous order. 

The founder of Sci-Hub, Alexandra Elbakyan, based in Kazakhstan, responded to the alleged violation by stating that it was a ‘technical error’ and that Sci-Net was a separate entity from Sci-Hub, which means the nonapplicability of the order to it. 

In February 2021, the Delhi Science Forum and the Society for Knowledge Commons intervened in the case, affirming that Section 52 of the Indian Copyright Act allows “fair dealing” of copyrighted works for research, which they argue protects platforms like Sci-Hub from liability.

Read Also: https://dubeat.com/2025/08/23/kmcs-project-samaavesh-rewrites-campus-life-for-visually-impaired-students/

Image Credits: Live Law

Divyanshi Dusad

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Campus Central

Uncertainty Shadows The Fourth Year of Delhi University’s NEP Rollout.

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As Delhi University’s four-year undergraduate programme enters its final year for the first batch under NEP 2020, students are met with confusion, institutional silence, and uncertainty over its value.

NEP 2020 had big dreams for education. It promised, among other things, a “more multidisciplinary undergraduate education.” Flagging the “lesser emphasis on research at most universities and colleges”, the policy framed research as the hallmark of a “great civilisation.”

To fulfil this vision, the four-year undergraduate programme (FYUP) was introduced. The new curriculum offers students the option to choose between three specialisation tracks in their final year – Dissertation Writing, Academic Projects, and Entrepreneurship. The first track is designed for those pursuing academic research, the second focuses on applied research, while the third allows students to develop entrepreneurial ideas. These components, worth 12 credits collectively, are meant to usher in undergraduate research as a formal part of the academic journey.

Delhi University was among the first central universities to implement the FYUP under NEP 2020, beginning in the academic year 2022–2023. The reimagined structure was presented as a transformative space to cultivate holistic, multidisciplinary inquiry, with the four-year format being positioned as the preferred option, offering students the opportunity to pursue a major alongside minors, engage in research, and explore broader intellectual horizons.

However, it seems to be that within its inaugural batch there is a general consensus that this ambitious experiment will promptly fall short of what it envisioned. Anecdotal evidence from students across colleges suggests that a significant number are choosing not to continue into the fourth year. While Delhi University has not released official enrolment statistics yet, student testimonials across different colleges and universities show a similar pattern of hesitancy and concern.

After graduating students have a few options. They typically pursue placements, graduate studies or prepare for competitive exams. The added fourth year has only intensified these pre-existing dilemmas, introducing a new layer of uncertainty.

For students interested in research, the fourth year appears redundant. The conventional path of a three-year bachelor’s followed by a two-year master’s continues to be the preferred model. Some students argue that it won’t match the depth and rigour of a two-year masters. Others are more cautiously optimistic. Tia Pandit, a Physics (Hons) student from Kirori Mal College, sees her decision as a calculated move to improve her chances of being accepted into postgraduate programs abroad. The capstone thesis and a minor in CS will, she believes, give her the academic depth many international universities look for.

Yet even those inclined toward research worry that the year may not deliver the value it promises. Khushi Aggarwal, an Economics (Hons) student from Hindu College, remarked,

DU often promises more than it delivers. For instance, it previously mentioned that under the NEP framework, internship opportunities would be provided in place of VACs or something similar, but that didn’t materialise.”

A principal from a prominent North Campus college told The Indian Express that students are at a crossroad, stating, “From a student’s perspective, there are now two choices – either exit after the third year and prepare for CUET-PG or CAT, or continue with the fourth year.“ He failed to take into account the fact that the students might just treat the fourth year as their preparatory gap year.

Aakriti Singh, a journalism student from Kamala Nehru College, asserted that it’s better to pursue a research degree rather than staying idle alongside preparing for exams. Similarly, Sreeja from Gargi College revealed,

More than half of my class is opting for the fourth year just because they couldn’t get better institutes for masters. All of us plan to study better for entrance exams this year rather than taking a gap year to go for masters next year.” 

Sarah Nautiyal, a BA (Hons) English student from Kirori Mal College, noted that most students, including her, see this period as a “gap year with benefits”. She emphasised that her decision to stay was influenced a lot more by the faculty because of whom the year “won’t be a complete waste”. 

This batch has already endured multiple institutional changes, from the introduction of CUET to the rollout of new course components like VACs and SECs, but the fourth year stands out for its sheer lack of clarity and institutional preparedness. There is near-unanimous agreement among students that colleges failed to adequately explain this entirely new system.

Tia recalls how, in her first year, her college had organised a detailed workshop to explain the newly introduced academic structure. In contrast, now in her third year, she says there has been complete silence around what the fourth year will actually entail. There have been no sessions, no official communication, and no clarity about the structure or content of the courses being offered. Far from guiding them through the process, many faculty members appear to be in the dark themselves, uncertain even about what courses will be offered. In fact, several professors have gone so far as to advise students against opting for the fourth year.

Extending the discourse upon the lack of clarity, Shrishti Shishodia, a Political Science (Hons) student from DCAC, supplemented its far-reaching influence on the careers of the students, stating, “The 4th year remains a bizarre idea for the students. Especially when the struggle to have a job in today’s market, embellished by concentrated competition in the few domains of respected employment avenues, is considered.”

The lack of clarity is only one part of the problem. Many DU colleges do not have the infrastructure to support a meaningful fourth year. Maya John, an elected Academic Council member and faculty at Jesus and Mary College, pointed out to The Indian Express that a majority of colleges lack the resources necessary for undergraduate research. There aren’t enough laboratories, classrooms, computer systems, access to original software, or additional funding and scholarships. Without these, the quality of academic projects and research output will inevitably suffer.

The fourth year, like many NEP reforms, seems to be detached from the ground reality and instead be driven more by ambition of outcome. As a result, students are inevitably caught in the crossfire, asked to commit to an additional year without any clarity, structure or institutional support needed to adequately transform the undergraduate experience.  They are, as Sarah emphasised, “guinea pigs”, participants in a policy experiment that remains worryingly underdeveloped.

Read More: Major DU PG Syllabus Cuts on Religion, LGBTQ+ and Pakistan Spark Faculty Divide

Image Credits: Devesh for DU Beat

Yashika Jain 

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Campus Central

UGC Likely to Extend Deadline for Research

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With libraries and educational institutions shutting down across the country due to Covid-19, the University Grants Commission (UGC) is expected to extend the submission deadlines for research work by six months.

Keeping in mind the problems faced by research scholars in undertaking research work in the ongoing pandemic and lockdowns, former Executive Council members of University of Delhi (DU) have appealed to the UGC to postpone the research submission date by at least six months. “In the current extraordinary situation of crisis, it is not possible to carry out research work since consultation of an expert is required and library resources are essential as all references/books are not available as e-resources”, they added.

Most of the research scholars were expected to submit their thesis in a stipulated time as set up by the Ordinance of the University and was due in March-April. However in the second week of March during the semester break, the university was declared closed till 31st March followed by a complete lockdown in the country.

The Federation of Central Universities’ Teachers’ Association (FEDCUTA) in a letter to the UGC Chairman, D P Singh wrote, “Many PhD and MPhil research scholars have been enabled to conduct research in this period. Absence of laboratory and library facilities except for select few e-resources have left scholars largely resourceless. They have not been able to do any field work too.” They also pointed out that the pandemic has affected the mind frame of the research scholars and disrupted the pace of their work.

“We request you to take cognizance of the difficult circumstances and issue instructions to universities to give an extension of six months to all scholars across the country who were due to submit their thesis/dissertations or hold their pre-submission seminars,” they added.

With multiple requests being made for the extension, the UGC Chairman stated that a seven-member committee had been formed to discuss changes in the academic calendar due to the lockdown and that the next session would be started right after it is lifted. He asserted on avoiding any delays thereafter in the examinations as well.

Taking into account the uncertainty in the current situation, UGC is likely to extend the research deadlines and an official announcement is expected to be made soon.

Feature Image Credits: Zee News
Feature Image Caption: DU appeals to UGC for extending the deadline for submitting research by 6 months.

Aishwaryaa Kunwar

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DUB Speak

Hacking the Delete Button of your Brain

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The advancement in neuroscience and continuous research proved that the brain erases a lot of stuff.  Here is a take on how to do it voluntarily.

The results of science and technology are no less than fascinating. The brain is one of the most complex organs to be studied, and scientists have not known a lot about it leading to intensive and continuous research in neurology. Finally, experiments and studies have finally revealed that our brain has a “delete button” which all of us can access.

A report published in Daily Amaze talks about how the brain functions and as a process of its functioning, it erases memories. The cells that remove waste from the brain by glial cells. These cells are also the very cells that speed the signals between neurons. The report emphasised the importance of sleep. While we are asleep, the brain cells shrink  their size by more than 50% enabling these glial cells to create space, i.e., remove waste from the brain. An exhausted and sleep-deprived brain would mean that the glial cells won’t be able to remove waste and add to the misery.

So, what does this mean? Well, it certainly would make all the sleep lovers happy and probably encourage to sleep for as long as possible. This article does provide scientific reasons to encourage sleeping though. But, the important point here is that we need to maintain a balance of sleep in our brain. We need to ensure that our brain needs to remove waste and this would require sleeping. So yes, you might need to think before planning to study overnight before exams hoping you will make through. This is also the very reason power naps are recommended while studying. Also, the other important thing which this study implies is once we wake up from sleep, we will be fresher, more observant and more grasping. It will be because we will have enough space in our brain to learn. Not to mention, it will also be more efficient meaning it will work better making us a bit sharper mentally.

Now, the best part of the story. How to control it? Well, there’s a simple solution to it mentioned in the report. The less you think of something, the higher are the chances of  that thought fading away from your brain. Well, this isn’t the most tempting answer to the question but accept it or not, this is what is actually happening inside our minds. The major concern here is that we have difficulties in letting go of something because it has such a huge impact on us. Naturally, we would want to delete something that is negative and not something we want to be reminded of. Again the question, how do let go of such thoughts?

We can’t control what comes in our minds but we can control what do we want to think of? It’s easier said than done,but  that’s the challenge. How can we feel a great impact on ourselves if it isn’t challenging enough? There’s no rocket science involved in bringing a change in ourselves. It’s not a difficult math question involving formulas to find the answer. All it takes is our willingness and patience to wait until we experience a change. We have been hearing these things now and then. These scientific conclusions confirm that these “teachings” actually work. Eventually, it just comes to us and we need to decide whether we are capable enough of inducing a change in ourselves or not.

 

Image Caption: The brain has a delete button and there’s way to use it

Image Credits: HEALAM

 

Karan Singhania

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DUB Speak

Why is the glass half-empty: Delhi University students do not wish to be DU lecturers

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Graduating from University of Delhi (DU) is still considered prestigious, but why do the same students with all the merit, never want to return as teachers to their own University?

 

In a few months, a prestigious University of Delhi (DU) degree in hand, the real world with its blankness and stiff competition will begin to look curiously topsy-turvy for most third-year students. Those rose-tinted glasses, which made life in college appear idyllic for two years, will have to be inevitably chucked aside in favour of the grittier, ‘realistic’, adult perspectives which only point to one of these two scenarios, in case you are a third-year student: either you have zeroed in on an employment/higher education opportunity which you feel reasonably confident about cinching, or, you have your feet pointing in multiple directions and in no particular direction at the same time. Either way, your ultimate goal is viable employment. But what if your feet took a U-turn and chose to come back to the University, looking for employment? In fact, how do students in DU truly feel about coming back and teaching at the University one day?

“I don’t feel comfortable with the idea of becoming a university lecturer. It’s highly unstable [as an employment opportunity]… Look at the state of our universities today; there is no freedom of speech and the way our ad-hoc teachers are treated is inhumane. My teachers themselves tell me not to become a lecturer. What more do I need as a proof?” says a Botany student from the North Campus.

Delhi University Teachers' Association strike
Delhi University Teachers’ Association strike

I remember one of my teachers in the English department attesting to something similar: the foundations of higher education in India are so shaky that the next generation dare not step on it, from fear that the existing plane may collapse too. Over the last one year itself, numerous national dailies have covered the Delhi University Teachers’ Association (DUTA) protests for pay-rise and against the lack of permanent positions for lecturers, the overwhelming despair and suicides of PhD research scholars when they stared at their bleak future, shutting down of centres for the Humanities in several colleges, protests against the teaching of liberal ideas and values in universities such as Jawaharlal Nehru University (JNU), and many other related events. If a severe lack of funding plagues the Arts departments across India, the treatment meted out to lab assistants and ad-hoc lecturers in the Sciences fares no better. Teaching in a university, in short, comes with more perils than advantages.

“It’s sad, but the truth is that even I would not recommend any student to become a lecturer these days,” I recall overhearing a teacher telling another in the corridors of my college once. One after the other, as attacks mount upon the state of university education in our country from all sides, it becomes viable to look for alternatives. There are private-sector jobs and the ever desired civil services exams eyed by more and more students as the pool of competition widens further and further. Some even question what the point of an M.A. degree is, if the road to research scholarship and teaching appears this murky.  And if things are bad today, how much worse can they get tomorrow? It seems as if one door will shut forever for most of us, by the time we leave DU with our degrees next year.

 

Feature image credits: YourStory

Image credits: DU Beat

 

Deepannita Misra

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Javedkar Announces that Conducting Research for Teachers is Not Compulsory for Promotion

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The Union Human Resource Development Minister Mr. Prakash Javadekar was addressing a gathering at Deen Dayal Upadhyaya College at a programme on higher education, organised by the Akhil Bhartiya Rashtriya Shaikshik Mahasanga (ABRSM).

Mr. Javadekar, on Saturday, said college teachers will no longer have to compulsorily conduct research to be eligible for promotions. Instead, they can choose to engage in a community or student-related activity, based on which they will be assessed.

“We are going to do away with the mandatory clause of research for college teachers seeking promotions,” Javadekar said. “An official announcement in this regard will follow soon. Instead of that, I want teachers to be engaged in student activity. We will make one community activity or student activity mandatory,” he added.

Mandatory research for college teachers has brought down the quality of research, Javadekar said. The research will continue to remain mandatory for university professors who guide M Phil and Ph.D. scholars.

Mr. Javedkar addressed the curse of “ad-hocism” prevalent in DU and promised “completing the process of regular appointments within a year.” He also insisted that long serving ad-hoc teachers compete in the recruitment process.

He promised that the 7th Pay Commission recommendations would be implemented for the teaching community “very soon.”

Some of the points of his speech ranged the bell of concern in the mind of teachers. He has made up his mind to introduce compulsory student feedback in API calculations for promotions. He has insisted to linking funding of institutions to performance. He made up his mind to introduce “graded Autonomy” for institutions. He has threatened to shut down the colleges that are not able to perform well as per NAAC and NIRF. He has made up his mind that Grant Funding of Institutions has to be replaced by Loan Funding through HEFA.

ABSRM, which has contributed an NDTF presidential candidate for the DUTA election welcomed the speech but DTF’s candidate is skeptical about the speech. He believes there should have been questions on Mr. Javedkar’s speech and should have tried making government more accountable.

 

 

Feature Image Credits: The Indian Express

 

Sandeep Samal

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DU research team identifies trees for air purification

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If the multi-spheres of pollution are humanity’s most significant survival battle today, then the planting of trees is claimed to be the biggest contributor in cleaning the air which serves as the life valve of every species. Daily reports allude to the deteriorating air, aquatic, and land quality owing to a multitude of reasons. Luckily, this World Environment Day, new research about countering air pollution has been discovered.

A team of researchers from the University of Delhi has identified five trees which might be instrumental in tackling the plight of the degraded quality of air. Plants are known to act as air purifiers by sucking up and trapping harmful gases and particulate matter. The team comprises of 16 members – three assistant professors and 13 students – who collected data on air pollution and the dominant tree colonies from five areas – Mandir Marg, Civil Lines, Anand Vihar, RK Puram, and Punjabi Bagh – over a period of a year from September 2015 to September 2016.

According to their research, certain trees with inherent qualities contribute in cleaning the city’s air more than others. Dr. Vijay Thakur, Assistant Professor of Botany at Shivaji College, comments, “But not all plants have the same ability to bring down pollution and clean the air. Our research shows that there are some trees such as peepal, saptaparni, and jamun which help to clean the city’s air more than others.”

“We compared the levels of five pollutants — PM2.5, PM10, NOx, SOx, and ozone — in these areas as measured by the monitoring stations and then studied the dominant tree colonies,” he added, when speaking to a popular national daily. The parameters considered for the study included the tree’s height, canopy size, leaf size, shape and orientation of leaves, leaf characteristics, dust accumulation, and other factors that were studied in the laboratories.

The results found that areas such as Mandir Marg and RK Puram have lower pollution levels as compared to Anand Vihar and Civil Lines, which are highly polluted areas. These findings conformed to their hypothesis wherein areas which were dominated by trees such as peepal, jamun, devdar, champa, and saptaparni registered lower levels of pollution. Civil Lines, which has trees such as Vilayti Kikar, on the other hand, observed high pollution levels.

“We found that these five trees were able to trap more pollutants, including PM2.5 and PM10, than others. Their leaf structures were such that they helped to trap more dust and other pollutants,” said Dr. Kumar.

Concretisation, infrastructural toll, falling groundwater, termites, bugs, and ageing continue to be the biggest threats to the health of trees occupying the Delhi region. According to statistics, 15,000 trees were felled in Delhi in the last three years for development projects, and there is currently 299.77 sq. kms. of green cover in the national capital.

The project, in addition to testing the ability of a tree to absorb pollution, also studied the presence of birds as bio-indicators of a healthy tree. “It was found that some trees, such as the peepal, not just helped to bring down pollution levels but also supported a wide range of bird species. The grey hornbill and brown-headed barbet were found in large numbers in areas which were dominated by trees such as peepal,” said Dr. Virat Jolli, Assistant Professor of Zoology at Shivaji College.

The project titled “Amelioration of Air Quality in Urban Ecosystem of Delhi – Role of Avenue Trees” was mentored by the ecologist and emeritus professor of Centre for Environmental Management of Degraded Ecosystems, CR Babu. Funded by the University of Delhi, the findings will soon be published in a peer-reviewed journal.

 

Feature Image Credits: TheHealthSite

Saumya Kalia
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DUB Speak

The Importance of Undergraduate Research

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With a bundle of high hopes, millions of students enter their college classrooms every year. Some think of changing the world while others swear to change themselves and acquire the skills which boundaries of school life did not allow. Be it History or Psychology, English or Metallurgy, students show a high interest in their subjects for the first few days of college but this fire dies out the second they are faced with long reading lists and a cumbersome syllabus to cram. Our University does not provide the option of an in depth academic exposure to a subject in the undergrad level. Thus, undergraduate research still remains that big elephant whom the system has failed to tame.

Undergraduate Research provides an exposure for students to explore the academic boundaries of the subject of their choice. They are told to choose a project under a supervisor (researcher) and under his/her guidance, learn to do a research. It includes their introduction to research methodology and various research tools that are used by researchers around the world. This academic exposure not only gives them an edge over the traditional Bachelor’s degree but also a preference over others while applying for a graduate school abroad.

The projects that are chosen by or provided to the candidates are mentored and supervised by a professor with a good background in the chosen subject of research. This in turn, builds a better rapport between students and professors and often helps the students to get good recommendations from their supervisors. Having worked with the student closely, the professor also gets to know him/her better which later becomes useful in filling out the recommendation letters of those applying for admissions abroad.

The research work that a student does can be presented at various conferences, paper presentations and even poster presentations in colleges of their parent university or other universities. This helps them form meaningful connections with other research scholars, working in the same field at an early stage.

Even though a majority of the students lack an in depth knowledge of their subject at this level, it is their curiosity to learn which becomes valuable to the research. Sometimes, their exploratory minds come up with incredibly breakthrough ideas or observations which tend to become a matter of further study.

In fact, nowadays, even employers across several hiring platforms look for candidates who can brilliantly take a lead in various projects for their companies. A successful undergraduate research spanning for a couple of months in summer or an experience of an yearlong research would be like an icing on the cake for all the students in search of employment opportunities after college.

Therefore, students in India can explore the opportunity of Undergraduate Research at various Universities like IITs, IIMs and other Universities. Delhi University offers the option of Undergraduate research in form of various Innovation projects to its students.

Image Credits: www.shutterstock.com

Srivedant Kar

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Top Picks

The #1 post exams to-do list

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post exams

What now, once the ordeal is over? Nothing planned? Well take some hints from us, and live a little after the torture of a month.

1. Work/Internship

While mostly applications have to be submitted well-in-advance, you may still be able to find work or pursue an internship after your exams. It is a great opportunity to learn something and add it to your CV, and even a better way to make contacts in the industry.

2. Join a course

There are enough online/offline courses in the market. Go and learn something that helps you in future or maybe just boosts your interest. It does not have to be academic only.

3. Go on a trip

While road trips are the quickest and easiest, even visiting your extended family is not a bad option. A trip or maybe just a change of atmosphere will refresh you, and even give you a new zeal for the term ahead.

4. Binge on TV/Movies/Books

It is the right time to visit or re-visit those characters and their journeys that you patiently waited for all this time. Start reading a new series, after having devoted time to your course for six months. Relax and have the time of your life.

5. Social Service

It is harmless to utilize your time by teaching or volunteering for an NGO. It may just give a purpose to your life. Or just go to an orphanage or old-age home, and spend some quality time with people you don’t know. It will not only make you feel better, but will bring a smile to somebody else’s face.

6. Research

No matter what year you are in, it is never too late or too early to look up the internet. Even if you are sure, what you want to do in life and what your career will be, search options and maybe probable routes to achieve your dreams. Gain some knowledge and be surprised, if not confused!

Finally, sleep. You deserve it.

 

Ayesha Sareen

[email protected]

Image credits: http://24.media.tumblr.com/

 

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