IIT Jodhpur’s Hindi BTech is breaking the English-only mould, model for others to follow: Director

Indian Institute of Technology (IIT) Jodhpur was the first to start teaching BTech first-year students in Hindi, after Avinash Kumar Agarwal, professor and IIT Jodhpur director, joined the institute in 2024. Agarwal spoke with Academia360 on the implementation of the initiative, research growth, mental wellbeing of students and more. Edited excerpts:

Q. IIT Jodhpur is among the first IITs to introduce both English and Hindi as medium of instruction in BTech. How has this initiative evolved? Any challenges?

IIT Jodhpur’s matrabhasha initiative marks a significant step towards democratising technical education in India. It began as a pilot for first-year BTech courses and has now evolved into a well-structured, parallel-instruction ecosystem that is both inclusive and academically rigorous. The response from students has been highly encouraging, with many reporting improved conceptual clarity, greater confidence, and more meaningful engagement with faculty, resulting in an overall improvement in academic performance.

On the ground, the institute has invested in developing bilingual teaching resources, adapting lecture delivery models, and enabling faculty to transition smoothly into this twin-language framework. The initiative has particularly benefited students from diverse educational backgrounds, helping bridge the linguistic barrier that often hinders learning in technical domains and serves as a major roadblock at the beginning of their professional training.

The journey of IIT Jodhpur, however, has not been without challenges. One of the key hurdles was the need for high-quality translations of textbooks and academic materials. Faculty adaptation to bilingual delivery also required thoughtful institutional support.

IIT Jodhpur addressed these challenges through a well thought-out, structured implementation, sharing of experiences among faculty, and dedicated support mechanisms. Today, the initiative is increasingly being recognised as a scalable national model for inclusive and equitable technical education. It acts as a base model for other IITs to follow suit.

Q. The institute houses a Rs 5 crore ministry of electronics and information technology-supported AI initiative. What tangible outcomes have emerged so far?

The MeitY-supported initiative in AI for perception and cognitive engineering has significantly strengthened IIT Jodhpur’s position as a deep-tech innovation hub. The programme has catalysed interdisciplinary research across AI, robotics, smart healthcare, and digital humanities. Faculty members across engineering, sciences, and social sciences domains are implementing it.

Importantly, the initiative has fostered robust industry linkages, with several solutions piloted in collaboration with MSMEs, particularly in quality control and automation. This integrated approach — spanning research, innovation, and deployment — has enabled IIT Jodhpur to bridge the gap between cutting-edge AI research and real-world applications.

Q. How have IIT Jodhpur’s domestic and international placements evolved over the last three years?

In the face of global economic uncertainties, IIT Jodhpur has demonstrated remarkable resilience in maintaining strong placement outcomes. The institute has witnessed stable domestic placements, with consistent participation from core engineering sectors, technology firms, and consulting organisations.

At the same time, there has been a noticeable shift towards emerging roles in AI, data science, sustainability, and product design. Students are also increasingly opting for higher studies and research opportunities.

Another notable trend has been the growing inclination towards entrepreneurship, with many graduates choosing to pursue startup ventures. This diversification underscores IIT Jodhpur’s emphasis on future-ready education and interdisciplinary training, ensuring that its graduates remain competitive and adaptable in a rapidly changing world.

Q. What changes has your “Science of Happiness” programme brought in student behaviour, stress levels, or campus culture?

The Science of Happiness programme at IIT Jodhpur represents a progressive shift towards holistic education, where emotional well-being is considered integral to the academic process. The initiative is having a measurable positive impact on campus life, including improved student engagement, stronger peer collaboration, and a noticeable reduction in academic stress.

It has also fostered a culture where students feel more comfortable seeking counselling and support, contributing to a more empathetic and inclusive campus environment. By integrating life skills and emotional resilience with academic rigour, the programme equips students not just for professional success, but for meaningful and balanced lives filled with happiness.

Q. What other innovations in pedagogy, curriculum design, or student support has the institute introduced in recent years?

IIT Jodhpur has undertaken a series of forward-looking reforms to create a more flexible, student-centric academic environment. The institute has introduced interdisciplinary programmes spanning artificial intelligence, design, and sustainability, reflecting the convergence of these disciplines to address real-world challenges.

Academic flexibility has been enhanced through measures such as delinking attendance from grades. At the same time, digital transformation initiatives — including ERP systems, e-Senate, and blockchain-based degree certification — have modernised governance and administration. The introduction of direct PhD admissions from NITs and incentives for early PhD completion further strengthen the research ecosystem.

Q. IIT Jodhpur filed a record 86 IPRs in 2025, the highest in a single year. What institutional changes has the institute done to ensure this growth continues?

The surge from six IPR filings in 2024 to 86 in 2025 is the result of a deliberate and sustained institutional push towards innovation and translational research. IIT Jodhpur has strengthened its research ecosystem through interdisciplinary collaboration, increased industry engagement, and strong support for intellectual property development.

Q. A 2021 CAG report highlighted funding constraints and vacancies in IIT Jodhpur’s PhD enrolment, particularly among reserved categories. How has the institute addressed these concerns?

The introduction of Director’s Fellowships has incentivised timely PhD completion, while expanded funding avenues through CSR, industry partnerships, and endowments have enhanced financial sustainability.

Efforts have also been made to broaden outreach and ensure inclusive admissions, alongside significant investments in research infrastructure. These steps have led to improved PhD enrolment, better retention rates, and increased research productivity.

Q. What new courses and departments have been launched or are in the pipeline?

IIT Jodhpur continues to expand its academic portfolio in alignment with national priorities and emerging global trends. New programmes such as BSc-BEd (ITEP), BTech in electronics engineering, BS in applied AI and data science (online), and specialised MTech programmes in areas such as drone and anti-drone technology and bridge engineering reflect this forward-looking approach.

In addition, new departments in aerospace engineering, electronics engineering, energy and automotive engineering, environment and sustainability engineering, and economics have been established.

Q. IIT Jodhpur is the nodal institute in implementing the four-year Integrated Teacher Education Programme (BSc-BEd) as part of a group of 64 academic institutions nationwide. What challenges are the institutes facing, and how is IIT Jodhpur addressing them?

The institute is actively working on developing the Jodhpur Model of Teacher Education. IIT Jodhpur has been designated as the nodal institution to work in close coordination with the Department of School Education and Literacy and the Secretary, National Council for Teacher Education (NCTE), to resolve any implementation challenges faced by IITs in this regard and to scale up the programme across IITs.

Q. During last year's IIT Council meeting, IIT Jodhpur presented best practices and measures to overcome the language barrier across IITs. What suggestions were presented to the council and how has it progressed?

Drawing from its experience with the matrabhasha initiative, IIT Jodhpur has actively contributed to national discussions on language inclusion in technical education. The institute has advocated for a phased bilingual teaching model, supported by the development of standardised technical terminology and the use of digital tools for translation and delivery.

Equally important has been the emphasis on faculty training to ensure effective implementation. The initiative has sparked broader deliberations within the IIT system, with several institutions now exploring multilingual education frameworks.