Why Students in India Struggle to Secure Teaching Jobs After Studying Interdisciplinary Subjects?
“Teaching Jobs for Interdisciplinary Graduates in India are becoming increasingly scarce despite the National Education Policy (NEP) 2020 promoting multidisciplinary learning. Thousands of highly qualified interdisciplinary graduates face rejection when applying for teaching jobs—caught between progressive policy and outdated recruitment rules. A PhD in Nanotechnology, another in Computational Biology—yet both candidates are told they are ‘not eligible’ for teaching roles because their degrees don’t fit into rigid departmental boxes. This is the reality for many interdisciplinary scholars in India today.”
Interdisciplinary studies have gained popularity having the face of broadened knowledge across multiple fields. In India’s evolving education landscape, interdisciplinary studies promise innovation and holistic learning. These programs, combining elements from various disciplines, are designed to foster innovation, critical thinking, and versatile skills. However, despite the growing interest and the clear benefits of interdisciplinary education, many students in India face significant challenges when trying to secure teaching jobs after completing such courses. With over 28% of teaching posts in central universities vacant and NEP 2020 calling for multidisciplinary education, one would expect interdisciplinary scholars to be in high demand. Instead, rigid hiring norms leave them jobless and disillusioned.
This blog is a voice of countless aspiring educators who are left unheard, revealing the systemic barriers they face and pleading with policymakers to deliver the justice and opportunities they deserve. Also, the author tried to delve into the root causes behind this irony, outlines its real-world implications, and offers actionable guidance for both aspiring educators and policy makers.
Table of Contents
The Rise of Interdisciplinary Education in India
Interdisciplinary education integrates concepts, methods, and frameworks from different academic disciplines to solve complex problems and address real-world issues. Universities and colleges across India have introduced a variety of interdisciplinary programs, such as Environmental Studies, Cognitive Science, Data Science, Nanotechnology and many more.
Students are drawn to these programs for their dynamic curriculum and the promise of diverse career opportunities. But the reality often falls short, especially for those aspiring to become educators.
Challenges Faced by Interdisciplinary Graduates in Securing Teaching Jobs
1. Lack of Recognition in Traditional Academic Roles
One of the major hurdles faced by interdisciplinary graduates in India is the lack of recognition within the traditional academic framework. Most educational institutions, especially schools and universities, are structured around well-established, discipline-specific departments such as Physics, Mathematics, Literature, or History. Teaching positions are typically advertised with strict requirements for specialized degrees and expertise in a single subject area.
Interdisciplinary graduates, by definition, possess knowledge and skills that span multiple fields. For example, a student might combine Computer Science with Environmental Studies or Sociology with Data Analytics. While this breadth offers a unique and valuable perspective, it does not fit neatly into the standardized categories used by hiring committees.
As a result, these graduates often find themselves at a disadvantage when applying for teaching roles, as their qualifications are either misunderstood or undervalued. The academic system’s preference for narrowly defined subject expertise means interdisciplinary candidates are frequently overlooked, regardless of their ability to contribute innovatively to education. This lack of recognition not only limits job opportunities but also discourages students from pursuing interdisciplinary studies, despite their growing importance in solving complex, real-world problems.
2. Rigid Recruitment Criteria
Another significant barrier for interdisciplinary graduates is the intractable recruitment process prevalent in many Indian educational institutions. Most recruitment advertisements for teaching positions specify strict eligibility criteria, often requiring candidates to have completed postgraduate degrees or doctorates in a single, clearly defined subject. Furthermore, teaching experience in that specific discipline is frequently mandatory.
For instance, a university department of Environmental Science might require applicants to hold a Master’s or PhD specifically in Environmental Science or a closely related field. A candidate with an interdisciplinary background combining Environmental Science with Data Analytics or Sociology may find these qualifications considered insufficient or irrelevant, despite their ability to teach and research effectively in the subject.
This rigid approach limits the hiring pool to narrowly specialized candidates, ignoring the value of interdisciplinary knowledge which is increasingly essential in addressing multifaceted issues like climate change, public health, and technology integration.
The recruitment process often lacks flexibility to assess interdisciplinary graduates on the basis of their broader skill sets, problem-solving abilities, and innovative teaching approaches. Consequently, many talented candidates are excluded, leading to a loss for educational institutions that could benefit from diverse academic perspectives.
3. Misalignment with National Education Policy NEP 2020: A Deeper Look
The National Education Policy (NEP) 2020 was introduced as a landmark reform to revolutionize India’s education system. One of its biggest promises was multidisciplinarity—breaking rigid silos between arts, sciences, engineering, and professional courses. The idea was to allow students to explore interdisciplinary combinations, nurturing creativity, innovation, and real-world problem-solving abilities. However, the ground reality of faculty recruitment tells a very different story.
NEP advocates Interdisciplinarity, Recruitment rejects it.
- What NEP 2020 Says:
NEP envisions universities where a student can major in Physics and minor in Philosophy, or study Computer Science alongside Economics and Design Thinking. It also talks about Multidisciplinary Education and Research Universities (MERUs)—institutions designed to be world-class, integrated spaces for research and teaching across disciplines. - What Actually Happens:
Teaching job notifications from universities and colleges often require master’s and PhD degrees in the same subject as the department advertising the post.
Example: A candidate with a PhD in Climate Studies (an inherently interdisciplinary field involving Physics, Environmental Science, and Economics) may be rejected for both Physics and Environmental Science posts because their degree title doesn’t exactly match the department name. This creates a contradiction between academic training and hiring norms, leaving interdisciplinary graduates with very few opportunities.
- Vacancies vs. Qualified Candidates
NEP 2020 repeatedly emphasizes the need for high-quality faculty to improve India’s Gross Enrolment Ratio (GER) in higher education. Yet:
- Many universities have 50–70% faculty vacancies, especially in specialized areas.
- At the same time, highly qualified interdisciplinary candidates are rejected because their degree titles don’t align with rigid eligibility criteria.
This widening gap shows how hiring practices undermine NEP’s goals rather than supporting them.
- Multidisciplinary Curriculum, Monodisciplinary Teachers
NEP pushes for:
- Liberal arts education
- Interdisciplinary research centres
- Holistic undergraduate and postgraduate programs
But if the faculty themselves come only from traditional, single-subject backgrounds, the goal of teaching multidisciplinary content becomes unrealistic. Students studying courses like Data Science + Sociology or AI + Ethics often find no faculty who reflect this diversity because such profiles are excluded during hiring.
- Administrative Lag in Implementing NEP Vision
While NEP provides a policy blueprint, the University Grants Commission (UGC) and state Public Service Commissions (PSCs) have been slow to modify recruitment rules.
- Most advertisements for Assistant Professors and Lecturers still follow UGC Regulations 2018, which are discipline-specific, ignoring NEP’s multidisciplinary vision.
- No clear equivalency framework exists for interdisciplinary degrees, so hiring committees prefer to “play safe” by sticking to traditional eligibility norms.
- Impact on Students and Research
This misalignment creates multiple problems:
- Unemployed scholars: Many PhDs in interdisciplinary areas like Environmental Humanities, Computational Biology, or Nanoethics remain jobless.
- Brain drains: Scholars often migrate abroad where interdisciplinary hiring is more flexible.
- Stunted research: Lack of interdisciplinary faculty limits collaboration and funding opportunities in cutting-edge areas.
4. Limited Awareness and Understanding
A critical challenge faced by interdisciplinary graduates in India is the limited awareness and understanding of their skill sets among educational institutions and hiring committees. Many traditional academic bodies are accustomed to evaluating candidates based on conventional, single-discipline qualifications. This often leads to a lack of appreciation for the depth and breadth of knowledge that interdisciplinary graduates bring.
For example, a candidate with a background in Cognitive Science—a field that merges psychology, neuroscience, and computer science—may struggle to fit into established departments like Psychology or Computer Science. Hiring panels may not fully grasp how such interdisciplinary knowledge can enhance teaching and research, leading to hesitation or outright rejection of applications.
Moreover, the evaluators might lack the framework or criteria to assess interdisciplinary expertise. This gap creates uncertainty and contributes to the undervaluation of candidates who do not conform to traditional academic profiles.
This lack of understanding also affects curriculum development. Institutions may be reluctant to introduce or expand interdisciplinary courses without faculty who have clearly defined subject credentials, perpetuating a cycle where interdisciplinary graduates find fewer teaching opportunities.
To overcome this, it is essential to educate hiring committees about the evolving nature of knowledge and the increasing importance of interdisciplinary approaches. Recognizing the unique contributions of these graduates can broaden academic horizons and enrich the learning experience for students.
What Needs to Change?
To align NEP’s vision with recruitment practices, policymakers must:
- Revise UGC Regulations to explicitly recognize interdisciplinary degrees for teaching roles.
- Create equivalency matrices mapping interdisciplinary degrees to multiple departments.
- Train selection committees to evaluate research impact rather than just subject labels.
- Introduce bridge courses or teacher training programs to equip interdisciplinary candidates with department-specific pedagogical skills where needed.
How Can the Situation Improve?
- Policy Reforms:
Educational authorities need to recognize interdisciplinary qualifications formally and create specific job roles that cater to these diverse skill sets. - Curriculum Integration:
Schools and colleges should introduce interdisciplinary subjects and design teaching roles accordingly, encouraging educators with interdisciplinary backgrounds. - Awareness and Training:
Hiring bodies must be educated on the benefits of interdisciplinary teaching, and interdisciplinary graduates should receive training in pedagogy aligned with their unique expertise. - Collaboration Between Institutions:
Universities, research centres, and schools can collaborate to create pathways for interdisciplinary graduates to enter the teaching profession.
Conclusion
Interdisciplinary education holds immense potential to revolutionize learning and problem-solving in India. However, for students pursuing these fields, the path to a teaching career remains uncertain. By fostering recognition, reforming recruitment processes, and building supportive teaching environments, India can unlock the true value of interdisciplinary education—benefiting both educators and learners alike.
What do you think are the biggest obstacles interdisciplinary graduates face in India’s education system? Share your thoughts in the comments below!
FAQ Schema
Q1: Why do interdisciplinary graduates struggle for teaching jobs in India?
A: Interdisciplinary graduates face unclear recruitment rules, rigid eligibility criteria, and a lack of recognition in traditional universities.
Q2: How can NEP 2020 help interdisciplinary graduates?
A: NEP 2020 promotes multidisciplinary learning, but better implementation is needed to create teaching job opportunities.
Q3: What skills improve job prospects for interdisciplinary graduates?
A: Digital skills, research publications, and networking with academia-industry bodies can enhance career opportunities.
Dr. Rolly Verma
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5 thoughts on “The Harsh Reality: Why Students in India Struggle to Secure Teaching Jobs After Studying Interdisciplinary Subjects”
Great ma’am
“Brilliant point! Interdisciplinary students bring immense value, and they absolutely deserve greater recognition in the teaching ecosystem.”
Your article didn’t just inform—it inspired. The level of detail, clarity, and practical examples made the topic come alive. Exceptional work!”
Brilliant work! Aap jaise writers hi naye ideas ko logon tak sahi tarike se pahunchate hain.”“Aapki mehnat aur thinking dono is article me shine kar rahi hain. Keep creating!”
Thank you so much.