Experiential Learning: An Emerging Pedagogical Practice Across School Stages in Light of NEP 2020

Abstract

Learning is essentially modifying behavior. In schools, different methods derived from various learning theories are employed, each proposing its own pedagogical strategies to improve students’ learning. Most agree that learn- ing happens when there is an interactional interplay between the person (intrinsic) with the environment (extrin- sic) through purposeful activity. Experiential learning (EL) is one of the most sought-after innovative classroom pedagogies where students develop deeper understandings through activities, experiences and reflection on the concepts. Experiential learning naturally begins at infancy. It allows the learners to retain and apply what they learn at different school levels and even beyond. It is also an important tool for adults to learn. This article empha- sizes the recommendation of the National Education Policy 2020 on EL as a teaching-learning practice across the four school stages. It suggests harnessing EL to achieve the goals of NEP 2020, such as fostering critical thinking and problem-solving abilities, engaging through a multidisciplinary approach for holistic development, effective teacher training, blended education, while also incorporating India’s rich cultural heritage and multilingualism for a well-rounded and child-centric education system. This article explores EL using Kolb’s Learning Cycle as a pedagogical approach and proposes strategies and approaches that teachers must use to tailor instruction for an inclusive and engaging learning environment. Therefore, this article will be insightful for all the stakeholders such as teachers, teacher educators, researchers and policy makers working on increasing overall students’ learning outcomes within the context of the Indian school system.