The transition from higher secondary education to higher education constitutes a critical phase in students’ educational trajectories in contemporary India. Despite significant expansion of higher education opportunities, a substantial proportion of higher secondary pass-out students are unable to translate their educational aspirations into actual college enrolment due to multiple structural and social constraints (Agarwal, 2019; Tilak, 2015). The present study aims to examine students’ educational aspirations, identify the socio-economic and institutional barriers influencing college entry, and analyze the role of key stakeholders—teachers, parents, and community—in shaping post-higher secondary educational decisions. Adopting a quantitative, descriptive research design, the study was conducted in PurbaMedinipur district of West Bengal, covering four administrative subdivisions—Tamluk, Haldia, Egra, and Contai. A sample of 300 higher secondary pass-out students was selected using stratified random sampling. Data were collected through a structured questionnaire and analyzed using descriptive and inferential statistical techniques, including ANOVA, correlation, and t-tests. The findings reveal significant variation in educational aspirations across subdivisions and a strong negative relationship between socio-economic constraints and transition to higher education. Teacher and parental influences emerged as critical determinants of students’ college-going decisions, particularly for first-generation learners (Nambissan Batra, 2016). The study underscores the need for targeted policy interventions, strengthened guidance mechanisms, and context-specific educational planning to ensure equitable access to higher education in alignment with national policy priorities (Government of India, 2020).
Arun Kumar Bari (2026) studied this question.