Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Volume 7 Issue 4
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Faculty Perceptions and Adoption Challenges of Active-Learning Strategies in Indian Higher Education: A Survey-Based Study with Implications for NEP 2020

Author(s) Neha Santoshkumar Jain, Govinda Vinod Lakhotiya, Sandeep D. Patil
Country India
Abstract Active learning (AL) is generally accepted as a more effective pedagogical alternative to passive lecture-based teaching but is still not widespread in Indian higher education. In this paper we report on results of a mixed-methods survey (n = 120 faculty in 15 states of India, mostly from Maharashtra) that examined faculty awareness of, attitudes to, and barriers to active learning adoption. The survey covered six dimensions of knowledge, including knowledge of AL methods, institutional support and training, infrastructure access, student readiness and willingness to use it. Research showed that 70% of them are familiar with at least one AL method and 75% are willing to use AL methods but they face a lot of structural barriers which include time constraints (78%), huge class sizes (71%), and poor infrastructure (68%). Only 31% of them had received NEP 2020-aligned training. The study places these findings within the framework of Vygotsky’s social constructivism, Kolb’s experiential learning cycle and India’s National Education Policy (NEP) 2020 reform agenda. Suggestions for institutional capacity-building, faculty education and policy approaches to close the knowledge-implementation gap are mentioned.
Keywords active learning; faculty perceptions; higher education India; NEP 2020; constructivism; pedagogical barriers; faculty development
Published In Volume 7, Issue 4, July-August 2026
Published On 2026-08-14
DOI https://doi.org/10.63363/aijfr.2026.v07i04.7380
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