The Urgent Need for Curriculum Reform in Atmospheric Science Education in India

Biju Dharmapalan and Shivaprasad Amaravayal

Atmospheric science is a multidisciplinary field that encompasses meteorology, climatology, air quality studies, and climate change research. As India faces increasing environmental catastrophes, including unpredictable monsoons, fatal heatwaves, catastrophic floods, and hazardous air pollution, there is a growing demand for highly qualified atmospheric scientists. However, India's higher education system in atmospheric sciences is stagnant, with outmoded curricula, insufficient research facilities, and minimal industry collaboration. 

Outdated Curriculum: A Major Bottleneck

The most significant issue is the obsolete and fractured curriculum used by many Indian universities. Core courses continue to focus on descriptive meteorology, classical thermodynamics, and climatology, with minimal emphasis on data-driven forecasting, climate modelling, remote sensing, or machine learning applications in weather prediction. This content fails to represent the skills required for today's atmospheric science careers.
Furthermore, most students have minimal experience with satellite data interpretation or programming languages such as Python, which are required for modern meteorological research and climate analytics. The curriculum also rarely promotes connections to critical societal challenges, such as disaster management, public health, agriculture, or urban planning. The syllabus requires reorganisation, focusing on the following areas:

i)                    Embracing Satellite Data Interpretation

Modern atmospheric science is intricately intertwined with satellite observations. Weather forecasting, climate monitoring, air quality assessment, and disaster management all rely largely on satellite data. However, most Indian atmospheric science programs offer little instruction in satellite meteorology.

The curriculum must include extensive modules on satellite data interpretation, encompassing polar-orbiting and geostationary satellites, as well as passive and active remote sensing techniques and data processing algorithms. Students should learn how to work with data from the INSAT series, Cartosat missions, and international satellites such as MODIS, GOES, and Meteosat. Practical training should include hands-on expertise with MATLAB, Python libraries for atmospheric data analysis, and specialised packages such as McIDAS and AWIPS.Real-time satellite data integration into classroom learning can transform abstract concepts into tangible understanding. When students observe cyclone development through satellite imagery while studying tropical meteorology, or analyse aerosol optical depth variations while learning about air pollution, the learning becomes more meaningful, and retention improves significantly.

ii)                  Integration of Advanced Technologies

Artificial intelligence and machine learning have revolutionised atmospheric science applications. Weather prediction models now incorporate AI techniques for enhanced accuracy, while climate research utilises machine learning for pattern recognition, and air quality forecasting employs neural networks for improved predictions. However, these technologies remain largely absent from Indian atmospheric science curricula.

Universities must introduce dedicated courses on AI applications in atmospheric science, covering supervised and unsupervised learning techniques, as well as deep learning for weather prediction and statistical downscaling methods. Students should gain proficiency in programming languages such as Python and R, and work with frameworks like TensorFlow and PyTorch for atmospheric applications.

Similarly, high-performance computing has become essential for modern atmospheric modelling. Students need exposure to parallel computing concepts, cloud computing platforms, and supercomputing facilities. Partnerships with organisations like C-DAC and access to national supercomputing missions can provide students with the necessary computational resources.

iii)                Strengthening Research Institution Linkages

The separation of academic programs from active research institutes is a key shortcoming in modern atmospheric science education. Students graduate with little exposure to active research projects, cutting-edge instrumentation, or collaborative research approaches.

Universities should establish official agreements with organisations such as the Indian Institute of Tropical Meteorology (IITM), the National Centre for Medium-Range Weather Forecasting (NCMRWF), the Space Applications Centre (SAC), and the Indian National Centre for Ocean Information Services (INCOIS). These relationships can take many different forms, including cooperative research initiatives, student internships, faculty exchange programs, and shared access to specialised equipment.

Students can gain experience working on real-world projects, such as monsoon prediction studies, air quality modelling campaigns, and climate change impact assessments, through research institutions. Such exposure enables students to understand the practical applications of their academic knowledge while also establishing connections within the atmospheric scientific community.

International collaboration should also be prioritised. Partnerships with institutions such as NOAA, NASA, the ECMWF, and various national meteorological services can give students with a worldwide perspective on atmospheric science challenges and solutions.

iv)                Industry-Relevant Skill Development

The atmospheric science job market has expanded dramatically, with opportunities in government meteorological services, private weather corporations, environmental consulting firms, renewable energy, agriculture technologies, and research institutes. However, many graduates lack the specialised skills required by these organisations.

Operational meteorology courses in curricula should address weather forecasting techniques, warning dissemination systems, and decision support technologies. Students should study weather derivatives, insurance applications, and risk assessment methods used in various businesses.

Environmental rules and compliance standards are another key consideration. Students should comprehend air quality standards, environmental impact assessment techniques, and the regulatory frameworks that govern atmospheric emissions.

Communication abilities demand special attention. Atmospheric scientists must effectively communicate complex technical knowledge to a diverse range of audiences, including policymakers, media representatives, and the general public. Training in science communication, report writing, and public speaking skills should be integrated throughout the curriculum.

v)                  Neglect of Regional and Local Context

There is also a problem with the excessive centralisation of curricula, which frequently disregards the vast geographical and climatic diversity that exists in India. The incorporation of localised studies of monsoonal variability, urban heat islands, microclimate models, or mountain meteorology into courses is quite uncommon. In Kerala, Ladakh, and the Northeast, students are exposed to the identical modules, but they do not receive any region-specific background or practical projects that are pertinent to their respective ecological zones.

vi)                Enhancing Practical Training

The graduates of these programs are not adequately prepared for professional jobs in atmospheric science because they lack the practical application of theoretical knowledge. Currently, available programs frequently lack adequate practical training components, which restricts students' exposure to real-world circumstances that require them to solve problems.

Opportunities for fieldwork should be required, which could include participation in observational campaigns, maintaining weather stations, conducting air quality studies, and exercises in collecting meteorological data. For students to comprehend the significance of maintaining data quality and continuity, they need to be exposed to the challenges that arise from conducting atmospheric observations in various settings.

The internship programs that are offered by meteorological departments, environmental agencies, research institutions, and private organisations ought to be formalised and made obligatory. By participating in these placements, students gain professional experience while also developing a deeper understanding of career options and business requirements.

Conclusion

The urgent nature of the problems posed by climate change, air pollution, and extreme weather conditions makes educational reform not merely desirable but absolutely necessary. To meet the demands of the modern world and to better educate the next generation of atmospheric scientists for the complex tasks they will encounter, India's education system in atmospheric science needs to undergo significant change.

If this change is successful, India will be able to establish itself as a leader in the field of atmospheric science teaching and research, thereby making a significant contribution to both the national development goals and a deeper understanding of atmospheric processes on a global scale. Better weather forecasting, more accurate climate projections, more efficient control of air quality, and higher preparedness for natural disasters are all outcomes that will result from the investment in educational modernisation.

 Biju Dharmapalan and   Shivaprasad Amaravayal

(Dr.Biju Dharmapalan is  the Dean -Academic Affairs, Garden City University, Bangalore  and   an adjunct faculty at the National Institute of Advanced Studies,  Bangalore, E-mail: bijudharmapalan@gmail.com; Dr Shivaprasad Amaravayal is a scientist with DST,Govt.of India)