Higher Education – Its Context and Linkages

How Higher Education Can Address Societal Problems in India

Last updated on:

October 31, 2025

India is home to one of the largest higher education systems in the world, with over 1,168 universities and 45,473 colleges serving tens of millions of students. Yet scale alone does not solve societal problems – poverty, unemployment, inequality, and social exclusion remain deeply entrenched. The real question is: what role can universities actually play in addressing these challenges? The answer lies not just in what is taught inside classrooms, but in how higher education institutions engage with the society around them.

Universities as change agents
Shaping culture and ideology
Bridging educational disparities
The role of digital learning
Promoting research and innovation
Interdisciplinary collaboration as a solution model
Improving employment opportunities
Curriculum reform and industry linkages
Entrepreneurship as an employment pathway
The way forward

Universities as change agents

Universities are far more than centres of academic instruction. They are spaces where culture is questioned, ideologies are debated, and social reform takes root. Higher education plays a significant role across multiple domains – supplying labour for economic and societal needs, contributing to the knowledge economy, enhancing participation in civil society, and promoting the empowerment of women and minorities. This breadth of influence makes universities uniquely positioned to drive social transformation.

In India, where caste discrimination, gender inequality, and communal divisions continue to challenge social cohesion, universities have historically been catalysts for change. Student-led movements – from anti-colonial protests during British rule to campus-based activism around the Citizenship Amendment Act – demonstrate how universities serve as epicentres of civic consciousness. Institutions like Jawaharlal Nehru University (JNU) and the University of Hyderabad have provided platforms for marginalised communities to voice their concerns and push for a more just society.

The concept of university social responsibility has gained traction in India, as higher education institutions increasingly recognise their role in addressing social challenges and contributing to society’s well-being. Government programmes such as the National Service Scheme (NSS) and the Unnat Bharat Abhiyan (UBA) embed this responsibility directly into the university framework, encouraging students and faculty to engage with rural communities and local governance challenges.

Shaping culture and ideology

Beyond activism, universities shape the cultural fabric of the nation in quieter but equally powerful ways. Disciplines like sociology, political science, literature, and history enable students to critically examine the norms they inherit. Indian universities are incorporating more global perspectives into their curricula, exposing students to international issues that broaden their understanding of the world. This prepares graduates to participate meaningfully not just in Indian society, but in global conversations about sustainability, democracy, and human rights.

Bridging educational disparities

Access to quality higher education in India remains deeply unequal. Students from rural areas, lower-income groups, Scheduled Castes, Scheduled Tribes, women, and persons with disabilities continue to face significant structural barriers. Despite significant improvements in many areas, access to quality higher education is still a dream for most rural populations and marginalised groups.

The National Education Policy (NEP) 2020 directly addresses this challenge. NEP 2020 promotes a holistic, multidisciplinary approach to make education inclusive and accessible, particularly for socioeconomically disadvantaged groups – including establishing Special Education Zones (SEZs) in marginalised areas and creating Gender Inclusion Funds to combat gender disparities. The policy also sets an ambitious target of raising the Gross Enrolment Ratio (GER) to 50% in higher education by 2035, up from around 28.4% today.

The role of digital learning

Technology has emerged as a critical tool for expanding access. Online and blended learning models allow students in remote areas to pursue higher education without relocating or bearing high living costs. The NEP 2020 aims for India to have an education system by 2040 that ensures equitable access to the highest-quality education for all learners regardless of social or economic background. Platforms like SWAYAM, ePathshala, and other government-backed digital initiatives are already working to close this gap, though challenges around internet connectivity and device access in rural areas remain significant.

Universities also have a direct responsibility here. The NEP mandates that higher education institutions provide more financial assistance and scholarships, make curricula more inclusive, develop bridge courses for students from disadvantaged backgrounds, and offer socio-emotional and academic support through counselling and mentoring programmes. These are not optional additions – they are foundational to the idea of education as a public good.

Promoting research and innovation

A society’s ability to solve its own problems depends heavily on the quality of its research institutions. In India, challenges such as agricultural productivity, public health, clean water access, climate adaptation, and digital infrastructure all demand research-driven solutions. Universities are the primary institutions equipped to generate this knowledge – but only if they are oriented toward applied, real-world problem-solving.

Premier institutions like the Indian Institutes of Technology (IITs) and the Indian Institute of Science (IISc) have made significant contributions in areas like renewable energy, biotechnology, and materials science. IIT Madras, for instance, partnered with the University of Tours, France, to offer a course on sustainable biomanufacturing aligned with India’s BioE3 policy, emphasising large-scale bio-product manufacturing for sustainable development.

Interdisciplinary collaboration as a solution model

Many of India’s most pressing societal problems cannot be solved by a single discipline. Addressing climate change, for example, requires expertise in environmental science, economics, engineering, and public policy simultaneously. Universities that encourage interdisciplinary collaboration generate more holistic solutions – and build graduates who can think across boundaries.

Beyond academic research, universities can drive innovation by supporting entrepreneurship. Incubation centres, seed funding, and mentorship programmes – now increasingly common at IITs and central universities – enable students to convert research insights into viable ventures. As the global economy undergoes structural transformation, India will require sophisticated researchers, innovators, and knowledge workers – and institutions must identify the true potential of a higher education system that provides these skills.

However, a significant gap persists. Research in Indian higher education institutions is not viewed as a primary function – institutions largely prioritise teaching and examining large student numbers as their core activity. Increasing research funding, building industry-academia linkages, and incentivising faculty publications are essential steps toward changing this culture.

Improving employment opportunities

One of the most visible failures of India’s higher education system is the persistent gap between the qualifications graduates hold and the skills employers actually need. According to Mercer-Mettl’s India Graduate Skill Index 2025, only 42.6% of Indian graduates were employable in 2024, with non-technical skill inadequacies identified as the primary driver of this decline. This means that more than half of all graduates are leaving universities without being genuinely ready for the workforce.

The consequences are serious. Despite robust demand for labour both domestically and internationally, a significant gap persists in the employability of Indian youth – and this gap is prevalent not only among the uneducated but also among educated individuals whose skills fall short of industry requirements.

Curriculum reform and industry linkages

Closing this gap requires universities to actively redesign what and how they teach. The India Skills Report 2023 found that only 48.7% of Indian graduates were employable, highlighting an urgent need for an education system that prioritises practical, industry-aligned skills over purely theoretical knowledge. Outdated curricula that fail to reflect the realities of modern workplaces – in artificial intelligence, data analytics, healthcare, and green energy – are a central part of the problem.

Several institutions are already responding. IIT Delhi introduced new undergraduate and postgraduate programmes in Design and Innovation, Data Science and Cybersecurity, and Quantum Computing – all areas with direct relevance to India’s economic ambitions. The NEP 2020 further encourages multidisciplinary learning, international collaboration, and vocational training as tools to improve graduate employability.

Government-led programmes are also part of the solution. The Pradhan Mantri Kaushal Vikas Yojana (PMKVY) and the Skill India Mission aim to supplement formal higher education with industry-relevant training. As India aims for Viksit Bharat (Developed India) by 2047, bridging the skills gap has become a strategic national priority – and universities are central to achieving it.

Entrepreneurship as an employment pathway

Not all employment comes from existing job markets. Universities that foster an entrepreneurial mindset create graduates who generate employment rather than only seek it. By building startup ecosystems through incubation centres, business plan competitions, and access to venture funding, universities help students turn ideas into jobs – especially valuable in regions where formal employment is scarce.

The way forward

Higher education in India has the potential to be a powerful force for societal transformation – but that potential is only realised when universities are oriented toward the communities they serve, not just the rankings they pursue. Overcoming current challenges will require concerted efforts from policymakers, university administrators, faculty, students, and civil society to ensure that social responsibility becomes an integral part of the higher education system. Inclusion must go beyond enrollment numbers; research must go beyond journal publications; and employability must go beyond degrees on paper. When universities genuinely align with societal needs, they stop being just institutions of learning and become engines of national progress.

What do you think? Can India’s universities do enough to bridge the gap between academic learning and real-world societal needs – or does the responsibility rest equally with governments and industries? And as digital learning expands access to more students, how do we ensure that quality doesn’t get left behind in the race for inclusion?

References

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How Higher Education Can Address Societal Problems in India

Table of Contents

Universities as change agents 🔗

Shaping culture and ideology 🔗

Bridging educational disparities 🔗

The role of digital learning 🔗

Promoting research and innovation 🔗

Interdisciplinary collaboration as a solution model 🔗

Improving employment opportunities 🔗

Curriculum reform and industry linkages 🔗

Entrepreneurship as an employment pathway 🔗

The way forward 🔗