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Integrating Experiential Learning in Indian Schools as Envisioned in NEP 2020
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Author(s): Ankur Nandi (Kalyani University, India), Sourav Sen (Kazi Nazrul University, India), Shiuli Maity (Bharathidasan University, India), Bikram Tikader (Fakir Mohan University, India), Tapash Das (Kazi Nazrul University, India), Tarini Halder (Kalyani University, India)and Amulya Kumar Acharya (Fakir Mohan University, India)
Copyright: 2026
Pages: 34
Source title:
Project-Based Learning, Competency-Based Assessments, and Experiential Education for Modern Learners
Source Author(s)/Editor(s): Maria Athanasekou (Hellenic Open University, Frederick University, Cyprus)and Andonis Zagorianakos (National and Kapodistrian University of Athens, Greece)
DOI: 10.4018/979-8-3373-4957-2.ch008
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Abstract
The chapter aims to analyze the recommendations of the National Education Policy (NEP) 2020 about experiential learning, investigate approaches for pedagogy and teachers' role in experiential learning in classrooms, investigate the opportunities and challenges for experiential learning, and develop a model and propose suggestions for effective implementation of experiential learning. A qualitative, documentary research methodology was adopted for this study. In conclusion, experiential learning, as envisioned in NEP 2020, marks a transformative shift from rote-based instruction to learner-centric, practice-linked education. The study highlights NEP's emphasis on interdisciplinary, arts-integrated, and inquiry-driven pedagogies, with teachers as key facilitators. Despite opportunities for holistic development and 21st-century skill-building, challenges like infrastructure gaps and outdated assessments persist. A comprehensive model is proposed to embed experiential learning through curriculum reform, teacher training, and authentic evaluation.
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