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PEER-REVIEWED
Original Study
| Published: March 04, 2024
Vivification of Experiential Learning with Reference to NEP 2020
Ph.D Research Scholar, School of Education and Behavioural Sciences Department of Education, University of Kashmir https://orcid.org/0009-0009-4726-0049 Google Scholar More about the auther
Ph.D Research Scholar, School of Education and Behavioural Sciences Department of Education, University of Kashmir, South Campus Google Scholar More about the auther
DIP: 18.01.151.20241201
DOI: 10.25215/1201.151
ABSTRACT
Education is a fundamental pillar for realizing full human potential, creating an equitable society, and improving the development of a nation. National Education Policy (NEP) 2020 provides a special focus on the experiential learning approach. The worth of the experiential approach is well-established and has more relevance in today’s competitive and complex learning environment. This method will help in motivating both students and teachers to respond to the diversity in the classrooms. As such this approach encourages hands-on experience, critical thinking, problem-solving approach, and learning by doing and empowers a deep engagement with the curriculum. However, the aim of NEP 2020 is to provide practical and holistic education that will prepare the learners for the future and accordingly NEP 2020 recommended that, “Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-based, competency-based, discussion-based, flexible and learner-centered”. The study will highlight the significance of experiential learning in teaching and learning with reference to NEP 2020.
Keywords
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Lone, S. A. & Kour, S. J.
Received: February 07, 2024; Revision Received: March 01, 2024; Accepted: March 04, 2024
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.151.20241201
10.25215/1201.151
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Published in Volume 12, Issue 1, January-March, 2024