Introduction

The recent terror attacks in Pahalgam and India’s multi-pronged response through diplomatic and military measures have stirred national attention—not only for the bravery displayed by our armed forces but also for the larger question they raise: how prepared are we, as a society, to understand and engage with matters of national security? While India has made significant advancements in defence capabilities, public understanding of national security remains minimal, epsiodic and reactive.

Despite facing a wide range of threats—cross-border terrorism, cyber warfare, internal insurgencies, and disinformation campaigns—there exists no structured mechanism within our education system to build strategic awareness among young Indians. In this context, there is a compelling case for integrating National Security Studies into the Indian education system, beginning from schools and extending through higher education.

Why National Security Awareness Matters

In the 21st century, national security is no longer confined to the battlefield. It encompasses areas such as cyber hygiene, counter-terrorism, border management, environmental security, and public health emergencies. As threats become more hybrid and multi-dimensional, the role of citizens in securing the nation becomes equally critical. Many countries have recognised this shift. In Israel, for instance, national security awareness is inculcated early through school programs and military-linked social experiences. In the United States, high schools offer electives in homeland security and public policy. China, through state-mandated ideological and defence education, ensures that its youth are attuned to national interests. India, facing unique geopolitical and internal challenges, cannot afford to let strategic literacy remain restricted to policymakers and military personnel.

Educating the youth about national security is not about spreading fear—it is about fostering responsibility, critical thinking, and preparedness in an age of complex threats.

Gaps in India’s Current Security Studies Education System

To begin with, it is essential to recognise that national security today extends far beyond conventional warfare and military preparedness. In the 21st century, a multitude of non-traditional threats—ranging from illegal migration, cyber warfare, pandemics, and riots to environmental degradation, misinformation, and mass unemployment—pose serious challenges to the safety, stability, and sovereignty of the nation.

These issues, although seemingly unrelated to war in the classical sense, fall squarely within the ambit of modern national security. National Security Studies, as an academic discipline, aims to understand and address the origins, implications, and solutions to such threats. This is especially relevant in an era when danger can emanate from any direction—internal, external, or even hybrid sources.

In times of conflict or instability, adversaries may not limit their attacks to military or political targets alone. Civilian infrastructure, which plays a vital role in the functioning of society, can be equally vulnerable. For example, targeting a military airbase may cause less disruption than breaching a nearby dam or crippling a city’s digital infrastructure through malware disguised as a mobile application. Such threats illustrate the urgent need for a comprehensive and multidimensional understanding of security across all sectors—be it digital, ecological, social, or economic.

Given this complexity, it becomes imperative for citizens—not just security professionals—to possess basic strategic awareness and threat literacy. This is where National Security Studies courses can play a transformative role. However, before we examine how such programs might be implemented, it is necessary to highlight the existing gaps and deficiencies in India’s current educational landscape in this field: 

1. The Status of Civilian Academic Institutions

At present, only a limited number of civilian academic institutions in India offer dedicated programs in national security. These include select central and state universities, as well as a few private colleges. However, the field suffers from a lack of standardisation—even in nomenclature. Some institutions label their programs as Defence and Strategic Studies, while others opt for National Security Studies, leading to confusion over scope, content, and positioning.

Administrative challenges further complicate the academic landscape. Disputes over faculty eligibility criteria, cross-domain teaching rights, and academic qualifications persist across institutions. These are exacerbated by broader issues in India’s higher education system—particularly the over-reliance on contractual and guest faculty, often at the expense of permanent academic appointments. In some universities, the growing influence of retired civilian and military bureaucrats in academic recruitment and curriculum framing has also raised concerns over the autonomy and rigour of academic governance.

Adding to these challenges is the fact that India’s premier military institutions, which house some of the country’s most advanced research in strategic studies, remain largely inaccessible to civilian students. Meanwhile, the long-promised Indian National Defence University (INDU)—which was envisioned to bridge civil-military academic divides and standardise security education—has yet to materialise.

Although a few specialised universities focused on forensic sciences and policing have recently emerged, their capacity remains limited. These institutional and bureaucratic issues must be addressed urgently, with a clear prioritisation of national interest over turf battles, if meaningful and forward-looking national security education is to take root in India.

2. The Delhi-Centric Nature of India’s Think Tank Ecosystem

Another major limitation in the landscape of security education and research in India is the high concentration of think tanks and research institutions in Delhi and a few metro cities. Their proximity to government bodies and policymakers offers advantages in terms of access and influence, but also creates a regional imbalance—in most parts of India, particularly in smaller towns and rural regions, national security remains a peripheral or even unknown academic subject.

For students pursuing degrees in political science, international relations, or security studies, the ultimate aspiration is often employment in one of these Delhi-based institutions. However, the think tank ecosystem in India is still relatively narrow, with limited job opportunities, short-term contracts, modest pay scales, and virtually no social security. While institutions like the Manohar Parrikar Institute for Defence Studies and Analyses (MP-IDSA) offer better work environments, they remain exceptions rather than the norm.

This environment has contributed to a growing academic brain drain, as many capable students seek advanced education and research opportunities abroad. Bridging the gap between think-tank research and public understanding is not just a matter of academic expansion—it is a strategic necessity. Doing so would help broaden the national conversation on security, enhance the employability of young scholars, and reduce dependency on foreign academic ecosystems.

3. Deficiencies in School and College-Level Education

National security, as a formal topic, remains absent from the school curriculum in most Indian states—with the partial exception of Maharashtra. Although co-curricular programs such as the National Cadet Corps (NCC) and National Service Scheme (NSS) exist in many schools, their impact on building a deeper understanding of contemporary security issues is limited.

At the college level, security-related topics are typically studied under the broader umbrellas of political science, international relations, or defence studies. Despite India’s rich strategic tradition, national security has not been institutionalised as a core academic discipline. Civics classes may introduce the structure of government, but they rarely engage students with current threats like cybercrime, border disputes, climate security, or information warfare.

Many students enroll in international relations or security studies programs without a clear understanding of the field, often choosing it either due to the appeal of the subject title or as a supplement to civil services preparation. This trend has weakened the seriousness with which national security is studied as an independent, interdisciplinary academic domain.

India’s civil and military bureaucracies are robust, but the country still lacks a large cadre of civilian national security experts trained in fields like intelligence analysis, foreign languages, cybersecurity, data-driven risk modelling, and geopolitical forecasting. To address this, university curricula must be restructured to align academic training with practical career pathways, ensuring that graduates of these programs are employment-ready in domains such as policy planning, defence production, and internal security.

The Benefits of Introducing National Security Studies

Given the above constraints, it is not sufficient to limit the subject of security studies to just a few colleges, universities and think tanks. Looking at the vast size of our territory and population, it is important to broad base this subject, by introducing it right from the school level (in all boards) and then also at the undergraduate level. Just like a student studies language, mathematics, English etc. continuously during his formative years, security studies can be introduced similarly. Beyond the UG level as well, customized security studies courses should be a part of higher educational programs of post graduation, PhD, post-doctoral research etc. in every department/centres.  Introducing National Security Studies at various levels of education will yield multiple benefits—social, strategic, and educational:

• At the school level, this subject can help students understand basic concepts of national interest, disaster preparedness, online safety, and the role of defence forces. It can nurture a sense of patriotism grounded in knowledge, not emotion. Early exposure to such topics also builds analytical skills and civic consciousness.
• At the university level, structured programs in national security can create new academic and professional opportunities. Students can be trained in areas such as strategic policy, defence technology, cyber security, intelligence analysis, and crisis management. With India emerging as a key player in global geopolitics, there is growing demand for such expertise in government, think tanks, defence production, and diplomacy.
• What this will help create is mass scale awareness amongst the general population which will be carried ahead by the students in their professional life – whether in military or in the civilian domain.
• Beyond individual benefits, the inclusion of national security in education will create a resilient society—one that is informed, vigilant, and capable of responding effectively to both traditional and non-traditional threats. From resisting fake news and propaganda to helping in emergencies, a security-aware citizenry strengthens the democratic fabric of the nation.

A Roadmap for Implementation

The rollout of National Security Studies should be tiered and tailored to the cognitive level of learners.

In schools (Grades 6–12), national security can be introduced through integrated modules within social science or general knowledge subjects. Topics may include India’s geography and borders, the structure of the armed forces, basic defence technology, internal security, first aid, cyber awareness, and emergency response practices. The emphasis should be on interactive and practical learning.
 At the undergraduate level, colleges can offer electives or minor specialisations in defence studies, strategic affairs, or homeland security. Institutions can collaborate with national defence think tanks and paramilitary services to design engaging and relevant content.
At the postgraduate and research level, universities should create dedicated departments of national security studies. These can support interdisciplinary research in subjects such as hybrid warfare, regional conflict dynamics, defence innovation, and space security—emerging fields where India must develop indigenous thought leadership.

For all of this to succeed, capacity-building is crucial. Teachers must be trained, and textbooks and materials must be thoughtfully curated. Case studies, simulations, documentaries, and even defence field visits can make the subject engaging and relatable.

Challenges and Considerations

Of course, this proposal is not without challenges. Some may argue that introducing national security education risks militarising the young or promoting a narrow form of nationalism. However, if designed with democratic principles and constitutional values at its core, the subject can encourage critical engagement rather than blind allegiance.

There are also practical hurdles like: lack of trained faculty, limited institutional expertise, and uneven access across states. These must be addressed through pilot programs, government support, and public-private academic partnerships. One way to go around the human resource problems is to create a pool of civilians who are subject experts in national security. Above mentioned universities and think tanks are an ideal place which can create these experts and teachers – who could then be sent for permanent employment in schools and colleges across India. This will create a tiered structure where some eminent institutions will be recognized for running full time dedicated courses on security studies, while other colleges and universities will have the customized security studies courses based on requirements of each department/centre in their institution.

On that note, let Operation Sindoor be not just another military operation that remains in public memory as an Indian tactical victory—it is a reminder that India needs to be constantly vigilant, prepared, and united. True national security cannot be achieved by armed forces or intelligence agencies alone; it demands an informed citizenry that understands the threats, values the institutions of democracy, and is willing to contribute to the nation’s security in small and large ways.
 Incorporating National Security Studies into our education system is not merely an academic reform. It is a strategic investment in the future of India—a future where every student is not just a learner, but also a sentinel of the nation’s sovereignty.

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