Science is more than a subject in school. It is the foundation of knowledge, innovation, and progress in modern society. Nations that have invested in strong science education for making great strides in health, technology, and the economy. India, too, has made achievements in space research, medicine, and digital technology. Yet beneath these successes lies a worrying truth. Science education in India, particularly in North India, is showing clear signs of decline. The problem is not limited to a lack of interest among students but it is rooted in deeper structural issues within schools and the education system.
One of the biggest concerns highlighted in recent reports is the poor performance of Indian students in international assessments. The Programme for International Student Assessment (PISA), a global test of learning levels, placed India near the bottom ranks in science and mathematics when it last participated. States like Himachal Pradesh and Tamil Nadu were included in the study, and the results showed that most students struggled with applying scientific concepts to real-life problems. This indicates that science teaching in India remains focused on rote learning instead of practical understanding.
The National Achievement Survey (NAS) conducted within India also reflects the same reality. In many North Indian states such as Uttar Pradesh, Bihar, Madhya Pradesh, and Haryana, students of classes 8 and 10 scored far below the national average in science. These results underline that the crisis is not of individual schools but of the system as a whole.
A major reason behind this decline is the shortage of trained and motivated teachers. Many schools, especially in rural areas of North India, have science teachers who are either underqualified or overburdened with multiple responsibilities. It is common to see one teacher handling both science and mathematics, often without adequate training in either. In the absence of proper guidance, students lose interest and begin to see science as a difficult subject meant only for a few.
Infrastructure is another serious issue. Science requires laboratories, experiments, and observation. However, in many government schools across North India, laboratories either do not exist or remain locked due to lack of equipment. Even where labs exist, students often never get a chance to conduct experiments themselves. Science, therefore, becomes reduced to reading facts from textbooks without experiencing the thrill of discovery.
The COVID-19 pandemic worsened these gaps. With schools closed, online education was introduced, but it could not replace hands-on learning. Students in villages and small towns had little or no access to digital devices or reliable internet. The loss was particularly severe for science, where practical exposure matters as much as theoretical learning. For many children, this was the point when their connection with science weakened permanently.
Social and economic conditions also play a role in North India. Parents from low-income families often prefer their children to choose streams that lead to quick jobs after school. Science, which requires long years of study, is seen as a burden. Girls, in particular, are discouraged from pursuing science beyond the basic level, as families in conservative regions prioritise early marriage or household responsibilities over higher education.
The outcome of this decline is alarming. North India, which has a large share of India’s youth population, risks producing fewer doctors, engineers, researchers, and innovators in the coming decades. This would not only harm the prospects of the region but also affect India’s larger goals of becoming a global leader in science and technology.
Reversing this decline requires urgent action. First, teacher training programmes must be improved and expanded. Teachers need continuous support to update their knowledge and teaching methods. Second, investment in infrastructure is essential. Every school must have a functioning science laboratory with basic equipment, and students should be encouraged to use them actively. Third, the curriculum should be made more practical, linking scientific ideas to everyday life. If children can see science in their surroundings, their interest will grow naturally.
Beyond schools, society too must change its attitude. Parents and communities must encourage children to take science seriously, not as a subject to memorise for exams but as a way of thinking. Science exhibitions, quizzes, and hands-on projects can make the subject more engaging. State governments in North India need to collaborate with private organisations and research institutions to bridge the gap between classrooms and real-world applications.
The decline of science education is not a small matter. It threatens the future workforce, reduces innovation, and weakens India’s global standing. If steps are not taken now, the dream of building a strong, modern, and self-reliant nation will remain out of reach. For North India, where the challenges are greater, the urgency is even higher. Strengthening science education is not only about improving schools but also about securing the future of the region and the country.
