In India’s higher education discourse, a longstanding question is whether research activity genuinely strengthens teaching or simply adds pressure on faculty without clear benefit. Proponents argue that research-led teaching keeps educators intellectually engaged, exposes students to cutting-edge ideas, and encourages inquiry-based learning that goes beyond rote instruction, helping students develop critical thinking and curiosity. Faculty involved in active research can introduce fresh perspectives, methodologies and real-world problem solving into classroom discussions, potentially making education more dynamic and relevant. 

However, critics caution that mandating research output — especially in resource-limited colleges — can divert attention from strengthening core teaching quality. When researchers are judged primarily on publications rather than pedagogical impact, there’s a risk that low-quality research and predatory practices proliferate, and teaching — the direct student engagement — suffers. Some argue that faculty should be incentivised for pedagogy excellence alongside optional research collaboration, particularly in institutions where robust research infrastructure is lacking.

The dialogue ultimately centres on balance: integrating research to enrich curricula and engage students while protecting time and resources for effective teaching. Partnerships with research institutions, differentiated faculty tracks for teaching and research, and measures that reward both student outcomes and scholarly contributions could help create an ecosystem where research and teaching reinforce rather than compete with each other.