This project was implemented with the aim of piloting an idea and the results so far have validated the rationale that it is possible to teach adolescent school students critical thinking skills as a discrete subject even when the students are not fully proficient in reading and writing. Subsequently, there are a number of compelling reasons[1] for scaling up the project:

(i)             The primary issue that this intervention tried to address continues to be one of the biggest hurdles to democracy (Breakstone et al., 2016). The other solutions such as fact checking units and counter narratives have proved to be insufficient in the face of organized disinformation campaigns. Relying on them alone could also lead to loss of trust among the people for any source of information.

(ii)           The TNCT model is a sustainable model. Because its strategy is to enable the citizen to distinguish truth from lies and propaganda, once a person is equipped with the skills, she is potentially protected lifelong. Her primary defense mechanism against deception would be her own intellect with fact checking units and counter narratives etc. aiding her.

(iii)          The TNCT model has additional benefits too. CT skills are protection against gullibility in general, which can prevent one from falling prey to health misinformation, online child abuse, financial frauds etc. too, improving the state’s overall crime rates.

(iv)          This pilot has demonstrated that both the curriculum and the approach to teaching it are viable policy options. The positive results achieved are based on teaching only a part of the curriculum. Moreover, the per session effect analysis shows that there is a clear impact for each additional session taught to the students. Therefore, a scaled up intervention where the full curriculum is taught is expected to yield an improved achievement, and scope for further refinement of the model.

(v)           Scaling up will be in line with existing policies of the state. Rational thinking is the stated foundation of the state’s approach to policy making. The constitution too directs the states to inculcate among citizens a scientific temperament. Tamil Nadu will lead the country in one more education policy innovation (only Kerala has so far announced their plan to introduce a subject for scientific thinking starting from 2025-26). That too with minimal additional resources and without compromising existing focus on other areas of student development.

In view of these factors, progression on the idea could be to roll out and evaluate the intervention in a larger geographical area. Besides further validating the results from this pilot, such an approach would accord us the scope to fine tune the implementation methodology for an eventual state wide roll out. Attention to detail and rigorous customization would help ensure a greater success for the state and the policy.