RECONFIGURING PEDAGOGICAL CONSTRUCTS: A SCOPING REVIEW OF ART-INTEGRATED LEARNING
DOI:
https://doi.org/10.47413/qr336262Abstract
In 1937, the Wardha Scheme of Education, rooted in Mahatma Gandhi’s transformative philosophy, laid the groundwork for a craft-centered pedagogy that interwove hands-on skills with academic learning. Decades. Later, NCF 2005 expanded upon these principles, introducing Art-Integrated Learning (AIL) as an innovative teaching methodology that seamlessly incorporated diverse art forms to deepen conceptual comprehension across subjects. Reinforcing this vision, NEP 2020 has further advocated AIL as a pivotal innovative strategy, aiming to transform learning into an experiential and constructive journey. Several empirical studies have explored its implementation in diverse contexts in recent years. In recent years, several empirical studies have explored its implementation in diverse contexts. This paper systematically reviews & synthesizes 56 manuscripts based upon global perspectives on the implementation, pedagogical outcomes, and teachers’ perceptions published between 2003 and 2024, the findings elucidate AIL's substantial impact on enhancing student engagement, fostering creativity, and deepening conceptual understanding across multiple disciplines. The findings underscore AIL's capacity to foster a more immersive, dynamic & inclusive learning ecosystem, promoting profound cognitive and personal development, with educators generally affirming its pedagogical value despite resource and training constraints. This study posits that AIL, when strategically aligned with curriculum and institutional support, holds substantial promise in advancing pedagogical practices.
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