The Impact of CBCS Curriculum on Education at the Graduation Level: A Philosophical and Psychological Perspective
Author : Madhumita Khan
Abstract :
The Choice Based Credit System (CBCS) represented a major curriculum reform in Indian higher education aimed at introducing flexibility, interdisciplinarity, and student autonomy at the graduation level. This paper examined the impact of CBCS from both philosophical and psychological perspectives, situating it within the larger framework of educational reform. Philosophically, CBCS aligned with the ideals of liberal and pragmatic education, emphasizing learner choice, autonomy, and holistic development. Psychologically, it affected student motivation, engagement, stress, and cognitive growth. The study highlighted CBCS as both innovative and problematic—while it fostered flexibility and experiential learning, it also created challenges of decision overload, uneven implementation, and inequities across institutions. Importantly, the paper contextualized CBCS as a precursor to the Curriculum and Credit Framework (CCF), reflecting on how lessons from CBCS informed the design of new reforms under the National Education Policy (NEP) 2020. The discussion concluded that while CBCS was imperfect in practice, it played a transitional role in Indian higher education by moving pedagogy closer to global standards. The article recommended greater faculty training, stronger student counselling, and context-sensitive implementation to make future frameworks more equitable and psychologically attuned to learner needs.
Keywords :
Choice based credit system (CBCS), higher education, philosophy of education, psychology of learning, Curriculum and Credit Framework (CCF), curriculum reform.
