Despite sustained training requirements and a shared intention among stakeholders to promote meaningful learning and 21st-century skills, the transformation of classroom practice often remains limited. This study investigates this gap through surveys and structured dialogues with 15 teachers and 20 students, complemented by peer observations of 10 volunteer teachers trained in innovative methodologies such as reverse teaching, gamification, and socio-emotional learning (SEL)–integrated instruction in a middle school serving a rural population in North India. Findings indicate that classroom change is constrained by prevailing sociocultural attitudes and continued reliance on traditional transmission-based teaching as the dominant and socially accepted model, and insufficient teacher preparation in areas including pre-work, resource design, reflective praxis, and plenary facilitation. Limited stakeholder motivation further restricts the adoption of new practices. The study underscores the need for a phased and context-sensitive approach to pedagogical reform and for restructuring assessment systems—particularly within Asian contexts. It also highlights the need for deliberate stakeholder engagement through structured demonstrations that model the systematic development of 21st-century learning skills, offering insights relevant to policy design, teacher development programmes, and rural schooling contexts. Strengthening these systemic and cultural supports is essential for advancing active learning and achieving sustainable, scalable classroom transformation.

Authors:
Manisha Pundir, VidyaGyan School, India

About the Presenter(s)
Ms. Manisha Pundir is currently Head of Department of Social Sciences in VidyaGyan Sitapur, Shiv Nadar Foundation. She is part of pedagogical team for the institution that is working to train and support teachers across three campuses.

Connect on Linkedin
https://www.linkedin.com/in/manisha-pundir87

See this presentation on the full schedule – Wednesday Schedule

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