A STUDY OF ACADEMIC AND INSTITUTIONAL CHALLENGES FACED BY STUDENTS IN HINDI MEDIUM SCHOOLS OF AHMEDABAD DISTRICT

Abstract

Education plays a crucial role in shaping the academic and professional future of students, yet disparities based on the medium of instruction continue to influence learning outcomes in India. This review-based study focuses on identifying and analyzing the academic and institutional challenges faced by students studying in Hindi medium schools in Ahmedabad district. The paper synthesizes findings from existing literature, government reports, and academic studies to highlight key issues such as language barriers, limited access to quality learning resources, and difficulties in transitioning to English-medium higher education. In addition, institutional challenges including inadequate infrastructure, shortage of trained teachers, limited use of digital tools, and gaps in policy implementation are examined. The study also considers the broader socio-economic factors that further affect students’ academic performance and opportunities. By integrating insights from various secondary sources, the paper provides a comprehensive understanding of the multifaceted challenges faced by Hindi medium students in an urban context like Ahmedabad. The study emphasizes the need for policy interventions, improved teaching methodologies, and enhanced institutional support systems to bridge the gap between Hindi and other medium schools. The findings aim to contribute to the development of a more inclusive and equitable education system.