Language, Learning, and Equity: Reimagining Indian Higher Education through Multilingual Education

Abstract

The National Education Policy 2020 constitutes one of the most comprehensive reforms in India’s educational history and introduces a transformative reconceptualization of multilingualism within higher education. While earlier educational frameworks recognized India’s linguistic plurality, the implementation of multilingual approaches remained largely restricted to primary and secondary schooling. Higher education institutions continued to function predominantly through English-medium instruction, inadvertently marginalizing large segments of learners educated in regional or vernacular languages. NEP-2020 challenges this entrenched model by advocating flexibility in the medium of instruction, encouraging bilingual and regional language programmes, integrating language credits within degree structures, and promoting translation and digital technologies for knowledge dissemination. This study investigates how such policy provisions influence curriculum development, programme architecture, and student experiences in higher education. Drawing upon policy analysis, theoretical perspectives, institutional practices, and illustrative data visualizations, the paper demonstrates that multilingual curriculum frameworks enhance comprehension, improve participation, foster equity, and strengthen cultural identity. At the same time, challenges relating to faculty preparedness, material development, and institutional capacity require systematic planning. The study proposes a comprehensive and scalable model for multilingual curriculum design and argues that multilingual higher education represents not merely a linguistic reform but a broader democratization of knowledge production and access. By embedding multilingualism within academic structures, Indian universities can create inclusive and globally relevant educational ecosystems that respond to the diverse realities of their learners.