Adopting a Guided-Inquiry Approach for an Undergraduate Liberal Education Course in the Indian Context

Abstract

India’s national education policy (NEP2020) emphasizes a shift toward experimental, learner-centered inquiry-driven pedagogy. This study focuses on the implementation of inquiry-driven teaching within a newly introduced four-year undergraduate liberal education program. Against the backdrop of predominantly lecture-based instruction in Indian education, this work explores the introduction of guided-inquiry and presents case studies from a first year undergraduate program at the Gandhi Institute of Technology and Management. Student experiences and perspectives on inquiry-based activities related to everyday chemistry, frugal design, and life processes are examined. The findings highlight both the potential and challenges of implementing inquiry-driven pedagogy in theory courses and demonstrate how the core objective of NEP2020 can be meaningfully integrated into science, engineering, and management education in India.