Indias most leading universities of the year 2023.pdf

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Empowering the Next Generation of Changemakers
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Empowering Diversity and
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Breaking Barriers
Most
Leading
Universities
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2023
India's
Embracing Technological
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The Future is Here
May 2023 #03

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MAY
2023

Letter
from the
Editor
The university has
become a place that
prepares you for the
ﬁghts in the world.
- Henri
Nouwen
I
ndia, with its rich cultural heritage and diverse population, boasts a thriving higher
education system. The country is home to several universities that have earned
national and international recognition for their commitment to excellence in
education, research, and innovation. These institutions play a pivotal role in shaping the
intellectual landscape of the nation and contribute signi icantly to its social and economic
development.
India's universities are renowned for their academic rigour, world-class faculty, and
state-of-the-art infrastructure. These institutions serve as beacons of knowledge,
attracting students from across the country and beyond. The emphasis on quality
education and holistic development equips graduates with the skills and competencies
necessary to succeed in today's dynamic and globalized world.
These universities are the driving force behind the nation's intellectual and innovative
prowess. They play a crucial role in shaping the future of the country by nurturing
talented individuals, fostering research and innovation, and contributing to social and
economic development. It wouldn't be incorrect to call these higher education
facilitators the leading universities of the country.
Also, it is imperative that these institutions continue to receive support and
recognition, enabling them to maintain their position as trailblazers in higher
education.
As India marches forward on its path of progress, its leading universities will
continue to be the torchbearers of knowledge, fostering excellence and driving
innovation. Through their unwavering commitment to quality education,
research, and societal impact, these institutions are paving the way for a
brighter future, not only for India but also for the global community.
To honour these leading universities, The Education View brings to
you its latest edition, 'India's Most Leading Universities of the
Year, 2023,' where we brief on the premier universities in the
country.
So, lip through the pages and have a fruitful read!
- Riya Chatterjee
V
Vanguard
Universities
T H E
India's

Shri Dharmasthala
Manjunatheshwara University
Empowering the Next
Generation of Changemakers
24
32
08
Articles
Breaking Barriers
The Future is Here

Jaypee University of
Information Technology ( JUIT )
Fostering the Future Innovators and Engineers
University Law College,
Bangalore
Fostering Legal Expertise for a Better Tomorrow
Education and Spirituality
- Sohan Tiwade
University Education in the A ermath
of the COVID-19 Pandemic
- Anuradha Patil
14
28
20
36
Proles
Standpoints

8
Shri Dharmasthala
Empowering the Next Generation of Changemakers
India's history is steeped
in a rich heritage of
learning, with ancient
universities attracting
intellectualsfromalloverthe
world. From Takshashila in
West Punjab, which rose to
prominence in the seventh
century B.C., to many others
that lourished in various
regions of the country,
India's universities have
been at the forefront of
academic excellence. These
institutions were well-
endowed, offering a wide
range of disciplines such as
ritual, holy scriptures,
g r a m m a r, a s t r o n o m y,
medicine, logic, and several
philosophicalsystems.
Fo l l o w i n g I n d i a' s
independence, there was a
dramatic increase in the
number of institutions and
colleges, although the nature
of education at the college
l e v e l w a s n o t a l w a y s
encouraging, with the
primary goal of preparing
pupils for exams. However,
changing political and social
situations called for a reform
of university education to
m e e t t h e n e e d s o f a n
independentIndia.
One institution that has
risen to the challenge is Shri
D h a r m a s t h a l a
M a n j u n a t h e s h w a r a
U n i v e r s i t y ( S D M
University). Established in
2018 as a State Private
University in Karnataka.
SDM University has been
sponsored by the Shri
Educational Society (SDM
Educational Society). The
Chancellor of this University
is Poojya Shri D. Veerendra
Heggade, who is also the
P re s i d e n t o f t h e S D M
Educational Society and
Dharmadhikari(theHead)of
S h r e e K s h e t r a
D h a r m a s t h a l a . S D M
Educational Society runs
o v e r 5 5 e d u c a t i o n a l
institutions in academic
streams such as medicine,
dentistry, physiotherapy,
n u r s i n g , b i o m e d i c a l
sciences, engineering,
management, law, ayurveda,
naturopathy, and social
sciences. SDM University is a
welcome addition to this list
and adds to the glory of the
SDMEducationalSociety.
PillarsoftheInstitute
Behind every successful and
r e p u t e d e d u c a t i o n a l
institution, there will be a
Visionary Leader; at SDM
University also, there is no
exception. The President of
SDM Educational Society,
Poojya Shri D. Veerendra
H e g g a d e , i s a l s o t h e
C h a n c e l l o r o f S h r i
University. Chancellor has
been recently nominated to
R a j y a S a b h a b y t h e
G ove r n m e n t o f I n d i a ,
recognizing his multi-
faceted personality and
signi icant contribution to
the ield of Social Service and
RuralDevelopment.
As a visionary leader who
dreams of starting a Centre
of Excellence in Medical
Education and Healthcare
for the people of the North
Karnataka Region at an
affordable cost, he has
chosen Dharwad as a Centre
as it is centrally located. The
Chancellor would like to
become an effective partner
in the Nation building by
starting this Centre of
Excellence. Poojya Shri
Chancellor, SDM University

Features
“
Institute believes that the Nursing
education we impart should develop
the imagination of the student and to
serve be er in society.
Rural Development in a big
waytouplifttheruralsociety
through Shri Kshethra
D h a r m a s t h a l a R u r a l
Development Program
(SKDRDP), which is now
g o i n g to b e a t t ra c te d
Nationwide.
Heggade has been bestowed
with many awards and titles,
i n c l u d i n g t h e P a d m a
Vibhushan (the 2nd highest
c iv i l i a n a wa rd o f t h e
Country) and Karnataka
Ratna Award (the highest
Civil Award of the State of
Karnataka) for his extensive
work towards the social
reformation and communal
harmony.
An Eminent Plastic
Surgeon by profession, Dr
Niranjan Kumar is the
founding Vice Chancellor of
S h r i D h a r m a s t h a l a
University, Dharwad. Dr
Niranjan Kumar is also the
Medical Director of SDM
Medical College & Hospital,
Director of the Craniofacial
Surgery&ResearchUnit,and
Vice President of JSS-SDM
Group of Institutions,
Dharwad. Under his able
leadership, SDM University
a n d i t s C o n s t i t u e n t
Institutions are growing at a
rapid pace. The University
a n d i t s C o n s t i t u e n t
Institutionshavesecuredtop
ranks in the Country among
t h e p r i v a t e s e c t o r
UniversitiesandInstitutions.
UtopianEnvironment
SDM University provides a
conducive environment for
study by providing state-of-
the-art facilities like a
modern Library, 1200
Capacity Auditorium, well-
equipped Laboratories,
high-end Equipment, a
Complex of Museums,
Lecture Halls with advanced
Technology, Good Hostels &
Hygienic Mess, Indoor and
Outdoor Sports, Multi Gym
Facilities, Swimming Pool
etc. SDM University campus
israggingfreefromthe
H e g g a d e i s a m u l t i -
dimensional individual,
reformer, educationist,
p h i l o s o p h e r a n d
philanthropist. He has
c o n t r i b u te d ove r ive
decades in the ield of
Religion, Education, Social
Service, Economic and
Cultural development. The
Chancellor is involved in
The Education View May 2023

inception of its Institutions.
SDM University now has ive
academic streams: Medicine,
Dentistry, Physiotherapy,
Nursing and Biomedical
Sciences.
The Epitome of Excellent
PatientCare
SDM Medical College was
established in 2003 and
spread over 70 acres of lush
g re e n l a n d u n d e r t h e
leadership of the great
Visionary Leader Poojya Shri
D. Veerendra Heggade, the
Hon'ble Chancellor of SDM
University who wished to
start a Centre of Excellence
for Medical Education and
healthcare for the people of
NorthKarnatakaRegion.
Medical College offers
MBBS and M.D., and MS in 22
Specialties in Pre-Clinical,
Para Clinical and Clinical
subjects, which the NMC,
New Delhi, recognize. The
College also offers a Ph.D.
and Fellowship Programs,
Diploma, B.Sc. in Medical
Allied Sciences & Certi icate
Courses. The uniqueness of
t h e i n s t i t u t i o n i s t h e
p ra ct ices of st a n da rd
teaching, which ultimately
m a ke s t u d e n t s b e t te r
healthcareprofessionals.
Dr Rathnamala M. Desai is
the Principal & Professor
Department of Obstetrics &
Gynaecology who is also the
National President of the
Family Planning Association
ofIndia(2021-2023).
SDM Teaching Hospital:
SDM College of Medical
Sciences & Hospital is
backed by 1250 bedded
Hospital, including a super
speciality and Craniofacial
S u r g e r y U n i t , a t a n
affordable cost. Hospitals
have stood as epitomes of
excellent patient care
p r o v i d i n g a ff o r d a b l e
healthcare services to the
public with the most modern
facilities. The Medical
College and Hospital have
experienced and well-
trained doctors in all
specialities.
Ensuring better Oral
Health
SDM College of Dental
Sciences & Hospital, Sattur,
Dharwad, was founded in
1986 with a mission to
improve the oral health of
thelocalpopulation.Sinceits
inception, the institute has
moved from strength to
strength, from humble
beginning to a state-of-the-
art hospital and teaching
facility today. The Hospital &
I n s t i t u t e h a v e b e e n
successfully serving the
community with relevant
missions and visions, i.e.,
learner and patient-centred
education and community
o r i e n t e d r e s e a r c h o f
excellence.
N u r t u r i n g I d e a l
P h y s i o t h e r a p y
Professionals
S D M C o l l e g e o f
P h y s i o t h e r a p y w a s
established in the year 1996
at Sattur, Dharwad. The Sate-
Vice Chancellor, SDM University
10

Features
of-the-art college building
and outpatient department
wasbuiltontheSDMMedical
College campus in 2003. The
Physiotherapy College has
completed glorious 27 years
by providing excellent
physiotherapy professionals
to society. The College is now
a f i l i a t e d w i t h S h r i
University, and it has well-
quali ied and experienced
s t a ﬀ w i t h d i ﬀ e r e n t
specialties to provide
knowledge and skills to the
students. The college has
excellent infrastructure and
clinicalfacilities.
CulminationofVision
SDM Institute of Nursing
Sciences,Sattur,Dharwad
T h e I n s t i t u te wa s
established in the year 2006
under the auspice aegis of
S h r i D h a r m a s t h a l a
E d u c a t i o n a l S o c i e t y,
D h a r w a d . To d a y, t h e
Institute is af iliated to Shri
University, Dharwad, a
unique multi-disciplinary
State Private University
which is the culmination of
the vision of the founder,
H e g g a d e , H o n ' b l e
Chancellor. It is one of the
renowned Nursing institutes
imparting quality nursing
education in the northern
partofKarnataka.
SDM Institute of Nursing
Sciences provides excellent
nursing education. Institute
believes that Nursing
education should develop
the student imagination and
serve them better in society.
True to the missions,
excellence and quality is the
motto; it has been the
constant endeavor to train
competent, compassionate
a n d c a r i n g N u r s i n g
Personnel empowered to be
socially conscious, morally
upright and emotionally
b a l a n c e d . N u r s i n g
professionals are committed
to providing technical
resources in pursuit of
a c a d e m i c s u c c e s s fo r
students. The institute has
a c h i eve d t h i s g o a l by
working in partnership with
MedicalColleges&hospitals.
Unravelling the Mysteries
ofunmetMedicalNeeds
SDM Research Institute for
B i o m e d i c a l S c i e n c e s
(SDMRIBS),Sattur,Dharwad
A yo u n g i n s t i t u t e
established in 2019 with
s p e c i a l i z e d r e s e a r c h
facilities - a well-equipped
basic research laboratory,
pharmaceutical grade clean
room, and highly quali ied &
experienced faculty to
unravel the mysteries of
various unmet medical
needs, particularly non-
communicable diseases,
through innovative thinking,
creative problem solving and
cutting-edge technologies.
The institute intends to
conduct research in the
advanced and emerging
areasofmodernsciencewith
innovation and initiative for
indigenous technology and
product development for the
bettermentofthesociety.
“
Nursing professionals are commi ed
to providing technical resources in
pursuit of academic success for our
students. We have achieved this goal
by working in partnership with
Medical College & Hospital.
T H E

India's Most Leading
Universities of the Year, 2023
MAY - Issue 03
Name of Institute Description
D Y Patil
International University
dypiu.ac.in
Information Technology (JUIT)
Shri Dharmasthala
Bangalore
Birla Global University
juit.ac.in
sdmuniversity.edu.in
bangaloreuniversity.ac.in
bgu.ac.in
Jaypee University of Information Technology offers a
challenging academic environment to its students. It
aims to instil the habit of lifelong learning and, therefore,
provides a learner-centric education.
Shri Dharmasthala Manjunatheshwara University was
created to contribute to the region's growth and provide
affordable higher education to all students.
University Law College, Bangalore, strives for
excellence in education to realise a vibrant and
inclusive society through knowledge creation and
dissemination.
Birla Global University was established with the goal of
being the best destination for aspiring new-gen
professionals. It is committed to redefining ‘quality’ in
education.
D Y Patil International University was rolled out with a
fundamental mission of covering a remarkable milestone
in the history of higher education in India.
URL

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JAYPEE UNIVERSITY
OF INFORMATION TECHNOLOGY
Fostering the Future
Innovators and Engineers
( JUIT )
Engineers are the most
lexible people in the world!
It is said that an
Engineer can be the
owner of the company
and also can be the worker
of the company. Having said
that, the one who pursues
their education in
engineering receives
rigorous training during
their academics, which
assists a challenging spirit
in themselves.
Companies seek such
pupils who are lexible and
can ef iciently perform
every dif icult task with the
help of their challenging
spirit. There is a huge
demand for engineers in the
industry. Yet, there are
various streams in
engineering, like
mechanical, electronics,
biotechnology, civil
engineering, information
technology, and many
others.
Amongst all, engineering
in Information Technology
(IT) has high demand due to
technological development
that propels globalization
and digital transformation
and makes everything
accessible to humans.
In order to assist digital
transformation and
continuous development,
the need for IT
professionals and other
stream engineers has been
emerging. And the streams
enhanced ef iciency and
transformed the world into
a global village and made
information accessible to
everyone.
Catering to the emerging
need for IT and other
engineering streams, the
institutions impart the pupil
who will be lexible and
meet the industry
standards. Among other
institutions, Jaypee
University of Information
Technology (JUIT) was
conceived by a joint insight
of Himachal Pradesh and
the Founder Chairman of
Jaypee Group, Shri
JaiPrakash Gaur, in 2000.
The State Government
leased the land, and Act No.
14 of 2002, on which the
institution was established,
and published in the
Extraordinary Gazette on
May 23, 2002. In its Letter
No. F 9-10/2002(CPP-1)
dated December 9, 2002,
the University Grants
Commission granted its
permission under Section
2(f) of the UGC Act. The
JUIT is a part of the
Association of Indian
Universities (AIU).
In search for 'India's
Most Leading Universities
of the Year, 2023,' we
crossed the path with
Information Technology
and interviewed the Vice
Chancellor, Prof. Dr
Rajendra Kumar Sharma.
In interactive
communication, he shared
the saga story and the
future vision of the
university.
To know more about India's
best engineering university,
read ahead.
The Origin of the
University
The university was
established under Act No.
14 of 2002 vide
Extraordinary Gazette
Noti ication of the Govt. of
Himachal Pradesh dated
May 23, 2002, and the
academic activities of JUIT
commenced in July 2002.
The University campus is
spread over 25 acres of lush
green picturesque slopes of
Waknaghat hills in the Solan
District of Himachal
Pradesh. The campus is
pollution free and enjoys
lovely weather throughout
the year. The maximum
summer temperatures
touch 32 to 35 degrees
centigrade for one month in
a year.
Today, the university
oﬀers undergraduate B.Tech
degree programs in
bioinformatics,
biotechnology, civil
engineering, civil
engineering with computer
applications, computer
science and engineering,
electronics and
communication
engineering, electronics and
computer engineering and
information technology.
Apart from B.Tech
programs, the university is
presently oﬀering M.Tech in
biotechnology with
specializations in industrial
biotechnology and medical
biotechnology; civil
engineering with
specializations in structural
engineering, construction
management and
environmental engineering;
computer science and
engineering with
specialization in
information security and
data science; electronics
and communication
engineering with
specialization in the
internet of things (IoT).
14

Our Mission is to
develop as a
benchmark University
in emerging
technologies.
Besides these, the university
also offers MSc programs in
biotechnology,
microbiology, and PhD
(Doctoral) programs. JUIT
has world-class
infrastructure, built in a
phased manner, and now
the university has acquired
74228.71 sq m area.
JUIT encompasses an
academic block with a
spacious auditorium,
lecture theatres,
classrooms, tutorial rooms,
laboratories, administrative
of ices, faculty of ices and a
library. Along with it, the
university has been
accredited twice by the
NAAC in 2011 and 2017. In
NIRF Ranking, the
university is placed in the
th
138 position among all
engineering institutes in the
country in the year 2021-
22.
A Dynamic Entity
Prof. Dr Rajendra Kumar
Sharma is a well-known
academician and researcher
who graduated from IIT
Roorkee. He was the former
dean of academic affairs and
faculty affairs at the Thapar
Institute of Engineering and
Technology in Patiala,
Punjab. In HEI, Prof. Sharma
has worked for 31 years.
He worked at the Thapar
Institute of Engineering
and Technology for 24
years, and he is attempting
to use that experience to
transform JUIT into the
ideal teaching and research
HEI. Under his guidance,
JUIT recently struck an
agreement with the
Directorate of Technical
Education, Himachal
Pradesh, to advance
technical education within
the state. JUIT has also
signed MoU with IIT Ropar,
Punjab, to give a lip to its
research and innovation
activities.
Features
To become a centre
of excellence in the
field of IT and
related emerging
areas in education,
training and
research
comparable to the
best in the world for
producing
professionals who
shall be leaders in
innovation,
entrepreneurship,
creativity and
management.
Vision

Exchanging Learning
Programs
The JUIT coordinates
collaborative projects
between overseas
universities and institutes.
This entails establishing
alliances, fostering
academic and student
interactions, and setting up
team research projects. In
order to help foreign faculty
members and international
students adjust to life in
India without dif iculty, JUIT
also provides administrative
support.
While mentioning the
student exchange learning
programs, Prof. Dr Kumar
says, "We also have a student
exchange program with the
University of Florida, South
Dakota School of Mines and
Technology, and the
University of Nebraska,
Omaha, USA, where selected
students of JUIT are pursuing
their inal semester credits.
MoUs with many other
reputed International
Universities and Institutions
make JUIT a preferred choice
for the students."
Cheering and Captivating
Activities
The energetic Jaypee Youth
Club at JUIT oﬀers
opportunities for co-
curricular activity in the
university through several
constituent groups. These
clubs include ones for
drama, sports, and the
literary, cultural,
environmental, and health
ields.
The other students
choose the student body,
and faculty members oﬀer
assistance and guidance.
To develop as a
benchmark
University in
emerging
technologies.
To provide state of
art teaching-learning
process and a
stimulating R&D
environment.
To harness human
capital for a
sustainable
competitive edge
and social relevance.
Mission
The engineer
has been, and
is, a history
maker.
16

Features
They competitively
organized events, including
sporting, technical, and
cultural festivals also
inviting other institutions.
All semester students are
encouraged to join different
groups.
Cultural and Musical
Bonanzas, Annual Cultural
Festivals, Sports Festivals,
Technical Festivals, Nukkad
Nataks, Model United
Nations and Youth
Parliament, are some of the
activities conducted by the
JYC. Apart from this, The
JUIT Waknaghat has
introduced NCC Senior Wing
for girls and Boys.
Bestowing Employment
Opportunities
Over the years, JUIT has
developed a solid network
with leading companies to
hire its engineering
graduates. JUIT's Training
and Placement Cell manages
campus placements for
graduating students. The
cell offers the visiting irms
total support during the
placement process.
In accordance with the
needs of the visiting
companies, the university
arranges the pre-placement
interviews, group
discussions, online and
written assessments, and
talks. Additionally, the
pupils are encouraged to
sign up on challenging
coding sites. The students'
af iliation with Infosys
Spring Board aids them in
preparing for placements.
Paving the Way
While stating the
employment opportunities
of the University, Prof. Dr
Kumar also mentions the
achievements of JUIT and
postulates,
• "It is the irst private
University in HP,
established in 2002 with
its Chancellor as Governor
of Himachal Pradesh.
• Twice Accreditation by
NAAC (2011 & 2017).
• 87.6 per cent of faculty is
PhD from reputed
Universities in India and
abroad.
• Several faculty members
are post-doctorates from
reputed International
universities.
• Technology Incubation
and Entrepreneurship
Development Cell (TIEDC)
is established in the
university, and it works to
harness the talents and
research strengths
available in different
Engineering disciplines
and apply the same to
socially relevant projects
in the form of start-up
ventures. TIEDC provides
mentoring and
technological guidance to
perspective
Entrepreneurs. The
Department of Industries,
Himachal Pradesh,
supports the cell under
Chief Minister's Start-
ups/Innovation
Projects/New Industries
Scheme.
• Excellent placements in
Multi-National Companies
with the highest package
of 50 LPA in 2021-22.
• JUIT has 19 patents to its
credit. Many more are in
the pipeline."
Sneak a Peek at Future
After communicating about
the institute's achievements,
Prof. Dr Kumar also shares
his vision and states, "In a
globalized, well-connected
world, employers
increasingly value graduates
with international
experience and education.
With its solid international
tie-ups and richly diverse
and cosmopolitan
environment, JUIT helps its
students develop a global
perspective."
"Programs taught in
English by local and
international faculty, student
exchanges with partner
universities all over the
world, international
research cooperation and
international faculty
exchange – all of these are
the vision of JUIT to make its
education truly international
and world-class. Our alumni
are well settled in India and
abroad and setting
benchmarks for the
upcoming students to learn
in a serene environment and
grow in their respective lives
in all directions," he
concludes.
T H E

Education
and
Spirituality Sohan D. Tiwade is a
Professional Speaker and
Corporate Soﬅ Skills Trainer at
The Edge. He is also an
Assistant Professor at Sanjay
Ghodawat University.
Author
About
the
20

ham Brahamasmi,
ATatvam Asi.' We are
all familiar with the
words from the Scriptures
that tell us that human
beings, at the core, are
nothing but spirits. Science
talks about 'energy,' which
is synonymous with the
word 'spirit' that religion
refers to. Take, for example,
the words that both Science
and Religion agree with:
The law of the
Conservation of Energy
states that – 'Energy can
neither be created nor
destroyed, only converted
from one form to another.'
Religion just substitutes the
word 'Spirit' for the same
statement.
If our original nature is
spiritual, then Education
won't do any good by
ignoring this very important
factor in human life. But
today, we see that education
focuses minimally on the
development of the spiritual
side in human beings. Most
of our education concerned
with the development of
cognitive skills, motor skills
and, to some extent,
communication skills,
interpersonal and social
skills are paid attention to.
I remember I used to have
a subject in school known as
'Moral Science.' Today it is
called 'Value Education,' and
it is either given scant
attention or excluded from
many curricula that our
educational institutes
follow.
Gone are the days when the
Student (Shishya) used to
go to his Teacher (Guru),
who would focus on the
student's overall
development, and spiritual
development was one of the
primary motives. We ind
that education in the olden
days was more concerned
with religious education.
Take any religion; you will
ind that religious and
spiritual development was
the main aim, and inally,
that paved way to teach
them other knowledge and
skills.
Even modern scienti ic
knowledge and
development evolved from
religious enquiry into the
nature of the world.
Protestant values
encouraged scienti ic
research by allowing
science to study God's
in luence on the world and
thus providing a religious
justi ication for scienti ic
research.
Today, we have a
scienti ically and
technologically developed
world. All the research and
innovation have made
human life easier. We are
reaping the bene its of the
scienti ic bent of mind and
education, and it is all good.
But is it the end of all
knowledge and education
that we impart to our
students? Are we missing
something higher? Does
education also have a higher
purpose that we have left
out, or as the proverbial
saying goes, 'We have
thrown the baby out with the
bathwater?'
What is the result of this?
We have graduates who are
highly intellectual but
morally malnourished. A
person comes out of our
educational institute and is
easily lured towards the
dream of making fast
money. He takes to illegal
activities without any moral
compunction. He would
rather now deploy his
learning to leece our
society. It was Theodore
Roosevelt who said, "A man
who has never gone to school
may steal from a freight car,
but if he has a university
education, he may steal the
whole railroad."
Look at the paradox we
have created. Human beings
physically live in this world
for maybe 60 to 80 years on
average. But our spirit lives
forever. We do everything in
education for the physical
that one day will be no more
and ignore the spiritual part
of our life that will endure
forever!
The three brick layers
story is now a cliché. All
were asked what they were
doing. One replied, "Go
away. Can't you see I am
laying bricks?" The second
one replied, "I am feeding
myself and my family." The
third one replied, "I am
contributing to building a
school that will empower the
future generation."
Standpoint
May 2023
The Education View
A
'

Maslow's pyramid of
hierarchy of needs talks of
people being motivated by
basic needs, relationships,
security, and popularity and
then points out that very
few are concerned with the
'Self Actualization' part.
What does that tell us about
our education? We have
prepared a generation that
is focussed on catering to
their physical needs, which
Maslow called 'de icit
needs.' He pointed out that
these are all temporary
needs.
We have never catered to
the spiritual side in our
education impartation, and
that is why our graduates
and future generation miss
out on the 'sense of purpose
and meaning' in their lives.
We have today a world
where people are unhappy
and never reach the point of
ful ilment in their lives.
They always experience that
'void' in them despite all the
material gains, scienti ic
advancement and
technological development
that we have at our
disposal.
One of the challenges of the
'knowledge era' that we crib
about is the inability to
'wisely' use all the data and
knowledge our students
have at their disposal. Is this
not a sign of them being
spiritually starved?
So, to have holistic
development, we have to
have inclusive learning and
development. We have to
also bring back the spiritual
teaching in our curricula.
This will again not
guarantee a complete and
desirable transformation of
our graduates and society
but will at least have
students who are aware of
their eternal side in life, and
it will be their choice then
whether to take a casual
attitude towards it or not.
In short, at the end, I
would like to delineate as
educators what things we
can practice to help our
students with their spiritual
development.
Introduce Spiritual
Practices – Yoga,
Meditation, Prayer,
Mindfulness etc., that can be
practised.
Self-re lection and Self-
awareness – Encourage
students to know
themselves, their
uniqueness, their gifts, their
talents and their unique
mission in life.
Literature and Art – There
is a lot of literature and art
with spirituality behind
aestheticism. Students
could be exposed to it.
Inter-faith Dialogue –
Students could be
encouraged to discuss their
faith and share the
principles of their religion
without judgement
Service – Students could be
encouraged to take
activities that involve
service towards the less
privileged, like serving in
orphanages, foster homes,
soup kitchens, etc.
Practising Diversity – Help
students by exposing them
to diﬀerent philosophies,
religious texts and beliefs.
Build tolerance and
acceptance towards all
through such activities.
Connect with Nature –
Have activities like trekking,
walking in the woods,
mountain climbing etc.
Encourage activities that
help them to connect with
Nature.
Quiet Time – Have some
time to be spent in solitude
with yourself. Here students
can connect to their deeper
selves by being with
themselves sans all
electronic gadgets and sans
the company of other
people.
Encourage the Spirit of
Inquisitiveness – Help
students with bigger
questions related to the
universe, life purpose,
divinity etc. Let them
re lect, read and come back
with their insights.
One caution that we have to
observe is to understand
that Spirituality and
Religion are subjective
matters. As educators, we
cannot impose our beliefs
and faith on the students
and remain objective when
introducing spiritual
practices in education.
To conclude again, I will
mention the clichéd story of
the knowledgeable man
travelling with the boatman
when he starts enquiring
whether the boatman
knows about Science,
History, Geography, etc. The
boatman pleads with his
ignorance and simple life.
After a short while, when
the boat is in turbulence
and about to sink, the
boatman asks the educated
man whether he can swim
now he pleads with his
inability. All his knowledge
and learning are rendered
useless.
One day our spirits will
merge with the vast ocean
of divinity. It is important
that we are ready for it.
T H E
22

Breaking Barriers
Empowering
Diversity
and Inclusion
in
Higher
Education
in
University
24

Article
n recent years, the
Isigni icance of diversity
and inclusion has
gained recognition in
various spheres of society,
including higher education.
Universities are increasingly
prioritizing the
empowerment of diversity,
aiming to create equitable
and inclusive learning
environments. By breaking
down barriers and
embracing a wide range of
perspectives, higher
education institutions not
only enrich the educational
experience for their
students but also contribute
to building a more inclusive
society.
Promoting Access and
Representation
To empower diversity and
inclusion, universities must
focus on promoting access
and representation. It is
crucial to establish
pathways for students from
all backgrounds to enter
and thrive in higher
education. Proactive
outreach and recruitment
eﬀorts should be employed
to attract a diverse pool of
applicants. Additionally,
scholarships, inancial aid,
and mentorship programs
can play a vital role in
supporting
underrepresented students
and ensuring their success.

Diverse Faculty and Staff
as Role Models
Having a diverse faculty and
staff is essential to
empower diversity and
inclusion. The presence of
role models and mentors
from marginalized
backgrounds is crucial for
students. When students
see individuals who look
like them and share their
experiences in positions of
authority and expertise, it
sends a powerful message
of inclusivity and possibility.
Universities should actively
seek to recruit and retain
diverse faculty members
through inclusive hiring
practices and support their
professional development.
Creating an Inclusive
Learning Environment
Universities must create an
inclusive learning
environment that celebrates
diversity and fosters a sense
of belonging for all students.
This involves designing
curricula and pedagogical
approaches that incorporate
diverse perspectives,
histories, and cultures.
Courses exploring social
justice, intersectionality,
and inclusivity can help
students develop critical
thinking skills and empathy,
enabling them to navigate
an increasingly diverse
world.
Support Services for
Diverse Student
Populations
Providing tailored support
services is crucial for the
success of diverse student
populations. Establishing
dedicated of ices or centres
that offer resources and
assistance related to
diversity and inclusion is
essential. These spaces can
provide counselling,
mentoring, and
programming that address
the speci ic challenges faced
by underrepresented
students. Additionally,
creating safe spaces and
support networks for
marginalized groups can
empower students to voice
their experiences and
concerns without fear of
judgment or discrimination.
Collaboration and
Dialogue Across Diverse
Communities
Collaboration and dialogue
across diverse communities
are integral to empowering
diversity and inclusion in
higher education.
Universities should
encourage open discussions,
organize cultural events,
and facilitate intergroup
interactions. By creating
opportunities for students
from different backgrounds
to engage with one another,
universities can foster
understanding, promote
empathy, and dismantle
stereotypes and prejudices.
The Bene its of
Empowering Diversity
and Inclusion
Empowering diversity and
inclusion in higher
education is not only a
moral imperative but also a
strategic advantage.
Research has shown that
diverse learning
environments enhance
critical thinking, creativity,
and problem-solving skills.
By exposing students to a
variety of perspectives and
ideas, universities are
preparing them to thrive in
an interconnected and
globalized world.
In conclusion,
empowering diversity and
inclusion in higher
university education is a
multifaceted endeavour that
necessitates intentional
action. By promoting access,
representation, an inclusive
learning environment, and
support services,
universities can break down
barriers and provide equal
opportunities for all
students. The presence of
diverse faculty and staff as
role models is instrumental
in inspiring and guiding
students from marginalized
backgrounds. Creating an
inclusive learning
environment that embraces
diverse perspectives and
cultures enriches the
educational experience for
all. Moreover, dedicated
support services cater to
the unique needs of
underrepresented student
populations, ensuring their
success and well-being.
Collaboration and
dialogue across diverse
communities foster
understanding, empathy,
and the dismantling of
stereotypes. By encouraging
open discussions and
facilitating intergroup
interactions, universities
cultivate an environment
where all students can
thrive and contribute to the
collective learning
experience. Empowering
diversity and inclusion is
not only a moral imperative
but also a strategic
advantage. Research has
consistently demonstrated
that diverse learning
environments enhance
critical thinking, creativity,
and problem-solving skills,
preparing students for
success in a globalized
world.
To achieve these goals,
universities must
demonstrate strong
leadership, implement
inclusive policies, and
allocate resources to
support diversity initiatives.
It requires ongoing self-
re lection and a
commitment to continuous
improvement. By embracing
diversity and fostering
inclusion, higher education
institutions become
catalysts for positive
change, not only within
their campuses but also in
society at large.
In this rapidly evolving
world, the empowerment of
diversity and inclusion in
higher education is more
crucial than ever. It is
through breaking barriers
and celebrating the richness
of human experiences and
perspectives that
universities can truly ful il
their educational mission.
By creating an environment
where every student feels
valued, respected, and
empowered to succeed,
higher education
institutions become
beacons of social progress
and engines of
transformative change.
Together, let us strive to
empower diversity and
inclusion in higher
university education,
creating a brighter and
more inclusive future
for all.
Breaking Barriers
T H E
26

T
University Law
College, Bangalore
Fostering Legal Expertise for a Better Tomorrow
he signi icance of
Tlaw colleges in the
grand tapestry of
India's educational
landscape is a thing of great
admiration and awe.
For in these hallowed
halls of legal learning,
where the weighty tomes of
the law are studied with
fervent devotion and the
wisdom of ages past is
passed on to the eager
minds of the next
generation, lies the
foundation of justice and
equity that underpins this
great nation.
Through its rigorous
curriculum and steadfast
commitment to excellence,
Bangalore, cultivates the
legal minds that will one
day serve as the pillars of
the judicial system.
The erstwhile
government of Mysore (now
the state of Karnataka)
started the College in the
year 1948. It was previously
known as the Government
Law College (GLC). In the
year 1964, GLC was brought
under the Faculty of Law of
Bangalore University, and
since then, it has been
known as University Law
College (ULC).
Initially, a two-year LL.B
program was offered. The
turnaround in legal
education in India came
about with the introduction
of ive years BA. LL.B
Integrated degree
programme and ULC has the
credit as the irst institution
in the country to introduce
the ive years LL.B
programme in the year
1986-87, with the keen
initiation of Prof. V. B.
Coutinho, the then principal
of ULC. Presently Prof. Dr
Suresh V Nadagoudar is the
Principal of the College.
The College offers a two-
year LLM course, offering
specialisations in
Constitutional Law, Labour
Law, Criminal Law and
Corporate and Commercial
Law. Currently, Prof. Dr V
Sudesh is the Chairperson
of the Dept. of Studies in
Law, ULC, Bangalore.
This was an initiative to
achieve higher standards in
legal education as designed
by the BCI, New Delhi. ULC
is well known for organising
many academic, research,
literacy and extension
programs such as National
and International seminars,
conferences and legal aid,
moot courts and many
cultural events too.
“
28
Bangalore, is commi ed to
imparting quality education,
promoting scientific tempo, and
blending theoretical knowledge
with practical skills.

Empowering Legal Minds
The vision of the College is
to achieve excellence in
education for the realisation
of a vibrant and inclusive
society through knowledge
creation and dissemination.
Bangalore, is committed to
imparting quality education,
promoting scienti ic tempo,
and blending theoretical
knowledge with practical
skills. The institution aims
at pursuing academic
excellence through teaching,
research, and publications
and by providing access to
all sections of society to
pursue higher education for
promoting leadership
qualities among students,
making them socially
sensitive citizens.
Leading with Legal
Acumen
Prof. Dr Suresh V.
Nadagoudar is currently the
Principal and Dean, Faculty
of Law, University Law
College, Bangalore. He has
also served in various
capacities such as Former
Registrar and Vice
Chancellor (Acting), Rural
Development and Panchayat
Raj University, Gadag;
Former Registrar
(Evaluation), Bangalore
University; Former
Registrar (Evaluation) &
Registrar I/c, Karnataka
State Law University,
Hubballi.
He has also served as a
Member of the Syndicate,
Senate, and Academic
Council of diﬀerent
Universities, a member of
BOE, BOS, and Faculty of
Law and Chairperson of
multiple local enquiry
committees to inspect
academic standards of the
institutions and as an expert
in various committees at
University, State and
National levels. He has
multiple publications and
awards to his credit and has
also guided a number of
students at PG and Ph.D
programmes.
The College has achieved
numerous milestones
through the constant
support of its distinguished
teaching faculty, alumni and
its university. These are the
few notable achievements
under the leadership of Prof.
Dr Suresh V. Nadagoudar:
• Infrastructure
development.
• Smart classroom with
projectors.
• Gender-inclusive
admission.
• Transgender reservation
(friendly environment to
LGBTQ community), the
institution has encouraged
students to truly identify
themselves as to who they
are.
• Anti-ragging and anti-
sexual harassment
mandates are strictly
followed in the College;
College has established
dedicated committees to
ensure the same.
• Dedicated Moot
courtroom, which is a
replica of a court setup.
• Arrangement of special
lectures by eminent guests.
• Introduced distinguished
visiting faculty who are
eminent senior advocates
of the High Court and
Supreme Court.
• Introduced Model United
Nations (MUN) and
successfully hosted the
annual MUN competition.
• Publication of law journal,
research and development
activities.
• MOUs with prominent
legal education institutions
for student and faculty
exchange programmes.
• Updated the course
curriculum of the LL.B and
LL.M programmes.
Beating the Odds
One of the important
challenges which are
generally encountered by
law colleges or institutions,
more particularly in the
public institution, is
providing the required
infrastructure, and
recruitment of quality
teachers, to ensure student
attendance and make
students get involved in
participating in ield
learning and activities.
However, these
constraints have been
overcome in the institution
by the construction of fully
furnished infrastructure,
which includes smart
classrooms, a fully
furnished moot courtroom
and so on, with the constant
help of the university funds
and the cooperation of
alumni.
Measures have also been
taken to ensure the
appointment of quality
guest faculty through a
transparent selection
process and also encourage
students to take up
internships, moot court
competitions and other
ieldwork as a part of the
curriculum mandate.
Features

The vision of the
college is to achieve excellence in
education for the realisation of a vibrant
and inclusive society through knowledge
creation and dissemination.
“
Upholding the Culture
ULC conducts many
activities throughout the
year for students to
participate in, some of them
being Moot courts, debates,
parliamentary quizzes and
Model United Nations.
Ethnic Day is celebrated
to uphold the Indian culture
and students' home
countries' culture for
everyone to feel included.
The College also has a
legal services clinic cell and
NSS wing, which operate on
a very active basis to
provide service to society;
the activities include and
are not limited to a legal
awareness drive, village
visits and camps, blood
donation, environment
meets and so on.
The College also has
various clubs, some of
which are initiated by
students themselves, which
include Moot club, Debate
club, VCCR's CRY – for child
rights and so on.
The College also has a
dedicated Moot Court
Society and MUN society (a
student body committee run
under the guidance of the
teaching faculty), which
organise and host annual
national competitions.
Eminent Faculties
The College is availing the
honorary service of ive
distinguished visiting
faculties who are eminent
designated Senior
Advocates of the High Court
and Supreme Court to get
the required practical
exposure to students.
Further, conducting Special
Lectures inviting eminent
Judges, Advocates, and
Academicians has been a
saga of great success.
The eight eminent
designated Senior
Advocates of the High Court
and Supreme Court as
Distinguished Visiting
Faculty are as under:
• Sri Ravivarma Kumar
• Sri Uday Holla
• Sri. Mohan V. Katarki
• Sri Basavaprabhu S Patil
• Sri Prabhulinga K. Navadgi
• Prof. M. K. Ramesh
• Smt Jayana Kothari
• Smt S. R. Anuradha
Helping Hands
The College has a Legal Aid
Services Clinic to provide
legal aid to the poor and
needy. This is one of the
components of the LL.B
program in which the ULC
puts its heart and soul into
its realisation. Students of
the law programme visit
villages and enquire about
the de iciencies prevailing
in the villages through a
scienti ic questionnaire.
This includes the day-to-day
problems they face, their
level of literacy, and their
lack of legal knowledge.
Through this method, the
students ascertain the
socio-legal problems in
these villages. In this
programme, a group of
students assisted by a staﬀ
member would provide the
necessary advice to tackle
their legal routine, social
and economic problems.
University Law College has
been consistently holding
this programme since the
30

introduction of the ive
years LL.B programme in
the year 1985-86.
As a part of the Legal Aid
Service Programme, the
College has adopted the
villages in the Bangalore
district. The Legal Aid
Services Clinic and Literacy
programmes are conducted
by Dr N. Sathish Gowda,
who is the Coordinator of
the Legal Aid Services Clinic.
Strive for a Social Cause
The National Service
Scheme of ULC has been
conducting several
activities, such as
cleanliness drives in
villages, health awareness
camps, spreading
awareness on socially
important issues, and a
national integration camp
with about 150 student
volunteers. Various
activities were conducted by
the National Service Scheme
of the University Law
College in the year 2021-22,
including voluntary blood
donation camps, women's
day and other celebrations.
The annual camp of NSS
volunteers is conducted
every year in diﬀerent
villages near Bangalore.
Various social and cultural
activities like cleaning the
village, legal awareness to
the village people,
education, health care,
personal hygiene, etc., are
part of the annual camp. Dr
Chandrakanti is the NSS
Coordinator.
The annual national-level
Moot Court Competition
hosted by ULC is the
lagship activity of the
student body, the Society of
Mooters. The competition
attracts participants from
law colleges all across the
country. The Judges of the
High Court of Karnataka
preside over the inals of the
Moot Court Competition.
This event has achieved an
invaluable position among
the top Moot Court
Competitions in the country.
“
The college has
achieved numerous
milestones through
the constant
support of its
distinguished
teaching faculty,
alumni and our
university.
Features
T H E

32
The Future is Here
Advancements
advancements have sparked
a digital transformation in
education. Traditional
classrooms are no longer
limited to physical spaces,
as virtual learning
environments and online
platforms have become
commonplace. With the
click of a button, students
can access a wealth of
information, collaborate
with peers across the globe,
and engage in interactive
learning experiences. The
possibilities are limitless,
and universities must
embrace this digital
revolution to stay at the
forefront of education.
Enhancing Learning
Experiences
Technology has the
potential to enhance
n today's fast-paced,
Itechnology-driven
world, the integration of
technological advancements
in higher university
education has become more
vital than ever. As society
continues to evolve, so too
must the educational
institutions. Embracing the
power of technology can
revolutionize the way we
teach, learn, and engage
with knowledge. By
harnessing these
advancements, higher
education can prepare
students for the challenges
and opportunities of the
future.
The Digital
Transformation of
Education
Technological
Embracing
Technological
in Higher
University
Education

Article

learning experiences in
higher education.
Interactive multimedia
tools, simulations, and
virtual reality (VR) can
bring abstract concepts to
life, enabling students to
visualize complex ideas and
gain a deeper
understanding of the
subject matter. Online
discussion forums, video
conferencing, and
collaborative platforms
encourage student
engagement and foster a
sense of community in
virtual learning
environments. By
incorporating these tools
into teaching practices,
educators can create
dynamic and immersive
learning experiences.
Personalized Learning
and Adaptive Assessment
Technology allows for
personalized learning
experiences tailored to
individual student needs.
Adaptive learning platforms
utilize algorithms and
analytics to track students'
progress and adapt
instruction accordingly. This
individualized approach
ensures that students
receive targeted support,
allowing them to learn at
their own pace and
overcome challenges more
effectively. Additionally,
technology enables adaptive
assessment methods that
provide real-time feedback,
enabling students to
monitor their progress and
identify areas for
improvement.
Expanding Access to
Education
Technological
advancements have the
potential to break down
barriers to education and
expand access to higher
learning. Online courses and
distance learning programs
enable students from
diverse backgrounds and
geographical locations to
pursue education without
the constraints of physical
proximity. Additionally,
digital resources and open
educational materials
provide free or low-cost
alternatives to traditional
textbooks, making
education more affordable
and accessible to all.
Preparing Students for
the Workforce of the
Future
The integration of
technology in higher
education equips students
with the skills and
competencies necessary for
the workforce of the future.
As industries continue to
evolve, there is an
increasing demand for
individuals who are
technologically pro icient,
adaptable, and innovative.
By incorporating technology
into the curriculum,
universities can foster
digital literacy, critical
thinking, problem-solving,
and collaboration skills—all
essential for success in the
modern workplace.
Addressing Challenges
and Ethical
Considerations
While the bene its of
embracing technological
advancements in higher
education are signi icant,
there are also challenges
and ethical considerations
to navigate. Issues such as
privacy, data security, online
harassment, and equity in
access must be carefully
addressed. Universities
must prioritize
implementing robust
policies and practices to
safeguard student
information and ensure an
inclusive and safe online
learning environment.
Embracing technological
advancements in higher
university education is not
just an option; it is
imperative for educational
institutions in the 21st
century. As society becomes
increasingly digital,
universities must adapt to
meet the changing needs
and expectations of
students. The integration of
technology offers immense
opportunities to
revolutionize teaching,
learning, and research.
By harnessing the power
of technology, higher
education institutions can
enhance learning
experiences through
interactive and immersive
tools. The use of
multimedia, virtual reality,
and online platforms
engages students in
dynamic and collaborative
learning environments.
Personalized learning and
adaptive assessment ensure
that each student receives
tailored support, enabling
them to reach their full
potential.
Furthermore, the
incorporation of technology
in higher education expands
access to learning. Online
courses, distance learning
programs, and digital
resources break down
geographical and inancial
barriers, allowing students
from diverse backgrounds
to pursue education. This
democratization of
education ensures that
knowledge is accessible to
all, regardless of their
circumstances.
In addition to enriching
learning experiences and
expanding access,
embracing technological
advancements prepares
students for the workforce
of the future. By equipping
them with digital literacy,
critical thinking, and
collaboration skills,
universities empower
students to thrive in an
increasingly technology-
driven job market. Students
become adaptable,
innovative, and well-
prepared to navigate the
complexities of the
professional world.
While there are
challenges and ethical
considerations associated
with integrating technology,
universities must prioritize
the development of robust
policies and practices.
Safeguarding student
privacy, ensuring data
security, and promoting an
inclusive and safe online
environment is paramount.
By addressing these
challenges head-on,
universities can create a
responsible and ethically
sound technological
ecosystem.
34
The Future is Here
T H E

Aftermath
Univers y Education
"Pandemics only truly end
when the next pandemic
begins."
- Dr Michael Ryan, WHO
Emergencies Chief
he World Health
TOrganization
downgraded its
assessment of the
coronavirus pandemic on
th,
May 5 2023, saying it no
longer quali ies as a global
emergency. What it
translates into is that it's
time for countries to
transition from 'emergency
mode' to 'managing' COVID-
19 like any other infectious
disease.
The COVID-19 pandemic
affected all of us in ways
that we are yet to
comprehend. Many of these
effects were visibly seen
and registered. However, it
also affected us in many
intangible conducts. It
created an unprecedented
scar on our mental health.
The pandemic affected
everyone irrespective of
their nationalities, gender,
societal status or religion. It
also poured light on many of
our societal incompetence
and inequalities, especially
in the ield of education and
employment.
Lockdown, which was our
emergent response to this
global pandemic, became a
societal divider. There were
some who were in support
of it and some who could
not possibly afford it. Soon
enough, staying 'locked
down' became a privilege
rather than a necessity. In
all the lockdown phases
proposed by India, right
from Lockdown 1.0 to
Lockdown 5.0, one common
sector that faced strict
compliance was the
education sector. And for
obvious reasons.
Educational institutions
are a breeding ground for
such viruses to spread, and
understandably, they were
to be locked down in all
earnestness. According to
the Ministry of Human
Resource Development
(MHRD), there are 993
universities listed on the
portal. Catering to roughly
32 crores of students who
were forced to stay put
during these lockdown
phases in India. This
drastically affected and
disrupted their education
journey. Collectively the
aftermath of such a global
pandemic could be seen in
varied aspects mentioned
below:
The Aftermath for
Students: The primary
defence for the COVID-19
pandemic was lockdown.
The concept itself was
utterly new to us.
Implications of this
lockdown could be seen in
varied aspects of life.
Prominently the isolation
that came with it. Students,
who normally would go
about meeting their friends
every single day, were now
forced to stay put. We
cannot underestimate the
positive impact of social
networking on students'
overall personal growth.
With the lack of such a
strong social touch, many of
the students felt secluded.
According to a study
published in the Asian
Journal of Psychiatry, over
53 per cent of Indian
university students suffer
from moderate to extremely
severe depression. Many
students felt anxious about
their future. Some lost their
self-con idence, and some
even said goodbye to their
very irst relationships. We
cannot begin to understand
the help and support our
students need in order to
survive post-pandemic.
Students are facing
dif iculties in coping with
the post-pandemic era.
Many are now feeling
hopeless about their
prospective future. Students
who had plans to study
abroad came to a halt.
Opportunities for
internships and on- ield
training also became lean.
There was a huge question
mark on the student's
integrity during online
lectures as well as
assessments. Many
professors agreed that
students were cheating
during online examinations.
This created a discouraging
circumstance for honest
students.
Then there was the
socioeconomic divide. As
the universities had to shift
to online education,
students were required to
have the basic
infrastructure needed for
digital learning, such as
laptops, basic internet
facilities, and software
support. Students who
belonged to rural areas
found it extremely dif icult
to adapt to these
advancements. Education,
more so 'Digital Education,'
became a privilege. The
digital divide became more
prominent.
On the contrary, this mode
of delivery pushed both
university lecturers and
students to adapt to the
digital mode of education,
creating a paradigm shift in
the teaching and learning
process. Universities could
now reach more students
worldwide, which could
result in an increase in
enrollment and
T
36

internationalization.
The pandemic showed
that universities could now
offer the quality education
that they provide in person
from the comfort of the
student's homes. With the
pandemic still scarring
Universities, hybrid learning
and blended learning
approaches could be
adopted that combine both
physical and digital
learning.
The Aftermath for
Professors: The global
pandemic shook the entire
normalcy we had going for
ourselves. The education
system was caught off
guard, and its conventional
practices that had been
functioning for years were
tested harshly. The
pandemic urged
universities to be creative
and adapt to survive,
causing them to change
their educational delivery
methods, assessment
practices, and learning
outcomes.
Adhering to social
distancing protocols,
universities shifted from
physical classroom learning
to digital modes of delivery
like online learning, hybrid
learning, or blended
learning to keep students
and staff safe. The
pandemic's impact forced
universities to rede ine
their assessment and
evaluation practices.
With the onset of COVID-
19, the universities had to
shift to online assessments.
University professors who
had not taught online before
switched to online delivery
mode. It was survival of the
ittest. The traditionalist
faced dif iculties in
switching to online mode.
The idea that you cannot
see your students when
they can see you was very
invasive for some.
In contrast, others looked
at it as an opportunity to be
more creative. They could
now reach the students
residing in the remotest
areas. Technology has
become more prominent
and critical than ever
before, and universities are
now looking for ways to
leverage technology to its
fullest potential.
Furthermore, technological
adoption is likely to
increase as more
universities adopt digital
modes of assessment and
learning. With advanced
technologies such as Virtual
Reality (VR) and Augmented
Reality (AR) gaining
relevance day by day,
universities could use them
for imparting knowledge
and exploring new teaching
methodologies.
Conclusion
In conclusion, both the main
stakeholders of the
education sector, viz,
students and faculties, were
put to the test during the
pandemic. While much is
still to unfold, the Indian
education sector created a
benchmark for many
developing countries in
terms of adapting to the
'New Normal.'
Many universities have
been taking initiatives to
create a compassionate eco-
system for our students,
such as hiring a full-time
counsellor, organizing
mental health awareness
programs etc. However, they
could de initely do more.
Higher education
institutions must see mental
health as a prerequisite for
educational progression.
The pandemic provided
an opportunity to rethink
the traditional education
models and create new
multidisciplinary and
sustainable models that
cater to the evolving needs
of the universities. New
Education Policy (NEP)
2020 has certainly laid
grounds for such
advancement in education.
It would be fascinating to
see how the students and
universities pave the way
forward.
Ms Anuradha
Patil, PhD Pursuing,
UGC-NET, MBA,
B.Com, is a Lecturer at
D Y Patil International
University, Akurdi, Pune.
She has over seven years of
teaching experience and has published
research articles in the Management domain.
T H E

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