Confusion in Colleges as Interdisciplinary Studies Expand
Hyderabad: Colleges and universities across the state are grappling with confusion and uncertainty as they attempt to integrate interdisciplinary, multidisciplinary, and transdisciplinary studies into their courses. This complex situation unfolds following the University Grants Commission’s (UGC) push for such initiatives.
The UGC has introduced skill-based courses and micro-credentials, allowing Higher Education Institutions (HEIs) to offer programs across diverse fields. The aim is to prepare students for the future workforce by emphasizing the importance of cross-sectoral knowledge and emerging technologies. In humanities and social sciences, these courses aim to foster critical, analytical, and contextual understanding.
To ensure a holistic approach, the UGC also highlights the inclusion of employability, soft, and life skills in curricula. It recommends incorporating elements of the Indian Knowledge System to provide students with a well-rounded education. The ultimate goal is to enhance graduates’ employability and readiness for real-life challenges.
HEIs are also encouraged to design courses based on skill gap studies conducted by governments, local bodies, and industry organizations like CII, FII, and NASSCOM. These courses aim to address distinct knowledge gaps across multiple disciplines, tailoring education to meet the demands of the job market.
For students in science and technology, the transition to interdisciplinary studies has been relatively smooth. The new initiatives align well with the existing STEM (Science, Technology, Engineering, and Mathematics) ecosystem. However, for students in humanities and social sciences, the shift raises more complex challenges regarding their ability to pursue such studies freely.
Traditional Knowledge as a Learning Resource
Incorporating traditional knowledge into academic curricula is another area under discussion. For instance, in Telangana villages, mustard seeds rich in nutrients like zinc and iron are commonly used in cooking. Similarly, tribal communities use unique plants like ‘Konajajer Barji’ as leafy vegetables and ‘Puljeru Mokka’ sticks for dental hygiene. Despite their nutritional and cultural significance, these practices remain undocumented or under-researched.
Experts argue that such native knowledge systems could serve as valuable credit courses for students. For example, history students could study these practices to document cultural heritage, while economics students could analyze the economic potential of promoting these resources. This could help reduce ‘plate burden’ and improve access to nutrition in communities.
Challenges in Implementing Interdisciplinary Studies
Speaking to The Hans India, a senior professor from Sri Konda Laxman Horticultural University highlighted the challenges of implementing interdisciplinary studies. He explained that students interested in courses outside their primary field, such as nutrition or health, often face obstacles. Approvals may be required from regulatory bodies like the UGC, Indian Council for Agriculture Research (ICAR), AYUSH, or the Medical Council of India (MCI).
The professor emphasized the lack of clarity on how to create an effective interdisciplinary ecosystem. Without clear guidelines, universities and colleges struggle to balance traditional knowledge, emerging disciplines, and regulatory requirements.
As the UGC pushes for a more integrated approach, it remains to be seen how institutions will navigate these challenges and create a system that benefits both students and society.
