Creating A Conducive Learning Environment

Abstract

This article critically examines the evolving relationship between constitutional provisions, particularly reservation policies and minority rights, and their impact on the socio-cultural environment of educational institutions in India. Initially conceived as temporary measures to address historical injustices arising from the caste system and untouchability, such provisions have, over time, expanded in scope and complexity. The paper argues that shifting political priorities, declining adherence to foundational values, and the increasing instrumentalisation of identity in democratic processes have contributed to the institutionalisation of caste and identity-based divisions. It further explores the implications of Article 30 and the challenges posed by policy frameworks that may unintentionally reinforce social fragmentation. The discussion highlights the lack of open deliberation on these “sensitive” issues and questions the effectiveness of recent regulatory interventions. Emphasising the importance of institutional autonomy and stakeholder responsibility, the article calls for a re-examination of constitutional provisions and policy practices to foster socially cohesive, inclusive, and conducive learning environments in line with the vision of the National Education Policy (2020).