ShodhPatra: International Journal of Science and Humanities

Academic Motivation and Career Aspirations of Undergraduate Students in Tribal Areas

The transition to higher education represents a critical phase in shaping academic motivation, career orientations, and life trajectories, especially for students from tribal and geographically peripheral regions. For many, entering undergraduate education signifies not only academic advancement but also an escape from historically limited educational and occupational opportunities. This study examines students’ academic motivation, clarity of career goals, perceptions of institutional support, and evolving future aspirations, highlighting how higher education functions as both an aspirational space and a site of negotiation between ambition and structural constraints. Using primary survey data collected through structured questionnaires, the study analyses how socio-economic challenges, institutional environments, and exposure to higher education shape students’ outlook towards careers. Quantitative responses reveal patterns of motivation, confidence, and alignment between education and career goals, while qualitative insights reflect changing expectations, awareness of career possibilities, and perceived institutional gaps. Together, the data illustrate the uneven yet transformative impact of undergraduate education in tribal contexts. Findings show a complex interaction between intrinsic motivation, structural limitations, and emerging aspirations. Students display strong motivation and awareness of diverse career pathways, but financial constraints, limited access to resources, and insufficient career guidance often mediate their aspirations. Institutional support—through career guidance, mentoring, digital resources, and financial assistance—emerges as crucial in translating motivation into achievable outcomes. By centering students’ experiences within broader socio-economic and institutional frameworks, the study contributes to discourse on higher education in tribal regions. It underscores the need for holistic, context-sensitive interventions that go beyond access to address support, guidance, and equity, positioning higher education institutions as key agents in fostering inclusive development and sustainable career outcomes.