For nearly a century, academic psychological science in India has remained foreign. Psychology, introduced from the West, took root in 1916 at Calcutta University. The Western approach to research and teaching formed the foundation upon which Indian psychology developed. However, Indian psychologists versed in Western traditions have embarked on a journey to integrate Indian concepts and theories into understanding Indian social reality. This process has taken considerable time.
Over the years, efforts have been made to align psychological science with contemporary social issues, aiming to address the challenges posed by rapid socioeconomic and global changes. While progress has been made, psychology in India is still evolving to establish its roots in indigenous knowledge, with much ground left to cover before it can be considered a science of Indian origin. The multidisciplinary approach outlined in the National Education Policy (NEP) may help bridge this gap.
Adopting a multidisciplinary perspective can enrich research by considering a subject from multiple disciplines. Collaborating with research groups in complementary fields, such as law and forensic psychology or social psychology and sociology, allows for integrating diverse expertise and synergistic outcomes. This collaborative approach can lead to innovative and impactful research, maximizing output while minimizing effort.
Embracing multidisciplinarity does not necessitate abandoning one's specialization. Instead, it involves finding collaborative partnerships that produce results without undue difficulty. Often, individuals collaborate with those with similar expertise as they are familiar with and comfortable with. However, the key challenge lies in seeking complementary knowledge beyond one's comfort zone and forming partnerships with individuals who bring unique perspectives.
One drawback is that many researchers possess strong egos, leading to breakdowns in scientific collaborations due to incompatible personalities and differing expectations from group leaders. Conflicts may arise over issues such as authorship and grant allocation. While multidisciplinary research often involves competent experts in various fields, it also requires versatile junior scientists capable of bridging gaps and mobilizing skills from different disciplines. Training these individuals is crucial for future research and development in both industry and academia.
Multidisciplinary science demands a confident attitude, including openness to collaboration and a willingness to share credit. Institutions can foster this by encouraging interaction between disciplines through organized events where scientists can meet and exchange ideas informally. As India aims to become a knowledge society and economy, with the fourth industrial revolution on the horizon, there is a growing need for imaginative and multidisciplinary jobs. University psychology departments should forge close ties with biology, law, medicine, and business departments and actively participate in interdisciplinary programs on campus.
On the other hand, many institutions that educate hundreds or even thousands of students lack courses in social sciences. While they offer business, commerce, and administration programs, subjects like sociology, literature, and psychology often need to be included. Encouraging these institutions to offer courses in arts and humanities would attract more students and create a demand for psychology faculties. Establishing "Multidisciplinary" Higher Education Institutions (HEIs), universities, and colleges would necessitate the creation of more psychology faculties to meet the demand for trained psychologists.
This vision of diverse institutions catering to large student populations would expand the scope of psychology, particularly in areas like student counseling. Increased training in psychotherapy and counseling would lead to more employment opportunities for psychology faculties, addressing the growing need for mental health support in educational settings.
However, more institutes are needed to offer psychology courses, particularly in the northeast region of India. With a growing number of students seeking higher education, there is a pressing need to establish more institutions that provide diverse specializations in psychology. Unfortunately, there is a lack of data on the percentage of schools, colleges, and universities offering psychology courses and the number of active psychologists. Official agencies such as the University Grants Commission, Indian Council of Social Science Research, or Department of Science and Technology do not seem to have this information readily available. Policymakers should focus on increasing the number of government or central universities offering psychology as a subject for Bachelor's, master's, and M.Phil (RCI registered)/Ph.D. degrees and consider introducing specializations beyond clinical, social, industrial, and counseling psychology.
There has been a slow and gradual increase in problem-oriented and culturally sensitive research conducted by a small minority of leaders in the field. However, these researchers need more intellectual and professional support, infrastructure deficiencies (such as declining library facilities due to rising costs of books and journals, issues with access to electronic information), and inadequate financial and human resources. These challenges create daily hurdles that need more energy for sustained high-quality research. The root causes of these impediments can be attributed to pervasive poverty, excessive political interference and government control, poor infrastructure, and entrenched social values and practices.
The primary objective is to revamp the higher education system, thereby establishing world-class multidisciplinary higher education institutions across the country and increasing the Gross Enrollment Ratio (GER) to a minimum of 50% by 2035. As part of this initiative, the government plans to introduce a single regulator called the National Higher Education Regulatory Authority (NHERA). This regulatory body will transform all higher educational institutions into multidisciplinary ones, aiming to enhance the quality of teaching, research, and service to learners.
In postgraduate programs, there will be a greater emphasis on research, addressing the current lack of research-oriented curricula in Indian universities. This shift in focus is intended to cultivate students' research skills, potentially eliminating the need for them to pursue M.Phil courses. The educational policy will prioritize research and allow private institutes access to government funds, although it does not explicitly address the tax treatment of academic services.
The National Research Foundation (NRF) will play a crucial role in strengthening the country's overall research culture, focusing on identified core areas relevant to national priorities and basic science. Efforts will be made to ensure the research efforts and expenditures are included. Additionally, clear incentives will be provided to the private sector to encourage investment, growth, and adherence to quality standards in education.
Achieving a higher Gross Enrollment Ratio (GER) is contingent upon increasing employment opportunities and ensuring education accessibility to the masses. This aligns with the constitutional vision for India to be democratic, just, and socially conscious. This entails serving as a hub for developing innovative ideas that propel the country forward across various social, cultural, artistic, scientific, technological, and economic realms. To double the current GER from 25.8% to 50% in the next one and a half decades, compulsory liberal arts training is proposed. However, contrary to conventional policy wisdom, this expansion is suggested through a large-scale merger of colleges and universities, reducing the number of higher educational institutions from around 50,000 to a maximum of 12,300 over the next two decades. Such a consolidation assumes a uniformity of local social conditions across institutional contexts, potentially impacting the enrollment of students in disciplines like psychology, where the number of institutions offering programs is already limited.
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Allowing students flexibility in selecting courses to fulfill major and minor requirements can significantly influence their choice of subjects. Encouraging students to pursue a minor course in a topic of interest, as practiced at institutions like Harvard with courses such as 'Positive Psychology,' can lead to increased enrollment in various disciplines within psychology. This diversification can enhance the recognition of psychology beyond its association solely with mental disorders.
Part 2, Chapter 9 of the higher education policy articulates a vision for enhancing the quality of higher education. In line with the demands of the 21st century, top-quality university education aims to cultivate well-rounded individuals with a deep understanding of specialized areas of interest within psychology, such as clinical psychology, cognitive psychology, legal psychology, forensic psychology, social psychology, and animal psychology. Simultaneously, emphasis is placed on character development, instilling ethical and constitutional values, nurturing intellectual curiosity, fostering a spirit of service, and cultivating 21st-century skills across various disciplines, including sciences, social sciences, arts, humanities, as well as professional and technical domains, including psychotherapy training courses.
Adapting the psychology curriculum to suit the Indian context is imperative. Revising the syllabus would bridge the gap between Indian social reality and current disciplinary developments in psychology. There is considerable variation in psychology courses across universities regarding issue coverage, content, cultural sensitivity, and societal relevance. Most academicians and practitioners acknowledge the need for curriculum revamping, and restructuring should be an ongoing process undertaken by every university. It is essential to solicit input from faculty members in drafting, debating, and finalizing Bachelor's, Master's, MPhil, and PhD courses in psychology.
In many universities, psychotherapy must be addressed within the clinical psychology syllabus, leading to a lack of practical exposure to therapeutic procedures. Consequently, there is a need for more well-trained psychotherapists and counselors, and some practitioners operate without the necessary licensing. Implementing a requirement for clinicians to practice only with Rehabilitation Council of India (RCI) registration can address this issue effectively.
Introducing social science disciplines, including psychology, in India was primarily influenced by Euro-American perspectives, resulting in adopting theories and concepts from a different cultural context. While prevailing courses offer insights into Western cultural practices and norms, human behavior is rooted in cultural nuances. However, the prevailing reliance on Western ideas has led to emulation, stifling creativity and hindering the contribution to knowledge growth. It is crucial to integrate indigenous perspectives and experiences into the psychology curriculum to foster a more authentic understanding of human behavior and societal dynamics in the Indian context.
In the foreseeable future, it is essential to emphasize the integration of cultural context into educational discourse. Universities should offer dedicated courses in cross-cultural, artistic, and indigenous psychology, emphasizing the use of Indian material and culturally contextualized learning. International academic movements are increasingly focused on the indigenization of the discipline, with growing scholarship dedicated to culture-specific disciplinary developments. Countries like Japan, China, South Korea, and the Philippines have initiated movements to develop indigenous theories and practices, challenging the dominance of Western perspectives. Even in Canada, policymakers are reluctant to fully adopt American theories, reflecting genuine academic concerns that policymakers must address.
Ensuring the integrity of faculty positions and institutional leadership through merit-based appointments and career management is crucial. It is commendable that the National Education Policy (NEP) advocates for evaluating and appointing faculty members solely based on merit rather than considering their background or seniority. By ensuring that skilled professionals teach psychology, students at all levels, from postgraduate to pre-university, can develop appropriate skills in the field.
Establishing the National Research Foundation (NRF) will provide competitive funding for outstanding research proposals across all disciplines. This initiative will foster research excellence and innovation, advancing knowledge and addressing societal challenges.
Research plays a pivotal role in generating and disseminating knowledge, yet there is a significant lack of research in psychology within the Indian context. Providing funding opportunities for researchers in psychology, akin to other fields, would incentivize scholars to invest their time and energy into conducting research. Given that quality research requires substantial time and effort, financial support for researchers is imperative. By encouraging researchers in psychology through funding and grants, more significant contributions can be made to the world of knowledge through research. The lack of incentives for research, coupled with heavy teaching loads, has adversely affected the research output of some universities, highlighting the need for practical solutions to address this issue.
Doctoral students need to undergo training in pedagogy to enhance their teaching skills and proficiency in their specific subject areas. While a doctoral degree is essential for teaching in psychology, being a proficient educator with training in teaching methods is equally crucial. This training will improve the quality of education and foster students' passion for psychology. Scholars who excel in scholarship and teaching can effectively motivate students and instill a desire for knowledge in psychology.
Furthermore, promoting student wellness is integral to ensuring high-quality learning experiences. Higher education often represents a significant transition period for students, where they must navigate independent living and academic responsibilities. However, this newfound independence can also lead to stress and challenges that threaten student wellness. Therefore, educational institutions need to develop capacities supporting student health, psychosocial well-being, and ethical grounding, fostering an environment conducive to holistic student development.
It is widely recognized that professional counseling and psychotherapy nurture students' psychological well-being and emotional development. While academic excellence is undoubtedly essential, educational institutions should also prioritize their students' psychological and emotional health, particularly those in need of support. As outlined in the NEP, each institution will be required to employ full-time counselors to assist students who may seek help. Additionally, colleges will conduct presentations to eliminate the stigma of seeking psychological assistance.
Furthermore, institutions will ensure the availability of facilities for medical care, counseling services, therapy, and treatment for students experiencing illness or distress. While medical care is already a standard practice, many institutions have begun to increase the number of counselors and psychotherapists available to students. With the NEP mandating this practice and providing support, more students will likely enroll in psychology and counseling programs, attracted by the job opportunities that will be created.
Financial aid will be provided to students who require assistance, ensuring that no student can pursue higher education due to financial constraints. This support will increase the number of students enrolling in psychology programs at undergraduate, postgraduate, and research levels.
All affiliating universities will transition to either Type 1 or Type 2 institutions, each with one or more campuses, and will no longer have affiliated colleges. This move aligns with the 'graded autonomy' concept introduced by the UGC in 2018 and emphasizes institutional performance through ranking or rating. However, categorizing institutions into Type 1 (research universities) and Type 2 (undergraduate colleges) may have differing impacts on institutional settings, with Type 3 institutions receiving proportionately lower public funding despite being the most numerous.
While the draft policy shows promise with increased public expenditure on education and delegation of autonomy, it overlooks several issues. The interconnectedness of education and the importance of liberal arts disciplines are recognized, indicating a departure from viewing education solely as a transactional process. However, operational details and funding mechanisms still need to be improved, and incentives for private-sector investment need to be clarified.
