Rethinking the role of Indian higher education institutions in fostering human rights consciousness: exploring the views of student activists

The United Nations recognises higher education institutions (HEIs) as central to advancing Sustainable Development Goal 16, which concerns the promotion of peaceful and inclusive societies. HEIs in India and internationally can help build awareness and respect for human rights and democratic values. This study explores the perspectives of 17 Indian student activists, from diverse disciplinary backgrounds and locations, on how their HEIs contribute to strengthening their understanding of human rights. Using a critical qualitative research methodology for data analysis, the findings suggest that not all HEIs engage in human rights teaching. Disciplinary background has limited impact on participants’ human rights consciousness: the curriculum and self-study raise the consciousness of some activists; others are drawn to human rights through lived experience; and some are inspired to learn through their activist practices. This threefold initial engagement aligns with Osler and Starkey’s model of human rights education as thinking, feeling, and doing.