INSTITUTIONAL ENVIRONMENT AND STUDENT ENGAGEMENT IN PERFORMING ARTS EDUCATION: A STUDY IN THE CONTEXT OF INDIA'S NATIONAL EDUCATION POLICY 2020
DOI:
https://doi.org/10.29121/shodhkosh.v7.i5s.2026.7714Keywords:
Performing Arts Education, Institutional Environment, Higher Education, Arts Education Policy, Student Participation, National Education Policy 2020Abstract [English]
Recent reforms in Indian higher education, particularly those introduced through the National Education Policy 2020, emphasize multidisciplinary learning and the integration of arts and cultural practices within university curricula. Within this policy framework, performing arts education has gained renewed significance as a medium for fostering creativity, cultural awareness, and holistic student development. However, despite increasing policy attention, empirical research examining how institutional environments influence student engagement with performing arts activities in Indian universities remains limited. There is insufficient quantitative evidence on how institutional support structures mediate the implementation of policy objectives related to arts education.
This study investigates the relationships among the institutional environment, policy awareness, and student engagement in performing arts education within higher education institutions. A quantitative research design was employed using a structured questionnaire administered to 214 university students participating in performing arts programmes and campus cultural activities. The collected data were analyzed using exploratory factor analysis to identify key dimensions of institutional support, followed by correlation and regression analyses to examine the relationships among institutional factors, policy awareness, and levels of student engagement.
The results indicate that institutional environment particularly infrastructural availability, faculty encouragement, and institutional recognition of cultural activities emerged as the strongest predictor of student engagement in performing arts practices. Statistical analysis revealed significant positive correlations between institutional support and student participation levels. While awareness of national education reforms positively affected students' perceptions of arts education, the findings suggest that the effective realization of policy objectives largely depends on institutional culture and organizational support within universities.
The study contributes to ongoing scholarly debates on arts education and higher education policy by providing empirical evidence on the institutional determinants of cultural participation in university settings. The findings highlight the importance of strengthening institutional frameworks and pedagogical support mechanisms to ensure that the policy vision for arts integration in higher education translates into sustained student engagement and meaningful performing arts practices.
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