Widespread Astronomy Interest Among Indian Students Contrasts with Limited Access and Understanding
A comprehensive nationwide baseline survey has uncovered a striking disparity in astronomy education across India. The study, which involved over 2,000 Class 9 students from 34 schools spanning 10 states, found that an overwhelming 86% of participants expressed a keen interest in astronomy. However, this enthusiasm is severely hampered by practical limitations, as only 26% of these students have access to essential observational tools like telescopes or planetariums.
Study Methodology and Demographics
The research was meticulously conducted by the International Astronomical Union’s Office of Astronomy for Education (IAU-OAE) India Center. This center is jointly hosted by two prestigious institutions: the Homi Bhabha Centre for Science Education (HBCSE-TIFR) in Mumbai and the Inter-University Centre for Astronomy and Astrophysics (IUCAA) in Pune. The findings were officially published in the Astronomy Education Journal on February 5, 2026.
Schools from Maharashtra, Gujarat, Karnataka, Kerala, Odisha, West Bengal, Uttarakhand, Himachal Pradesh, Punjab, and Jammu & Kashmir participated in the survey. The student cohort comprised 2,038 individuals, with a balanced gender representation of 1,014 female and 871 male respondents. The schools were categorized into 22 resource-poor and 12 resource-rich institutions, providing a clear view of socioeconomic influences on educational outcomes.
Key Findings on Interest and Career Aspirations
Beyond the initial interest figure, the study delved deeper into students' aspirations. A significant 70% of surveyed students indicated a positive inclination toward pursuing astronomy at higher educational levels, such as in college or specialized courses. This suggests a strong potential pipeline for future astronomers in the country, provided adequate support systems are established.
However, when questioned about the specific pathway to becoming an astronomer, students demonstrated a notable lack of clarity. The majority could only offer vague suggestions like "studying science, physics, or astronomy" without detailing necessary steps such as advanced degrees, research opportunities, or skill development. This highlights a critical gap in career guidance within the current educational framework.
Understanding of Fundamental Concepts Reveals Gaps
The survey included practical assessments to gauge students' grasp of basic astronomical principles. In one task, students were asked to arrange Jupiter, the Moon, Earth, and the Sun from smallest to largest. While 65% of respondents answered correctly, a stark divide emerged between school types: 85% of students from resource-rich schools succeeded, compared to only 50% from resource-poor schools.
Another question required ordering the Sun, Moon, stars, and Neptune by proximity to Earth. Here, overall performance dropped significantly, with just 35% of students providing the correct answer. Again, resource-rich schools outperformed their counterparts, with 50% accuracy versus 23% in resource-poor settings. These results underscore not only conceptual misunderstandings but also the impact of resource availability on learning outcomes.
Astrology Beliefs and Educational Implications
In a fascinating parallel inquiry, the study explored students' beliefs in astrology. It noted a relatively positive outlook, with 66% of students expressing reluctance to cancel travel plans based solely on their horoscope. This suggests a degree of skepticism or rational thinking among the youth, which could be leveraged to promote scientific temper alongside astronomy education.
Professor Aniket Sule, Manager of the IAU-OAE Center India and a co-author of the study, emphasized the broader implications. "This is the first large-scale study of its kind in India to systematically assess students' understanding and attitudes toward astronomy," he stated. "The results clearly indicate both an urgent need and a valuable opportunity to strengthen astronomy education through curriculum development, teacher training, and improved access to observational resources like telescopes and planetaria."
Impact on Curriculum and Future Directions
The insights from this study are already influencing educational policy and materials. Professor Surhud More, Deputy Manager of the IAU-OAE Center India and another co-author, revealed that the analysis directly informed textbook reforms. "As the data for this study was being analysed, the need for addressing these issues through textbook reform became clear. Thus, the astronomy content in the new NCERT textbooks has benefitted from insights gained through this study," he explained. Professor More is also an integral member of the NCERT textbook development team, ensuring that these findings translate into tangible improvements in national education standards.
This research serves as a crucial baseline for future initiatives aimed at bridging the gap between student interest and practical astronomy education in India. By addressing resource disparities and enhancing curricular focus, educators and policymakers can nurture the next generation of astronomers and scientifically literate citizens.
