Educational Psychology in India: Its Present Status and Future Concerns

Abstract

This study examined the status of educational psychology in the general curricula of psychology and education at various academic levels in India. It also focused on the published research in this area during the last 15 years. Analysis reveals that educational psychology in India is struggling for a respectable place in the psychology curricula. Despite the fact that it has been included as a foundation course in education curricula, the course of study is characterized by an arbitrary selection of topics and stereotypic, inappropriate, outdated contents. Fewer research studies are conducted in educational psychology than in some other branches of psychology in India. A lack of in-depth analysis of the research problems and of collaborative efforts, a failure to keep up with recent international research and theorizing, an excessive use of the questionnaire method with easily available respondents, and instrument-dependent research are some of the characteristics of educational psychology research in India. To make educational psychology more responsive to the changing social needs, suggestions are made regarding changing the orientation and emphasis in the teaching of the discipline, and altering research priorities within the framework of the country's historical and sociocultural contexts.