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@article{193662,
        author = {Sajad Hussain Mir and Syed Shabir and Riyaz Ahmad Shah},
        title = {Institutional Drivers and Structural Gaps in School-Based Innovation: Insights from INSPIRE–MANAK Implementation.},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {10},
        pages = {1015-1020},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=193662},
        abstract = {This study critically examines the implementation dynamics of the INSPIRE–MANAK Scheme through a multi-stakeholder analysis of students, teachers, and Heads of Institutions. The findings reveal a structurally aware yet operationally underperforming innovation ecosystem. At the student level, only 54.11% reported awareness of the scheme, while formal exposure mechanisms remained limited, with merely 20% attending orientation programmes. Satisfaction with orientation was modest, as 32.34% expressed dissatisfaction and 40.58% remained neutral. Although 35.81% of students reported registration, a majority (64.19%) had never registered, with lack of awareness (51.75%) emerging as the principal barrier, followed by time constraints (15.29%) and procedural difficulty (14.73%). Teacher-level data indicate relatively higher awareness (84%) and conceptual understanding (76%); however, only 16% had received formal orientation, and 84% reported no structured training. While 80% of teachers expressed willingness to support students, 72% acknowledged mentoring challenges, primarily due to resource constraints (48%) and awareness gaps (32%). Institutional leadership demonstrated complete awareness (100%), yet only 40% had undergone orientation, of whom merely 20% found it effective. Participation outcomes remained modest, with most institutions reporting involvement of only 1–5 students. The findings underscore a persistent disconnect between policy visibility and participatory depth, suggesting that awareness without sustained capacity-building, leadership training, and resource support limits the development of a robust school-based innovation culture. Strengthening structured professional development and institutional mentoring frameworks is therefore critical for translating policy intent into measurable innovation outcomes.},
        keywords = {INSPIRE-MANAK, Innovation ecosystem, Capacity-building asymmetry, prototype/model exhibits, Institutional Support.},
        month = {March},
        }