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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Aadil Hussain Mir
Guru Kashi University
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VOCATIONAL AND SKILL-BASED EDUCATION IN INDIA: A CRITICAL REVIEW OF NEP 2020’S IMPLEMENTATION AND CHALLENGES. Aadil Hussain Mir
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 1 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i1.2626

Abstract

The National Education Policy (NEP) 2020 marks a transformative shift in India's education system by integrating vocational and skill-based education at all levels. This paper critically examines the implementation, challenges, and potential impacts of vocational education under NEP 2020. The policy aims to bridge the gap between formal education and employability by incorporating practical training, industry partnerships, and skill development programs from an early stage. A key highlight of the policy is the introduction of vocational education from Grade 6 onwards, allowing students to gain hands-on experience through internships and apprenticeships. The paper analyzes how this shift aligns with global best practices and examines its potential to enhance India’s workforce competitiveness. It further explores policy challenges, including teacher training, infrastructure requirements, and integration with mainstream education. Additionally, this study delves into the role of technology, digital learning platforms, and public-private partnerships in ensuring the successful implementation of vocational education. The paper concludes with policy recommendations to strengthen vocational education under NEP 2020, ensuring it meets the dynamic demands of the 21st-century job market while fostering an entrepreneurial mindset among students.
CONSTRUCTIVIST LEARNING THEORY: A FRAMEWORK FOR STUDENT-CENTERED INSTRUCTION IN THE 21ST CENTURY CLASSROOM Aadil Hussain Mir; Mohammad Nazmul Alam; Akash Modi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3456

Abstract

The 21st-century classroom calls for pedagogical approaches that nurture critical thinking, creativity, collaboration, and problem-solving among learners. Constructivist Learning Theory offers a robust framework for achieving these goals by emphasizing active engagement, experiential learning, and knowledge construction rooted in real-life contexts. Grounded in the foundational theories of Jean Piaget and Lev Vygotsky, constructivism promotes student-centered instruction that values inquiry, exploration, and social interaction as central to the learning process. This paper explores the theoretical basis of constructivism and its practical application in modern educational settings. It discusses key instructional strategies such as project-based learning, inquiry-based learning, and collaborative learning, all of which align with the constructivist paradigm. Additionally, the paper highlights the evolving role of teachers as facilitators, the importance of learner autonomy, and the integration of educational technology as a cognitive tool. Using a qualitative methodology, the study relies on secondary sources, including peer-reviewed literature, educational policy documents, and theoretical analyses, to examine the relevance and impact of constructivist teaching in today’s classrooms. The findings support the view that constructivism provides a compelling framework for designing meaningful, learner-driven instruction that equips students with essential skills for success in the 21st century.
Constructivist Learning Theory: A Framework for Student-Centered Instruction in the 21st Century Classroom Aadil Hussain Mir; Mohammad Nazmul Alam; Akash Modi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3525

Abstract

The 21st-century classroom calls for pedagogical approaches that nurture critical thinking, creativity, collaboration, and problem-solving among learners. Constructivist Learning Theory offers a robust framework for achieving these goals by emphasizing active engagement, experiential learning, and knowledge construction rooted in real-life contexts. Grounded in the foundational theories of Jean Piaget and Lev Vygotsky, constructivism promotes student-centered instruction that values inquiry, exploration, and social interaction as central to the learning process. This paper explores the theoretical basis of constructivism and its practical application in modern educational settings. It discusses key instructional strategies such as project-based learning, inquiry-based learning, and collaborative learning, all of which align with the constructivist paradigm. Additionally, the paper highlights the evolving role of teachers as facilitators, the importance of learner autonomy, and the integration of educational technology as a cognitive tool. Using a qualitative methodology, the study relies on secondary sources, including peer-reviewed literature, educational policy documents, and theoretical analyses, to examine the relevance and impact of constructivist teaching in today’s classrooms. The findings support the view that constructivism provides a compelling framework for designing meaningful, learner-driven instruction that equips students with essential skills for success in the 21st century.
Co-Authors Akash Modi Mohammad Nazmul Alam