Experiential Learning of History Teaching at Secondary Stage in Schools of Delhi in the Light of NEP 2020

Registration ID: IJNRD_309839

Published ID: IJNRD2510131

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SHARAD SHARMA

Experiential learning, History education, NEP 2020, Secondary schools, Delhi, Pedagogical reform

Abstract National Education Policy (NEP) 2020 introduced a major pedagogical reform in Indian education, emphasizing experiential learning as a cornerstone of teaching and learning. Experiential learning advocates a hands-on, reflective and inquiry-based approach that enables students to connect classroom concepts with real-life contexts. This study examines the implementation of experiential learning in the teaching of History at the secondary level in Delhi schools, analyzing the perceptions of teachers and students, classroom practices and the degree of alignment with NEP 2020 principles. Using a mixed-methods design, data were collected from 63 teachers and 87 students through validated perception scales and structured classroom observation schedules. The study utilized random sampling across North and Central Delhi districts. Quantitative data were analyzed using descriptive statistics, while qualitative data from observations provided interpretive insights into classroom experiences. The findings reveal that a majority of History teachers are aware of experiential learning concepts and express positive attitudes toward their pedagogical value. The mean perception score of teachers (M = 83.05, SD = 6.5) suggests a high level of awareness, although practical implementation remains uneven. Students also demonstrate favorable responses toward activity-based and discussion-oriented lessons, with a mean score of 55.17 (SD = 14.2), indicating engagement but limited exposure to diverse experiential techniques. Classroom observations further indicate that while 74% of teachers use real-life examples and 62% employ visual aids effectively, integration of digital tools, collaborative activities and interdisciplinary linkages is minimal. Only 38% of lessons reflected clear alignment with NEP 2020’s emphasis on critical thinking and inquiry. The study identifies several constraints such as time pressure, large class sizes, limited ICT resources and lack of continuous professional development, all of which hinder consistent adoption of experiential learning. Nonetheless, both teachers and students perceive experiential pedagogy as enhancing historical understanding, empathy and critical analysis. The study concludes that experiential learning has the potential to transform History education into a dynamic process of exploration, connecting students’ cognitive and emotional domains with lived realities. The study recommends systematic teacher training programs focused on experiential design, curriculum flexibility for project-based assessment and integration of local heritage and technology into classroom activities. Policy-level interventions must bridge the gap between NEP 2020’s vision and practical realities through resource allocation, mentorship and community partnerships. By adopting experiential learning as a core methodology, History teaching can nurture reflective, informed and socially responsible citizens, aligning education with the broader objectives of NEP 2020 for holistic and transformative learning.

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SHARAD SHARMA (October-2025). Experiential Learning of History Teaching at Secondary Stage in Schools of Delhi in the Light of NEP 2020. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(10), b238-b243. https://ijnrd.org/papers/IJNRD2510131.pdf

Volume 10 Issue 10, October-2025

Pages : b238-b243

Paper Reg. ID: IJNRD_309839

Published Paper Id: IJNRD2510131

Downloads: 00030

Research Area: Social Science All

Author Type: Indian Author

Country: New Delhi, Delhi, India

Published Paper PDF: https://ijnrd.org/papers/IJNRD2510131.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2510131

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

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