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Karnataka Launches Experiential Learning Initiative to Revolutionize Classrooms

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  //science-technology.news-articles.net/content/2 .. ning-initiative-to-revolutionize-classrooms.html
  Published in Science and Technology on Wednesday, November 26th 2025 at 1:24 GMT by The Hans India

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Experiential Teaching and Learning: Karnataka’s New Classroom Revolution

In a bold push to transform the educational landscape, Karnataka’s Department of Education has spotlighted experiential teaching and learning as the next frontier for classrooms across the state. The Hans India’s recent feature (https://www.thehansindia.com/karnataka/focus-on-experiential-teaching-and-learning-in-classrooms-1026368) chronicles the initiative’s rollout, showcases pilot projects, and links to key resources that together paint a picture of an education system in the midst of a paradigm shift.

1. The Rationale Behind Experiential Learning

Experiential learning, often referred to as “learning by doing,” has long been hailed by educators worldwide for fostering deeper understanding and practical skills. Rather than passively absorbing facts, students engage in projects, field trips, simulations, and community‑based activities that connect curriculum to real‑world contexts. In Karnataka, the move is part of a broader strategy to meet the National Education Policy (NEP) 2020’s emphasis on holistic development, critical thinking, and skills‑based learning.

According to the article, the state government cites three main drivers for the shift:

1. Addressing rote learning – Conventional classrooms, where rote memorisation predominates, have struggled to keep students engaged and produce critical thinkers.
2. Bridging the skills gap – Employers increasingly demand problem‑solving, collaboration, and digital fluency—skills nurtured through experiential approaches.
3. Policy alignment – The NEP’s new curriculum framework and the NCERT’s “Skills and Competencies for the 21st Century” mandate call for a hands‑on pedagogy.

2. Government Initiatives and Funding

Karnataka’s Department of Education has formalised an Experiential Learning Initiative (ELI) that rolls out in phases across schools from primary to secondary levels. The initiative includes:

• Teacher Training Workshops – In Bengaluru, a flagship training event held in May 2024 attracted over 200 teachers. The program, spearheaded by Dr. S. Rao, a leading education researcher, covered inquiry‑based learning, formative assessment, and technology integration. The Hans India links to the official training manual (https://karnatakaeducation.gov.in/eli-training-manual) which outlines lesson‑planning templates and assessment rubrics.

• Curriculum Development Grants – The state allocated ₹500 crore towards developing modular resources, such as science kits, digital simulators, and field‑study guides. Funds also support local NGOs like EduVentures (link: https://eduventures.org) which partner with schools to conduct community service projects.

• Infrastructure Upgrades – Many schools are receiving laboratory equipment, science carts, and maker‑spaces. The article points to a government portal (https://karnatakaeducation.gov.in/infra-upgrade) where districts submit requests and progress reports.

• Digital Integration – Aligning with “Digital India,” Karnataka has launched an e‑learning platform that incorporates virtual labs and interactive modules. The platform is a joint effort between the state and the National Digital Learning Initiative (NDLI), as detailed in the linked resource (https://ndli.gov.in/).

3. Pilot Projects in Action

The Hans India profile shines a light on three pilot schools that exemplify experiential learning in practice:

1. Mahatma Gandhi Primary School, Dharwad – Teachers have incorporated local flora and fauna into biology lessons. Students conduct plant‑care workshops, observe insect life cycles, and compile a school garden journal. According to the school principal, student engagement has surged, with attendance rising by 15% over the last semester.

2. Kendriya Vidyalaya, Mangalore – The science teacher, Ms. Rani, uses a maker‑lab where students design simple machines to solve real‑world problems, such as building a small irrigation pump from recycled materials. The project culminated in a regional exhibition judged by experts from the Indian Institute of Technology (IIT) Mangalore.

3. St. Joseph’s High School, Hubli – The school partnered with EduVentures to create a community‑service curriculum. Students conducted waste‑segregation drives, developed a local awareness campaign, and presented findings to district officials. The project not only enhanced civic responsibility but also earned the school a municipal award.

4. Overcoming Challenges

The article does not shy away from the hurdles that come with a systemic overhaul. Key challenges include:

• Teacher Readiness – While many educators are enthusiastic, a significant number struggle with the shift from traditional lectures to facilitation roles. Ongoing professional development and peer‑learning circles are crucial.

• Assessment Reform – Standardised testing frameworks need recalibration to value process, creativity, and collaboration. The article references a UNESCO report (https://unesdoc.unesco.org/ark:/48223/pf0000384239) that advocates for portfolio‑based assessment and situational testing.

• Resource Constraints – Rural schools still lack adequate infrastructure. The government’s grant‑program aims to mitigate this, but equitable distribution remains a concern.

• Parental Perception – Some parents worry that experiential learning may dilute content coverage. Regular workshops and data on improved test scores are being used to shift mindsets.

5. Impact and Future Outlook

Preliminary data from the pilot schools suggests promising outcomes. Beyond increased engagement, teachers report higher motivation and a greater sense of ownership over learning. Standardised test scores in science and mathematics have shown a 5–7% improvement compared to the previous academic year—an encouraging sign that experiential learning does not compromise content mastery.

Looking forward, Karnataka plans to:

• Scale the ELI across all schools by 2026, with a phased rollout ensuring each district receives adequate training and resources.
• Collaborate with national bodies like the National Council of Educational Research and Training (NCERT) to develop district‑specific curricula that embed experiential components.
• Leverage data analytics from the e‑learning platform to refine pedagogical strategies and identify best practices.

6. Key Resources

The Hans India article serves as a hub, linking to several pivotal resources for stakeholders:

• Karnataka Department of Education – Experiential Learning Initiative: https://karnatakaeducation.gov.in/eli
• Teacher Training Manual: https://karnatakaeducation.gov.in/eli-training-manual
• Infrastructure Upgrade Portal: https://karnatakaeducation.gov.in/infra-upgrade
• National Digital Learning Initiative (NDLI): https://ndli.gov.in/
• UNESCO Report on Experiential Education: https://unesdoc.unesco.org/ark:/48223/pf0000384239
• EduVentures NGO: https://eduventures.org

7. Conclusion

Karnataka’s foray into experiential teaching and learning marks a pivotal shift from rote pedagogy towards a more dynamic, skills‑oriented education system. By investing in teacher training, infrastructure, and community partnerships, the state is paving the way for students who are not only knowledgeable but also inventive, collaborative, and ready to tackle the complexities of the modern world. The Hans India’s comprehensive coverage underscores that this is not a fleeting experiment but a well‑structured, data‑driven movement with the potential to redefine learning across India.