Authentic Learning for developing key competencies in Sustainability: A Review

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Arti Chopra, Dr. Padmakali Banerjee

Abstract

It has been observed that unless the learning is contextual and allows meaningful association with the realistic situations, either students do not get engaged fully or their retention is for a shorter span, thus defeating the whole purpose of education. According to some teachers, their students are less likely to remember what they learned if the concept remained on paper, abstract or disconnected from real-time experience. On the other hand, learning experientially in authentic contexts has provided good results as a teaching- learning pedagogy. As part of authentic learning activity, tasks identified have connection to the real-life problems and situations that students face outside the classroom, both presently and in the future.  This paper aims to come up with a learning model for educationists that includes integration of sustainability competency in the curriculum by making learning authentic.

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