ANTI-RAGGING AWARENESS WEEK – 2026

August 21, 2026

GURU TEG BAHADUR INSTITUTE OF TECHNOLOGY (GTBIT), NEW DELHI

ACTION TAKEN REPORT (ATR)

ANTI-RAGGING AWARENESS WEEK – 2026

Institutional Report for Submission to AICTE

Period of Activities: 18–21 August 2026

INSTITUTIONAL PARTICULARS

1. EXECUTIVE SUMMARY

Guru Tegh Bahadur Institute of Technology (GTBIT), New Delhi, organised a comprehensive Anti-Ragging Awareness Week during 18–21 August 2026 with the overarching objective of strengthening awareness regarding the harmful consequences of ragging and reinforcing the Institute's unwavering commitment to maintaining a safe, dignified, inclusive and ragging-free academic environment.

The programme was conceived as a multi-dimensional student sensitisation initiative rather than as a single awareness activity. Recognising that effective prevention of ragging requires not merely the dissemination of rules but also the cultivation of an institutional culture based on mutual respect, empathy, responsible peer interaction and student accountability, GTBIT adopted a combination of formal, creative, participatory and student-led activities.

The activities conducted during the Awareness Week included:

1. Anti-Ragging Awareness Pledge Ceremony
2. Anti-Ragging Selfie Corner
3. Anti-Ragging Awareness Play / Nukkad Natak
4. Anti-Ragging Poster Making Competition
5. Anti-Ragging Reels / Video Making
6. Anti-Ragging Slogan Writing Competition
7. Anti-Ragging Debate Competition
8. Photography and Videography Coverage by the Media Team

The programme provided students with multiple avenues to engage with the anti-ragging message. While the pledge activity reinforced institutional commitment and personal responsibility, the awareness play provided a performative platform to communicate the consequences of ragging. Poster-making, slogan writing and digital reels enabled students to express the message creatively, while the debate encouraged critical reflection and discussion. The Selfie Corner provided an informal and visually engaging means of promoting the campaign and strengthening student visibility and participation.

The campaign witnessed participation from students belonging to CSE, CSE (AI-ML), CSE (DS), IT, ECE and evening sections, representing different academic years. Students participated as performers, speakers, competitors, volunteers, content creators and members of the photography/videography team.

The CSE and CSE (AI-ML) Departments additionally reported approximately 113 students participating in the Anti-Ragging Pledge activity across CSE-2, CSE-3, CSE (Evening) and CSE (AI-ML). The ECE Department reported 33 participants and 8 volunteers for the Slogan Writing Competition. These figures, in addition to the named participant lists received from individual activities, demonstrate that the campaign extended beyond a limited group of student representatives.

A particularly significant feature of the programme was the involvement of students themselves in communicating the anti-ragging message. This peer-led approach helped transform students from passive recipients of institutional instructions into active stakeholders in maintaining a healthy campus culture.

The activities also generated documentary evidence through photographs, videography, participant records, creative entries and departmental reports. The media team from EPicture provided comprehensive photography and videography coverage of the anti-ragging events conducted on 19 and 20 August 2026, thereby supporting institutional documentation and future reporting requirements.

The Awareness Week therefore represented a coordinated institutional effort towards prevention, awareness, participation, peer sensitisation, accountability and sustained vigilance, with the larger objective of ensuring that every student at GTBIT experiences the campus as a space characterised by dignity, security, equality and mutual respect.

2. BACKGROUND AND RATIONALE

Ragging is not merely an undesirable form of student interaction. It can undermine the dignity, emotional well-being, academic confidence and sense of security of students and can adversely affect the overall educational environment of an institution.

For an institution of higher technical education, the creation of a safe and inclusive learning environment is particularly important because students from diverse geographical, linguistic, cultural and educational backgrounds come together on the same campus. The transition from school to professional education can itself be demanding for young students. Institutional mechanisms must therefore ensure that senior-junior interaction becomes a source of mentorship and support rather than fear, humiliation or intimidation.

GTBIT recognises that prevention is more effective when students understand why anti-ragging norms exist, rather than merely being informed that such norms exist. Accordingly, the Anti-Ragging Awareness Week was structured around the principles of:

?      awareness,

?      sensitisation,

?      participation,

?      peer engagement,

?      responsible conduct,

?      inclusivity,

?      respect for individual dignity,

?      institutional vigilance, and

?      zero tolerance towards ragging.

The Awareness Week provided a structured opportunity to reinforce these values at the beginning of the academic cycle and to encourage students to view the prevention of ragging as a collective institutional responsibility.

The programme also sought to communicate an important cultural message: seniority on campus carries responsibility, not authority over juniors. Senior students are expected to facilitate the integration of new students into campus life through guidance, mentorship and constructive interaction.

3. OBJECTIVES OF THE ANTI-RAGGING AWARENESS WEEK

The Anti-Ragging Awareness Week was organised with the following objectives:

3.1 Sensitisation regarding ragging

To sensitise students regarding the nature, forms and consequences of ragging and to ensure that students understand that behaviour which causes humiliation, intimidation, harassment or physical or psychological distress is unacceptable.

3.2 Reinforcement of zero tolerance

To clearly communicate the Institute's zero-tolerance approach towards ragging, while reinforcing the importance of compliance with applicable anti-ragging regulations and institutional procedures.

3.3 Promotion of dignity and mutual respect

To cultivate an environment where every student is treated with dignity, irrespective of academic year, branch, background or status.

3.4 Responsible senior-junior interaction

To encourage senior students to assume the role of mentors and facilitators and to establish constructive, respectful and supportive relationships with junior students.

3.5 Student participation

To involve students directly in awareness generation through creative, performative, competitive and digital activities.

3.6 Peer-to-peer communication

To use students as active communicators of the anti-ragging message so that awareness becomes relatable and relevant to the student community.

3.7 Encouragement of reporting and support-seeking

To encourage students to raise concerns, seek assistance and use appropriate institutional mechanisms whenever they encounter or witness behaviour that may compromise their safety or dignity.

3.8 Creation of sustained awareness

To ensure that anti-ragging awareness is not restricted to one formal ceremony but becomes an ongoing part of campus culture, mentoring, student interaction and institutional communication.

3.9 Documentation and accountability

To maintain appropriate documentary evidence of awareness activities, participation and institutional action for monitoring, review and regulatory compliance.

4. IMPLEMENTATION APPROACH

The Awareness Week followed a multi-channel awareness strategy.

Instead of relying exclusively on lectures or written notices, the Institute employed different formats to reach students with varying modes of engagement.

Formal sensitisation

The Anti-Ragging Pledge provided a formal mechanism through which students publicly affirmed their commitment to maintaining a ragging-free environment.

Creative expression

Poster making and slogan writing allowed students to translate the anti-ragging message into visual and linguistic forms.

Performing arts

The Anti-Ragging Awareness Play/Nukkad Natak used theatre as a powerful medium to depict the implications of ragging and stimulate reflection among students.

Digital communication

The Reels/Video Making activity encouraged students to create contemporary digital content capable of communicating anti-ragging messages in formats familiar to the student community.

Intellectual engagement

The Debate Competition encouraged students to examine the issue critically, articulate arguments and reflect on the responsibilities of individuals and institutions.

Informal engagement

The Selfie Corner provided an accessible and interactive mechanism through which students could visibly associate themselves with the anti-ragging campaign.

Documentation

Photography and videography ensured that the programme was systematically documented for institutional records.

This combination of approaches helped ensure that the campaign had both formal institutional legitimacy and active student ownership.

5. ACTIVITY-WISE ACTION TAKEN REPORT

5.1 ANTI-RAGGING REELS / VIDEO MAKING

Date of Conduct: 18–19 August 2026

The Anti-Ragging Reels/Video Making activity was organised to encourage students to communicate the anti-ragging message through short-form digital content.

The activity recognised that students increasingly consume and communicate information through digital platforms. Student-generated videos therefore provided an opportunity to present anti-ragging messages in a contemporary, accessible and engaging format.

The activity also encouraged creativity, teamwork, scripting, performance and digital communication skills while simultaneously promoting awareness regarding responsible campus behaviour.

Student Participants

Total named participants: 10

Outcome

The activity provided students with an opportunity to become content creators and awareness ambassadors. It helped move the anti-ragging campaign into a digital communication environment while encouraging students to reflect upon and communicate the values of respect, inclusion and responsible behaviour.

5.2 ANTI-RAGGING REELS / VIDEO MAKING

Date of Conduct: 20–21 August 2026

A second set of Anti-Ragging Reels/Video Making activities was conducted on 20–21 August 2026, further extending student participation in digital awareness generation.

The participation of students from IT and other sections provided additional peer representation and enabled the campaign to reach a wider student group.

Student Participants

Total named participants: 8

Outcome

The activity strengthened the digital component of the awareness campaign and provided students with another platform for peer-led communication and creative advocacy.

Together, the two reported Reels/Video Making activities recorded 18 named student participants.

5.3 ANTI-RAGGING AWARENESS PLAY / NUKKAD NATAK

Date of Conduct: 20 August 2026

The Anti-Ragging Awareness Play was one of the principal performative components of the Awareness Week.

The use of theatre and street-play methodology was intended to communicate the anti-ragging message through realistic situations, dialogue and collective performance. Such a format enables students to examine the emotional and social consequences of inappropriate behaviour in a manner that can be more immediate and engaging than conventional textual communication.

The activity also demonstrated the value of student-led theatre as a tool for social awareness and behavioural sensitisation.

Student Participants

Total named participants: 12

Outcome

The activity promoted dialogue around the consequences of ragging and encouraged students to recognise the importance of empathy, dignity and responsible peer interaction. The participation of students from different years also demonstrated inter-year collaboration, reinforcing the idea that seniority should facilitate mentorship rather than intimidation.

5.4 ANTI-RAGGING POSTER MAKING COMPETITION

Date of Conduct: 21 August 2026

The Anti-Ragging Poster Making Competition provided students with a creative visual platform for communicating the central message of the campaign.

Posters are particularly effective awareness tools because they can communicate concise messages through a combination of language, imagery and symbolism. The competition encouraged students to think about the issue of ragging and translate their understanding into visually meaningful communication.

Student Participants

Total named participants: 12

Outcome

The competition encouraged students to engage intellectually and creatively with the principles of a safe and inclusive campus. The resulting creative material can also serve as an awareness resource for future institutional communication, subject to institutional approval.

5.5 ANTI-RAGGING DEBATE COMPETITION

Date of Conduct: 21 August 2026

The Anti-Ragging Debate Competition was organised to encourage students to examine the issue of ragging through structured discussion and reasoned argument.

Debate provides an important academic dimension to awareness programmes because it requires students to understand an issue beyond slogans and statements. Participants are encouraged to analyse causes, consequences, responsibilities and possible preventive mechanisms.

Student Participants

Total named participants: 6

Outcome

The activity encouraged students to develop informed perspectives on ragging and articulate the importance of institutional responsibility, student accountability and respectful campus relationships.

5.6 ANTI-RAGGING SELFIE CORNER

Date of Conduct: 19 August 2026

The Anti-Ragging Selfie Corner was introduced as an informal and interactive component of the Awareness Week.

The activity was designed to encourage students to visibly associate themselves with the anti-ragging campaign. By providing an engaging visual platform, the activity helped transform awareness into a participatory campus experience.

Student Participants

Total named participants: 9

Outcome

The activity created an informal engagement point for students and helped increase the visibility and social presence of the anti-ragging message on campus.

5.7 ANTI-RAGGING AWARENESS PLEDGE

CSE AND CSE (AI-ML) DEPARTMENTS

Date of Conduct: 20 August 2026

The Anti-Ragging Awareness Pledge constituted an important formal component of the Awareness Week.

The pledge activity provided students with an opportunity to consciously affirm their commitment towards maintaining a safe and respectful campus. It reinforced the principle that prevention of ragging is not solely the responsibility of institutional authorities but also requires active cooperation and responsible conduct from the student community.

Named Student Participants

Additional Departmental Participation

The CSE and CSE (AI-ML) Departments separately reported the following approximate participation:

The named participants listed above should therefore be understood as documented individual participants, while the figure of approximately 113 represents the broader departmental participation reported by the department.

Outcome

The pledge served as a formal reaffirmation of the Institute's commitment to maintaining a ragging-free environment. The reported participation of approximately 113 students indicates substantial departmental outreach.

5.8 MEDIA, PHOTOGRAPHY AND VIDEOGRAPHY COVERAGE

Date of Coverage: 19–20 August 2026

The media team from EPicture provided comprehensive photography and videography coverage of the Anti-Ragging Awareness Week activities.

Documentation is an important component of institutional awareness programmes because it enables the Institute to maintain an evidence-based record of activities undertaken, student participation and campaign outreach.

Student Media Team Participants

Outcome

The media team supported the creation of a visual record of the programme and contributed to the institutional documentation of the Awareness Week. Photographs and videos may be retained as supporting evidence along with activity reports, participant lists and creative submissions.

5.9 ANTI-RAGGING SLOGAN WRITING COMPETITION

ECE DEPARTMENT

The ECE Department organised an Anti-Ragging Slogan Writing Competition as part of the Awareness Week.

The activity encouraged students to distil the central values of the anti-ragging campaign into concise and meaningful messages. Slogan writing also provided students with an opportunity to demonstrate linguistic creativity while reflecting on the importance of dignity, respect and responsible conduct.

Participation

The ECE Department reported:

?      33 student participants

?      8 volunteers

Winners

Outcome

The activity encouraged creative student expression and demonstrated that anti-ragging awareness can be communicated through concise, memorable and student-generated messaging.

The involvement of volunteers also demonstrated student ownership in the planning and execution of the activity.

6. CONSOLIDATED PARTICIPATION SNAPSHOT

The following table provides a consolidated view of the participation data received from the respective activity in-charges.

Important Reporting Note

The above figures should not be added mechanically to arrive at a total number of unique students, because the same student may have participated in more than one activity.

For example, students appearing in the Poster Making Competition may also have participated in the Pledge or another awareness activity. Similarly, the approximately 113 departmental participants reported for the pledge are a broader participation figure and cannot be combined arithmetically with the nine named participants without risking double counting.

Accordingly, the report presents activity-wise participation rather than claiming a single unduplicated institutional headcount.

This approach maintains greater accuracy and transparency in institutional reporting.

7. CROSS-DEPARTMENTAL AND CROSS-YEAR ENGAGEMENT

One of the notable features of the Anti-Ragging Awareness Week was participation across multiple academic branches and years.

The activities included representation from:

?      Computer Science and Engineering

?      Computer Science and Engineering – Artificial Intelligence and Machine Learning

?      Computer Science and Engineering – Data Science

?      Information Technology

?      Electronics and Communication Engineering

?      Evening sections

Participation was also distributed across:

?      Second Year

?      Third Year

?      Fourth Year

This cross-year involvement was particularly relevant to the objectives of anti-ragging awareness because constructive interaction between senior and junior students is central to the development of a healthy campus culture.

The participation of senior students alongside junior students in activities such as the Awareness Play, Reels and other creative initiatives provided opportunities for collaboration and helped reinforce the principle that seniority should be associated with guidance, responsibility and mentorship.

8. KEY OUTCOMES AND IMPACT

8.1 Student-led awareness

The programme successfully positioned students as active contributors to awareness generation. Students did not merely attend activities; they participated as performers, speakers, writers, designers, digital content creators, competitors, volunteers and media personnel.

This student-led approach strengthens ownership of institutional values.

8.2 Peer-to-peer sensitisation

The use of student-generated content created opportunities for the anti-ragging message to be communicated by peers to peers.

Such communication can make institutional expectations more relatable and encourage students to view responsible conduct as a shared community norm.

8.3 Creative communication

The poster, slogan, reel and theatre activities demonstrated that regulatory and ethical messages can be communicated through creative formats.

This helped diversify the campaign beyond conventional circulars and formal announcements.

8.4 Strengthening senior-junior relationships

The participation of students from different academic years provided opportunities for positive interaction between senior and junior batches.

The campaign reinforced the idea that senior students should function as role models, mentors and facilitators.

8.5 Development of responsible citizenship

Anti-ragging awareness extends beyond compliance with institutional rules. It promotes values of empathy, respect, responsibility and awareness of the impact of one's behaviour on others.

The activities therefore contributed to broader student development.

8.6 Increased visibility of the campaign

The Selfie Corner, posters, slogans, reels and media coverage enhanced the visibility of the campaign across campus.

Repeated visual and digital exposure helps ensure that the message remains present beyond the duration of a single event.

8.7 Departmental ownership

The participation reported by the CSE/CSE (AI-ML) and ECE Departments indicates that anti-ragging awareness was not restricted to a centralised institutional activity but received active departmental involvement.

This distributed ownership is important for sustained implementation.

8.8 Documentation and accountability

The maintenance of participant lists and the availability of photographic and videographic records provide supporting evidence of institutional action.

Such documentation also enables the Institute to review the effectiveness of its awareness initiatives and improve future programmes.

9. DOCUMENTATION AND EVIDENCE

The Awareness Week generated multiple categories of documentary evidence.

9.1 Participant records

Activity-wise lists of named student participants were obtained from the respective activity in-charges.

9.2 Departmental participation records

The CSE and CSE (AI-ML) Departments provided aggregate participation figures for the pledge activity.

9.3 Competition records

The Poster Making, Debate and Slogan Writing activities generated competition-specific participation information and, where reported, winner details.

9.4 Creative outputs

The Awareness Week generated:

?      Anti-ragging posters

?      Slogans

?      Reels/videos

?      Theatre/performance content

?      Other campaign-related creative material

These may be preserved as evidence and may also be utilised for future awareness initiatives after appropriate institutional review.

9.5 Photography and videography

The EPicture media team documented anti-ragging events through photography and videography on 19 and 20 August 2026.

9.6 Suggested Annexures

For the final AICTE submission, the following may be attached wherever applicable:

Annexure I: Activity Schedule/Programme Notice
 Annexure II: Anti-Ragging Pledge Photographs
 Annexure III: Participant/Attendance Records
 Annexure IV: Photographs of Awareness Play/Nukkad Natak
 Annexure V: Poster Making Entries and Photographs
 Annexure VI: Reels/Video Links or Screenshots
 Annexure VII: Slogan Writing Competition Records
 Annexure VIII: Debate Competition Photographs/Records
 Annexure IX: Selfie Corner Photographs
 Annexure X: Media Team Photography/Videography Documentation
 Annexure XI: Department-wise Participation Records

10. INSTITUTIONAL COMMITMENT AND WAY FORWARD

GTBIT recognises that effective anti-ragging measures must extend beyond a designated awareness week. The activities undertaken during August 2026 are therefore viewed as part of a broader institutional commitment towards preventive awareness, student support, responsible conduct and continuous vigilance.

The Institute intends to reinforce the following measures:

10.1 Continuous sensitisation

Anti-ragging messages will continue to be reinforced through student orientation, mentoring, departmental interaction and appropriate institutional communication.

10.2 Strengthening mentoring

Mentors will continue to provide students with appropriate forums for discussing academic, interpersonal and campus-related concerns.

10.3 Encouraging early reporting

Students will be encouraged to communicate concerns at an early stage so that appropriate institutional intervention can be undertaken wherever necessary.

10.4 Responsible senior-junior interaction

Senior students will continue to be encouraged to act as mentors and positive role models for junior students.

10.5 Departmental vigilance

Academic departments will remain important partners in maintaining a safe campus environment through regular interaction with students and timely escalation of concerns.

10.6 Continued awareness through creative media

Student-created posters, slogans, videos and other creative material can be utilised periodically to reinforce awareness.

10.7 Evidence-based review

The Institute may periodically review participation, student feedback, reported concerns and awareness initiatives to identify areas requiring additional sensitisation.

11. SIGNIFICANCE OF THE PROGRAMME

The Anti-Ragging Awareness Week at GTBIT should be viewed not simply as a collection of extracurricular activities but as a preventive institutional intervention.

The programme brought together formal commitment, creative communication, student participation, peer engagement and institutional documentation.

The combination of a pledge with creative activities was particularly significant. The pledge established the formal institutional commitment, while the play, debate, posters, slogans and reels provided students with avenues to interpret and communicate that commitment in their own voices.

The campaign therefore addressed the issue at multiple levels:

Awareness ? Reflection ? Participation ? Peer Communication ? Responsibility ? Institutional Vigilance

This integrated approach strengthens the possibility of creating a campus culture in which respectful behaviour becomes an everyday expectation rather than merely a regulatory requirement.

12. OVERALL ASSESSMENT

Based on the activity reports received, the Anti-Ragging Awareness Week achieved meaningful engagement across different branches, academic years and student roles.

The programme successfully incorporated:

?      formal sensitisation through the pledge;

?      creative awareness through posters and slogans;

?      performative communication through the awareness play;

?      intellectual engagement through debate;

?      digital outreach through reels/videos;

?      informal participation through the Selfie Corner;

?      student volunteering;

?      departmental ownership; and

?      systematic photographic and videographic documentation.

The diversity of activities ensured that students with different interests and modes of participation could contribute to the campaign.

The initiative therefore contributed to strengthening awareness of dignity, mutual respect, responsible peer interaction and zero tolerance towards ragging, while simultaneously promoting student participation and institutional ownership.

13. CONCLUSION

The Anti-Ragging Awareness Week 2026 at Guru Tegh Bahadur Institute of Technology was undertaken as a coordinated institutional initiative to strengthen awareness, responsibility and vigilance against ragging.

Through the Anti-Ragging Pledge, Awareness Play/Nukkad Natak, Poster Making Competition, Reels/Video Making, Slogan Writing Competition, Debate Competition, Selfie Corner and comprehensive media coverage, the Institute created multiple platforms for students to understand, discuss and communicate the importance of a safe and respectful campus environment.

The participation of students from CSE, CSE (AI-ML), CSE (DS), IT, ECE and evening sections, along with participation across the second, third and fourth years, reflects the broad-based nature of the initiative. The approximately 113 students reported by the CSE/CSE (AI-ML) Departments for the pledge and the 33 participants and 8 volunteers reported by the ECE Department for the slogan-writing activity further demonstrate the reach of the campaign beyond the individually named participants.

More importantly, the programme sought to establish a cultural message that extends beyond the duration of the Awareness Week: every student has the right to study in an environment free from fear, humiliation, intimidation and harassment, and every member of the student community has a responsibility to protect that environment.

GTBIT remains firmly committed to a zero-tolerance approach towards ragging and to maintaining a safe, inclusive, respectful and student-friendly academic environment. The Institute will continue to reinforce anti-ragging awareness through mentoring, orientation, departmental engagement, student sensitisation, appropriate reporting mechanisms and institutional vigilance.

The Anti-Ragging Awareness Week 2026 thus represents an important step in the Institute's continuing endeavour to ensure that its campus culture is founded upon dignity, empathy, equality, responsibility and mutual respect.

14. DECLARATION

The information contained in this Action Taken Report has been compiled on the basis of activity-wise reports and participation details submitted by the respective activity in-charges and concerned departments.

The Institute has made every effort to present the information accurately and transparently. Where individual participant details were supplied, the same have been recorded activity-wise. Where only aggregate participation figures were provided, these have been reported separately and have not been artificially combined with named participant counts.

The supporting records, including photographs, videography, participant lists, creative submissions, competition records and departmental documentation, may be maintained by the Institute as evidence of the activities undertaken.

SUBMITTED BY

Dr. Seema Singh
 HoD, First Year Academics
 Guru Tegh Bahadur Institute of Technology (GTBIT)
 New Delhi

Date: __________________

Signature: __________________

Institutional Seal: __________________

APPENDIX A

DATA VERIFICATION AND REPORTING NOTE

This Action Taken Report has been compiled from the information supplied by the respective activity in-charges and departments.

The following principles have been followed while consolidating the report:

1. Names have been retained as reported, with only minor formatting and capitalisation standardisation.
   
   
2. Branch/section and academic year have not been inferred where the information was not supplied.
   
   
3. The branch/section of Harmehar Kaur in the Poster Making Competition was not specified in the source information and has therefore been recorded as "Not specified."
   
   
4. The two sets of Reels/Video Making participants have been retained separately because they relate to different dates.
   
   
5. The approximately 113 students reported by the CSE/CSE (AI-ML) Departments have been presented as aggregate departmental participation and have not been added to the named participant count.
   
   
6. The ECE Department's report of 33 participants and 8 volunteers for the Slogan Writing Competition has been retained as an aggregate figure.
   
   
7. The three winners of the Slogan Writing Competition have been separately identified.
   
   
8. The participation figures across activities should not be interpreted as the number of unique students because individual students may have participated in more than one activity.
   
   
9. Before final submission to AICTE, the Institute may cross-check the report against available attendance sheets, registration records, departmental records, photographs, videos, competition entries and other documentary evidence.
   
   
10. No student contact numbers have been reproduced in this ATR, as such personal information is not required for the regulatory narrative and institutional impact assessment.
    
    

Annexure I: Activity Schedule/Programme Notice