A scholar of Agricultural Geography and long-serving academic, Dr. M.Z.A. Khan’s legacy reflects rigorous research, institutional stewardship, mentorship of generations, and a principled commitment to nation-first ideals rooted in service and integrity.

Dr. M.Z.A. Khan is a retired Professor who served for nearly three decades in the field of higher education, contributing extensively to teaching, research, and academic administration.

Dr. Khan elaborates on the research-oriented path that shaped his academic career. From the beginning of his postgraduate studies, his academic inclination remained strongly centered on research and field-based geographical understanding. During his time as a student of M.A., M.Phil., and Ph.D. at Mohanlal Sukhadia University, Udaipur, he actively participated in conferences, seminars, and academic tours that formed an integral part of the academic curriculum.

The postgraduate programs at that time included educational tours lasting between eight and fifteen days, during which students traveled to various regions of the country in order to observe different geographical landscapes and regional characteristics. Through these academic tours, Dr. Khan gained firsthand exposure to diverse physical and cultural environments across India. Alongside his participation in conferences and seminars, he visited several states in South India, including Kerala, Tamil Nadu, Andhra Pradesh, Maharashtra, and Goa, where he closely observed regional geographical features and patterns of development.

Dr. Khan also explains that financial challenges often become one of the greatest barriers for students pursuing higher education and research. However, after qualifying for the UGC NET–JRF examination, he received a substantial fellowship from the University Grants Commission. This fellowship not only provided financial stability during his research years but also included provisions such as travel allowance and daily allowance for attending conferences and academic seminars.

In addition, separate funds were made available for purchasing academic books and research materials. This support enabled Dr. Khan to travel widely across the country, attending numerous academic events where he presented his research work and interacted with scholars from different institutions. With the exception of the North-Eastern region, he was able to travel to many parts of India primarily for conferences and seminars related to his discipline.

Participation in these academic gatherings proved highly beneficial for Dr. Khan’s intellectual development. Through conferences and seminars, he gained valuable exposure to emerging research trends, methodological approaches, and ongoing scholarly debates, particularly within his area of specialization, Agricultural Geography. Listening to research presentations by scholars from various universities allowed him to observe the evolving direction of geographical research in India and understand the scope of work already undertaken in different regions of the country.

Even after entering the teaching profession, Dr. Khan maintained an active engagement with research and academic networks. He became a life member of the National Association of Geographers India (NAGI), a prominent national-level organization of geography scholars. In addition, he remained closely associated with the Rajasthan Geographical Association, regularly attending its annual conferences for more than three decades.

Over time, his active involvement in the association led to his election as Vice President and Joint Secretary of the organisation, and he also served multiple terms as an Executive Member. During these conferences, Dr. Khan often participated along with his research scholars, continuing the academic tradition in which he himself had once accompanied his mentors during his student years.

Retired Professor of Geography Dr. Khan has also made significant contributions to research supervision. Under his guidance, twenty-one doctoral scholars have successfully completed their Ph.D. degrees. At present, four research scholars are continuing their doctoral research under his supervision. His involvement in postgraduate research also expanded when the University of Kota introduced M.Phil. programs in selected subjects around 2007. At that time, the Geography Department had limited faculty strength, and Dr. Khan was appointed as the Coordinator for the M.Phil. program in Geography. He served in this role until approximately 2014–2015. During this period, more than forty students completed their M.Phil. dissertations under his academic guidance.

In addition to mentoring research scholars, Dr. Khan has maintained an extensive record of scholarly participation and publication. He has attended approximately fifty-five national and international conferences, including ten events held at the international level.

Across these academic platforms, he has presented around sixty-nine research papers addressing various themes within geographical studies. Furthermore, approximately forty-six of his research articles have been published in national and international academic journals, edited volumes, and scholarly books, reflecting his sustained contribution to the advancement of geographical research and academic discourse.

Dr. Khan’s scholarly contributions extend significantly into the field of academic publishing. Over the course of his academic career, he has authored and contributed to a total of seventeen books. Among these publications, eight books were written as a co-author for Vardhman Mahaveer Open University, Kota. These books were developed to support updated academic syllabi ranging from the undergraduate level to postgraduate research programs, including B.A., M.A., and M.Phil. courses. In addition to these contributions, Dr. Khan also served as a co-author for Geography chapters included in the Class 11 and Class 12 textbooks published by the Rajasthan Board of Secondary Education, Ajmer.

Through these contributions, his academic work became directly connected with educational materials used by a large number of students across the state. Altogether, ten of his books are associated with Vardhman Mahaveer Open University and the Rajasthan Board, while seven additional books have been authored independently by Dr. Khan, reflecting his sustained engagement with academic writing and curriculum development.

In 2022, Dr. Khan undertook another significant academic project by editing a comprehensive scholarly publication in collaboration with one of his research scholars. The project was initially conceived as a single edited volume focusing on environmental themes. However, as the call for contributions attracted a large number of research submissions, the scope of the project expanded considerably. More than one hundred research articles were received from scholars working in different areas of environmental studies and geographical research. Due to the breadth of contributions and the diversity of themes addressed, the publisher decided to release the work in multiple volumes rather than a single book. Consequently, a Delhi-based academic publisher published the collection as an eight-volume series, bringing together a wide range of contemporary research perspectives on environmental issues.

Throughout this long period of academic engagement, Dr. Khan remained consistently involved in multiple dimensions of academic life. Alongside his responsibilities as a teacher and his participation in various administrative committees within the college, he continued to remain actively engaged in research and scholarly writing.

His educational foundation began in a small rural village named Godiya Mehar, situated in Chhabra tehsil near the Rajasthan border. At the time of his childhood, the village had nearly 200 houses with a population of slightly above 900 residents.

Growing up in such a modest rural setting, Dr. Khan became closely familiar with the realities of village life, limited educational facilities, and the challenges that often accompany schooling in remote regions. For him, this background is not merely a personal memory but an important example for students who come from rural or economically limited environments. Dr. Khan consistently emphasizes that geographical location or financial circumstances do not determine intellectual ability. According to him, academic success is ultimately shaped by determination, discipline, and a sustained commitment to learning.

Dr. Khan completed his primary education in his native village itself, where the educational infrastructure was simple and limited. Despite these constraints, he developed a strong academic inclination during his early years. As he progressed in his studies, he traveled nearly 26 kilometers to Chhabra town in order to continue his schooling from Class 6 to Class 10.

This phase required consistent effort and perseverance, as daily travel and limited resources demanded both physical endurance and mental focus. Through this period, Dr. Khan strengthened his academic discipline while adapting to broader educational surroundings beyond his village environment.

For his further education, Dr. Khan moved to Tonk district, where some of his relatives were residing. There he completed his Class 11 education and subsequently pursued his Bachelor of Arts degree. This transition exposed him to a wider academic environment and provided the foundation necessary for advanced studies.

As his interest in higher education developed further, Dr. Khan decided to continue his postgraduate and research studies at Mohanlal Sukhadia University in Udaipur. He spent nearly seven years at the university completing his M.A., M.Phil., and Ph.D. degrees. These years were academically significant, as they allowed Dr. Khan to strengthen his scholarly approach, deepen his subject knowledge, and develop his research capabilities through sustained academic engagement.

After completing his advanced studies, Dr. Khan gained valuable institutional experience by serving for two years at the Regional College of Bhopal run by the National Council of Educational Research and Training (NCERT). This institution is one of the four premier teacher education colleges established under NCERT in India and is widely recognized for its academic rigor and contribution to teacher education. During his tenure at the Regional College, Dr. Khan further expanded his academic perspective and gained significant exposure to national-level educational practices while contributing to the academic environment of an institution of national importance.

Reflecting on his professional milestones, Dr. Khan shares that he was selected in Rajasthan under the Higher Education Department for the post of Lecturer in College Education. His academic career began at Dungar College, Bikaner, one of the established institutions of higher education in the state.

This appointment marked the formal beginning of his long academic career in teaching and institutional service. Subsequently, Dr. Khan joined Government College, Kota, a prominent institution in Rajasthan widely recognized for producing distinguished personalities who have contributed significantly to public life, administration, and various professional fields.

At Government College, Kota, he continued his academic and administrative contributions for several decades and remained associated with the institution until his retirement in 2022. After completing his tenure in college education, Dr. Khan continued his academic engagement by associating with the University of Kota.

He further elaborates that his association with the University of Kota has been both professional and deeply personal since the establishment of the university in 2003. Over the years, he received several opportunities to contribute to the functioning and development of the university through different departments and institutional sections.

One of his most significant roles was his long-standing association with the Board of Studies in Geography. He served continuously as a member of the Board of Studies and for nearly fourteen years held the responsibility of Convener for the subject of Geography. In this capacity, Dr. Khan played an important role in shaping academic curricula, guiding academic policy discussions within the discipline, and contributing to the overall development of geographical studies within the university framework.

During the same period, Dr. Khan also served as a member of the Academic Council of the University of Kota. The Academic Council is the second-highest statutory academic body of the university after the Board of Management and plays a central role in determining academic policies, curriculum standards, and research directions. Through his participation in this body, Dr. Khan contributed to important academic decisions that influenced the university’s academic structure and educational policies.

In addition to these responsibilities, Dr. Khan was entrusted with conducting inspections of numerous affiliated colleges on behalf of the University of Kota. These inspections involved reviewing academic infrastructure, institutional functioning, and adherence to university standards. He also remained actively associated with the university’s examination section, where he handled several important responsibilities related to the organization and supervision of examination processes.

His involvement extended further into the research department, where he contributed through participation in various committees dedicated to research activities and academic oversight. Over time, Dr. Khan served on multiple university committees, reflecting the trust placed by the management in his academic judgment and administrative capability.

During his nearly thirty-year tenure at Government College, Kota, Dr. Khan remained deeply involved in numerous institutional responsibilities beyond classroom teaching. He held several important roles connected with research promotion, institutional development initiatives, the University Grants Commission (UGC) committee, and the examination committee. His active participation in these areas demonstrated a consistent commitment to strengthening both academic standards and institutional functioning. Dr. Khan himself notes with pride that there was hardly any committee in the college in which he did not contribute in some capacity.

Alongside his academic and administrative duties, Dr. Khan also actively engaged in socially oriented activities within the college framework. He served as a trained Program Officer of the National Service Scheme (NSS) for seven years. Through this role, he had the opportunity to work closely with students in programs aimed at social responsibility, community outreach, and public engagement. Together with his colleagues and students, Dr. Khan participated in numerous social initiatives that combined academic engagement with community service, reflecting his belief that higher education should remain closely connected with societal development.

Speaking about his deep engagement with research, Dr. Khan recalls that his higher education at Mohanlal Sukhadia University, Udaipur, provided him with a stimulating academic environment that strongly encouraged scholarly inquiry. The university at that time had an intellectually vibrant atmosphere where students were encouraged to pursue rigorous research and develop analytical perspectives on regional and national issues.

While pursuing his postgraduate studies, Dr. Khan remained deeply connected to his roots and consciously chose research topics that reflected the geographical and socio-economic realities of his own region. For his M.A. dissertation, which involved a short research thesis, he conducted a detailed study of his native village, Godiya Mehar. In this research, Dr. Khan examined the historical development of the village, its agricultural practices, and the cropping patterns followed by local farmers. By documenting and analyzing these aspects, he prepared a research-based dissertation centered on the socio-economic and agricultural structure of his own rural community.

Continuing this research orientation, Dr. Khan pursued his M.Phil. in 1986 and once again chose to focus on his native region. His M.Phil. research examined the issue of wasteland utilization in Chhabra tehsil. At that time, the Government of India was giving considerable attention to the productive use of wastelands because of increasing population pressure and the limited availability of fertile agricultural land. Within this broader national concern, Dr. Khan’s research explored the possibilities of transforming barren or underutilized land into productive agricultural areas. His study also examined alternative land uses in cases where agricultural cultivation was not feasible.

In such situations, the research considered the potential for using these lands for industrial development, settlement expansion, or other productive activities. Through this work, Dr. Khan combined academic inquiry with regional relevance, ensuring that his research remained closely linked to the ground realities of the area where he had grown up.

Recalling an important development in the academic landscape of India during that period, Dr. Khan explains that in the mid-1980s the University Grants Commission introduced the National Eligibility Test (NET) and Junior Research Fellowship (JRF) examination at the national level.

This examination was designed to strengthen the quality of higher education across the country by ensuring that universities and colleges had access to well-qualified lecturers and capable researchers. Under this system, candidates who crossed the higher threshold of marks were awarded both the JRF and NET qualifications.

Those who qualified for the JRF were eligible to pursue doctoral research with a substantial research fellowship provided by the UGC. Candidates who qualified at a slightly lower percentage received NET eligibility, which allowed them to apply for lectureship positions in universities and colleges across India. According to Dr. Khan, this system played a crucial role in encouraging research and improving the overall academic standards of higher education institutions in the country.

Author of several books, Dr. M.Z. A. Khan recalls his academic achievements with clarity and pride. In 1986, he became the first student from Rajasthan to qualify both the UGC National Eligibility Test (NET) and the Junior Research Fellowship (JRF) examinations. This accomplishment marked an important milestone in his academic career and opened the path for advanced research. After qualifying for the JRF, Dr. Khan registered for his doctoral research at Mohanlal Sukhadia University, Udaipur, the same institution where he had completed his earlier postgraduate and research studies.

At the time of selecting a topic for his doctoral research, his supervisor suggested that he could undertake a study focused on the Udaipur region. However, Dr. Khan was strongly inclined to work on his own native area, as he believed that research should contribute to the understanding and development of the region from which he came. His academic specialization in Agricultural Geography during his postgraduate and M.Phil. studies also influenced this decision. Consequently, he selected the topic “Land Utilization in Chhabra Tehsil with Special Reference to Wasteland Utilization.” This research focused on understanding patterns of land use and exploring possibilities for better utilization of available land resources.

In his doctoral research, Dr. Khan examined the total land area of Chhabra tehsil and analyzed how different categories of land were being utilized. His work aimed to identify how land resources could be used more effectively, particularly in cases where agricultural productivity was limited. Through systematic analysis, he studied the ways in which underutilized or barren land could be developed for productive purposes.

As part of the research methodology, Dr. Khan selected several villages using stratified random sampling. By studying these sample villages in detail, he attempted to establish a framework for improved land-use planning within the tehsil. His work explored how future development strategies could be designed for Chhabra tehsil based on a scientific understanding of land resources and regional conditions.

Dr. Khan was awarded his Ph.D. degree in 1990. Following the completion of his doctoral research, he served for two years at the Regional College of Bhopal. After this period, he joined the Rajasthan College Education Service, where he contributed to higher education for several decades before retiring from service in 2022.

Speaking about his early career aspirations, Dr. Khan reflects that during his youth he did not initially have a clearly defined professional ambition. Coming from a rural background, he did not have the same level of exposure that students often receive today through coaching institutions and career guidance systems. Opportunities for structured career planning were limited during his time. However, while pursuing his Bachelor of Arts degree, two possible career directions gradually began to shape his thinking. One possibility was to enter the administrative services, while the other was to pursue a career in college teaching.

Dr. Khan recalls that during his college years he was greatly influenced by several teachers whose teaching style and intellectual engagement left a strong impression on him. Some of these teachers later qualified for the Rajasthan Administrative Service (RAS), which further strengthened his interest in administrative careers. At the same time, their academic dedication also inspired him to consider teaching as a meaningful professional path. These two motivations—administration and college education—remained the primary career options he considered during the early stage of his professional life.

Dr. Khan recalls an interesting academic development during his early studies when he began learning Urdu. During his school years, the structure of subject selection was different from what students experience today. At that time, optional subjects had to be chosen in the ninth class itself rather than in the eleventh class. Following this system, Dr. Khan selected three subjects as his optional combination—Hindi Literature, Economics, and Geography. He continued his studies with this combination through his schooling and completed his eleventh class with these subjects, gradually developing a stronger academic orientation toward Humanities and Social Sciences.

Dr. Khan further explains that a significant change occurred when he entered the Bachelor of Arts program. At that stage, he decided to modify his subject combination. While he retained Geography as one of his core subjects, he replaced Economics and Hindi Literature with History and Urdu. This decision to include Urdu in his academic studies was somewhat unusual because although he was able to read the Urdu script, he did not initially possess strong writing skills in the language.

His decision was influenced primarily by intellectual curiosity. Having already studied Hindi Literature, Dr. Khan felt that Urdu Literature would also be worth exploring because of the close cultural and literary connections between the two languages. He also found Urdu to be a remarkably expressive and refined language. Additionally, some of his close friends had also chosen Urdu as a subject, which further encouraged him to opt for it during his undergraduate studies.

As he continued studying Urdu Literature, Dr. Khan gradually improved his command of the language and began achieving progressively better academic results. In the first year of his Bachelor of Arts program, he secured 50 percent marks in Urdu. In the second year, his performance improved further, and he obtained 55 percent marks.

By the third year, his dedication to the subject produced an outstanding result, and he secured 80 percent marks in Urdu Literature. At that time, such a score was considered exceptional. His performance earned him the distinction of securing the top position in Urdu within the university system.

During that period, the Rajasthan Urdu Academy used to recognize outstanding academic achievement in Urdu by awarding a cash prize. Dr. Khan received a cheque of ₹151 from the Rajasthan Urdu Academy in recognition of his performance. Although the amount may appear modest today, at that time it carried great significance and was regarded as a prestigious academic honor.

The award was presented to him for securing the highest position in Urdu under the jurisdiction of Rajasthan University. At that time, the higher education system in Rajasthan consisted of only three major universities—Rajasthan University in Jaipur, Mohanlal Sukhadia University in Udaipur, and Jai Narain Vyas University in Jodhpur. Since a large number of colleges were affiliated with Rajasthan University, securing the top position within this academic network was considered a notable achievement.

Reflecting on this academic success, Dr. Khan remarks that if he had chosen to pursue a Master’s Degree in Urdu at that time, he could have become a lecturer in Urdu much earlier in his career. Both History and Urdu were available as postgraduate subjects at Government College, Tonk. However, his primary academic interest had already developed strongly in Geography. Because of this sustained interest in geographical studies and research, Dr. Khan ultimately decided to pursue his Master’s Degree in Geography, a decision that later shaped the direction of his academic and research career.

Dr. Khan explains that while deciding upon a university for his postgraduate studies, he received admission opportunities at multiple institutions. He secured admission in Jaipur as well as in Government College, Ajmer. However, during this period, he received advice from acquaintances and academic well-wishers that Mohanlal Sukhadia University, Udaipur had a particularly strong academic environment and a well-developed research culture.

The quality of teaching and the emphasis on research at the university were considered highly encouraging for students pursuing advanced studies. Taking this recommendation seriously, Dr. Khan decided to enroll at Mohanlal Sukhadia University, Udaipur. There he completed his Master’s degree, followed by M.Phil., and subsequently continued his doctoral research at the same university after qualifying the UGC NET–JRF examination.

Dr. Khan acknowledges that throughout his higher education, the guidance and influence of his teachers played a crucial role in shaping his academic direction. In the early stages of education, students often do not have a clearly defined focus regarding their future. However, as he progressed academically and achieved notable results, especially his high performance in Urdu during his undergraduate studies, his intellectual interests gradually became clearer. At that stage, he began seriously considering two possible professional paths: entering the administrative services or pursuing a career in teaching and academic life.

With these possibilities in mind, Dr. Khan began preparing for the Rajasthan Administrative Service (RAS) examination while simultaneously continuing his postgraduate studies. During the period when he was pursuing his M.A., he actively prepared for the civil services examination and appeared for the RAS examination twice. On both occasions, he successfully cleared the preliminary examination. During his first attempt, he also qualified in the main examination. However, he narrowly missed final selection during the interview stage by a small margin of two to three marks.

In his subsequent attempt, which occurred during the time he was pursuing his Ph.D., he once again cleared the preliminary examination. However, around that same period he received an opportunity to join Regional College Bhopal on an ad-hoc basis as a lecturer. Recognizing the significance of this academic opportunity, he chose to join the institution and therefore could not appear for the main examination that year. By that time, Dr. Khan explains that his academic orientation had become clearer, and he had begun to see teaching and research as the most suitable professional path for himself, particularly after completing his doctoral research.

After entering the field of higher education, Dr. Khan continued to remain actively engaged in academic work, teaching, and research. He contributed to various research initiatives and academic projects, gradually strengthening his academic profile and research contributions within the discipline of geography. Through sustained scholarly engagement, his career progressed steadily within the academic domain.

Talking about his sources of inspiration, Dr. Khan observes that during a student’s formative years, teachers often become the earliest role models. While family members such as parents and siblings naturally influence a child’s upbringing, the intellectual inspiration that shapes academic thinking frequently emerges within the classroom. From the primary level onward, students begin identifying teachers whom they admire and respect as ideals. Dr. Khan notes that he too had such inspiring teachers during different phases of his education—from primary school to secondary education and later during his undergraduate studies.

However, he particularly emphasizes the influence of his teachers during his postgraduate studies at Mohanlal Sukhadia University, Udaipur. At the postgraduate level, the number of students in each class was relatively smaller, which allowed greater interaction between teachers and students. This academic environment created opportunities for meaningful intellectual discussions and closer mentorship. Through this interaction with experienced professors, Dr. Khan further developed his academic perspective and strengthened his commitment to the field of higher education and research.

Dr. Khan expresses deep admiration for several individuals who have inspired him at different stages of his life. At the national level, he regards Dr. A.P.J. Abdul Kalam as one of his foremost ideals. Dr. Khan observes that Dr. Kalam’s background bore remarkable similarities to his own, as he too emerged from a modest rural environment. Despite these humble beginnings, Dr. A.P.J. Abdul Kalam rose to become one of India’s most distinguished scientists, earning recognition as the “Missile Man of India,” and later served the nation with dignity as the President of India. For Dr. Khan, the life and achievements of Dr. Kalam stand as a powerful example that dedication, knowledge, and perseverance can enable an individual to rise from ordinary circumstances to positions of national significance.

Alongside such national figures, Dr. Khan also remembers with great respect the mentors who directly shaped his academic development. Among them were two teachers with whom he remained closely connected for nearly six to seven years during his postgraduate and research studies. These teachers guided him during his M.A., M.Phil., and Ph.D. phases and gradually developed a relationship with him that extended beyond formal academic interaction into a bond resembling family relations. Their mentorship played a decisive role in shaping both his intellectual outlook and his professional direction.

One of these mentors was Professor N.L. Gupta, under whose supervision Dr. Khan completed his M.A. dissertation, M.Phil. dissertation, and doctoral research. Professor Gupta, who later passed away, had a profound influence on Dr. Khan’s academic development. Dr. Khan recalls that Professor Gupta possessed extraordinary command over the discipline of Geography.

His depth of knowledge in the subject was remarkable, and his ability to explain complex geographical concepts left a lasting impression on his students. Another quality that deeply impressed Dr. Khan was Professor Gupta’s exceptional command over both Hindi and English.

According to Dr. Khan, it is often observed that scholars tend to have stronger command in one language compared to the other. However, Professor Gupta demonstrated equal mastery over both languages, which enhanced the clarity and effectiveness of his teaching. This combination of subject expertise and linguistic proficiency made a lasting impact on Dr. Khan’s academic outlook.

Dr. Khan also acknowledges the influence of another distinguished teacher, Professor Rabindra Nath Vyas, commonly known as Professor R.N. Vyas. Professor Vyas had received his higher education from Jawaharlal Nehru University (JNU), Delhi, and was widely recognized for his intellectual brilliance and analytical ability. Dr. Khan describes him as an exceptionally intelligent scholar whose grasp of geographical concepts and research methodologies was outstanding. Over time, the relationship between Dr. Khan and Professor Vyas developed into one resembling that of an elder brother and a younger brother, marked by both academic mentorship and personal encouragement.

While Professor N.L. Gupta served as Dr. Khan’s formal research supervisor and provided structured academic guidance, Professor R.N. Vyas offered continuous support in many other aspects of his research and academic work. Dr. Khan explains that because Professor Gupta also held the position of Head of the Department, his administrative responsibilities often limited the time he could devote to detailed discussions. During such periods, Dr. Khan frequently approached Professor Vyas for guidance.

Professor Vyas helped him understand several finer aspects of research methodology, conceptual interpretation, and academic writing. In this way, both mentors contributed significantly to his intellectual development.

Dr. Khan acknowledges that the academic direction he eventually pursued, particularly his long association with teaching and research in geography, was shaped under the combined guidance of these two scholars. Their mentorship not only strengthened his subject knowledge but also helped him develop the academic discipline and intellectual confidence necessary for a successful career in higher education.

Highlighting the principles that have guided his life, Dr. Khan explains that from the very beginning he has believed strongly in the idea of “Nation First.” According to Dr. Khan, love for the nation has always been central to his thinking and conduct. In his view, every individual should consider the welfare of the nation above personal interests.

He emphasizes that citizens should act in ways that strengthen the dignity of society and should avoid any actions that could create the impression that personal gain or selfish motives are being placed above collective responsibility. Dr. Khan believes that individuals must remain conscious of their responsibilities toward society, the state, and the country in which they live. He also stresses the importance of maintaining respect and service toward those around them, including family members, neighbors, and the broader community. These values, he notes, are principles he has consistently tried to practice in his own life and has also instilled in his children.

Dr. Khan further explains that throughout his life he has remained deeply inclined toward helping others and participating in social service. Whether the request came from students, their parents, colleagues, or acquaintances, he has always tried to extend assistance wherever possible. Many times, he recalls receiving calls even from distant places such as Delhi regarding academic or university-related matters, where individuals sought his help in completing certain formalities or resolving institutional issues.

His personal approach has always been to attempt every possible effort to help others. Dr. Khan believes that when a person sincerely tries to assist others and performs their responsibilities with honesty and dedication, the outcomes often unfold positively through circumstances beyond one’s own control.

Reflecting on his life, Dr. Khan shares that by the grace of God, many of the tasks that once seemed difficult were ultimately completed successfully. Whether he was working in a college, serving in the university system, or assisting people with various academic and administrative matters, he consistently tried to perform his duties with sincerity.

In his view, the opportunities and achievements that came later in life were not solely personal accomplishments but were connected to the goodwill and blessings of the many people he had interacted with and helped over the years.

Dr. Khan also speaks about his personal belief that genuine service toward others ultimately brings positive outcomes in life. He observes that the medical profession today is extremely competitive, and achieving success in that field requires exceptional dedication and effort.

Yet both of his sons have become doctors, a fact he regards with gratitude and humility. Whenever he reflects on this aspect of his life, Dr. Khan often attributes it not merely to personal effort but also to the goodwill, blessings, and support of the people he helped throughout his career.

For Dr. Khan, this experience reinforces his belief that individuals should always try to help others to the best of their ability. According to him, every person should remain willing to assist those in need, particularly individuals from weaker or disadvantaged backgrounds. Even small acts of service, when performed with sincerity, contribute positively to society.

He therefore encourages people to remain mindful of their responsibilities toward others and to extend help wherever possible, believing that service to society ultimately enriches both individual lives and the larger community.

Connecting his thoughts on national commitment with his academic interests, Dr. Khan explains that his engagement with Urdu Literature also played a significant role in shaping his sense of patriotism.

As a student of Urdu Literature, he was deeply influenced by the works of the renowned poet Allama Iqbal. Dr. Khan particularly highlights the patriotic spirit reflected in Iqbal’s famous nazm “Sare Jahan Se Achha Hindustan Hamara.” Written during the period of the Indian freedom movement, the poem reflects a profound sense of national pride and unity. According to Dr. Khan, the spirit expressed in this composition continues to inspire generations and reinforces the importance of maintaining a strong sense of patriotism.

He believes that individuals should draw inspiration from such literary works and uphold the principle that the nation must always come first. For Dr. Khan, the idea of “Nation First” remains fundamental, and he emphasizes that while individuals may belong to different religions, families, or communities, the progress and development of the nation should remain a shared priority for everyone.

Reflecting on his interaction with students over the years, Dr. Khan explains that motivating the younger generation has always been an important part of his role as a teacher. During his teaching career, he consistently encouraged students to think carefully about their future and develop a clear sense of direction in their academic and professional lives.

Even after retirement, many of his former students, as well as younger students from his acquaintances and community, continue to approach him for advice. Most of these students belong to the discipline of Geography, though students from other subjects also seek his guidance. Dr. Khan states that the first and most important advice he offers them is to develop clarity regarding their goals. According to him, students should first determine the field in which they truly wish to build their careers and then pursue that path with honesty and dedication.

Dr. Khan observes that the educational environment today is very different from what it was during his own student years. In earlier times, students often had limited exposure to information about career opportunities and academic pathways. Many decisions regarding higher education were made gradually as students progressed through their studies.

In contrast, today’s students often begin thinking about their career goals at a much earlier stage. According to Dr. Khan, many children today begin shaping their ambitions as early as the fifth or sixth class. In such a situation, he believes it becomes even more important for students to define their objectives clearly and pursue their chosen fields with sincerity and discipline.

He also highlights that modern students have access to an unprecedented range of educational resources. During his own doctoral research, Dr. Khan had to travel to institutions such as Jawaharlal Nehru University in Delhi, the University of Delhi, and several other universities in order to consult books and research materials available in their libraries.

Access to academic resources often required visiting multiple libraries and spending considerable time searching for relevant material. In contrast, today’s students have access to vast digital resources through the internet. Online platforms, digital libraries, and academic databases provide immediate access to books, research papers, and reference materials. With mobile devices and internet connectivity, students now have far greater opportunities to access knowledge and information than previous generations.

Despite these advantages, Dr. Khan emphasizes that clarity of purpose remains essential. He advises students to first decide which field they wish to pursue and then prepare themselves thoroughly for that path. For those interested in teaching as a profession, he emphasizes that superficial preparation is not sufficient. According to him, relying only on brief notes, guidebooks, or short preparatory materials is unlikely to lead to success. Instead, students must engage seriously with standard academic books and develop a deep understanding of their chosen subjects. A strong conceptual foundation, developed through careful study of authentic academic texts, is essential for those who aspire to become teachers.

Dr. Khan further emphasizes the importance of research within the field of higher education. He explains that individuals who wish to build careers in university teaching must focus not only on postgraduate education but also on research. In the present academic system, doctoral research has become essential for long-term academic advancement.

Without a Ph.D., opportunities for professional growth in higher education remain limited. Moreover, teachers who guide future generations of students must themselves possess strong research training and academic depth.

Therefore, Dr. Khan advises students to approach postgraduate studies with seriousness and dedication. After completing their postgraduate degrees, students can explore opportunities such as the UGC NET and Junior Research Fellowship examinations, which open pathways into research and university teaching. Qualifying for these examinations not only enables students to pursue doctoral research but also prepares them for careers in academia. According to Dr. Khan, once students commit themselves sincerely to this path of advanced study and research, it can become a meaningful and rewarding academic objective.

Dr. Khan reflects on the dignity associated with certain professions and emphasizes that Teaching and Medicine are among the most respected fields in society. According to him, both professions carry immense responsibility because they directly contribute to the well-being and intellectual development of people. Teachers play a crucial role in shaping the minds of future generations, whether at the school level or in higher education, while doctors dedicate their lives to safeguarding human health. In Dr. Khan’s view, both teaching and medicine represent noble callings that demand commitment, integrity, and a deep sense of service toward society. Choosing either of these professions is therefore not merely a career decision but a responsibility that carries great social value.

Dr. Khan further explains that administrative services also provide a significant platform for individuals who wish to serve society on a larger scale. Positions within the administrative system allow individuals to contribute to public welfare through governance, policy implementation, and institutional decision-making.

He notes that in cities like Kota, many individuals with strong academic backgrounds, including those holding doctoral degrees, medical qualifications, or engineering degrees, have chosen to enter Administrative Services. Their motivation, he observes, often stems from a desire to bring positive change and contribute meaningfully to society through responsible public administration.

Summarizing his guidance for students, Dr. Khan emphasizes the importance of clarity of purpose at an early stage of academic life. According to him, every student should carefully consider which professional path they wish to pursue, whether it be medicine, engineering, teaching, administration, or any other field. Once that objective is clearly defined, students must approach their studies with seriousness and dedication.

In particular, for those aspiring to enter the teaching profession, he advises consistent engagement with standard academic literature, rigorous subject preparation, and a continuous commitment to learning. Dr. Khan believes that depth of knowledge and intellectual honesty enable individuals not only to succeed professionally but also to become credible role models for society.

Dr. Khan also offers an important message regarding the responsible use of digital technology. Addressing the younger generation, he observes that mobile phones and social media platforms occupy a significant portion of students’ time today. While technology itself is not harmful and can be extremely beneficial for educational purposes, excessive engagement with social networking platforms often reduces the time available for focused study and skill development.

Dr. Khan notes that during his own student years, learners were able to dedicate more uninterrupted time to academic work. In contrast, many students today struggle to maintain concentration due to constant digital distractions. He therefore advises students to use mobile devices and online platforms primarily for educational purposes and to minimize unnecessary engagement with social media while they are in the formative stages of their education. According to him, disciplined use of technology can play an important role in shaping responsible citizens as well as competent professionals.

In addition to his advice for students, Dr. Khan also reflects on the broader responsibility of citizens toward national development. He emphasizes that every individual has a role to play in strengthening the nation and contributing to its progress. According to Dr. Khan, India must continue striving toward becoming a fully developed nation, and this objective requires sustained effort from all sectors of society. Economic growth, technological advancement, and institutional development are essential components of this national progress.

Dr. Khan points out that development cannot be limited to a single field. Instead, progress must take place simultaneously across multiple sectors, including education, healthcare, industry, employment generation, and agriculture. Each of these areas plays a vital role in building a strong and self-reliant nation.

He observes that India has already achieved remarkable accomplishments in scientific and technological fields, including nuclear research, space exploration, and various technological innovations. At the same time, agriculture remains a critical pillar of the national economy, as it ensures food security and reduces dependence on imports from other countries.

For Dr. Khan, the path toward national development lies in collective effort. He believes that individuals working sincerely in their respective professions—whether in education, administration, science, healthcare, or agriculture—can together contribute to strengthening the nation. Through dedication, discipline, and a shared commitment to progress, he believes that India can continue advancing toward the goal of becoming a fully developed and prosperous country.

Dr. Khan further emphasizes that sustained industrial growth is essential for strengthening the nation’s economic foundation. According to him, rapid development of industries plays a decisive role in ensuring that the country achieves economic self-reliance and stability. When a nation develops strong industrial capabilities, it becomes better equipped to handle challenges posed by global economic or political circumstances.

Dr. Khan believes that as India progresses toward the status of a developed nation, it will also gain the confidence and strength necessary to address international situations with firmness and self-assurance. He therefore stresses that citizens, institutions, and policymakers must collectively work toward accelerating the nation’s development so that India can firmly establish itself among the developed countries of the world.

Dr. Khan strongly believes that continuous involvement in research is essential for faculty members working in higher education. According to him, sustained research activity allows professors to remain intellectually updated and ensures that they can introduce the latest developments in their discipline to their students. In this way, research and teaching remain closely interconnected, strengthening the overall quality of higher education.

Reflecting on the complete arc of his educational and professional life—from primary education in a rural village to advanced research achievements—Dr. Khan hopes that his experiences will inspire students.

He particularly wishes to encourage students who come from limited-resource backgrounds.