Why engineering needs all 4 pillars of education, not just the classroom, IIT Madras professor explains

By Mahesh Panchagnula

“ācāryāt pādam ādatte, pādaṁ śiṣyaḥ svamedhayā |
pādaṁ sabrahmacāribhyaḥ, pādaṁ kālakrameṇa ca”
– Sanatsujātīya, Mahābhārata

आचार्यात् पादम् आधत्ते पादं शिष्यः स्वमेधया ।

पादं सब्रह्मचारिभ्यः पादं कालक्रमेण च ॥

Translation: A quarter of knowledge comes from the teacher, a quarter from one’s own effort, a quarter from peers, and the final quarter through experience over time.

In a profound conversation between the sage Sanat Sujāta and King Dhritarashtra in the Mahābhārata, a timeless model of education was articulated. It outlined how true learning unfolds — not in a single classroom, but across four interconnected domains. This model isn’t just an ancient relic; it offers a powerful framework for how we must think about education in today’s fast-evolving world.

In the age of online tutorials, AI assistants, and high-pressure job markets, many students still believe that education begins and ends with lectures in college classrooms. However, real learning — deep, lasting, and empowering — goes far beyond. In fact, as the verse says, the classroom contributes just one-quarter of all learning. The rest comes from within you, around you, and through time.

Let’s explore these four pillars of learning — ancient in origin, but profoundly relevant to engineering education today.

Teacher-Initiated Learning: The classroom

This is the traditional core of most college programmes. Lectures, assignments, exams — all guided by a faculty member — are designed to build foundational understanding in subjects like mechanics, circuits, thermodynamics, or data structures.

Classroom learning plays a crucial role in helping students build a scaffold — the essential terminology, frameworks, and core principles of a discipline. However, it’s important to recognise that this is only one part of a much larger puzzle. When students assume that what is taught in class is the entirety of what they must know, they limit themselves.

The classroom should be seen as the launchpad — not the final destination — of a student’s learning journey. As the sage suggests, this accounts for only one quarter of the learning.

Also read NIT Karnataka director: In AI era, BTech courses need both core and computers, and a curriculum overhaul

Self-Learning: Initiative and effort

In today’s world, the pace of technological change is breathtaking. What you learn in college may be obsolete in just a few years. This makes self-learning not just useful, but essential. Unfortunately, there is a tendency among students to believe that since they pay “tuition”, everything must be spoon-fed. This mindset is harmful.

Imagine a course where a professor covers seven out of nine chapters from the prescribed textbook and leaves the last two for self-study. This often provokes a backlash — but it shouldn’t. The ability to read, digest, and understand new material independently is perhaps the most vital skill an engineer can have.

Today, knowledge is at our fingertips — through MOOCs, YouTube channels, open courseware, research articles, and online forums. Learning to navigate and absorb knowledge from these resources develops confidence, resilience, and adaptability. In fact, I would argue that the single most important ability in the 21st century is to teach yourself something new.

Get into the habit of diving into unfamiliar content. Start with small efforts: reading an extra chapter, following a YouTube tutorial, replicating an experiment. The rewards are exponential. My intention with my podcast is only to help accelerate this leg of learning.

Peer-to-peer learning

The third pillar of learning is through collaboration with peers. When students work together in project teams, group assignments, or technical clubs, something magical happens: they begin to teach each other.

Peer learning is often underestimated but it is as critical as classroom instruction. It teaches communication, negotiation, delegation, and shared problem-solving — all key workplace skills. More importantly, it exposes students to diverse ways of thinking.

One of the best places for this learning to occur is in student-run technical clubs — robotics, aeromodelling, programming, solar cars, and more. These clubs are fertile ground for informal, project-based learning. They let students pick areas they are passionate about and go deeper than any classroom can.

Sadly, day-scholar colleges sometimes struggle to foster these environments, as students head home after lectures. Creating time and space for peer interaction — through clubs, hackathons, or evening labs — should be a strategic priority for every institution.

Also read AICTE chairman: ‘Engineering colleges need systemic transformation’

Experiential learning

The final pillar is knowledge gained through experience — over time, with guidance, and through real challenges. This is where theory meets practice.

Internships are the most accessible form of experiential learning. They allow students to engage with real-world constraints, deadlines, clients, and technologies in a way classrooms can’t replicate. They teach patience, problem-solving under pressure, and the ability to adapt.

But experience is not just about doing something for a long time. As a colleague once quipped, “There’s a difference between ten years of experience and one year of experience repeated ten times.” Growth happens when each experience builds on the last, supported by reflection and mentorship.

The most valuable learning occurs when a student is placed in a challenging situation and is guided by a mentor who helps them make sense of it.

Student’s Strategy: Weave all four together

As an engineering student, you must consciously tap into all four modes of learning:

• Use the classroom for strong fundamentals.

• Build your independence through self-study.

• Collaborate and exchange ideas through peer learning.

• Seek internships and real-world projects for practical exposure.

These four dimensions form a complete learning experience. Ignoring even one can leave your education feeling hollow. Embracing all four makes your learning journey fulfilling and future-proof.

Also read 5 Years of IIT JEE Advanced: Toppers’ scores decline; fewer SC, more female candidates qualify

BTech Courses: Depth matters more than headlines

Deep, sound knowledge — acquired through consistent effort across all four pillars — may not always result in a flashy job offer straight out of college. But it will guarantee long-term career and financial growth.

Many engineering disciplines show a hockey-stick growth curve — slow early on, then rapid acceleration around the 8–10 year mark. Those who thrive at this stage are often T-shaped engineers: broad in general knowledge (the top of the ‘T’) and deep in one domain (the vertical stem).

If you build yourself into a T-shaped engineer by leveraging these four pillars, your education will not only get you a job — but a meaningful and financially rewarding career.

Mahesh Panchagnula is a professor at IIT Madras and host of The Prof. Mahesh Podcast.

This piece first appeared in the 200th issue of the Careers360 magazine, published in August 2025