The Future of Classroom Board and Chalk in Indian Higher Education: Infrastructure, Policy, and Pedagogical Shifts

Introduction

The chalkboard has long been a hallmark of traditional pedagogy in Indian higher education institutions (HEIs), valued for its affordability and ease of use, especially in resource-limited settings. However, the rise of digital technologies—such as interactive whiteboards, projectors, and AI-driven tools – alongside health concerns about chalk dust, prompts a revaluation of its role. With over 40 million students enrolled in Indian higher education, transitioning to digital alternatives is complex, shaped by infrastructure disparities, policy frameworks, and the evolving expectations of Gen Z learners. This article explores whether India can phase out chalk and board in HEIs, analysing infrastructure, policy guidelines, and scholarly literature, including a review of Nayak’s (2024) article, “Classroom Teaching is Dead (Almost): How Else to Teach?” to contextualize the shift toward experiential learning.

Literature Review

Historical Role of Chalk and Board

Chalkboards have been integral to Indian classrooms, enabling real-time problem-solving and visual explanations (Majumdar, 2017). Disciplines like mathematics and engineering rely on their flexibility for dynamic illustrations (Sharma, 2019). However, chalkboards generate dust, posing health risks, and their static nature contrasts with the interactive, skill-driven learning preferred by Gen Z students (Nayak, 2024).

Health Concerns Associated with Chalk Dust

Chalk dust exposure is linked to respiratory and skin disorders. Studies show that chalk particles (PM2.5) near chalkboards degrade indoor air quality, reaching concentrations of 19.07 µg/m³. Wiping generates finer particles (3.85–9.3 µm) than writing (10.57–92.91 µm), and prolonged exposure reduces lung function, particularly among teachers (Chakraborty et al., 2024). This has spurred calls for digital alternatives in low- and middle-income countries like India.

Digital Alternatives and EdTech Integration

Digital tools, such as interactive whiteboards and learning management systems, enhance engagement through multimedia and cater to diverse learning styles (Xie & Hawk, 2017). The National Education Policy (NEP) 2020 promotes smart classrooms, with the Ministry of Education announcing digital boards for schools and HEIs in 2019 (Ministry of Education, 2019). However, challenges like unreliable electricity, limited internet, and inadequate faculty training hinder adoption (Adam et al., 2021).

Infrastructure Challenges in Indian HEIs

India’s higher education infrastructure varies widely. The UDISE+ 2023-24 report notes progress, such as 93.9% of schools having functional toilets, but disparities persist, with 40.3% to 79.7% of villages over 5 km from senior secondary schools (Elets News Network, 2020). Rural HEIs rely on chalkboards due to cost and power constraints, with smart classroom setups costing ₹50,000–₹100,000 (Nawaz & Katoch, 2020).

Policy Guidelines and NEP 2020

NEP 2020 emphasizes digital transformation and equitable access but lacks specific guidelines for replacing chalkboards (NEP 2020). CBSE standards outline classroom infrastructure (e.g., 8m x 6m rooms) but do not address chalkboard phase-out. The 2019 digital board initiative suggests a gradual transition, yet implementation lags in rural HEIs.

Stakeholder Perspectives and Experiential Learning

Faculty value chalkboards for flexibility, while Gen Z students prefer practical, skill-driven learning (Gupta, 2023). Nayak (2024) argues that traditional lectures are “almost dead,” with Gen Z favouring Problem-Based Learning (PBL) and Case-Based Teaching (CBT) for experiential learning. PBL fosters skills like problem-solving and teamwork, aligning with industry demands, but requires robust infrastructure and industry support, which are limited in rural settings.

Review of Nayak (2024): “Classroom Teaching is Dead (Almost): How Else to Teach?”

Published in The Economic Times on May 12, 2024, Nayak’s article asserts that traditional “chalk and talk” and PPT-aided lectures are losing relevance among Gen Z students, who prioritize practical, skill-driven learning. The author attributes Gen Z’s disengagement to their pragmatism and access to AI tools like ChatGPT, which provide comprehensive notes. Nayak advocates for PBL and CBT, which promote experiential learning through problem-solving, field visits, and case studies, developing skills—ideation, communication, teamwork—that employers value. The article emphasizes NEP 2020’s flexibility, urging instructors to adopt PBL with industry support (e.g., equipment donations, access to testing facilities).

Critical Analysis

Nayak’s argument aligns with the shift toward student-centered pedagogies, supported by NEP 2020. However, the claim that “classroom teaching is dead (almost)” is hyperbolic, as chalkboards remain vital in resource-constrained HEIs. The article overlooks infrastructure challenges, particularly in rural India, where digital tools and industry partnerships are scarce. While PBL’s merits are well-articulated, the feasibility of scaling it across diverse HEIs is underexplored. Nayak’s call for industry involvement is practical but assumes a level of corporate engagement that may not materialize uniformly. The article complements this study by highlighting Gen Z’s preferences, reinforcing the need for alternatives to chalk and board, but it lacks a nuanced discussion of implementation barriers.

Analysis and Discussion

Feasibility of Phasing Out Chalk and Board

Phasing out chalk and board is impractical in the short term due to infrastructure and economic constraints. Urban HEIs are adopting digital boards, but rural institutions rely on chalkboards for affordability and independence from power or internet. Health risks from chalk dust necessitate alternatives, but digital infrastructure costs and faculty training pose barriers. Nayak’s (2024) PBL model requires facilities like hackathon labs, which are infeasible in underfunded HEIs. A hybrid approach—retaining chalkboards alongside selective digital tools—offers a pragmatic solution.

Policy Gaps and Recommendations

NEP 2020’s digitalization focus lacks specific guidelines for chalkboard replacement. Policymakers should prioritize urban HEIs for digital upgrades while subsidizing rural institutions. Faculty training is critical for PBL and digital tool adoption, as Nayak (2024) emphasizes. Public-private partnerships, such as Varthana’s infrastructure funding, could bridge gaps. Health assessments in chalkboard-using classrooms are urgent to mitigate dust risks.

Future Trends

The future of Indian HEIs lies in a blended model, with smart classrooms dominating urban areas and chalkboards persisting in rural settings. Low-cost solutions, such as solar-powered projectors, could bridge disparities. PBL and CBT, as Nayak (2024) suggests, will gain traction, but their success hinges on infrastructure and industry support. Continuous policy evaluation and stakeholder engagement are essential for equitable progress.

Concluding Observations

The chalkboard’s role in Indian higher education is challenged by health risks, digital advancements, and Gen Z’s preference for experiential learning, as highlighted by Nayak (2024). Infrastructure disparities, particularly in rural HEIs, make a complete phase-out of chalk and board unfeasible. NEP 2020 supports digitalization, but specific guidelines are absent. A hybrid model, integrating chalkboards with digital tools and PBL, balances tradition and innovation. Policymakers must address infrastructure gaps, invest in training, and prioritize health mitigation. Future research should explore scalable, cost-effective digital solutions and PBL’s impact on learning outcomes across diverse Indian HEIs.

Suggested Readings

• Adam, T., et al. (2021). Is India ready to accept an EdTech-intensive system in post-pandemic times? PMC NCBI.
• Chakraborty, A., et al. (2024). Release and health outcomes of exposure to chalk particles in classrooms: A systematic literature review. Taylor & Francis.
• Elets News Network. (2020). Having the proper infrastructure in higher education matters. Digital Learning.
• Gupta, K. (2023). Revitalizing India’s education system: A pathway to national development. ResearchGate.
• Majumdar, S. (2017). Identifying future directions for IC research in education: A literature review. ResearchGate.
• Ministry of Education, Government of India. (2019). Announcement

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