I have been teaching undergraduate students for a considerable period of time and have also been helping young researchers in their academic pursuits. On the basis of my personal experience in the field of academics, I feel that the reading habit among Indian students is declining. However, the bigger question is why is this happening?
Let me first clarify that I am not making a value judgement here. Nor am I pushing forward an argument that students of yesterday were avid readers, while students of the present time are an anti-knowledge lot.
To make such a sweeping generalisation, one would need to conduct a scientific study and take into consideration multiple factors. On the occasion of Teachers’ Day, I simply want to share my own experience—something that has been troubling my mind.
One of the first major signs of the decline of reading culture is the disappearance of shops and stalls selling books, magazines, and newspapers. Even the Xerox shops around colleges and universities are now busy printing and photocopying documents to be submitted to the administration, rather than essays, articles, or relevant portions of books and magazines.
Even newspaper hawkers are hardly visible, not only around colleges in semi-rural areas but also at those located in district headquarters and cities. Around college and university campuses, what one mostly sees is the mushrooming growth of fast-food kiosks. Since the administrations are often unable to run the canteens properly, students have little choice but to go outside and eat junk food.
Inside the campus, library culture is also on the decline. One of the main reasons for this is the lack of library staff. Most of the library staff are contractual workers who are poorly paid. As a result, they often do not work there with a sense of commitment. Even among those who are working, many are not trained in library science. Nor are they sensitized to the needs of readers. The reading hall is also poorly maintained. The seating arrangements and lighting are inadequate. The books are not properly arranged, making it difficult for readers to access them.
However, the growing corruption within the publishing world has also infected our campuses. As a result, a large portion of the books purchased in recent years are simply garbage. Even in the journal sections, substandard journals are purchased while quality journals are often ignored. Everywhere, there are cuts in the budget, and even when money is spent, it is rarely spent on the welfare of students or the promotion of genuine academic activity.
The administration is happy to display this garbage on the shelves of the library in return for hefty kickbacks, while caring little about valuable books that are damaged by pests or due to neglect.
I do not know much about the complex rules and norms that determine how colleges and universities are ranked among the top institutes by government agencies. But my yardstick for judging whether a college or university is academically vibrant is very simple. Whenever I visit a new academic institution, I first try to visit its library because a well-attended library is a sign of a healthy academic environment.
While no bhajan (devotion) is possible without bhojan (food), I next visit the canteen inside the academic premises. A canteen not only provides food but also creates a space for interaction, debate, and discussion. I am sad to say that most universities and colleges cannot boast of having such a happening place. If there are a few such eateries, they are highly commercialised, serving mostly fast food. While the food may be ‘hot’ and ‘spicy’, the public culture there is dull and lifeless.
The shrinking democratic space is no less responsible for the declining reading culture. The administration is becoming more authoritarian day by day. The regime of security and surveillance is intensifying with each passing day. Even teachers often maintain a sense of superiority. Most teachers favour students who act meekly before them, touch their feet, and flatter them at every opportunity.
The caste network is also deeply pernicious on campuses. It is not a coincidence that the students or research scholars favoured by a teacher are often those who belong to his caste. While our teachers project themselves as the biggest “patriots” in public life, in their personal lives they often indulge in what can only be described as anti-national behaviour by practising caste-based discrimination.
Worse still, our educational campuses are not adequately sensitised to the needs and concerns of female students, religious minorities, and differently-abled people. The syllabus has been framed to glorify the past rather than to meet the needs of students in the present. Students from marginalised sections often find it difficult to relate to the course structure and feel alienated from the academic environment. The rise of majoritarianism and intolerance, along with the display of religiosity on campuses, has further alienated minorities.
Discussions and jokes in staff rooms and classrooms are often anti-women. The rampant misogyny prevalent on campuses makes women feel unsafe. Parents, too, often seize this opportunity to further control the freedom of their daughters.
The lack of student activism and the disappearance of debating and seminar culture are among the major reasons why students do not feel motivated to read. Often, student organisations are banned on campuses by the administration on the grounds that they are involved in violence. It is true that some student bodies have been involved in violent activities, and no one is arguing that they should not be held accountable for their misdeeds. But one also needs to recognise that banning student politics is not the solution to violence. Even elections are sometimes marred by violence, but no one argues that elections should be abolished.
Even the seminars held within campuses often fail to achieve their intended purpose. This has much to do with the relationship between funding agencies and the ideologies they seek to impose on the organisers. Seminars have now turned into occasions to facilitate politicians in power and echo the political lines of the establishment, without critically examining whether such policies are indeed framed in the public interest or merely serve vested interests. Since students and researchers are required to produce certificates of participation, they are often more concerned with obtaining the certificate and filling the chairs in the audience than with participating in any meaningful and fruitful discussion.
It is not only the academic spaces that are responsible; parents, too, often impose their own will on their children. We hardly find parents who facilitate their children in pursuing the goals of their choice. Most are in a hurry to see their children settle into high-salaried and secure jobs. Both at home and in our society, a person is often judged “successful” on the basis of how much wealth they have amassed, how trendy their clothes are, and how luxurious a car they drive.
The anti-intellectual environment at homes get extended into our academic spaces. The teachers hardly read. They have forgotten that a good teacher is the one who is first a student. The advancement in career is the bigger concern for the teachers rather than acting as the source of knowledge. They hardly speak on the pressing political issues because they want to remain in the good book of the establishment.
Even if our Constitution gives every citizen the fundamental right to freedom of speech, and the highest court of the country has held that dissent and criticism are integral parts of democracy, a large section of teachers have imposed self-censorship on themselves. They write only when they need papers for promotion, and most of these papers are poorly written and make little sense. Yet they get published as “research papers” because the authors pay publishers huge amounts of money.
Even in the staff room, teachers hardly discuss academic issues. The favourite gossip among male teachers is often about the clothes of their female colleagues, accompanied by rumours about their personal lives and sexual relationships. Worse still, many teachers are excessively flattering towards their seniors while being rude and dismissive towards their students.
All these factors contribute negatively to the lives of our young students. The smarter among them have come to realise that knowledge is not the first criterion for getting jobs in academia. That is why they spend a large amount of their energy flattering their teachers and developing networks with those in the administration and politics. Sensing that joining the political outfits of the ruling party is a more secure way of getting jobs, they are often too busy attending sectarian political programmes rather than spending time in the classroom and library.
Since a large number of students hardly read, they are unable to write. Whenever they turn up to submit their assignments, their writings are often copied and pasted from the internet. These are some of the more disturbing trends that I have noticed while working as a teacher. I do not know how these issues can be addressed. But if India has to excel in the field of knowledge and ensure that its democracy remains meaningful, policymakers cannot afford to ignore these questions.
(Dr Abhay Kumar teaches Political Science. His recently published book is Muslim Personal Law: Definitions, Sources and Contestations (Manohar, 2026). Email: debatingissues@gmail.com)