Asian Journal of Education and Social Studies

Atal Tinkering Lab (ATLs) is a significant initiative of NITI Aayog, Government of India, and it aims to foster critical thinking, creative thinking, experiential learning and innovation in STEM education, which is aligned with the goals of the National Education Policy, 2020. ATLs promote an innovation and entrepreneurship culture in schools and prepare learners to become 21st-century learners. This study has examined the status of Atal tinkering labs (ATL) operating in schools of the Western Region from the perspective of students and ATL in-charges. The study used a survey method based on questionnaires to determine the status of ATL in schools of four states of the western region. The data was collected from 509 students and 16 ATL in-charges from different schools of the four states (Chhattisgarh, Madhya Pradesh, Gujarat, Goa) of the Western Region of India by the use of stratified random sampling based on urban and rural settings. The study utilised self-developed questionnaires (validated by various experts) to gather the opinions of students and ATL in-charge on the usage of ATL in schools. The data was analysed by the use of quantitative approach, such as percentages. The results highlighted that the highest daily usage of ATL is in urban schools in Chhattisgarh, with a significant number of students participating weekly. It was also found that most students engage in ATL activities for 1-2 years and receive consistent support from ATL in-charges. Accessibility of ATL facilities beyond school hours is relatively high, particularly in rural Madhya Pradesh. Regarding the motivational factors for participation, a strong interest in science and technology was the highest contributing factor, and it was also found that there was a moderate positive influence of ATL engagement on students' career choices. The findings of this study also revealed that most ATL in-charge have favourable or positive views regarding the various dimensions of functions of ATL in their respective schools, such as availability of functional infrastructure, receiving grants (tranche 01), thematic integration of science and technology, and academic leadership influencing ATL implementation. However, most of the ATL in-charges have a negative perspective on various dimensions of the function of ATL, such as very few schools have a collaboration with other institutions, and they did not receive the tranche 02 and tranche 03 grant. Therefore, it is a need of the hour to integrate ATL in STEM education at the secondary level, and there is a need for capacity building of teachers, curriculum modification, providing adequate resources and financial support, and effective monitoring, etc., to effectively implement on the ground level.