Flipped Learning in Digital India: A Pedagogical Innovation for Cultivating Critical Thinking
Lipika Dash , Ph.D.Scholar
Department Of Teacher Education, Central University of Haryana
Ph No- 9348504004
Pin Code- 756001
Prof. Nand Kishor
Department Of Teacher Education, Central University of Haryana
Abstract
The National Education Policy (NEP) 2020’s student-focused approach and India’s rapid digitalization have accelerated the adoption of innovative pedagogies. The most promising of these is flipped learning, in which interactive, learner-focused activities are conducted during class time while content is delivered outside of it. In keeping with the NEP 2020 focus on higher-order cognitive growth, this article attempts to investigate how flipped learning might improve the critical thinking abilities of Indian students (Ministry of Education, 2020). This study explores the benefits, drawbacks, and pedagogical significance of flipped learning in the context of Indian higher education, drawing on a review of the literature and case studies from India.
Keywords: Flipped learning, critical thinking, Digital India, National Education Policy 2020, learner-centric education
DOI link – https://doi.org/10.69758/GIMRJ/2509S01V13P007
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