Empowering Young Minds: MUN Insights and the Art of Mulling Over Ideas

How often do we get the chance to witness students taking full ownership of a situation, driving their tasks forward with independence and purpose? While such opportunities may seem rare, they are indeed more common than we think. One such occasion, I had the privilege of observing the Intra-School MUN (Model United Nations) event at National Public School ITPL.

Having been a teacher for nearly two decades, I’ve had considerable insight into the dynamic of student learning. However, this event offered something far beyond the usual. The entire process was uniquely student-driven—proposed, initiated, and curated collaboratively. It all began with a student idea that was organically presented to the Academic Dean and, through persuasive efforts, was approved.

What stood out during my interactions with the students was their unfiltered passion and determination. Their motivation was clear: the topic of interest, the rigor of active learning, and the opportunity to simulate real-world’s think tanks. These young minds were role-playing powerful entities, testing their abilities to engage with complex global issues and developing their skills in ways that went far beyond the classroom and the routines of everyday learning.

This event exemplified the incredible potential within students when given the freedom and responsibility to shape their own learning experiences. It was a reminder of the importance of nurturing such opportunities, where students can take charge, collaborate, and thrive in an environment that encourages autonomy and innovation.

Time and again many renowned psychologists have based their claims on the empirical research, emphasizing the importance of cultivating independence in young adults as a vital ingredient to their comprehensive growth and development by solely empowering them to become confident, self-sufficient adults. 

Jean Piaget highlighted that independence during adolescence helps build cognitive autonomy and self-efficacy to highlight their evolution. Parallelly, Erik Erikson also emphasized that this stage is crucial for forming a strong sense of identity, with autonomy playing a central role and Carol Dweck’s research on mindset underpins encouraging young adults to view challenges as growth opportunities, fostering resilience and a proactive approach to problem-solving. Additionally, Albert Bandura’s social learning theory suggests that young adults gain confidence, independence and get influenced by observing others take charge. Empowering young adults with independence helps them develop confidence, self-direction, and the skills to navigate adulthood successfully.

Mentioning which, the Intra-School MUN event was not just a learning experience; it was a testament to the transformative power of student-led initiatives. It highlighted the value of empowering students to take charge of their education, fostering a sense of ownership and responsibility that extends far beyond the classroom. Such experiences are crucial in developing well-rounded, confident individuals who are prepared to navigate the complexities of the world with creativity, critical thinking, and a strong sense of purpose, underscoring the importance of creating spaces where students can lead, innovate, and make meaningful contributions to their learning journey—ultimately shaping them into the changemakers of tomorrow.

To sum up the teen scene, it is time about to render them opportunities sporadically in the mayhem of academics where they can find their own feet by engaging in sparring—debating, problem-solving, and collaborating—where they strive to thrive. Let us together think of cultivating an environment that encourages young adults to take ownership of their learning and growth whether at home or school.

Manita Hathi

Public Relations Officer

National Public School ITPL