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<p>The 21st-century education paradigm demands a shift from rote learning to competency-driven approaches that prepare learners for real-world challenges. Competency-Based Learning (CBL), as envisioned in India’s National Education Policy (NEP) 2020, emphasises mastery of skills, practical knowledge, and holistic development. This study adopts a Systematic Literature Review (SLR) design following PRISMA 2020 guidelines, scrutinizing 22 peer-reviewed studies traversing empirical, conceptual, and review-based research. Methodological reliability was ensured through a modified Critical Appraisal Skills Programme (CASP) checklist assessing contextual relevance, methodological rigour, and validity. The synthesis divulges that CBL operationalises holistic development through learner-centred pedagogies such as experiential learning, formative assessment, collaboration, creativity, and reflective inquiry. The findings highlights how these practices integrate cognitive, socio-emotional, and ethical growth, translating policy intent into classroom practice. However, implementation challenges persist, including limited teacher preparedness, infrastructural constraints, and assessment-related resistance. The study contributes a structured understanding of how CBL can be effectively enacted in classroom contexts, proposing evidence-based insights for curriculum design, teacher capacity-building, and policy alignment. By mapping pathways for operationalising holistic development, this review advances NEP 2020’s vision of cultivating competent, creative, and socially responsible learners.</p>

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Competency-based learning as a framework for holistic development of 21st century learners in school education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月12日

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  • Shaweta Miglani,
  • Vaibhav Verma,
  • Manish Agrawal,
  • Jaswinder Singh,
  • Jitendra Patel

摘要

The 21st-century education paradigm demands a shift from rote learning to competency-driven approaches that prepare learners for real-world challenges. Competency-Based Learning (CBL), as envisioned in India’s National Education Policy (NEP) 2020, emphasises mastery of skills, practical knowledge, and holistic development. This study adopts a Systematic Literature Review (SLR) design following PRISMA 2020 guidelines, scrutinizing 22 peer-reviewed studies traversing empirical, conceptual, and review-based research. Methodological reliability was ensured through a modified Critical Appraisal Skills Programme (CASP) checklist assessing contextual relevance, methodological rigour, and validity. The synthesis divulges that CBL operationalises holistic development through learner-centred pedagogies such as experiential learning, formative assessment, collaboration, creativity, and reflective inquiry. The findings highlights how these practices integrate cognitive, socio-emotional, and ethical growth, translating policy intent into classroom practice. However, implementation challenges persist, including limited teacher preparedness, infrastructural constraints, and assessment-related resistance. The study contributes a structured understanding of how CBL can be effectively enacted in classroom contexts, proposing evidence-based insights for curriculum design, teacher capacity-building, and policy alignment. By mapping pathways for operationalising holistic development, this review advances NEP 2020’s vision of cultivating competent, creative, and socially responsible learners.