India, as the largest country in South Asia, has a significant number of tribal communities, which were historically excluded from society for several reasons. Their social inclusion is essential to promote equal opportunities and make them a part of society, which is possible through education. Education is an important means of achieving social inclusion. This study explores the voice for social inclusion through the experiences of tribal youths from Particularly Vulnerable Tribal Groups (PVTGs) by adopting a phenomenological research design. Semi-structured interviews were conducted with PVTG undergraduate tribal youths, who were purposively selected from different higher education institutions, as a social institution at the tertiary level of the Rayagada district of Odisha. Thematic analysis of data revealed that they experienced supportive institutional environments and positive interactions with teachers and peer groups. The study also found financial constraints, limited awareness about higher education within communities, and lack of awareness regarding the online admission process during admission to higher education as major challenges. Besides, the study found that higher education enhances the confidence, aspirations, and opportunities of tribal youths and makes them feel proud and recognised, which are part of social inclusion. The study suggests stronger financial support, organising awareness programmes and other measures to improve the participation of PVTG youths.
Jena et al. (Sun,) studied this question.