Education is the necessity and the right of every citizen. A stringent gap has been found between the facilities having the enriched education pertaining to primary, secondary and higher levels. Many acts/rules/schemes have forged to bring up a colossal in the education sects by Government of India and the State Governments. One among is the DIKSHA. DIKSHA is a unique initiative which leverages existing highly scalable and flexible digital infrastructures, while keeping teachers at the center. It is built considering the whole teacher's life cycle - from the time student teachers enroll in Teacher Education Institutes (TEIs) to after they retire as teachers and it’s a fact that of the total 1.07 Crores persons employed in the school education sector, about 67 lakhs are employed as teachers.

Smart Education is the abbreviation for Self-directed, Motivated, Adaptive, Resource-enriched, and Technologies-embedded. The Smart Learning objective is Specific, Measurable, Attainable, Relevant, and Time-framed; it is also a statement describing an intended outcome and lastly describes intended participant performance by the end of the training session. The Smart Education can initially be seen from two perspectives. On one hand, with reference to all dimensions in Smart Cities, one intends to implement and foster smarter education, enabling a learning infrastructure that is flexible, interconnected, and productive. On the other hand, it is also necessary to draw people’s attention to the new world of Smart Cities, making them aware of the concepts, underlying technologies, and understand their very role in the smartification process.

In India, many teachers are creating & using innovative tech-based solutions in their classrooms. Some state governments have also initiated programs to support their teachers digitally. This inspired MHRD and NCTE to coordinate these efforts at a national level and build DIKSHA. States, government bodies and even private organisations, can integrate DIKSHA into their respective teacher initiatives based on their goals, needs and capabilities. They can use DIKSHA's features to create:

1. In-Class Resources
2. Teacher training content
3. Assessment aids
4. Teacher profile
5. News and announcement
6. Teacher community

These features have emerged from consultations with multiple state governments, NGOs and more than 30 public and private organisations, which have collaborated in contributing to DIKSHA.

Where are the assertion required to reinforce the Smart-Education and Smart Learning?

Assess learning—to make it a serious goal. This means using well-designed student assessments to gauge the health of education systems (not primarily as tools for administering rewards and punishments). It also means using the resulting learning measures to spotlight hidden exclusions, make choices, and evaluate progress.
Act on evidence—to make schools work for all learners. Evidence on how people learn has exploded in recent decades, along with an increase in educational innovation. Countries can make much better use of this evidence to set priorities for their own practice and innovations.
Align actors—to make the whole system work for learning. Countries must recognize that all the classroom innovation in the world is unlikely to have much impact if, because of technical and political barriers, the system does not support learning. By considering these real-world barriers and mobilizing everyone who has a stake in learning, countries can support innovative educators on the front lines.

Why not teach digital literacy to keep children informed, engaged and safe online?

The actions should include greater collaboration between governments and technologists to develop ICT platforms and curricula from primary school through high school, supporting online libraries and expanding the capacity of public libraries to teach digital skills; investing in teacher training in digital technology; teaching children how to recognize and protect themselves from online dangers; and making digital citizenship a core component of digital literacy instruction.
The key points have tried to address the assessed problems and coverage the drawbacks into a healthy and smarter education-learning environment.

1. Training for the Smart Classroom Management and Maintenance.
2. Highly restricted use of Internet in the School/College Premise-Introduction of firewalls.
3. Introducing the practical learning principles
4. Removing the Language barriers by introducing the Language Labs [Assessed]
5. An open learning environment: Having an Open Lab Environment
6. Interactive and educative sessions across the curricula
7. A Perfect ESL Labs striving for the better Language uphold

Many societies and central government bodies had their own significant contribution in the arena of Smart Education and Learning viz, (DSH) Digital Study Hall, Tata Institute of Social Sciences, i-Saksham, British Council, Teachers of India.

To provide for the aspirations and needs of the citizens, urban planners ideally aim at developing the entire urban eco-system, which is represented by the four pillars of comprehensive development-institutional, physical, social and economic infrastructure. This can be a long-term goal and cities can work towards developing such comprehensive infrastructure incrementally, adding on layers of ‘smartness’. Thus, in the perspective of doable, hands are put together to uphold the education in the deficient cities and jurisdictions. Smarter and more economical solutions are to be put together to build a Smarter Learning inducing technology in the veins along.