Across the planet and in our own country, nature is under pressure. We often think of plants and animals quietly going extinct in remote forests, but the reality is much closer to home. Recent news shows that the government of India has initiated a major effort to assess the extinction risk of around 11,000 species of flora and fauna by 2030. This initiative, sometimes called the "Red List" survey, brings together three key dimensions: the natural world (the species and ecosystems), human society (policy, economy, conservation), and student (or learner) responsibilities and roles.

India is one of the world's "megadiverse" countries and despite covering just about 2.4 % of the global land area, it hosts about 8 % of the world's plant species and about 7.5 % of its animal species. Yet only a small portion of these species have been properly assessed so far. The new survey specifies that approximately 7,000 plant species and 4,000 animal species will be evaluated in the first phase. Why does this matter? Because without knowing which species are at risk, we cannot plan effective conservation. Many ecosystems depend on these species, so their decline affects forests, rivers, climate regulation and our own lives.

The scale of this programme shows how human action (or inaction) influences nature. The survey is framed by India's commitments under global frameworks like the International Union for Conservation of Nature (IUCN) Red List criteria and the Convention on Biological Diversity. Human activities - habitat destruction, pollution, climate change, over-exploitation - have accelerated species loss. The government's new roadmap aims to correct this course. Institutional action now includes training assessors, creating databases, developing a "National Red List" system and setting deadlines up to 2030. The human dimension also includes choice: what we as citizens buy, how we treat habitats, and how we support policies and conservation.

For students, this initiative is both an opportunity and a responsibility. It offers a real-world case study of science meeting society. Students can learn about species assessment, data gaps, taxonomy, ecology, and policy-making. They can engage by doing field work, local biodiversity surveys, or even just being aware of which species around them might be overlooked. Moreover, students can raise awareness among peers and communities, helping prevent biodiversity loss. By understanding the "Red List" concept, students become part of the solution: recording local species, understanding threats, and advocating for protection.

When we combine these three dimensions, we see the full picture: the natural world needs us, humans have the power (and responsibility) to act, and students represent the future of this action. The launching of India"s National Red List Assessment means we are taking a major step toward mapping which species are safe and which are in danger. As learners, we can ask: Which species near my town or region might need help? What human pressures are they facing? How can I contribute?

Thus, the new survey is more than a scientific exercise. It is a call to action -- for nature, for human society, and for students. By recognising our role in this interconnected web, we can move toward a future where species and ecosystems thrive, where humans live in better harmony with nature, and where students are active partners in conservation. Our planet depends on it.
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