Delhi University has recently come under scrutiny following its decision to modify the credit allocation for the fourth year of its Four-Year Undergraduate Programme (FYUP) under the Undergraduate Curriculum Framework (UGCF) 2022. The administration states that these modifications aim to enhance the academic experience by giving more importance to dissertations and projects. However, this move has prompted significant criticism from various faculty members and elected representatives.

On July 12, 2026, the university circulated a notification detailing the new credit distribution. Under the updated guidelines, the credits for the academic track—including Dissertation, Academic Project, or Entrepreneurship—will rise from six to 10 credits per semester. As a result, the overall credit count for the academic track through semesters VII and VIII will increase from 12 to 20, thereby altering the structure of the programme considerably.

To facilitate these changes, the university has proposed the removal of Discipline Specific Core (DSC) papers from the latter semesters, transferring them to the Discipline Specific Elective (DSE) category. Starting from the 2026–27 academic session, fourth-year students will engage in three courses during their final two semesters, alongside their selected academic track. Students will have the option of choosing a combination of DSEs and Generic Electives (GEs).

Concerns Over Lack of Statutory Approval

The newly revised credit structure has sparked a strong reaction from elected representatives in the teaching community, who allege that the changes were implemented without proper approval from the statutory bodies, including the Academic Council and Executive Council. Anumeha Mishra, an Assistant Professor at the Faculty of Law and a member of the Academic Council, has expressed her concerns regarding the manner in which these changes were enacted. She pointed out that the alterations were introduced solely through a Registrar’s notification, thus bypassing essential academic governance processes.

Mithuraaj Dhusiya, another elected member of the Executive Council, echoed similar sentiments, calling the decision a top-down approach that circumvents necessary discussions within relevant statutory bodies. Dhusiya emphasised that substantial modifications to academic regulations should always involve thorough consultations with both the Academic Council and Executive Council.

Moreover, he raised concerns about the potential dilution of academic standards, as replacing a compulsory core paper with an elective might challenge the foundational structure of teaching and learning within departments.

DTF Voices Concerns Regarding Academic Pressure

The Delhi Teachers’ Front (DTF) has also voiced its objections to the newly revised credit structure, questioning the rationale behind executing such a critical academic policy change without convening meetings of the Academic Council or Executive Council. DTF Secretary Abha Dev Habib highlighted the implications of employing emergency powers to sidestep statutory bodies for such a significant decision.

Habib argued that eliminating the only compulsory DSC paper for fourth-year students could undermine their academic foundations. Furthermore, she pointed out that increasing dissertation credits from six to 10 could impose additional academic strain on students if adequate institutional support is not provided.

In addition, Habib raised issues related to faculty workload, indicating that teachers are already responsible for supervising up to 10 dissertation students on top of their teaching duties. The modifications to the fourth-year UGCF framework have therefore raised concerns about escalating academic stress for both students and teachers. As the new framework is set to be implemented in the upcoming academic session, ongoing debates regarding academic governance and transparency are anticipated within the university community.

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