The INSPIRE–MANAK Scheme aims to promote innovation and scientific temper among school students; however, its effectiveness depends on awareness, institutional support, and stakeholder engagement. The present study examined the implementation of the INSPIRE–MANAK Scheme in District Pulwama by collecting primary data from students, teachers, and Heads of Institutions using structured questionnaires. The findings reveal a clear disparity between institutional awareness and student participation. While 85.71% of HOIs and 79.54% of teachers reported awareness of the scheme, only 42.40% of students were aware of INSPIRE–MANAK. Formal awareness initiatives reached merely 35.54% of students, and only 13.28% had attended any orientation or workshop, with just 12.89% expressing satisfaction. Student participation remained low, with only 16.10% having registered for the scheme, primarily due to lack of awareness (44.92%), time constraints (18.75%), and difficulty in understanding the process (11.70%). Although teachers demonstrated willingness to support innovation, with over 86% agreeing or strongly agreeing to motivating students, 75% reported mentoring as challenging due to limited resources and training. The study concludes that despite high awareness at administrative and teacher levels, inadequate training, weak institutional mechanisms, and insufficient outreach significantly constrain student engagement. Strengthening structured awareness programmes, teacher capacity building, and institutional support systems is essential to enhance the scheme's impact at the grassroots level.
Mir et al. (Thu,) studied this question.