Beyond the Screen: Assessing the Interdisciplinary Value of Film Analysis for Undergraduate Students

This study critically examines the impact of a “Films and Society” course in a multidisciplinary Indian university, addressing the gap in empirical evaluation of film-based pedagogy. Using survey data from 554 undergraduates and exploratory factor analysis, five dimensions of engagement were identified. Regression revealed that Academic & Skill Relevance was the strongest predictor of perceived learning (β > .64, p < .001), with societal/aesthetic and cognitive realism dimensions also positively associated, though socio-emotional and logical–technical orientations had mixed or modest effects. While the findings align with the NEP 2020 goals for holistic education, the limitations of the qualitative approach, representativeness and cross-sectional design constrain the conclusions. These results invite further exploration of film pedagogy across institutional contexts and encourage the consideration of non-cognitive outcomes and long-term impacts.