The Evolution of Emotional Development in Indian Educational System: A Psychological Analysis from Ancient to the Contemporary Era

Abstract

This research investigates how psychological principles implicitly integrated within India’s higher education system—from ancient through the present era—contribute to students' emotional development. A qualitative research design, including historical and analytical methods, was used. Secondary data were collected by reviewing the higher education systems of Ancient (Vedic and Buddhist), Medieval (Islamic\Mughal), Modern (British\Colonial), and Present (Post-Independence) India, and the relevant Information was organised sequentially. Such as the places and institutions where higher education has been provided, the curriculum, and teaching methods. Additionally, the acts, policies, and committees introduced by British education to present education have been also included. Data were analysed excluding similar components, relevant patterns, and themes from each educational system that align with present psychological principles and aspects indicating emotional development. The results found that various psychological principles embedded in educational systems have contributed to students' emotional development and wellness from ancient times to the present. This indicates that emotional development has been an integral part of Indian education. So we can conclude that emotional development is an inherent component of education. Integrating the elements of each educational system can help build a more holistic education system, for future generations and a developed India can be witnessed.