Uttar Pradesh : government has introduced significant revisions to Class IV textbooks that will be implemented across more than one lakh council-run primary schools starting from the 2026–27 academic session. These changes are designed to align school education more closely with the cultural environment, social context, and learning needs of students in the state. The revised textbooks aim to make learning more relatable, locally relevant, and meaningful for young learners while maintaining academic consistency.
One of the main objectives behind revising the textbooks is to ensure that children can easily connect classroom lessons with their surroundings. Educational planners observed that many earlier references, examples, and illustrations were drawn from regions outside Uttar Pradesh, which sometimes made it difficult for students to relate to the content. The new editions seek to bridge this gap by incorporating familiar cultural symbols, names, traditions, and examples that reflect everyday life in the state.
This approach supports experiential learning, where students grasp concepts better when they are linked to their own environment. The revised content also reflects a broader educational philosophy that values local heritage while building foundational academic skills.
The mathematics textbook titled Ganit Mela has undergone a notable revision in its fourth chapter, which focuses on understanding large numbers in daily life. Earlier editions of the chapter included an illustration of a Jain temple located in Karnataka, along with related numerical exercises. In the revised version, this illustration has been replaced with a depiction of the Shri Ram Temple in Ayodhya, accompanied by new questions based on the same mathematical concepts.
According to curriculum developers, the mathematical learning outcomes remain unchanged. However, the contextual shift allows students to engage with numbers through examples that are more familiar and culturally significant within Uttar Pradesh.
Beyond mathematics, textbooks for Hindi, environmental studies, and art have also been customized. Characters and references that previously reflected southern Indian contexts have been replaced with names and symbols commonly found in northern India. For instance, character names such as Gudappa and Muniamma were replaced with Ganesh and Meena. Similarly, illustrations featuring coconut trees were substituted with aonla trees, which are more commonly associated with the region.
These changes were made to ensure linguistic and cultural comfort for students, helping them better understand narratives, exercises, and illustrations without feeling disconnected from the content.
The Class IV Hindi textbook Veena saw several lessons being replaced or updated. Some stories were substituted with alternative lessons sourced from other state-approved educational materials. The goal of these replacements was to introduce narratives that emphasize moral values, resilience, and honesty, while also ensuring age-appropriate language and comprehension levels.
The revised lessons are rooted in familiar storytelling traditions and aim to enhance reading interest among students. Educators believe that these updates will encourage better engagement and improve language skills by using stories that resonate with local cultural understanding.
The art textbook Bansuri has been expanded to include regional art forms alongside previously included traditions. While earlier editions focused primarily on South Indian Kolam patterns, the revised book now also explains Chauk Purana, a rangoli-making tradition practiced in Uttar Pradesh. This inclusion allows students to learn and practice an art form they are likely to see during local festivals and ceremonies.
In music education, references have been localized as well. Classical and folk music forms native to the region have been introduced, replacing songs from distant regions. The textbook also highlights renowned musicians associated with the Banaras Gharana, offering students insight into the rich musical heritage of the state.
The environmental studies textbook Hamara Adbhut Sansar has incorporated new topics that focus on Uttar Pradesh’s natural and cultural identity. These include lessons on the state flower, traditional foods, and local practices. Such content not only builds environmental awareness but also fosters a sense of pride and belonging among students.
By learning about their immediate surroundings, children are encouraged to appreciate biodiversity, local agriculture, and cultural traditions, which supports holistic education.
Educational authorities have stated that the testing and customization of the textbooks were carried out with careful consideration of local needs, learning conditions, and environmental factors. The revisions are expected to improve comprehension, participation, and overall learning outcomes for primary-level students.
Teachers are also likely to benefit, as localized content can make classroom discussions more interactive and effective. Overall, the revised textbooks represent an effort to balance national educational standards with regional relevance.
