IIT Jodhpur has reported encouraging results after the Union Government pushed for regional languages as an optional medium of instruction in engineering schools. The National Educational Policy 2020 encourages regional languages as the medium of instruction in early learning and also in higher education.
Indian engineering schools, especially IITs, are also known for producing leaders, many of whom go on to lead global corporations.
BW Businessworld asked IIT Jodhpur Director Prof Avinash Kumar Agarwal about the new policy change, the students’ response, and other priorities. Prof Agarwal, in his written responses, said the newly-introduced policy shift “bridges a decades-old gap where language created hurdles for bright minds from rural or tier-2/3 cities”. Excerpts:
On preparations for the policy shift at IIT Jodhpur:
At IIT Jodhpur, the conversation around offering technical education in Indian languages gained momentum soon after the release of the National Education Policy (NEP) 2020, which emphasised multilingualism and inclusivity in higher education. Recognising the vast pool of talented students from Hindi-speaking regions who often struggle with English as a medium of instruction, we saw this as a critical and timely intervention.
In preparation, IIT Jodhpur set up a structured framework under its Centre for Education Technology, which was launched to support this mission. The initiative involved developing technical glossaries, translating core course materials, training bilingual teaching assistants, and using AI-based tools to assist real-time translation and subtitling. Our approach has been to blend the comfort of Hindi with the technical vocabulary of engineering disciplines, ensuring no compromise on academic depth or rigour.
On total number of First Year students at IIT Jodhpur who have opted for Hindi as the medium of instruction:
In the academic year 2024–25, a total of 116 first-year undergraduate students (B.Tech. + B.S. programs) opted for Hindi as their medium (language) of instruction. In the current academic year 2025–26, 92 students have opted for Hindi so far.
On the national story, after the rollout of the scheme:
The national response to technical education in regional languages has been progressively positive. From AICTE-approved engineering colleges to select IITs and NITs, we’re witnessing a growing awareness that language should not be a barrier to learning science and engineering.
At IIT Jodhpur, students opting for bilingual support have demonstrated better conceptual clarity and confidence in classroom participation. Other institutions — like the one in Pune you mentioned — have shown similar outcomes. The national trend indicates that while English remains essential for global readiness, empowering students in their native languages during foundational learning years enhances retention, engagement, and equity. We believe this movement will become stronger with digital learning platforms supporting multilingual content.
On making students ready for the national and global job markets when the medium is Hindi:
At IIT Jodhpur, we view the bilingual approach as an enabler, not a replacement. Students are provided technical instruction in Hindi for better comprehension, but they are also gradually exposed to English technical terms and communication as part of their curriculum.
We run parallel modules on English language skills, soft skills, and workplace communication, preparing them for job interviews, internships, and international exchanges. Our Industry-Academia interaction cell ensures exposure to global best practices and industry-ready training.
Moreover, students from the hinterland, when supported initially in Hindi, gain the confidence and conceptual clarity that helps them pick up professional English with much more ease. By the time they reach the 3rd or 4th year, most of our students are comfortably participating in national and global opportunities — whether it’s higher studies abroad, startups, or placements.
On whether this is a fair observation to make: “Offering engineering education in vernacular/Hindi/regional medium can be empowering, and adding English skills makes students ready for global careers”
Yes, we agree completely. This dual empowerment — technical learning in one’s native language and simultaneous development of English language skills — is a transformative model. It bridges a decades-old gap where language created unnecessary hurdles for bright minds from rural or tier-2/3 cities.
The India-born professional has always stood out for their resilience, adaptability, and value-driven leadership. By nurturing these traits in students from diverse socio-linguistic backgrounds, we believe India’s education system will not only unlock more leaders for the future but will also democratize access to innovation, leadership, and global opportunities.
On how India can continue to produce more CEOs from its engineering schools:
India’s engineering schools, particularly IITs, have traditionally laid the groundwork for several global leaders. However, as we move into a more inclusive and digital era, the formula for producing future CEOs must evolve.
At IIT Jodhpur, this means fostering interdisciplinary thinking, ethical leadership, entrepreneurial mindsets, and exposure to real-world problem solving. Our curriculum is designed to go beyond technical education by integrating design thinking, humanities, AI-readiness, and sustainability into core learning.
Initiatives like Engineering Design as a core course, the School of Management and Entrepreneurship, experiential learning in emerging technologies, and start-up incubation through the Technology Innovation & Start-up Centre (TISC) are all aimed at creating leaders who are not only technically proficient but are also visionaries, communicators, and changemakers. |
