The Indian education system’s emphasis on theoretical knowledge over practical application stems from several historical and systemic factors. Firstly, the curriculum design often prioritizes rote learning and standardized testing, which tends to favor the memorization of facts rather than critical thinking or practical skills. This approach is deeply entrenched in the examination system, where high-stakes tests heavily influence teaching methods and student learning outcomes.

Additionally, resource constraints such as teacher shortages, outdated infrastructure, and overcrowded classrooms contribute to a focus on traditional teaching methods rather than interactive or experiential learning. Lack of industry-academia collaboration further limits exposure to practical skills that are directly applicable in the real world.

Cultural attitudes towards education also play a role, with societal expectations often valuing academic achievements measured by exam scores rather than holistic development or skill acquisition.

Efforts are being made to reform the system by introducing vocational training, and skill development programs, and encouraging project-based learning. However, these reforms are slow to implement and face challenges in scaling across the diverse landscape of Indian education.

Ultimately, overcoming these challenges requires a fundamental shift in pedagogical approaches, resource allocation, and societal perceptions of education’s purpose, moving towards a more balanced emphasis on both theoretical knowledge and practical application.