Policy Shifts, Post-Pandemic Shock, and the Minority Participation Deficit: An Empirical Analysis of Muslim Student Enrolment in Indian Higher Education
Acceptance: 25/06/2026
Published: 14/07/2026
Abstract
Social mobility, economic progress, and inclusive development are significantly influenced by higher education. Even though India's higher education sector has been steadily growing, there are still differences in participation among various social and religious groups. In comparison to their demographic proportion, Muslim students, who make up the largest religious minority in the nation, remain underrepresented in higher education. The enrollment patterns of Muslim students in Indian higher education between 2018–19 and 2022–2023 are examined with the variables linked to shifts in their involvement. The study used a quantitative descriptive research approach and analyzed the All India Survey on Higher Education (AISHE), National Sample Survey Office (NSSO), and Unified District Information System for Education Plus (UDISE+). To comprehend trends in access and advancement, important metrics like enrollment share, Gross Enrollment Ratio (GER), Gender Parity Index (GPI), and level-wise participation were examined. The results show that enrollment in higher education in India rose over the study period, but Muslim students did not rise at the same rate. During the COVID-19 epidemic, there was a drop in enrollment, which only partially recovered in the years that followed. The data shows that representation gradually declines from undergraduate to PhD levels, indicating difficulties with educational advancement and retention. Participation was found to be significantly influenced by economic vulnerability, growing educational expenditures, geographical differences, a lack of institutional support, and modifications to educational assistance programs. Even though gender parity has improved over time, many students, especially women, continue to face obstacles relating to affordability, mobility, and access to educational infrastructure. The report emphasizes the necessity of specific legislative actions that help financial aid, enhance educational facilities in underprivileged areas, facilitate student transitions, and foster inclusive institutional settings. In addition to educational fairness, attaining more general national objectives of social inclusion and sustainable development depends on ensuring equitable participation in higher education.
Author Name:
Ikhlas Ahmad ; Mohd Zafar Ayat ; Alok Gardia
Pages:
594-604
DOI Number:
10.5281/zenodo.21361718
Reference
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Writer Name
Ikhlas Ahmad ; Mohd Zafar Ayat ; Alok Gardia
Pages
594-604
DOI Numbers
10.5281/zenodo.21361718
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