Dr. Ashaq Hussain
After the implementation of New National Education Policy, at every admission season, like every teacher, I eagerly wait to welcome a new batch of curious young minds into the Chemistry classroom, a place where questions are encouraged, discoveries begin, and scientific thinking is nurtured. Yet, year after year, I find myself confronting an uncomfortable reality. The laboratory benches that once buzzed with excitement are occupied by fewer students or with the forced students as they had left with no other option. This is not a case with me only but almost of every College in Jammu & Kashmir where Chemistry classes have become remarkably small, while in many colleges Chemistry classrooms are struggling even to open the door.
As a Chemistry teacher, for me, this is not merely an administrative concern or a matter of vacant seats. It is a warning signal about the future of chemistry education, innovation and technological development in our region. Every empty seat represents a potential scientist, researcher, pharmacist, environmental analyst, industrial chemist or teacher who may never enter the profession. More importantly, it reflects a widening gap between the extraordinary importance of Chemistry in today’s world and the way students perceive it as a career.
The irony could not be greater. Never in human history has Chemistry been more relevant than it is today. The medicines that save lives, the batteries powering electric vehicles, the materials used in satellites, the fertilizers that support food security, the polymers used in healthcare, the cosmetics we use daily, the water purification systems protecting public health, and the green technologies needed to combat climate change, all originate from Chemistry. Even Artificial Intelligence, often viewed as the defining technology of our age, depends on semiconductors, sensors, advanced materials and energy storage systems developed through chemical research. Yet, despite this immense relevance, fewer young people are choosing to study Chemistry.
This decline should not be dismissed as merely a shift in student preferences. As a Chemistry teacher, I believe this is a moment for honest introspection. Before attributing the crisis solely to changing career choices or external factors, we must ask ourselves whether we, as Chemistry educators, curriculum framers and academic administrators, have kept pace with the changing scientific and professional landscape.
Today’s students are career-oriented, technologically aware and eager to pursue programmes that offer innovation, employability and entrepreneurial opportunities. Unfortunately, Chemistry continues to be perceived as a conventional discipline leading mainly to postgraduate studies or teaching. While this perception is partly outdated, it is also being reinforced by the way we teach the subject. Chemistry, once celebrated as an experimental and application-based science, has increasingly become theoratical classroom-centred today. Laboratory exposure has been drastically reduced and I will not hesitate to reveal that in colleges affiliated with the University of Jammu, practical Chemistry has virtually disappeared from the curriculum. Students are expected to memorise theories and reactions, introduced centuries ago, with little opportunity to experience their relevance through experimentation or modern applications.
Can we realistically expect young minds to embrace a discipline that appears disconnected from contemporary technologies and competitive careers? If our curricula neither develop practical skills nor prepare students for emerging industries or competitive examinations, students will naturally seek alternatives. The time has come for us, as Chemistry teachers and course designers, to reimagine Chemistry education by restoring its experimental spirit, integrating modern applications and making it relevant to the scientific and technological challenges of the twenty-first century.
The implementation of the National Education Policy (NEP) 2020 has undoubtedly introduced significant reforms in higher education. Flexible curricula, multidisciplinary learning, multiple entry and exit options and centralised admissions have modernised the academic framework across Jammu & Kashmir. These reforms deserve appreciation. However, policy reforms alone cannot fill Chemistry classrooms unless they are accompanied by meaningful academic transformation.
As teachers, we must also look inward. We cannot expect students to develop enthusiasm for Chemistry if we continue to present it merely as a subject of equations, reactions and formulae. Chemistry must be experienced as the science that solves real-world problems. Every lesson should connect classroom concepts with everyday life and emerging technologies. Students should understand that Chemistry lies behind drug discovery, forensic investigations, food safety, renewable energy, green manufacturing, environmental monitoring, nanotechnology, perfume formulation, cosmetics, biotechnology and advanced materials.
Curriculum reform is equally important. Undergraduate Chemistry programmes must evolve continuously to reflect scientific progress. Topics such as Green Chemistry, Nanochemistry, Medicinal Chemistry, Pharmaceutical Chemistry, Cosmetic and Perfume Chemistry, Environmental Chemistry, Polymer Science, Battery Technology, Chemical Biology, Computational Chemistry and Artificial Intelligence-assisted chemical research should become integral parts of undergraduate education rather than brief references at the end of a syllabus. Young minds are naturally attracted to subjects that appear contemporary, innovative and relevant to future careers.
Career awareness remains another major challenge. During interactions with students, I often discover that many are unaware of the vast opportunities available after a degree in Chemistry. Beyond teaching and research, Chemistry graduates contribute significantly to pharmaceutical industries, biotechnology companies, food processing, quality assurance laboratories, environmental consulting, forensic science, cosmetics, intellectual property management, regulatory affairs, scientific communication and entrepreneurship. Unless these pathways are actively showcased, students will continue to assume that Chemistry offers limited career prospects.
Fortunately, Jammu & Kashmir possesses remarkable institutional strengths. Organisations such as the Indian Institute of Integrative Medicine (IIIM), IIT Jammu, universities, research laboratories and industrial establishments provide excellent opportunities for collaboration. Undergraduate students should be made a regular visitor to research laboratories, undertake internships, participate in innovation challenges and interact with practising scientists. Such exposure can inspire ambition far more effectively than classroom lectures alone.
Industry-academia partnerships must become a defining feature of Chemistry education. Collaborations with pharmaceutical industries, food processing units, water testing laboratories, environmental agencies, paint and polymer manufacturers and cosmetic industries can bridge the gap between theoretical learning and practical application. Students who witness Chemistry solving real industrial problems are more likely to appreciate its relevance and pursue it with confidence.
Equally important is investing in teachers. Faculty members should receive continuous professional development in emerging areas of chemical science, digital technologies, modern instrumentation and innovative pedagogies. A motivated teacher equipped with contemporary knowledge can ignite scientific curiosity far more effectively than outdated teaching methods. We must also begin cultivating interest in Chemistry much before students enter college. Science exhibitions, chemistry festivals, laboratory open days, school outreach programmes and community-based environmental projects can help young learners appreciate Chemistry as an exciting and creative discipline rather than a difficult examination subject.
Reviving Chemistry education is not simply about increasing admission numbers. It is about safeguarding the scientific capacity. Our aspirations for sustainable development, pharmaceutical innovation, environmental conservation, clean energy, biotechnology and industrial growth cannot be realised without a strong foundation in chemical sciences.
As I prepare for another academic session, I continue to hope that more students will walk into the Chemistry laboratory, not because they have no other option, but because they recognize Chemistry as a discipline that shapes the future. I hope and I pray let this article and the silence in our laboratories should concern every chemistry educator, policymaker and parent. If we fail to rekindle interest today, we risk creating a future where the very science that underpins modern civilization struggles to find learners. Chemistry has never been more relevant. The responsibility now lies with all of us to ensure that our classrooms reflect that reality.
The author is Associate Professor Chemistry at Govt Gandhi Memorial (GGM) Science College, Jammu, and can be reached at [email protected].
