As global education systems undergo rapid transformation, driven in part by the advent of artificial intelligence and the demands of an increasingly complex world, classrooms are being compelled to evolve. The focus has decisively shifted from memorisation and standardisation to real-world application, critical thinking, and emotional resilience. Against this backdrop, Telangana has emerged as a frontrunner in reimagining the very architecture of classroom learning.
Breaking away from the conventional textbook-centric model, schools across the state are progressively embedding experiential learning into their pedagogy. This approach, which enables students to learn by doing, observing, and reflecting, is not merely an add-on but is becoming central to the state’s educational vision. However, the strides in activity-based education are not mirrored in the domain of Social-Emotional Learning (SEL), a crucial area where significant gaps remain.
This dichotomy is clearly reflected in the recently published PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report, a comprehensive performance review conducted under the National Assessment Centre , NCERT . While the report lauds Telangana’s widespread adoption of experiential learning mechanisms, it simultaneously highlights the pressing need to institutionalise SEL practices in order to ensure truly holistic student development.
Experiential learning gains momentum across Telangana schools
The PARAKH report presents compelling data that affirms the depth of experiential integration in Telangana’s government schools. Teachers across the state report a high incidence of structured co-curricular activities designed to foster creativity, collaboration, and critical thinking.
Key findings include:
These figures reflect a strong systemic effort to transcend the rigidity of academic instruction by embedding platforms that nurture student agency and experiential engagement. Through science fairs, sports events, and literary forums, students are exposed to environments where learning is not restricted to prescribed syllabi but is instead rooted in exploration and reflection.
Nevertheless, the report reveals a slight imbalance: while cultural and sports initiatives enjoy near-universal presence, activities like science exhibitions and literary engagement, which are more closely linked to academic skill-building, see relatively lower uptake. This signals an opportunity for calibrated policy focus and resource allocation to strengthen academically aligned experiential learning.
The silent deficit: SEL remains marginalised
In stark contrast to the progress made in experiential formats, Social-Emotional Learning remains an underdeveloped and inconsistently implemented aspect of Telangana’s school ecosystem.
This absence of structured emotional scaffolding has far-reaching implications. Students who feel emotionally unsafe or disconnected from their environment are far less likely to benefit from experiential activities, no matter how well-designed. The same holds true for educators: a teacher operating under emotional fatigue or stress cannot effectively facilitate meaningful learning experiences.
Bridging the gap: Why integration is imperative
The data illustrates a fundamental misalignment. Experiential learning can enhance engagement, foster innovation, and bring relevance to education, but without the emotional intelligence to navigate collaboration, failure, or self-reflection, its long-term impact remains limited. SEL must, therefore, be viewed not as complementary but as foundational.
A well-integrated SEL strategy equips students with the tools to manage stress, build empathy, and communicate effectively, skills as critical as numeracy or literacy in a volatile and interconnected world. For educators, SEL ensures stronger classroom management, more inclusive instruction, and greater job satisfaction.
The PARAKH report serves as a diagnostic tool and also as a roadmap. Telangana’s progress in experiential learning is undeniable, but the state must now focus its policy lens on embedding emotional well-being as a core tenet of education.
Rather than viewing SEL and EL in isolation, educational leadership must work towards their integration as a single, cohesive model for holistic learning. Such alignment will ensure that students are not only academically competent and creatively engaged but also emotionally resilient and socially adaptive.
Redefining educational success
The future of education lies in its ability to prepare students not merely to pass exams, but to participate meaningfully in society. Telangana’s initiative to embrace experiential learning is a vital step in this direction. Yet, as the PARAKH report reveals, true transformation demands that emotional learning move from the margins to the mainstream.
To educate in today’s world is to nurture the whole child, intellect, skill, and spirit. Telangana is well-positioned to lead this evolution, but the next chapter must be one that closes the SEL gap and redefines success through a lens of holistic, human-centred learning.
Breaking away from the conventional textbook-centric model, schools across the state are progressively embedding experiential learning into their pedagogy. This approach, which enables students to learn by doing, observing, and reflecting, is not merely an add-on but is becoming central to the state’s educational vision. However, the strides in activity-based education are not mirrored in the domain of Social-Emotional Learning (SEL), a crucial area where significant gaps remain.
This dichotomy is clearly reflected in the recently published PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report, a comprehensive performance review conducted under the National Assessment Centre , NCERT . While the report lauds Telangana’s widespread adoption of experiential learning mechanisms, it simultaneously highlights the pressing need to institutionalise SEL practices in order to ensure truly holistic student development.
Experiential learning gains momentum across Telangana schools
The PARAKH report presents compelling data that affirms the depth of experiential integration in Telangana’s government schools. Teachers across the state report a high incidence of structured co-curricular activities designed to foster creativity, collaboration, and critical thinking.
Key findings include:
- Cultural activities were reported in 96% of schools
- Sports activities are available in 95%
- Literary and reading initiatives are present in 88% (including student magazines and newspapers)
- School fairs were conducted in 87%
- Science exhibitions organised by 81%
- Art clubs and creative outlets are active in 78%
These figures reflect a strong systemic effort to transcend the rigidity of academic instruction by embedding platforms that nurture student agency and experiential engagement. Through science fairs, sports events, and literary forums, students are exposed to environments where learning is not restricted to prescribed syllabi but is instead rooted in exploration and reflection.
Nevertheless, the report reveals a slight imbalance: while cultural and sports initiatives enjoy near-universal presence, activities like science exhibitions and literary engagement, which are more closely linked to academic skill-building, see relatively lower uptake. This signals an opportunity for calibrated policy focus and resource allocation to strengthen academically aligned experiential learning.
The silent deficit: SEL remains marginalised
In stark contrast to the progress made in experiential formats, Social-Emotional Learning remains an underdeveloped and inconsistently implemented aspect of Telangana’s school ecosystem.
- The PARAKH report highlights deeply concerning trends:
- Only 14% of students reported feeling safe, glad, or happy within the school environment
- 17% reported experiencing stress or anxiety about schoolwork
- Just 10% felt optimistic about their ability to achieve future goals
- Merely 11% expressed confidence in their current learning setting
- Alarmingly, only 3% of teachers felt emotionally supported in their classrooms
This absence of structured emotional scaffolding has far-reaching implications. Students who feel emotionally unsafe or disconnected from their environment are far less likely to benefit from experiential activities, no matter how well-designed. The same holds true for educators: a teacher operating under emotional fatigue or stress cannot effectively facilitate meaningful learning experiences.
Bridging the gap: Why integration is imperative
The data illustrates a fundamental misalignment. Experiential learning can enhance engagement, foster innovation, and bring relevance to education, but without the emotional intelligence to navigate collaboration, failure, or self-reflection, its long-term impact remains limited. SEL must, therefore, be viewed not as complementary but as foundational.
A well-integrated SEL strategy equips students with the tools to manage stress, build empathy, and communicate effectively, skills as critical as numeracy or literacy in a volatile and interconnected world. For educators, SEL ensures stronger classroom management, more inclusive instruction, and greater job satisfaction.
- Embedding SEL into Telangana’s curriculum would require a multipronged approach:
- In-service teacher training on emotional literacy and classroom climate
- Deployment of dedicated school counsellors and mental health professionals
- Inclusion of SEL indicators in school quality assessments
- Curriculum redesign to include reflective activities, roleplay, peer feedback, and emotional self-assessment
The PARAKH report serves as a diagnostic tool and also as a roadmap. Telangana’s progress in experiential learning is undeniable, but the state must now focus its policy lens on embedding emotional well-being as a core tenet of education.
Rather than viewing SEL and EL in isolation, educational leadership must work towards their integration as a single, cohesive model for holistic learning. Such alignment will ensure that students are not only academically competent and creatively engaged but also emotionally resilient and socially adaptive.
Redefining educational success
The future of education lies in its ability to prepare students not merely to pass exams, but to participate meaningfully in society. Telangana’s initiative to embrace experiential learning is a vital step in this direction. Yet, as the PARAKH report reveals, true transformation demands that emotional learning move from the margins to the mainstream.
To educate in today’s world is to nurture the whole child, intellect, skill, and spirit. Telangana is well-positioned to lead this evolution, but the next chapter must be one that closes the SEL gap and redefines success through a lens of holistic, human-centred learning.
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