Asian Journal of Education and Social Studies

India’s diverse socio-cultural landscape faces challenges in balancing cultural preservation with socio-economic development, particularly in geographically remote regions like Uttarakhand. Disadvantaged groups, including Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backwards Classes (OBC), experience systemic and infrastructural barriers to higher education, compounded by economic hardships and geographical isolation. This study explored the socio-cultural and educational perspectives of 232 first-year undergraduate students from eight higher education institutions in Pithoragarh district, Uttarakhand, employing a descriptive survey design. Data were collected using structured Socio-Cultural and Educational Perspectives Scales, analysed through non-parametric statistical methods, including Kruskal–Wallis, Mann–Whitney U, and Spearman’s rank-order correlation tests. Findings revealed no significant differences in socio-cultural or educational perspectives based on caste, family structure, or economic status, indicating shared community and institutional experiences. However, arts and science students differed significantly in educational perspectives, reflecting discipline-specific academic and resource challenges. A moderate positive correlation (ρ = 0.402, p < 0.001) was found between socio-cultural and educational perspectives, suggesting that engagement with socio-cultural practices may enhance students’ educational outlook. The study highlights the need for culturally responsive curricula, stream-specific academic support, and strengthened infrastructure to improve higher education access and outcomes for disadvantaged students in remote hilly regions, promoting both educational equity and socio-cultural identity preservation.