Learner-Centred Pedagogy in Indian Social Science Education: Policy Intent, Classroom Realities, and Global Insights

Abstract

Learner-centred teaching has been a key focus of Social Science education reform in India since the National Curriculum Framework (NCF) 2005. It was further reinforced in the National Curriculum Framework for School Education (NCF-SE) 2023. These documents emphasise constructivist learning, inquiry, critical thinking, and students' active roles. However, many classrooms in Indian schools still focus mainly on textbooks and exams. This gap between policy intent and classroom practice has been documented across various Indian educational contexts, highlighting persistent challenges in pedagogical transformation. In contrast, education systems around the world, such as those in Finland, the United States, and other countries, use case-based and problem-based learning models, especially in Social Studies. This paper analyses the differences between learner-centred teaching in India and inquiry-oriented teaching methods in selected global contexts. The study argues that the issues in India stem not from policy intentions but from contextual challenges, including large class sizes, assessment methods, limited teacher autonomy, and resource disparities. These challenges are further compounded by the need for aligned teacher professional development and institutional support. Instead of simply copying global models, the paper proposes ways to adapt global best practices to Indian contexts. It uses studies, debates, and problem-solving tasks that can be integrated into existing textbook material without adding to the curriculum burden. The paper concludes that a context-sensitive approach to integrating inquiry-based and case-based learning, rooted in Indian social realities, can help close the gap between learner-centred policies and actual classroom practices. This could enhance the transformative potential of Social Science education in India.