Abstract: Urban student discipleship is a crucial missional opportunity for producing future leaders for the church in India. In India's metropolitan environment, colleges are tiny communities with unique cultures, laws, and traditions. In order to minister to this society, in which the college student is immersed, mission workers in India, like any missionary serving outside of their own nation, must get familiar with it. Thus, the purpose of this article is to assist the reader in comprehending the significance of and methods for discipling urban students in India.

1. 1
Neglected Voices: The World of Urban Students in Indian Missions
Dr. Potana Venkateswara Rao
Director
Coach Institute of Intercultural Studies
Hyderabad
Abstract: Urban student discipleship is a crucial missional opportunity for producing future
leaders for the church in India. In India's metropolitan environment, colleges are tiny
communities with unique cultures, laws, and traditions. In order to minister to this society, in
which the college student is immersed, mission workers in India, like any missionary serving
outside of their own nation, must get familiar with it. Thus, the purpose of this article is to
assist the reader in comprehending the significance of and methods for discipling urban
students in India.
Introduction
Following independence, urbanization in India started to pick up speed because of the country's
adoption of a mixed economy that sparked the growth of the private sector. India is seeing a
quicker rate of urbanization. 11.4% of Indians lived in urban areas, according to the 1901
census. According to the 2001 census, this number climbed to 28.53%; by the 2011 census, it
had beyond 30% and was at 31.16%. A poll conducted for the UN's State of the World
Population report in 2007 indicated that by 2030, 40.76% of the nation's population would be
living in urban regions. According to the World Bankm, by 2050, India will lead the increase
in urban population worldwide, followed by China, Indonesia, Nigeria, and the United States.1
The migration of students from rural to urban areas for education and jobs is one of the factors
contributing to India's growing urban population.
One in three individuals in urban India are young. India will exceed all other nations in less
than ten years with a median age of just 29. The fact that India has a diverse population of
university students from many cultures, traditions, and countries is its most noteworthy
characteristic. Additionally, there are push and pull factors that draw students from several
nearby nations. In fact, “Highest share of foreign students come from the neighboring countries
of which Nepal is 21% of the total, followed by, Afghanistan (10%), Bhutan (6%). Nigeria and
1
Venkatigalla Venkatesham, “The Problems and Issues in Urbanization in India,” ARIPEX - INDIAN JOURNAL OF
RESEARCH 4, no. 8 (August 2015): 277–78.

2. 2
Sudan constitute (5%) each”.2
Students in India's urban areas set Socio, Political, Economic
and Religious trends, which is one of its particular traits. When the gospel is shared with such
trend-setters, it not only permeates India and its neighboring nations but also changes urban
culture. Therefore, the primary objective of this article is to help the reader to focus on
discipling the Urban Students.
The church in India faces a significant problem in reaching the student community with the
Gospel because they are one of the most powerful groups in the world. The only hope of
making an impact on them lies in concentrating on the urban student generations of these faith
communities because urban students are more open to the Gospel and “they do not bind
themselves into the blind beliefs. They ask questions and do not accept what does not satisfy
their rational thinking.”3
Young people, especially urban college students, are more open to
the Gospel because they think rationally and evaluate the truth. Another significant prediction
by A. P. J. Abdul Kalam is that “there is likely to be a large population of young people with
aspirations of better lifestyle” which is happening these days.4
If we observe the Indian
population, “More than 50% of the population is less than 25 years of age and strong growth
is expected to continue in this age bracket.”5
These young people, especially urban students,
are playing a vital role in Indian society. Christian mission work in urban context needs serious
attention to impact urban students of different cultures, religions, and backgrounds because it
is the student community that plays a vital role in socio, political and economic issues of the
society in almost all the countries. Most of the students finalize their philosophy of life and
their lifestyle while they are in college. Before entering college, students are influenced by
parents and friends. During college, students are open to new ideas and influences. It is not
easy to minister to the students because they are time-conscious when it comes to religious
activities.6
These people need to be transformed if India is to be transformed because the future
of India is in their hands.
2
“All India Survey on Higher Education 2015-16” (Ministry of Human Rescource Development, New Delhi,
2016), 2.
3
Atul Y. Aghamkar, Insights Into Openness: Encouraging Urban Mission (SAIACS Press, 2000), 144.
4
A. P. J. Abdul Kalam and Y. S. Rajan, India 2020: A Vision for the New Millennium (Penguin Books, 2002), 17.
5
Ranjan Biswas, “The Great Indian Retail Story,” accessed September 3, 2012,
http://network7research.com/wp-content/uploads/2015/08/1.pdf.
6
Daniel I. Leifer, “A Ministry to Students: A Symposium on Current Concerns in Campus Ministry,” Christian
Century 96, no. 33 (October 17, 1979): 1002.

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1. The Need: Importance of Urban Students Ministry
Since most colleges and universities in India are located in urban areas, with a few exceptions,
the student population is one of the best ways to connect with urban areas. The increase of
student population in urban context of India is an opportunity for missions in India. “India will
have the highest population of young people in the world over the next decade,”7
and our
capacity to aid them spiritually will strengthen Christian missions in India. According to recent
reports, “735 million people or 60.7% of India’s population was in the working age group i.e.
15-59 years in 2011 and this population group is expected to increase over the years and would
reach 988.5 million in 2036”8
. We can better comprehend the rate of youth growth in India by
carefully observing the youth population there between the ages of 15 and 29. Most of this age
group are college students and they can be found in urban India. All India Survey of Higher
Education, AISHE (2020), reports that there are about 1043 universities, 42,343 colleges and
11,779 standalone institutions. According to Census 2011 figures, there are a huge 315 million
students’ population in India. In act, “This is not only the largest student body in the world, but
Indian students would make for the fourth biggest country in the world, nearly touching the US
with a population of 318 million.”9
These statistics make it clear that India's student population
is constantly expanding. Since India's student population is primarily concentrated in urban
areas, urban missions are extremely important to Indian missions.
The urban students' community has been arising as an emerging force to impact the world and
they have been dominating the social, religious, and political conditions in India. The political
history of India enables us to see how student movements that evolved into more pervasive
political movements have long influenced the engagement of urban students in India.10
The
task for the church in India is to support these urban student groups spiritually. The urban
students' spiritual development will lead to a transformation of the cancerous degradation of
our society because today's urban students will be tomorrow's bureaucrats, politicians, and
members of the business community.
7
Ministry of Human and Resource Development, “National Education Policy 2020” (Government of India,
2020), 3.
8
“Report of the Technical Group on Population Projections for India and States 2011-2036” (Ministry of Health
& Family Welfare, July 2020), 34.
9
“At 315 Million, India Has the Most Students in World,” The Times of India, July 3, 2014.
10
“State of the Urban Youth, India 2013: Employment, Livelihoods, Skills” (Mumbai: IRIS Knowledge
Foundation, 2013).

4. 4
The 'top-to-bottom' missional principle, which encourages missionaries to move from urban to
rural, educated to uneducated, forward caste to dalits and tribals, city to village, etc., dominates
the majority of Christian mission organizations in India. As a result, while the church has had
a significant impact on dalits and tribal people, it has had little to no impact on urban students.
In fact, the missional principles of the local church ultimately determine how the church
approaches its students' ministry. Most of the local churches in India are using the stereotype
of methods that are not relevant to the student cultures of India. Another observation is that
historically, student ministries have approached working with students and the cultures that
surround them in a prescriptive manner. This is typically done by repeating outdated concepts
and behaviors as opposed to studying student culture. Urban students have their own culture;
thus, we need to reboot our understanding of this social group. The model of evangelizing
Students in order to establish a confessed and intimate connection with Jesus Christ continues
to dominate the evangelical expression of students ministry. This approach to student ministry
frequently takes place without a contextual appreciation for and examination of the daily
realities and experiences of the students. The church in India must be attentive in serving urban
students, who are emerging adults, and that ministry must be carried out with the proper goals
in mind, just like it would be with any other age group. The Indian church must imagine
incorporating urban students into the body of Christ in order to produce mature Christians who
later make disciples of Jesus Christ. This calls for a great deal of dedication, care, vision, and
enthusiasm. We get insight and support for the urban student community's spiritual life when
we approach it with an open mind. We must therefore understand the setting and realities of
the urban student community in India.
Understanding Urban Students
The urban student community of Indian colleges and universities is made up of a range of city
inhabitants, migrants from neighboring villages, neighboring cities and towns, as well as the
wealthy and the impoverished. Urban students confront a variety of difficulties that make them
vulnerable. In order to properly help urban students, a mission worker should be
knowledgeable with their current difficulties.
Existential crises
'Existential crises' is one of the issues urban students frequently grapple with. When a student
is going through an existential crisis, they are at a developmental stage where they start to
wonder whether their life even has any meaning, purpose, or worth. According to studies,

5. 5
existential crises are currently common among Indian students. These crises include anxiety,
authenticity, a lack of self-awareness, a lack of discipline, anxiety, tension, despair, and
absurdity.11
An existential crisis is actually a set of ideas and emotions we have regarding life's
meaning and purpose. It is described as the point at which a person begins to doubt the basic
underpinnings of his life, including whether it has any significance, meaning, or worth.12
Given how challenging it is to provide answers to these concerns, we could feel stuck. These
feelings could even negatively impact our lives if they continue or worsen. We are unsure of
how to respond or where to go. Students at Indian universities and colleges are heavily affected
by this situation.
Even if we frequently ignore the possibility of a positive ending, existential crises are
frequently believed to have a negative impact on a person's life. We have the opportunity to
reevaluate our values, sense of meaning and purpose, and the course we want to take with our
lives during an existential crisis. Many students who experience this existential crisis seek
spiritual counselling and support, yet some who do so become atheists. Students are motivated
to search for meaning in life by the stresses of existence and the futility of existential struggle.
As a result, they are engaged in existential problems and searching for a meaning.
Anxiety and depression
Urban Indian students are frequently concerned about anxiety and depression, which has been
sharply rising globally. 1 in 5 persons suffered mental health illnesses in the previous year,
according to a 2008 World Health Organization report. Mental health is “the way your
thoughts, feelings, and behaviors affect your life. Good mental health leads to positive self-
image and in turn, satisfying relationships with friends and others. Having good mental health
helps you make good decisions and deal with life’s challenges at home, work, or school.”13
Among urban students in India, the COVID-19 pandemic sparked an even faster rise in mental
illnesses. The COVID-19 epidemic in 2020 came out of nowhere. Urban students’ lives are
11
Rukhsana Akhter, Existentialism and Its Relevance to the Contemporary System of Education in India:
Existentialism and Present Educational Scenario (Anchor Academic Publishing (aap_verlag), 2014).
12
Joana Butėnaitė, Jolanta Sondaitė, and Antanas Mockus, “Components Of Existential Crisis: A Theoretical
Analysis,” International Journal of Psychology: Biopsychosocial Approach 1, no. 18 (2016): 18.
13
Ryan Casey Waller, Depression, Anxiety, and Other Things We Don’t Want to Talk About (Thomas Nelson,
2021), 31.

6. 6
indirectly impacted by this epidemic. One of the most challenging things for urban students to
do is to maintain their mental health. Despite the fact that thought patterns are an important
indicator of mental health, students usually ignore them. Over the course of the COVID-19
era, there have been numerous documented suicides brought on by depression. Urban Students
represent the future investment in Indian society. However, the modern world's competitive
environment and changing environment make them more stressful. They experience stress
from many of their subject areas when they are unsure of what their future holds.14
Urban
students face intense competition everywhere; as a result, maintaining their mental health and
wellbeing is crucial for both their own well-being and that of Indian society as a whole.
The subject of stress has gained importance in academic circles. The student population in
urban areas in India is apparently one of accomplishments, but it is also one of stress.
Numerous behavioral scientists have conducted in-depth research on stress and its effects and
have come to the conclusion that the subject requires more attention. The transitional stage,
which is a stage between childhood and adulthood, is experienced by students in their teens.
Stress is said to be a result of the many issues that people face, including issues with their
families, finances, studies, and the environment. Academic stress is one of the main causes of
anxiety and depression, while there are other factors as well. Academic stress is a type of
emotional suffering brought on by disappointment over potential academic failure or even a
lack of awareness of such possibilities. Academic requirements that must be met by students
include those relating to examinations at college, in-class activities, and demonstrating
progress in their coursework. Satisfying the teacher's and parents' expectations for academic
success, outperforming peers, and comprehending what the lecturer is teaching. 15
Stress leads
to depression and anxiety. Academic studies informs the fact that two common mental health
problems among students are depression and anxiety. 25% of urban students in India claim to
experience symptoms of depression at any one time.16
The educational problems that today's urban students face need a greater effort from them. In
14
B. E. George Dimitrov, “A Study on the Impact of Academic Stress among College Students in India,” Ideal
Research 2, no. 4 (May 2017): 24.
15
Krishan `Lal, “Academic Stress Among Adolescent In Relation To Intelligence And Demographic Factors,”
American International Journal of Research in Humanities, Arts and Social Sciences 5, no. 1 (December 2013):
123–29.
16
Narasappa Kumaraswamy, “Academic Stress, Anxiety and Depression among College Students- A Brief
Review,” International Review of Social Sciences and Humanities 5, no. 1 (2013): 135.

7. 7
addition, there are numerous expectations placed on students by society, many of which are
“ill-defined, inconsistent, and impossible to fulfil in the current socio-cultural, economic, and
bureaucratic circumstances of our society.”17
This puts a lot of pressure on students,
particularly urban students, and contributes to their high levels of stress. Spiritual closeness
with God is the source of mental well-being. The Bible makes it quite plain that we should
focus on God's word in order to relax our mind, body, and soul. Therefore, helping urban
students to know God and discipling them spiritually is a crucial need of the hour in Indian
Missions.
Unemployment
In India, unemployment is a continuous issue that has serious social and economic
ramifications. This problem is very much seen among the urban middle class students.18
India's
unemployment is caused by a variety of intricate and multidimensional variables. The absence
of suitable work possibilities in the nation is one of the main causes. In order to accommodate
the expanding labour force, the Indian economy has not been able to provide enough jobs. In
order to keep up with the expanding workforce, according to a report by the International
Labour Organisation (ILO), India must produce over 90 million non-farm jobs by 2030.19
Most
students who relocate to towns and cities do end up finding work, albeit these jobs may not
always be stable or secure. Jobs are being created in the unreliable informal sector rather than
the bigger, more established sectors. India's main issue is underemployment. The proportion
of qualified urban students in the employment has been declining with an increase in school
and college enrollment rates, but their high proportions in the employment suggest that the
issue of urban students’ unemployment and underemployment would remain a serious policy
issue for many more years to come in India.20
It is due to the economy's underdeveloped secondary sector, which is responsible for
"employment creation." With a 6.2% unemployment rate, India is seeing a level of
unemployment that has never been experienced in the past 45 years. The recent epidemic has
had a significant impact on the nation's job status. If the economy of any nation grows,
17
`Lal, “Academic Stress Among Adolescent In Relation To Intelligence And Demographic Factors,” 123.
18
Deepashree, Indian Economy : Performance And Policies (2Nd Edition) (Ane Books Pvt Ltd, 2010), 10.
19
Rikin Vishalkumar Zala et al., “A Study On Unemployment In India” (Indus University, 2023),
https://www.researchgate.net/publication/369890680.
20
Mahendra Dev and Venkatanarayana Motkuri, “Youth Employment and Unemployment in India” (Mumbai:
Indira Gandhi Institute of Development Research, 2011), 1,
https://www.researchgate.net/publication/241760522.

8. 8
employment will rise as well, but India's situation is different. Even if India's economy is
growing, employment is not.21
In this context students who aspire to enter into career live with
uncertainty and insecurity of the future.
Addictions
There are two types of addiction: drug addiction, which includes dependence on substances
including alcohol, caffeine, cannabis, hallucinogens, inhalants, opioids, sedatives, hypnotics,
and anxiolytics; stimulants; and cigarettes; and behaviour addiction, which includes
dependence on electronic devices like games, the internet, and smartphones. Students in urban
areas are more susceptible to both types of addiction.
Alcohol addiction
Alcohol-containing beverages contribute significantly to the global problem of addiction. The
third-largest market in the world for alcoholic beverages is India. In fact, alcohol addiction is
becoming a significant public health issue in India as more than half of the country's alcohol
consumers meet the threshold for dangerous alcohol consumption. According to Indian
government figures, 21% of adult men and about 2% of adult women routinely consume
alcohol, and a large percentage of urban students suffer from alcohol addiction. Because of
this, alcoholism is one of the serious challenges affecting urban students. Urban students who
become alcohol addicts may be influenced by peer pressure, academic stress, and cultural
pressure. Compared to rural kids, urban students have a more typical culture. These
metropolitan kids have more freedom, access to resources, and money, which could lead them
to develop addictions. Parents do give children pocket money, and older people are less
involved in urban pupils' monitoring. In many circumstances, an alcohol addiction developed
during college will last for the rest of one's life.
Prescription drug addiction
Prescription medicines may be used by college students to boost their academic performance,
promote sleep, ease pain, boost their energy for partying, or treat their own anxiety or
depression. The use of a prescribed drug contrary to the prescriber's instructions is known as
prescription drug misuse. The term "prescription drug abuse," sometimes known as
21
Raghubar Prasad Singh and Pushplata Pandey, “Employment Situation in India,” International Journal of
Social Science & Management Studies 6, no. 10 (November 2020): 67.

9. 9
"prescription drug misuse," refers to a variety of behaviours, from using a friend's prescription
painkiller for a backache to snorting or injecting crushed pills to get high. Addiction is likely
the most frequent risk associated with prescription medication usage. Abusing medications can
lead to addiction just like using illegal substances. That is one of the reasons most doctors
won't renew a prescription without first seeing the patient; they want to check on the patient to
ensure an addiction isn't developing. Due to considerable increases in incidence during the
mid-1990s, prescription drug abuse among urban college students has grown to be a significant
public health concern over the past ten years. 22
Drug addiction
Drug addiction can happen at any age, but among Indian youngsters, it seems to be more
prevalent during the college years.23
The prevalence of drug addiction among urban students
is rising quickly. In fact, urban students may not be able to cope with the demands of a
technologically competitive world without direction, a sense of purpose, or a meaningful life.
The fear of failure and the pressures of daily life make the alternative—psychic and narcotic
drugs—too appealing and too easy to resist.24
Drug addiction has a negative impact on urban
students and has increased crime rates as addicts search for ways to finance their drug habit.
Drugs reduce restraint and impede judgement, which makes routine offences easier to commit.
Domestic violence and eve teasing cases are on the rise. Families suffer as a result of drug use's
cultural and social influences. Long-term use of these chemicals alters other brain chemical
circuits and systems as well, impacting mental processes like memory, behaviour, stress, and
decision-making as well as learning and judgement. Due to these substance addictions, urban
students are more likely to experience mental health issues, including chronic depression.
Smartphone addiction
There is a great deal of discussion on teenage addiction to and abuse of smartphones and the
resulting effects on their health, both generally and in particular among the Indian population.
In the India, and particularly on college campuses in urban context, an increasing number of
students use their smartphone to text and talk during their downtime, as well as to listen to
music, play games, check their bank accounts, and use a variety of other features and
22
David E. Newton, Prescription Drug Abuse: A Reference Handbook (ABC-CLIO, 2015), 98.
23
P. K. Muttagi and S. Siva Raju, Indian Youth: A Profile, Health Hazards among Youth (New Delhi: Mittal
Publications, 1989), 269.
24
Prof Rajinder M. Kalra, Drug Addiction in Schools: (International Perspective) Humanistic Approach (Xlibris
Corporation, 2012), 11.

10. 10
applications. Smartphone use is spreading more and more into the classroom, library and even
the lavatory! It is typical for students to arrive at class without a pen or pencil but with their
smartphone. It appears that smartphones and college students go hand in hand. “College
students are a technologically savvy and economically potent segment of the population.”25
Internet addiction disorder is overuse of internet with stress manifestation of signs of anger,
tension, and anxiety. Internet addiction disorder (IAD) is growing at a fast rate becoming a
prevalent mental health problem among urban students in India.26
Obsessive phone use,
including repetitively checking for messages or updates, tolerance, or longer and more intense
use, withdrawal symptoms, such as agitation or suffering without the phone, and functional
impairment, which interferes with other life activities and in-person social interactions. These
all closely resemble the traits of internet addiction. According to a research study titled
"Smartphone Addiction and Health Issues among Young Adults in India: A Cross Sectional
Study," a higher rate of smartphone addiction is linked to adverse effects on health, social life,
and may hinder academic performance.27
2. The Methods:
Witnessing gospel to the student community is not a new phenomenon to introduce, because
several campus ministries have been focusing and training people to engage in this ministry
even from the pre-independent India. According to my observations and involvement with
various campus ministries in India, I have seen that the majority of these campus ministries in
India mostly target semi-urban and rural students, particularly Dalits and tribals.
My fourteen years with the Union of Evangelical Students of India (UESI), which included
three years (1993–1996) as a student leader and eleven years (2000–2011) as a full-time staff
member, gave me the chance to work with college and university students in both South and
North India. During this time, I discovered that our strategies only had an impact on students
in rural and semi-urban areas, who were primarily from Christian communities. This led me to
reevaluate the strategies we were asked to use in our evangelistic approach. I discovered that
one of the causes was that we didn't comprehend the metropolitan surroundings and culture of
25
Richard Emanuel, “The Truth About Smartphone Addiction,” College Student Journal 49, no. 2 (January 2015):
293.
26
Prof Suresh Makvana and Dr Ankit Patel, INTERNATIONAL JOURNAL OF INDIAN PSYCHOLOGY (RED’SHINE
Publication. Pvt. Ltd., 2019), 822.
27
Saravanan Murugan et al., “Smartphone Addiction and Health Issues among Young Adults in India: A Cross
Sectional Study,” Research in Health Science 3 (November 29, 2018): 91, https://doi.org/10.22158/rhs.v3n4p91.

11. 11
the urban students.
Attempts were made to reach urban students, but some of the mission agencies in the past (and
even in the present) could not give attention to understand the culture and context of the urban
students in their mission approach. Most of the Indian Mission agencies could not succeed in
developing contextual approaches to relate with urban students in the Indian multi-religious
and cultural context. The practice of Christian Ministry to the urban students in the university
campuses was mainly developed by outside India in their universities which were imported to
Indian Missions. These approaches need to be modified for India's diverse context in order to
reflect Indian culture and customs.
Witnessing Gospel to the Urban Students in Campuses
The practice of Christian Ministry to the urban students in the university campuses was mainly
developed by outside India in their universities. Christian mission work needs serious attention
to impact students of different cultures, religions, and backgrounds because it is the student
community that plays a vital role in socio, political and economic issues of the society in almost
all the countries. The history of missions is the history of student movements. Amid changes,
challenges, and struggles Christian ministry among urban students steadily grew in the history
of missions. Christian students in the campuses started forming different societies mainly from
the early 1800s starting from Harvard and Yale Universities. Sabin P. Landry gives three
reasons for the development of the societies related to urban student ministry. The first reason
is theological students started meeting to discuss various ethical and theological issues which
led to the formation of theological societies; the second reason is Christian students started
meeting for prayer, Bible reading, and fellowship which led to the formation of societies
focused on the spiritual aspect; the third reason is students who are interested in “missionary
inquiry” started forming societies that focus on missions.28
Throughout history, several student movements such as Young Men’s Christian Association,
Young Women’s Christian Association, Inter-Varsity Fellowship of Evangelical Unions, and
Student Christian Movement made a tremendous impact in university campuses in the area of
social service and campus evangelism. The history of Christianity is mainly influenced by the
28
Sabin P Landry, “Christian Ministry to the Campus in Historical Perspective,” Review & Expositor 69, no. 3
(Sum 1972): 311.

12. 12
student movement which played a major role in the Christian mission. Mission to urban
students in the university and college campuses in India is a thrust area that needs attention
because “the future of the church is being fashioned in a microcosmic way on the college
campus.”29
Thus, to strengthen the church in India, we need to focus an effective mission on
urban students of different faiths in Indian universities. Ministering to students of different
religious backgrounds in the college and university campuses is a great challenge because of
the revolutionary changes and challenges in the present scenario. B. K. Tettey comments that
“the students we meet on the campus are the products of a thoroughly secular society which in
practice has rejected the claims of Christ and has succeeded in pushing the Church out of her
social and intellectual life.”30
The Christian students who are influenced by the secular
environment are also skeptical about Biblical faith. In this context the urban campus ministers
“bring an agenda to the university not offered anywhere else: addressing the spiritual side of
the human community in ways that will contribute to the health of the entire university
environment.”31
There are different models and methods tried and proposed to reach students
of different faiths on the campuses.
Contextualization: An Approach to Relate with Urban Students
Contextualization is a popular idea in modern mission practise. The principle of
contextualization has long been used in mission practise by Christian missionaries. According
to Parshall, who elaborates on it completely, the "basic principle was to start where the person
was in his orientation to life."32
Given their cultural background and manner of life, urban
students in India must be taught the gospel principles in a way that enables them to comprehend
it. Actually, "Church-growth studies very clearly indicate that the role which the evangelism
of tomorrow will play is to adopt strategies shaped and related to people in their own
cultures."33
The best example of someone who discipled people from many backgrounds is the
apostle Paul who said, “For though I am free from all, I have made myself a servant to all, that
I might win more of them. To the Jews I became as a Jew, in order to win Jews. To those under
the law I became as one under the law (though not being myself under the law) that I might
29
Schrading Paul, “A New Campus Ministry,” Theology Today 26, no. 4 (January 1970): 471.
30
B. K. Tettey, “Reflections on a Ministry among Students,” International Review of Mission 66, no. 262 (April
1977): 146.
31
Wayne C. Olson, “Campus Ministry as Remedial Religion,” Christian Century 105, no. 12 (April 13, 1988): 382.
32
Phil Parshall, Muslim Evangelism: Contemporary Approaches to Contextualization (InterVarsity Press, 2003),
35.
33
John Willmott, “Urban Evangelism In India: An Evangelistic Project Conducted In The City Of Poona The City
Of Poona” (Dissertation, Doctor of Ministry, Berrien Springs, USA, Andrews University, 1981), 33.

13. 13
win those under the law. To those outside the law I became as one outside the law (not being
outside the law of God but under the law of Christ) that I might win those outside the law. To
the weak I became weak, that I might win the weak. I have become all things to all people, that
by all means I might save some. I do it all for the sake of the gospel, that I may share with them
in its blessings (1 Corinthians 9:19-23).” Building links between students' worldviews and the
biblical worldview can assist foster a sense of belonging in our religious activities, which can
boost students' spiritual fervour and motivational outcomes in a variety of ways. To create
bridges, we must integrate ourselves with the urban student lifestyle's culture and setting. This
calls for a lot of humility, education, and acceptance of the student culture.
Evangelism through Education
Most of the early missionaries became involved in establishing educational institutions hoping
that they would “affect individual conversions” among the students. 34
Alexander Duff should
be remembered in this theory that promotes mission to students through education. Duff
visualized that Indian crowds can be evangelized by offering English education which may
enlighten young people to think. Indian Mission history reveals that “the first college in Asia
was founded by the British Baptist missionaries Carey, Marshman, and Ward in 1818 on the
outskirts of Calcutta.”35
St. Stephen’s College in New Delhi, Madras Christian College, St.
John’s College in Agra, Christian Medical College (CMC) in Vellore and Ludhiana, and
Allahabad Agriculture University are just a few examples, in the Indian Urban context, among
numerous higher educational institutions established by the missionaries. The original purpose
of establishing these Christian institutions was to propagate the Christian faith but it “has never
been fulfilled in the past and is now incapable of fulfillment.”36
Of course, there may be some
efforts “but the efforts to win converts through these educational institutions in an urban
context have not been much of a success any time, and some sections of the Church in India
and abroad see no sound basis for the continued existence of these colleges in as much as they
are apostolically ineffective.”37
Certainly, there may be an influence on students of different
34
Sanjay Seth, “Which Good Book? Missionary Education and Conversion in Colonial India,” Semeia 88 (2001):
118.
35
Mithra G. Augustine, “Academic Apostolate in India,” Ecumenical Review 30/1 (Jan, 1978), 51., no. 1 (January
1978): 51.
36
T. A. Mathias, “The National Board of Christian Higher Education in India,” Religious Education 63, no. 1
(February 1968): 38.
37
Augustine, “Academic Apostolate in India,” 51.

14. 14
faiths through these educational institutions in an urban context in India but the impact is very
less.
Chaplaincy in the Christian College Campuses in Urban India.
Christian missionaries and mission agencies across the globe made a great impact on education
by establishing colleges and universities in the Indian urban context. The Christian institutions
can appoint a chaplain to take care of the spiritual needs of the students because “the amount
of time campus ministers are involved with a given student is relatively brief compared with a
pastor in a parish.” In the Indian context, Christian colleges lack this approach which is
essential to cater for the spiritual needs of the students because “the university chaplain will be
a person who will consider the whole community of students, academic and non-academic staff
as his ‘university parish.’” He will become a bridge to create a spiritual environment on the
campus because “Campus ministers are ‘bridge-builders among people of faith, people
searching for faith, and all others in the academic environment.” This approach may not be
applicable because most of the Christian colleges in India are undertaken by the Indian
government and religious activities are not allowed officially by the administration of the
college.
Interfaith Worship
Interfaith Worship centers in urban university campuses are a recent phenomenon practiced by
people who are influenced by pluralistic thinking. It will be welcomed and well-received in the
context of a religiously pluralistic country like India. The purpose of interfaith worship centers
is to create spirituality among students irrespective of their religious background. Students of
different religious backgrounds come together to worship by holding their convictions and
beliefs. Everyone worships according to their convictions but they do it in a commonplace.
This is one of the radical approaches to relate with people of other faiths while respecting their
beliefs and convictions. The belief is that Christian students get a better chance to witness to
students of other faiths through their way of conduct and faith. “Kay Spiritual Life Center” at
American University has this type of interfaith worship center in which different religious
background students of the University worship together in harmony and its “campus ministry
includes Buddhist, Catholic, Christian Scientist, Jewish, Muslim, Protestant, and Vedic/Hindu
communities.”38
The members do not give up their convictions but rather they respect each
other in a friendly atmosphere. Those who are attracted by other faith convictions can follow
38
Karin Thornton, “Interfaith Worship on Campus,” Cross Currents 40, no. 1 (Spring 1990): 27.

15. 15
them but there will be no direct or indirect influence to convert the other. This model of witness
among urban students may help to some extent to open the doors for the gospel. One of the
dangers is that the exclusiveness of the Christian faith will be minimized because of this
approach and at times Christian students need to take a stand against cultural and religious
practices of other faiths.
Hospitality approach
Hospitality is one of the requirements to reach urban students of different faiths on the
campuses. Students migrate to different cities for education. These migrant students look for a
homely atmosphere where they get love, acceptance, and fellowship. The International Students
Ministry (ISM), which was founded in Illinois in 1996, places a strong emphasis on showing
"hospitality" to students on campuses as part of their objective to connect with them. This is
one of the best methods to reach urban students at our doorsteps. It is not an easy to reach
students in some of the countries due to restrictions but many of them migrate to other countries
for better educations. These students who are away from their home town and nation are open
to the Gospel if we relate with them in a friendly manner. These students can be reached
through hospitality because these “students need a safe place to ask critical questions, work
through doubts to a deeper understanding of faith…” Thus, hospitality in open homes in the
campus “offers a powerful milieu and a critical set of gifts in the formation of meaning,
purpose, and faith.”39
Most of the mentoring opportunities for urban students come from giving hospitality to them.
Mentoring young people is the greatest need of the hour because “ongoing research makes it
increasingly evident that those who are able to work on behalf of personal and social
transformation are those who as young adults were a part of a mentoring community.”40
Serving
good food to these young students is essential because there is a proverb which says, “The door
to reach a young man is through the stomach.” There is truth in it because students who stay
away from their home miss homely food, thus we get a listening ear from the students if we
offer food. Another advantage is that “conversations around food offer a welcoming and
nourishing atmosphere for persons with different faith perspectives to be comfortable and
39
John D. Lottes, “Jesus as Mentor: Biblical Reflections for Ministry with Young Adults,” Currents in Theology
and Mission 32, no. 2 (April 2005): 128.
40
Sharon Daloz Parks, “Social Vision and Moral Courage: Mentoring a New Generation,” Cross Currents 40, no.
3 (Fall 1990): 357.

16. 16
authentic around one another.”41
Since Eastern religions and cultures give high value to
hospitality, it should be practiced in our mission approach to relate, mentor, and impact the
urban university students of different faiths in India .
Personal Evangelism
Personal Evangelism is one of the most effective methods to witness to people of different
faiths. In this method, the evangelist relates in a better way to understand the student’s mind
and his level of thinking. Most of the students of other faiths get attracted to the Gospel
through personal evangelism. The sad thing is that “this form of evangelism suffers greatly
from the too-common idea that it is confined to the spoken word.” Personal evangelism is not
just verbal proclamation but rather in this method, the evangelist’s life becomes a living
witness to the urban students of other faiths. Students of other faiths, especially in a country
like India, are sensitive to their beliefs and practices. In this context, our evangelism must be
practiced in “humility and love and with due concern for the proprieties of time and place.”
College campuses in an urban context in India are filled with violence and insecurity, due to
various socio, political and economic reasons. In this context, our witness to urban students in
India brings healing and reconciliation through personal relationships.
Group Bible Studies and Discussions
Group Bible studies and discussions attract urban students of different faiths to participate in
lively discussions that lead to truth. Most of the ministries that have been working among
campuses have been using this approach. The reason is that in group discussions students get
a chance to interact with the truth and they get an opportunity to express their views which
leads to dialogue. In our present day context “rejection and misunderstanding by peers is a key
problem” and because of this problem group discussions attract students to express themselves
in which “sharing could take place.”42
Meaningful discussions on different contextual and
existential struggles can be linked to Biblical truth and ultimately students can be exposed to
the Biblical truth.
41
John D. Lottes, “Toward a Christian Theology of Hospitality to Other Religions on Campus,” Currents in
Theology and Mission 32, no. 1 (Fall 2005): 27.
42
Elizabeth Dreyer and Keith J. Egan, “Creative Teaching: Christian Prayer, Practice and Theory,” Horizons 6, no.
1 (Spring 1979): 104.

17. 17
Coffee House
The strategy of “coffee house” is one of the creative mission strategies to reach urban students
of different faiths in campuses. It is a hangout for students of different faiths to meet for fun
and entertainment which becomes a base for relationships. “In many respects the “coffee
house” stands in the same relationship to the campus ministry as the church social supper does
to the parish church: it provides a place for fun and fellowship, for meeting and making
friends.” Hasan al- Ghazali, a missionary among Muslim students, practiced “coffee house”
as a strategy to reach students in his mission practice and he says that “coffee house” “is like
the central circle of a spider’s web where you build up contacts in a network into all segments
of society.” He named his coffee house as “Magha” and attracted different segments of people.
He influenced police, teachers, and students. He narrates that “after finding interested people
we visit their homes and involve the family in the friendship.” In the context of Indian youth,
Jacob G. Isaac practiced this coffee house model in his ministry among Bangalore urban youth.
He named it as “Kerygma Coffee House” which also arranged “Kerygma Coffee Talks” on
different youth- related issues. Jacob is an inspiration for many urban youth workers in India
to adopt this coffee house method. This is one of the creative strategies to relate with urban
students of different faiths in the Indian campuses.
Empower Students to Reach Students
The fact that many Christian leaders in India carry out excessive amounts of ministry is one of
their problems. I'm not arguing that a minister shouldn't work hard; rather, pastors and ministry
leaders should focus most of their time on empowering and equipping people to carry out
ministry rather than just trying to accomplish more on their own. Due to several limitations
placed by institutions and the government, normal pastors and christian missionaries find it
difficult to connect with urban students on Indian campuses. It's crucial to remember that this
should be done in the spirit of true servant leadership, with the goal of helping the urban
students under your supervision by giving them more opportunities to be used by God.
Therefore, if we provide the on-campus believers with the tools and training they need, they
will be greater disciples who will disciple others.
Leverage events & processes
Events are helpful in the setting of a campus ministry at a college in Indian urban setting.
Activities can be thrilling! They can draw a crowd, enliven the atmosphere, and give you a
boost in momentum. On the other hand, if our ministry is just a series of events, it probably

18. 18
won't last as long. Many campus ministries in urban settings in India are event-oriented shows;
as a result, they are not able to disciple the students. In fact, the events that we conduct in the
campus must be contextually relevant and students should be relaxed in those events.
We require more, not less. We need processes. Processes adopt a wider perspective. Even while
they aren't as exciting as events, they typically lead to more effective discipleship and
meaningful connections. Discipleship and strong relationships are ongoing activities.
Discipleship is a process, not a one-time thing. Events enable us to connect with students and
establish relationships, but it is the process that fosters a lasting friendship that leads to students
making a commitment to the Lord.
Possess a good Attitude and a Pure Heart.
Urban students in Inda can be seen through the eyes of the Lord Jesus when our mind is at
peace and our heart is clean. Clear hearts open ways to engage in His Mission. Our outlook
should be one of investing rather than gaining. It takes labour to get urban students interested
in the gospel. In the framework of service, you can meet some amazing people and have a lot
of joy, but there is a spiritual fight going on and you are a target. Your adversary, the Devil,
will undoubtedly make an effort to discourage you to the point where you want to give up. But
he doesn't just use discouragement. He will try to increase your sense of pride when things are
going smoothly. There is a temptation of unhealthy comparison and envy when there are other
ministries reaching out to students nearby (or when a student you've invested your heart into
departs to join another group). Be vigilant to avoid being a victim of these assaults (1 Peter
5:8). Keep your focus on Jesus during all of this. Don't become tired. As you keep your eyes
on the Lord and allow him to refresh your strength each day, you can finish the race with
patience. Live and serve so that your joyful service to the Lord and people around you honours
him (Philippians 1:27). "Above all else, guard your heart, for everything you do flows from
it," the book of Proverbs instructs us.
Conclusion
Urban India's campus ministry requires careful attention, particularly when trying to reach
students of various religions who require contextual strategies that are relevant to them. One
way to connect with students on campuses is through hospitality, personal evangelism, coffee
shops, group Bible studies and conversations, and interfaith worship. These strategies could be
useful when trying to disciple the urban students.