2025, Vol. 7, Issue 7, Part A

Author(s): Arun Kumar, Sesadeba Pany, Manish Agrawal and Amiya Ranjan Panigrahi

Abstract: The present study explores higher education students' perceptions of their curriculum across various institutions in India, focusing on key components such as theoretical components, practical training, internships, value-added courses, global challenges, entrepreneurship, traditional Indian knowledge, transaction mode, assessment procedure and employability. The primary objective was to explore how students view their academic programs and to assess their relevance and effectiveness. The investigator employed a descriptive survey design using a stratified proportional sampling technique to gather data from 330 students across various higher education institutions. A self-developed questionnaire was used as the data collection tool, and the data were analyzed using percentage analysis. The findings revealed that students perceived the curriculum as overloaded, with excessive theoretical content. However, they acknowledged that the curriculum lacks practical training and opportunities to link theory with practice. Although practical components and skill development have been included, they are usually not utilized to their full potential. Internships in the curriculum emerged as a critical strength, effectively bridging the gap between academic learning and real-world applications. Despite fostering global competencies and entrepreneurial skills and addressing international challenges, students identified gaps in the relevance of value-added components and the depth of engagement with Indian knowledge traditions. Most students perceived teaching methods and assessment procedures as fair and appropriate, though the limited use of digital pedagogies and innovative teaching practices. Thus, it may be recommended to design a more balanced curriculum with the integration of more internship programs and the adoption of innovative teaching practices to better meet students' needs and prepare them for real-world challenges.

DOI: 10.33545/27068919.2025.v7.i7a.1541

Pages: 37-46 | Views: 931 | Downloads: 209

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